15 - Team Progress - WRT

7/31/2019 15 - Team Progress - WRT

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UCL Institute of Archaeology

2012

Who Stole my Milk?3.6 Web Resource Team

Charmaine Wong and Urka Bohinec


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UCL Student Homes Project 2012 Page 495

TABLE OF CONTENT

3.6 Web Resource Team 494

Appendix 3.6.1 Meeting Minutes

9 February 2012 496Appendix 3.6.2 Meeting Minutes 29 March 2012 497Appendix 3.6.3 Blog Schedule Evolution 499

Appendix 3.6.4 Floor plan Drawing Evolution 501

Appendix 3.6.5 Floor plan Brief for Big Picture Inc 502

Appendix 3.6.6 First Draft Floor plan Text & Object Selection 504

Appendix 3.6.7 Second Draft Floor plan Text & Object Selection 511

Appendix 3.6.8 First Draft of Digital Story Script 519


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APPENDIX 3.6.1 MEETING MINUTES 9 FEBRUARY 2012

Meeting Title Web Resource Meeting Date 9 Feb 2012

Facilitator Web Resource Team Time 11am

Location Geffrye MuseumNote

TakerCharmaine

Attendees Mandy, Urska, Charmaine

KEY POINTS DISCUSSED

- Will be using Blogger for the project Blog; blog will be updated twice a weekwith relevant content; create a timeline for what will go on the blog and when

it will go up

- Digital Story between 3-4 minutes. Text copy of the script will need to beapproved by management (will need minimum 1 week for approval):

projected launch date for video: Late April, early May

- Interactive Floor Plan descriptions of objects will be typified, (i.e. notbased on someones personal story of the object, but a have more generalinterpretation about the type of object it is and the types of emotions,

conflicts, etc. associated with it); instead of text description, perhaps the use

of voice-overs.

ACTIONS PLAN

No Action Item(s) Assigned Project

Member/s

Targe

t Date

1. Come up with several options for blog design

including a statement of intent of blog; create

provisional timeline for blog content

WR 20

Feb

2. Twitter and Facebook Launch WR 27Feb

3. Blog Launch WR 5 Mar


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APPENDIX 3.6.2 MEETING MINUTES 29 MARCH 2012

Meeting Title WRT First Draft Update Date 29/03/2012

Facilitator WRT Time 11:00

Location GMNote

TakerJulie

Attendees Mandy, Urska, Charmaine, Julie

KEY POINTS DISCUSSED

Update on Floor plan:

Still have to go over the brief for Big Picture. No drawing at this stage. Should be

done next week. First draft done. Common room (kitchen), 2 bedroom, bathroom.

Will probably cut one object out, down to 10. 2 audio files. Mandy can show C&U

how to mute out sounds. Li is going back to take more photo tonight. Audio would

be quite short. 15-30 secs. We have to stick to the Big Picture brief, because any

addition would have a cost impact.

Drawing styles of objects.

David, the director, needs to check stuff, is away for 2 weeks. Need to show him on

the 16th April. Get it approved before Big Picture. Final version of floor plan. Get it to

Big Picture by then, could get it done in one week.

Update on Digital Story:

Decided on a topic, how students make a house a home. Going over the general plot

today. Mix of video and still images. Can have different people speaking, different

voices. Can isolate sound bites. Mandy can isolate quotes. Paraphrasing might workfor lower English levels. Put up transcript. YouTube, you can add your own subtitles.

Send the first draft by the 2nd April. Can use Windows Media Player for editing;

Adobe Premier Elements on Charmaines computer, Urska might get another

program from cousin.


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Tools for filming: ask Vanessa & Rachel. Charmaines camera can shoot 720. Can

also borrow HD camera from a friend. UCL options just in case. UCL

communications.

Can we shoot video of the participants without talking? Ask DSHT.

Slightly change schedule for Blog Post; pushed each post back a few days, because

there was one week where there was nothing. C&U to send blog schedule to Mandy.

Facebook, Family Day post, is on the GM website. C & U to do.

