Information Design I - 21175 - VSCM 329 Instructors: Jackie Bagley / Thomas Porostocky Final execution due Dec.

11, 2012

PROJECT + OBJECTIVES

Design an Interactive Exhibit for Grades 4-7 school children that educates and communicates How to reduce my footprint (Waste Reduction and Management) : Being Responsible for my own waste : Things I can do every day.
Take your audeince through a journey of information that provides an interactive experience, while educating them on their impact on the environment and how they can reduce it: Explore the concept of Being Reponsible for our own waste and how to reduce it by the choices we make in our daily lives. This would include not only being conscious of the waste we produce but finding ways to reduce it. Topics for your exhibit can be A Day in the Life, A virtual Experience in reducing Your footprint, Did You Know, You CAN make a difference, etc. Make it imaginative, dynamic, and fun - for your audience and for yourself. Explore the topic of Footprint Reduction in ways you have never considered before. Amaze and inspire your audience with facts that are best kept secrets. Show the unexpected ways we create waste in our daily lives. Reveal ways to reduce our waste output in ways we havent considered before, and in ways that are simple solutions to our daily routines. Use your experience and knowlege of infographics and showing data through visual stories, which you have been fine-tuning in the past 2 projects. Storytelling is an engaging and effective way to communicate facts. Explore how to take your audience through a journey of fact-discovery through story and through visual communication. Your exhibit can be digital, manual or a combination of both. Completely Manual is the best scenario for this space. Your exhibit does not have to mimic the existing installations they can be completely different from anything that is already there.

BACKGROUND

The Ralph Klein Park is Calgarys newest major park featuring a man-made wetland that uses natural vegetation to treat stormwater before it is discharged into the Bow River. The wetland itself is home to over 90 species of birds and countless insects. This 30 hectare Park opened in the summer 2011. It features Learning gardens, Interpretive trails, Wetland Viewing Areas, Study Stations, and an Environmental Education Centre with classrooms and meeting rooms. The Environmental Education Centre facility built on this site is completely sustainable. It does well with informing the public on water preservation, treatment and use reduction through various exhibits and installations throughout the space, but what the Centre does not yet have is an exhibit that educates the public (and specifically the school children that come to the site) on Waste Management and Reduction: Being Responsible for managing your own waste. You will be designing a 3 Dimensional exhibit for them. The Exhibit wants to be Interactive and targeted to Grades 4-7 School Children. They are the most common public visits/field trips that frequent the Centre, primarily because it addresses topics that the children are studying in their school curriculum. These kids will spend an entire day at the Centre.

VIEW PHOTOS OF THE CENTRE AT: WWW.FLICKR.COM/ PHOTOS/ACADDESIGN

Other school visitors include Junior High and Senior High students who are Eco Leaders, etc.

The Centre itself has a zero waste policy by asking the public to remove the waste that it brings/creates while at the Centre, and by striving to recycle their own waste so that nothing goes into the landfills.

DESIGNING AN INTERACTIVE EXHIBIT

INTERACTIVE EXHIBIT DESIGN as relates to information design 1. You will be designing for a 3-dimensional space in which to create an interactive environment. You will lead your viewer through your design experience using the principles of information design. 2. Through the use of Scale, Color, heirarchy, 3-Dimensionality, horizons (locations/heights of your elements), you will draw the viewers attention to the various areas of the exhibit you want them to explore. You will apply some basic principles of exhibit design to your piece, to create a display that is dynamic. 3. You will come up with a concept for the exhibit based on your own independent research. The concept should display original thinking, be imagination and fun for your audience, while providing an educational experience. 4. You may incorporate Screen-based Media (projections, video, motion graphics), however the more non-digital your exhibit is, the more practical it is for the Centre (no IT person required for maintenance) 5 Incorporate three dimensionality into your designs and find the best way to engage your audience as they move through the space, and as they experience your exhibit. 6. Your design should have an engaging title. Determine how best to display the title as part of the exhibit. 7. You may incorporate charts/graphs/timelines/maps that will heighten the understanding of your story keep in mind who your target audience is and keep it engaging.