URL for the space, under the learning section. Coordinate with ART and e-shot. Have

WRT draft cover page. Landing page for the project. Get a group shot. Li to take

photo.

ACTIONS PLAN

No Action Item(s) Assigned Project

Member/s

Target

Date

1. Send blog schedule to Mandy C & U 30/03/2

012

2. Family Day post on Facebook C & U 31/03/2

012

3. Find out when e-shot going out Julie 29/03/2

012

4. Organize drafting of website cover page Julie tbd

5. Organize Li to bring camera to panel meeting Julie 29/03/2

012

NOTES

NEXT MEETING

Thursday 5th April, Mandy Feedback on First Draft, 10:00


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APPENDIX 3.6.3 BLOG SCHEDULE EVOLUTION

WRT developed an overall blog strategy selecting specific dates and assigning topics to post

over the duration of the project. This strategy enabled WRT to develop targets, track their

outputs and ensure the blogs overall success.

March 5 Inaugural Post

March 6 Post the Postcard

March 12 Meet the team

March 15 What topics are you interested in? What are the stereotypes that come to

mind when thinking about student homes? (I.e. dirty)

March 21 T/F: Students are Dirty.

March 24 Replies to Students are Dirty

March 26 Whats in your fridge? Take a picture of your fridge or a dish that reminds

you of home.

March 30 Replies to Whats in your fridge.

April 1 April Fools?

April 2 Chopsticks: Food

April 6 Replies to Food

April 9 Chopsticks

April 13 Replies to Chopsticks

April 23 Objects of sentimental value

April 27 Replies to objects

April 30 Conflicts with you and your roommate (anonymous if you want!)

May 4 Replies to conflicts

May 7 Bright side of student living (I.e. socializing, potlucks, fun times)

May 11 Replies to Bright side


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May 15 (or

after)

Sign-off and pictures from private viewing

This strategy was adapted slightly following AAT feedback. WRT changed their overall

approach to reflect the projects learning theories; an initial post set the scene and asked

relevant questions. The audience was asked to respond and participate. The responses

were posted a few days later. For the blog posts, see project outcome appendix 2.6.3.

March 5 Inaugural Post

March 12 Meet the team

March 15 What topics are you interested in? What are the stereotypes that come

to mind when thinking about student homes? (I.e. dirty)

March 21 T/F: Students are Dirty.

March 24 Replies to Students are Dirty

March 28 Whats in your fridge? Take a picture of your fridge or a dish that

reminds you of home.

April 1 Replies to Whats in your fridge?

April 4 Student Cuisine

April 11 Replies to Student Cuisine

April 13 Chopsticks

April 18 Objects of sentimental value

April 22 Replies to objects

April 25 Conflicts with you and your roommate

May 1 Replies to conflicts

May 5 Bright side of student living (I.e. socializing, potlucks, fun times)

May 11 Replies to Bright side

May 15 (or

anytime after)

Sign-off and pictures from opening event

(Plugs and converters as backup)


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APPENDIX 3.6.4 FLOOR PLAN DRAWING EVOLUTION

WRT decided early on to create an interactive feature for the GMs permanent website,

which could be access via the projects landing page (http://www.geffrye-

museum.org.uk/learning/universities-fe-he/who-stole-my-milk/). Initially, in order to

represent their overall idea to team members, WRT obtained this generic floor plan designfrom the Internet.

The survey conducted by AAT revealed that the majority of our primary target audience

preferred a 3-D drawing of the floor plan. WRT selected this drawing to illustrate the

provisional floor plan that Big Picture Inc designed.

For the final design, see project outcomes appendix 2.6.4.
http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/


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APPENDIX 3.6.5 FLOOR PLAN BRIEF FOR BIG PICTURE INC

WRT submitted a brief to Big Picture Inc including the following drawings, instructions,

text, and photographs. Updated versions of the text were submitted to Big Picture Inc once

approved by GM staff. Big Picture Inc produced a 3-D sketch for WRT & GM approval.