TIMELINE

WEEK 1 - OCT 23 - RESEARCH : IN-CLASS DEMO BY ACAD LIBRARIAN ON DOWNLOADING E-BOOKS. A. FIELD TRIP #1 : RALPH KLEIN PARK : OCT. 26 10:30 A.M. B. FIELD TRIP #2 : TELUS SPARK, THE NEW SCIENCE CENTRE (WWW.SPARKSCIENCE.CA) Go at any time during the first week, in pairs. Present A short slide presentation (in pairs) on your findings, for Oct. 30 C. ONLINE LIBRARY RESEARCH (E-BOOKS, ETC.) WEEK 2 - OCT 30 - 1. IN-CLASS DEMO ON USING SKETCHUP, A 3D MODELLING PROGRAMANOTHER INCLASS
2. INCLASS VIEWING OF DOCUMENTARY ON FOOTPRINT REDUCTION - TO SPRINGBOARD YOUR RESEARCH 3. DEMO : MAKING A MODEL 4. PRESENT YOUR FINDINGS FROM THE TELUS FIELD TRIP.

Continue your online research, Gather the data you need, find the aha moments, find your amazing facts and waste solutions, settle on your topic. apply your research AND YOUR TOPIC to a concept. Use what you noticed at TELUS SPARK to define your approach to your interactive design and the design of the spaces you have available (feature wall, elevator wall, alcove, and optional : outside landing and balcony area.) WEEK 3 - NOV 6 1. Present your research 2. Present roughs/ideas - drawings, photo boards/mood boards. Tell us the story you want to tell in your exhibit. Be clear on your concept and present thought-out ideas (at least 3). Your roughs should include your 3D interactive design and the wall graphics. WEEK 4 - NOV 13 - Your ideas are developed further. Be clear on your design approach. Be clear on your story. Develope your wall graphics to scale, using the wall elevations provided. WEEK 5 - NOV 20- Well-developed Ideas/designs/story. Color Ideas. Your design is now in Sketchup or into a crude model (with supplemental drawings). Finetuned typographic and color solutions are shown as digital designs on wall elevations (if using a model) or have been brought into Sketchup. Be ready to show details of typographical treatments. Your graphics are tested to real size by tiling them, and posting them on the wall (both during development and to present in class).s
WEEK 6 - NOV 27 - Designs and graphics are finetuned further. WEEK 7 - DEC 4 - Your designs should appear finalized. Use this crit for detailing only. If using a model, your graphic designs are shown digitally as wall elevations and are brought into your final model. Whether builidng a Model or using Sketchup, show your graphics as color outputs so that we can critique them. Tile portions of them up (Black/white outputs) to full scale for further testing. PROJECT DUE : DEC 11 - You have printed multiple views of your Sketchup Design onto thick 11 x 17 paper, and put them into a sleeve (the brown flat paper bags from the color copy place is fine). Each sheet should have a title, a description (which view we are looking at), and your name on it. Include some detail shots that show us your typography or design details for clarity.

EVALUATION

The project is subject to evaluation according to the following criteria: design innovation (creativity) conceptual devel opment effort and depth of exploration completeness of project requirements, project management

OBJECTIVES

THE PURPOSE OF THIS PROJECT: 1. To translate your interactive exhibit concept into a visual system of scale and color creating hierarchy, three-dimensionality for dynamic effect, a typographical system, grids, etc. The goal is to tell a story for your viewer to move through and experience. 2. To understand how to move a person through a visual communication experience, utilizing the principles of information design, and 3-dimensional space i.e. how to control the journey. 3. design an immersive experience and interactive geared specifically towards a younger audience: including graphics, and/or traditional or computer interactives that serve to convey meaningful content to young visitors by making it imaginative, dynamic, and fun.

PROCESS: THE TOOLS

1. You will use the principles of: a. Scale b. Color c. 3-dimensionality (creating 3-dimensional elements) to create a display that is dynamic 2. You will use the principles of: a. hierarchy b. horizons (how high/low elements are located) to guide your viewer through your story (exhibit) 3. You will explore how to: find the best way to engage the audience as they move through the space and experience your interactive design.