Following some modifications and improvements, the final floor plan design was uploadedonto the GMs permanent website. (http://www.geffrye-

museum.org.uk/learning/universities-fe-he/who-stole-my-milk/)

Summary

Our objective is to create an interactive, three-dimensional floor-plan of a student home

with 10 interactive objects. Each object, when clicked will open a new pop-up that will

include a picture of that object in and text about its history and significance. 2 of the 10

objects will also include an audio clip which can be accessed when the player (also in the

pop-up) is activated by the user.

Object List

1. Shower curtain2. Sink/soap dispensers3. Projector4. Refrigerator5. Rice cooker6. Wall decorations7. Jade Buddha8. Mug9. Guitar10.Photo album
http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/


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Organization of objects by room:

Bathroom Shower curtain

Sink/soap dispensers

Kitchen/Common

Room

Projector

RefrigeratorRice Cooker

Bedroom 1 Wall decorations

Jade Buddha

Mug

Bedroom 2 Guitar

Photo album

Below is a 3-D version of the above 2-D floor-plan. Note that the objects are missing. The

perspective is more-or-less correct. Although this image is in grayscale, our final image will

be in black and white in line illustration style (examples below). The interactive objects areto appear in the same illustrated style, but in colour to contrast the surroundings. Please

note that on this floor-plan there are no walls or doors. In the final floor plan, we would

like very low walls (so that there is no visual obstruction) and either door frames or spaces

in the wall to indicate their presence.


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APPENDIX 3.6.6 FIRST DRAFT FLOOR PLAN TEXT & OBJECT SELECTION

WRT produced text describing each object selected for the floor plan and implementing the

projects learning theories. The text introduced the history of the object, and proceeded to

ask the audience relevant questions in order to entice them to reflect and reminisce about

studenthomes. The text terminated with the objects personal story, its owner, and itsmeaning. WRT initially included two audio files taken from data collected by DSHT. These

were later removed as interfering noises were impossible to remove.

ROOM 1

Jade Buddha Pendant

This beautiful, light green pendant is made from jade. In China, jade has a long

and interesting history. As early as 7000 BC (Neolithic Age), people made

symbolic weapons, ornaments, and ritual objects from jade because it held

earthly and spiritual powers. Today, however, its function has changed.

Can you think of why a student would bring this pendant away with them to

school?

Students often bring small, portable objects with them as a symbol of their

identity and to remind them of their family home. This particular pendant

was a gift from Echos mother. Echo brought it with her from China to ease

her mothers worries. It will bring her luck and inner peace.

[AUDIO INCLUDED]


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ROOM 1

Ceramic Mugs

This beautifully decorated mug is made from ceramic.

Many scholars believe that the earliest ceramics in the world date to Jmon

period in Japan (circa 12,000 BC). However, many areas later developed the

technology independently. Archaeologists often study ceramics to track

changing social, economic, and artistic traditions. Little has changed in termsof its practical function, however today, ceramics are still used to serve food

and drinks.

Do you think that students only think of their mugs as a way to serve drinks?

Many students have personal mugs that they bring to their student homes.

These portable objects are easy ways that students can convey their artistic,

intellectual, musical, and even political interests. Jamie received this

particular mug as a gift. He brings it everywhere as it holds much sentimental

value.

ROOM 1

Wall Decorations

Unlike these modern images of Marilyn Monroe, the first posters created in

the 15th century were largely text-based. They were used for public and

governmental notices, as well as private and commercial announcements.

However, the invention of lithography in the 19th century allowed for the

development of the colourful and image-based modern posters that we are


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familiar with today.

Why are posters so popular among students?

It is common to find wall decorations in student homes. Many students find it

important to decorate their living space to make it their own. Sometimestheir arrangements are aesthetic, with posters of things that they are

interested in, while, other times, decorations can be of sentimental value -

postcards that remind them of the places that they have visited, pictures of

family and friends, gifts from other people. It is interesting that some students

enjoy putting up decorations to make their house a home, while others

decide against it, as they know that their stay is temporary.

[AUDIO INCLUDED]

ROOM 2

Guitars

This is a modern, acoustic classical guitar. Similar plucked-string instruments

go as far back as Ancient Egypt. But scholars are unsure where guitars like

this one come from is it from the Middle East or did they originate from

Europe? During the 15th century, guitars begin to look more like the ones we

know today. They become very popular in places like France, England, Italy,

and Spain.

Are guitars popular amongst students?

Students bring their guitars to university for various reasons: it speaks of

their musical taste and it is a nice way to decorate their room. More

importantly, playing guitar brings people together and can create strong

friendships.


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ROOM 2

Photo albums

Photography has captured the imagination since its inception in 1826. Joseph

NicphoreNipce, a Frenchman, is responsible for the very first photograph.

The process has come a long way since then. Recently, it has been completely

revolutionized with the advent of digital photography.

With the ease that digital photography brings, why would a student carry a

photo album with him?

Photo albums are personal objects that many students have sentimental

attachments towards because of the important objects that they contain.

Although photographs are important vestiges of identity, not all students

choose to bring photographs or albums with them when they go away for

school. Instead, because of the rise of digital photography many people are

able to reminisce and capture the same nostalgic feeling through viewing

photographs on their computers or online.

KITCHEN /

COMMON

SPACE

Refrigerators

The refrigerator is a relatively modern invention among kitchen appliances.

The first practical refrigerating machine was built by Jacob Perkins in 1834.


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At first, they were considered luxury items. But this changed at the end of

World War II because of new technological advances in gas and electric

refrigeration. Today, most Western households own a refrigerator.

Why is the refrigerator so important in student homes?

The answer is simple shared space. Students do not always share their food;

did you notice the three packs of butter and the two loaves of bread? When

items mysteriously disappear, or roommates borrow milk and forget to

replace it, tensions rise. Learning to compromise by sharing refrigerator

space and respecting others is an important part of student life.

KITCHEN /

COMMON

SPACE

Electric Rice Cookers

This is an electric rice cooker from China. These kitchen appliances were first

produced in Japan during the mid-1950s. Because they can cook many

different types of rice in a number of ways, their exportation outside of Japan

occurred very rapidly. So rapidly, in fact, that they are now found in most

Asian households today.

Do international students really bring rice cookers all the way from home?

Although rice-cookers are readily available from a variety of retailers in

London, students often choose to bring their own rice cookers. Some students

are very attached to these practical objects that allow them to cook food thatremind them of home.


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KITCHEN /

COMMON

SPACE

Portable Projectors

A portable projector is not a common object to find inside a home these days.

After the development of the motion picture, however, they became

increasingly popular. From 1896 through to the 1950s, projectors came in

many different models and were used to entertain guests. When television

was invented, this new technology slowly replaced portable projectors.

How does the projector bring the students together?

Nowadays, technology is a very important part of student life. A portable

projector can allow students to share their common interests by watching

films and television series together. The students in Barnet House have

bonded over this piece of technology; they have formed long-lasting

friendships and turned their house into a home.

BATHROOM

Soap dispensers

Every household bathroom has a soap dispenser; this one has three. Althoughsoap was invented around 2800 BC, it was first used to clean textile. Soaps

used in personal hygiene were introduced much later in history. They were

made from different oils and animal fats. Nowadays, much soap is chemically

based.


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How can such a simple object as a soap dispenser cause so many

complications?

Bathrooms in student homes are normally shared spaces. Students do not

always share necessities. This includes soap dispensers. In order to avoid

conflict, many students choose to purchase their own.

BATHROOM

Shower Curtains

Showers as we know them today came into use in the late 18th century. The

first shower curtains were invented to afford the bather privacy. They were

made of cloth and therefore not coated to be water-resistant. At that time,

showers were contained in a separate unit outside the main house which was

not a problem. When they moved into the main house, the first water-

resistant shower curtains were introduced. Apart from ensuring the privacy

of the bather they got new practical function to prevent water from spraying

or flooding into the bathroom.