PROCESS: THE STEPS

Gather your information Organize it / categorize it Then Edit it (only include what is most important) Develop your concept Plan your visual approach and work out your graphics (how to present what is central and important in a visually engaging and unique way) Present your final ideas visually

PROCESS: IN MORE DETAIL

Weeks 1 & 2 : 1. Research your topic Be thorough in your understanding of it and in the data available. ---> While you are completing your research, begin to conceptualize what your exhibit wants to be in relation to your topic and its significance/relevance. As your concepts develop, thumbnail out your 3D exhibit ideas so they are a seamless part of the exhibit itself. Consider how to transition from 3D elements to graphic elements as they relate to the Alcove Space and the Wall space at the Center. And then from that space to the outside landing and balcony (optional). Write up a comprehensive overview of your topic you will need this before you can begin to think about your exhibit design and concept. You must use library books (e-library, downloadable e-books, or local libary), and/or periodicals. You may not use Wikipedia other than to introduce yourself to the the topic. You may use the internet but should discern the reliability/credibility of the site. Share resources / sources with your friends, to speed up their research process.

2. Put together a brief presentation on your notices at the TELUS SPARK SCIENCE CENTRE. Notice how they have divided up the space into viewing areas, creating feature walls for exhibits, and displaying written information. Notice how they have created elements onto which to project images. Notice how they convey information and and notice the entrances and exits of the viewing areas how do they move the public through the space. Notice the various mateirals and mediums theyve used in the build of their exhibits. Most of all, notice how the kids interact with the exhibits and how the exhibits have used story to engage their audience. Notice how they have engaged the viewer in the exhibit - note what kinds of interactivity theyve used and how theyve made the interactive experience visually appealing. What is the viewer learning from the interactive experience : how has interactivity made that exhibit compelling. Use brief statements with images from the Telus Exhibit to convey your findings. 3. Edit your research, find the core essence to create your story. Sketch out and develop your ideas / concepts / approaches. Try to key in on your concept - and how to convey that visually. Consider how you will display your ideas. Use the images from the slide presentation as inspiration, as well as your findings (and your classmates findings) at the TELUS SPARK Science Centre. Decide how/where to include statistical information. Decide how/where to create your story. Remember your 2nd year paper sculptures use your knowledge of creating 3D shapes, to create engaging 3D elements (large/oversize) in your exhibit on which to place information, to create interest and to engage your audience. Remember you are not creating a book for the viewer to read, you are going to edit the information you have, to create a concept and a story, using a combination of type, images, interactivity and three-dimensional elements. In addition to showing written information, be creative : think of how you can convey a look/feel/approach/character/process/experience/story with visuals and typography as image. Think about: 1. Hierarchy create a clear hierarchy to the exhibit so that your audience knows where to look first, second, third, fourth- make the important areas clear draw the viewer closer : to take a closer look after you have gotten their attention to that spot. 2. Scale the use of Scale in a space creates interest, makes your exhibit far more dynamic, and leads the viewer through your exhibit consider large scale elements and smaller more intimate ones. 3. Imagery how will you exhibit your story. Can you also wrap images around walls, onto floors, onto 3D elements, etc. 4. Color Think about the color of the space the colors you will use throughout your branding of the exhibit drawing attention to areas of the exhibit : which colors reflect your story create a simple color palate that does not overshadow the imagery, but at the same time creates/generates excitement in your exhibit Week 3 : Continue developing your design/ideas in terms of Story, and using Hierarchy, Scale, Imagery and Color. Now add in the following to your design considerations: 6. Typography a. Type that reflects the style/content of your story, your information, and your audience. b. Create a typographic system that you use throughout the exhibit. c. Think of typography as texture in your exhibit, and ... d. Type as image how can you make your typography expressive. e. Novel ways to display type for instance, projected type, type that wraps from the wall to the floor to an object, etc., type areas that wrap around the corner of a wall, type that is a 3-D form. 6. Lighting - Think about the lighting of the space how should the various parts be lit, will you use colored light, will you back-light any areas.