What subject do you think this student studies?

Objects as shower curtains are usually included in equipment of the houses,

but in some cases student have to provide them by themselves. In those cases

objects overgrew their primarily practical value. In attempts to make their

permanent house a home students usually chose objects that resembles their

identities and interests what gives them sentimental value.


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APPENDIX 3.6.7 SECOND DRAFT FLOOR PLAN TEXT & OBJECT SELECTION

ROOM 1

Jade Buddha Pendant

Chosen by Echo, a masters student from southwest China.

This beautiful, light green pendant is made from jade. In China, jade has a

long and interesting history. As early as 7000 BC (Neolithic Age), people

made symbolic weapons, ornaments, and ritual objects from jade because itwas believed to hold earthly and spiritual powers.

What is so special about this pendant that Echo would bring it all the way

from China?

Students often bring small, portable objects with them that show where they

are from and to remind them of their family home. This pendant was a gift

from Echos mother who believes that it will bring her daughter luck and

inner peace. As this was the first time that Echo left home, her mother wasvery worried. Although Echo does not share these beliefs, she still considers

the pendant to be comforting and reassuring.

ROOM 1

Ceramic Mugs

Chosen by Jamie, a PhD student from Middlesbrough, England.

This beautifully decorated mug is made from ceramic. Scholars believe that

the earliest ceramics in the world date to the Jmon period in Japan (circa


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12,000 BC). Archaeologists often study ceramics to track changing social,

economic, and artistic traditions. Little has changed in terms of its practical

function, however, as today ceramics are still used to serve food and drinks.

Are all mugs one and the same?

Many students have personal mugs that they bring to their student homes.

These portable objects provide an easy way for students to convey their

artistic, intellectual, musical, and even political interests. Jamie received this

mug as a gift from a friend when he lived in the United States. It depicts his

favourite American writers. Although it is in poor condition, he still brings it

everywhere as it holds a lot of sentimental value for him.

ROOM 1

Wall Decorations

Chosen by Sebastian, a masters student originally from Germany

whose family resides in Oxford, England.

The first posters created in the fifteenth century were largely text-based.The invention of lithography, a type of colour printing, in the nineteenth

century allowed for the development of the colourful and image-based

modern posters that we are familiar with today.

Why are posters so popular among students?

It is common to find wall decorations in student homes. Many students feel it

is important to decorate their living space in order to make it their own.

They create beautiful arrangements with attractive or meaningful images

like photos of friends and ticket stubs. The poster on the right remindsSebastian of the year he spent abroad in Philadelphia while the world map

on the leftreflects Sebastians interest in travel. Areas on the map can be

scratched off, revealing the places that he has visited. Unlike Sebastian, other

students choose not to decorate their rooms as they believe that their time


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spent in London is short-lived.

ROOM 2

Guitars

Chosen by Sebastian, a masters student originally from Germany but

whose family lives in Oxford, England

This is a modern, acoustic classical guitar. Similar plucked-string

instruments go as far back as Ancient Egypt. During the fifteenth century,

guitars began to look more like the ones we know today. They became very

popular in places like France, England, Italy, and Spain.

Why are guitars popular amongst students today?

Students bring their guitars to university for various reasons: it speaks of

their musical taste and it is also a nice way to decorate their room. Moreimportantly, playing guitar brings people together. In this particular house

Sebastian shares his guitar with his flat-mates Ted, Jack and Sophie. Playing

music as a group has created a strong friendship.

ROOM 2

Photo album

Chosen by Jack, a masters student from France


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Photography has captured the imagination since its inception in 1826.

Joseph Nicphore Nipce, a Frenchman, was responsible for the very first

photograph. Recently, the photographic process has been completely

revolutionized with the advent of digital photography.

With the ease of digital photography, why would a student ever carry aphoto album with him?

Many students have a sentimental attachment to their photographs. But not

all students choose to bring photographs or albums with them when they go

away to university. Instead, the rise of digital photography allows many to

capture the same nostalgic feeling when viewing photographs on their

computers or online. Jacks photo album contains pictures of his childhood

and people from his past. He sees his home as anywhere he puts his head

down at night, and his photo album is the only object that he consciously

brings from place to place.

KITCHEN /

COMMON

SPACE

Refrigerators

Shared by postgraduate students Sebastian, Ted, Sophie and Jack in a

flat in Tower Hamlet

The first practical refrigerating machine was built in1834. At first, they were

considered luxury items, but this changed at the end of World War II because

of new technological advances in gas and electric refrigeration. Today, most

Western households own a refrigerator.

Why is the refrigerator so important in student homes?

The answer is simple shared space. In the Tower Hamlet flat, the students


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do not only share fridge-space, but the milk as well. See the large milk jug

and how it dominates the entire shelf? It is Teds skimmed milk. He buys it

regularly, but none of his flat-mates like it. The amount of space that the jug

takes up is a source of annoyance for Teds flat-mates.

Students do not always share their food. When items mysteriouslydisappear, or roommates borrow milk and forget to replace it, tensions

rise. Learning to compromise by sharing refrigerator space and respecting

others is an important part of student life.

KITCHEN /

COMMON

SPACE

Electric Rice-cookers

Chosen by Allen, a masters student from southwest China

This is an electric rice-cooker from China. These kitchen appliances were

first produced in Japan during the mid-1950s. Because they can cook many

different types of rice in a number of ways, their exportation outside of Japan

spread very rapidly. So rapidly, in fact, that they are now found in most Asian

households today.

Do international students really bring rice-cookers all the way from home?

Although rice-cookers are readily available from a variety of retailers in

London, students often choose to bring their own rice cookers. Some

students are very attached to these practical objects that allow them to cook

food that reminds them of home. In the flat we visited in Islington, three of

the four Chinese students had each brought their own rice-cooker with them.

Nothing cooks rice better than your own rice-cooker.


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KITCHEN /

COMMON

SPACE

Portable Projectors

Used by postgraduate students Sebastian, Ted, Sophie and Jack living in

a flat in Tower Hamlet

A portable projector is not a common object to find inside a home these days.

From 1896 and the invention of the motion picture through to the 1950s,

projectors came in many different models and were used to entertain guests

at home. When television was invented, this new technology slowly replaced

portable projectors.

If projectors are so uncommon in student homes, why was this one so

important to the flat-mates at Tower Hamlet?

The students at Tower Hamlet inherited this portable projector from one of

their former flat-mates. The projector allows them not only to spend their

spare time together, but also to share their common interests by watching

films and television series they enjoy. They all felt that the presence of this

projector strengthened their friendship; it helped turn their house into ahome.

BATHROOM

Soap dispensers

Bathroom shared by three couples of which two couples are masters


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students in a flat in Euston

Soap was invented around 2800 BC and was first used to clean textiles.

Soaps for personal hygiene were introduced much later in history. They

were made from different oils and animal fats. Nowadays, many soaps are

chemically based and are cheap and easy to obtain.

How can such a simple object as a soap dispenser cause so many

complications?

Every household bathroom has a soap dispenser: this one has three.

Bathrooms in student homes are normally shared spaces. In this Euston flat

the room is shared by three couples. In the morning, they compromise taking

turns using the bathroom. The flat-mates have to agree on cleaning

schedules and share essentials. But students do not always share necessities,

such as soap dispensers. In order to avoid conflict, many students choose topurchase their own, according to their own needs and budget.

BATHROOM

Shower Curtains

Chosen by Gabriele, a PhD student from Italy

Domestic showers as we know them today came into use in the late

eighteenth century. At that time, showers were contained in a separate unit

outside the main house and shower curtains were invented to afford the

bather privacy. When showers moved into the main house, the first water-

resistant shower curtains were introduced. Apart from ensuring the privacy

of the bather they now had a new practical function which was to preventwater from spraying or flooding into the bathroom.

How does something as functional as a shower curtain show traces of

student personality?