7. Human Scale A scale Model ** a. Piece together a small crude 3D model of the exhibiting space from Foam Core and Glue gun something you can use to visualize and sketch out your ideas in 3D before you commit them to the computer - this is a quicker more intuitive way to work than trying to work out your ideas in Sketchup without this process. b. Choose the scale you want to work in (1/4 , 1/2 , etc). Construct the walls and floor. Add in your 3D elements. Cut, place, re-work- add in your human to the model (to the right scale) (this can be a photocopied paper human cut out to the right scale) and move him/her around to begin to understand the scale of what you are working with. c. Read the handouts on ergonomics as you design your exhibit to remember where eye level is, how wide/tall the cone of vision is depending on how far away the viewer is standing, and how large type and elements will need to be, to be readable at various distances. Think about human scale- what size things need to be where key information points should be displayed for easy access and viewing (consider the height of where you place this). Use your handouts on ergonomics as you plan the scale, size, height of various components. d. Cut and paste ideas and elements, structures, etc into your space to form your design. As you work, try to get a sense of the actual scale / human scale by taping off sections on your real space floor to get a sense for width, or by printing out a small section of a wall to full scale by tiling it up and pasting it to a wall. For your 3D elements you may create partial cardboard versions (or a portion of one) to test the scale or design. e. Try to imagine the viewers experience as he/she moves through the exhibit. Where does he/she start, where do you want him/her to go next. Think about where and how you want the viewer to enter, move through the space and finally exit the space You may have multiple exits, entries but you should have only one main entry point. Week 4 Bring your design into Sketchup if you havent already. Alternatively, if you are choosing to do a Model, continue to rough in your ideas into your crude model. (Save the creation of your final model until your design is finalized). Continue to develope your ideas and your designs. Continue to work out your color solutions - try various color palates to find something that is Magical - test them on your peers. As your design begins to gel and become more concrete, tile up an actual section of a wall once more, to test the readability/scale of what you are doing. Use your handouts on ergonomics to judge whether your designs are at the right height, scale, etc. Week 5 Further refine your designs and typographic systems. Check in - is your story clear, informative, engaging, and is your presentaton dynamic. Make the changes you need to make to bring it to another level. Week 6 Work on your final Hand done model, or continue to refine your Sketchup model. Continue to test your ideas by tiling them up into real space (at actual size), (or creating full scale cardboard simulations if needed.) Week 7 Prepare your piece for final presentation. Show multiple views of your Sketchup design by outputting them onto 11 x17 thick paper. Before you do this, remove the black outlines by checking out the link posted on our blog. Consider bringing them into Photohop to make any final touches and changes before printing them. If you have a hand done model, photograph eye level and various views and print them out onto 11 x 17 thick paper layouts with titles, etc. In both cases, show detail shots of design details and typography.

RALPH KLEIN PARK - ENVIRONMENTAL EDUCATION AND ETHICS CENTRE Plan to arrive by 10:30 a.m. - it may be difficult to judge how long it will take you to arrive, especially given that a train track with a possible train wait could delay your arrival. If you are early, please feel free to wander around the facilities outside and inside. Plan to be inside at the front lobby by 10:45 a.m. to be ready for the presentation at 11 a.m. Someone from the City of Calgary, as well as the Architect for this facility will both be onsite to answer any questions you have about the facility and about the project. You will be able to view firsthand what the actual site looks like, that you are being asked to design for. Its important to see the space for yourself in order to understand feel the size, and layout of it - it is a small area within the entrance of the facility.

Please familiarize yourself with the facility before we meet there:

Please look at the video on the website home page : http://www.calgary.ca/CSPS/Parks/Pages/Locations/SE-parks/Ralph-Klein-Park.aspx?redirect=/rkp (Photos of the facility below) Ralph Klein Park 12350 - 84 St. S.E. Calgary, AB Phone: 403-476-4350

Directions:

See map attached. - Access to the park is off 84 St. S.E. from either Glenmore Trail or 114 Ave. S.E. (Highway 22X is closed)