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Shower curtains are usually provided by the landlord, but in some cases

students have to purchase them themselves. This is the perfect opportunity

for them to choose a design that reflects their own personality and interests.

This particular shower curtain shows the science background of Gabriele

and the people sharing the flat. These small, individual touches have

transformed this space into cosy place to live.


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APPENDIX 3.6.8 FIRST DRAFT OF DIGITAL STORY SCRIPT

WRT produced a script for the digital story. After minor changes, the GM approved the

script and WRT began filming and narrating the storyline. The results were later edited and

uploaded onto Youtube. A link was added to the GMs permanent website

(http://www.geffrye-museum.org.uk/learning/universities-fe-he/who-stole-my-milk/).For the final version of the digital story, see project outcomes appendix 2.6.6.

London Living: a Students Tale

Scene 1:

Imagine this: You are a student who has just arrived in London. It does not matter where

you are from it could be as far as China or Canada, or as close as Stratford or Scarborough

what matters is that youre here in London now in 2012. Having arrived, you become

painfully aware of how crowded, noisy, fast-paced, impersonal, and frantic the city is. This

cosmopolitan melting pot might feel strange and alarming to you. As someone new to the

city, it is easy to become overwhelmed. How do you feel? How do you cope? How do you

find your place in this vast city? This is the story of how students create their homes in

London.

Scene 2:

Upon arrival, students must deal with a variety of challenges. Many experience culture

shock and become stressed when trying to find a place to live:

[Quotes: Natasha rat race, Hua homesick, Alessandra lack of vegetables]

Sometimes it feels like a rat race. You get up in the morning, you get onto the tube,

everyones pushing each other and you get to work, get out of work, youre running back

home to kind of tick the box, eat, cook, shower, study, sleep, you know its a tick-box

system Natasha (0:15)

In the south of Italy we like to cook vegetables, and very rustic dishes, so I try to, you

know, repeat them here although I cannot find everything, like some kinds of vegetables,

its impossible to find them in London. Thats what I miss most from my home town, is like,

the people that sell on the streets these vegetables which are very, very tasty. (0:25)

Scene 3:

Students often live with complete strangers which also poses a unique set of problems.

Different lifestyles, personalities and habits can cause conflict. Stealing each others milk,
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taking too much space in the fridge, or being noisy or messy can make student life difficult

at times.

Scene 4:

Students can either let this conflict bring them down, or they can learn to compromise. Inaddition to learning how to share things and space, students learn the importance of good

communication.

The impact, on my personality, I would say would be that I have become a little bit more

diplomatic and less direct. Natasha (0:09)

Scene 5:

Leaving your family behind might add to the stress as well, and students attempt to find

ways to combat homesickness. In addition to keeping in touch with their families, some

students may find comfort in the things they are familiar with.

Jackie Chan songs. I always listen his songs to make me feel more comfortable. Wijia

(0:07)

While other students bring small tokens of encouragement from friends and families

Usually when I come back down my mum will pack up, sometimes shell bake something

like banana loaf, but usually its kind of just supplies - kind of chocolate bars, just things to

keep me going. Jamie (0:12)

Scene 6:

Not all students make their student house into a home, but many attempt to do so through

various means, such as through the use of decorations including photos, postcards, and

posters to make their physical surroundings more personal. Others bring personal objects

from their previous home which have sentimental value, giving them comfort. And still

others try to create a home around cooking and eating food that their mothers or

grandmothers made.

I miss home so I chose to buy a lot of rice and Chinese food from China Town Qin (0:08)

Scene 7:

But, ultimately, the most important factor in transforming a student house into a home is

the friendships that are formed. Having someone support you through challenges and

adversity, the ups and downs, the shock of living in a new city, uncertainty, and all other


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problems that students may face, as well as having someone to spend your spare time with,

laugh with, cry with, and eat with , is what makes a student house a home.

In the words of one student: Weve created a nice warm home here. (0:02)

15 - Team Progress - WRT

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Transcript of 15 - Team Progress - WRT