0 Normal Cone of vision covers an of about about 60o Normal Cone of vision covers an angle angle of60

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TIPS AND TRICKS : HUMAN FACTOR ISSUES IN EXHIBIT DESIGN

1. Scale : Scale makes the Exhibit Dynamic there should be a good variety of very large elements and detail (close-up) elements. 2. Order : Order is important but too much makes the show sterile. Too much chaos makes information look like hard work to get through. - Balance is the key. 3. 3D objects : in an exhibition of only words or images, 3D objects give the exhibit visual interest and draws the viewer into the information/images. Imposing type and images onto 3D shapes and structures give the exhibit a more dynamic . 4. Vertical Space : the more there is of it, the further away a visitor has to stand to see it. If a vertical display pane (wall or partial wall or backdrop) is approx. a metre high and a metre off the ground, the viewer will have to be about a metre away from it to view or read a square metre of it comfortably (adjust this for your audience of chidlren, by scaling down in percentages). If the display has to start near floor level and rise to three metres up, then it must first be seen from at least three metres away. After the initial vertical view, the visitor can move in closely to examine it in more detail. 5. Normal field or cone of vision suitable for signing covers an angle of about 600 (see pics next page(s). While it is true that this field of vision can be greatly enlarged by turning the head or tilting the head, the average viewer resists this extra effort. For example, if a sign were supported from a high ceiling so that a sight line between the viewers eye and the horizontal were more than 300, it would probably be overlooked. Consistency in the height of signs in a system reduces the viewers need to look around for places of information. 6. The most effective area for graphics should be taking into account not only the cone of vision of the viewer, but the sight lines above the shoulders of visitors to view information from further back. Any information presented below this shoulder level will be lost behind the bodies of people that may be looking for information meant to be read or viewed close up. 7. Legibility: Distance Studies indicate that under normal daylight when standing still, a person with normal 20/20 vision can read 1 inch (25 millimeter) high letters at a distance of 50 feet (15 meters). 8. Eye Level: The average height of a viewers eye level, measured from the ground when the viewer is standing, is about 5 feet, 6 inches (1.7 meters) (for adults. Adjust this for your childrens height); when sitting, it is about 4 feet, 3 inches (1.3 meters) (adults). 9. Normal Band of Vision : normal is from 900mm to 2000 mm from the floor normally this area contains all of the detailed information. (again, adjust this for the height of your audience). 10. Graphics: Decoration or decorative graphics, can be used to emphasize this area of normal band of vision, and to contain it, to ensure the eye stays within that area. Decoration shouldnt be overused always use it less than required. Overuse dominates the information and the message is lost. Any decoration should add to the message you are conveying. 11. Right Angles to the eye : All text, objects and images associated with the text/objects, should be presented at right angles to the eye. If the viewer has to look down or up to read, the displays should angle to keep the information at right angles to the eye. Once angles are involved, the light sources to these flat planes becomes important try to avoid glares or reflections in this case. (see the pics next page(s). 12. Typography : Typefaces should be selected for their stylistic relevance to the subject and to your audience, and graphics should be designed that way as well. 13. Width of the Doorways, Hallways, aisleways, pathways in your space : as you design your space and divide it up into areas remember to use common sense when designing your show if you are creating a passageway into another area, make it wide enough for 2 people to pass each other through it (this would apply to designing the outside balcony area). Create enough space in aisleways, so that if one person bends to look closer, two others can easily pass by. For any of these measurements, grab a tape measure and make an educated guess. Also create room for people to talk, and to exchange information. 14. Dividing up Horizontal Space (relating to the balcony area) : transparent dividers or semi-open walls and objects are friendlier than solid walls and opaque materials. Your goal in exhibit design is to allow the viewers to flow easily through the space.

TIPS AND TRICKS : HUMAN FACTOR ISSUES IN EXHIBIT DESIGN

SOME DOS AND DONTS:

EXHIBIT DESIGN GUIDELINES

Average eyeeye level is about Average level is about 1600mm from the floor (or 5 feet, 6 inches). 1600mm from the floor (or 5 feet, When sitting it shorter.

6 inches). When sitting, it is approx. 4 feet, 3 inches.

Cone of vision : increases in height and depth the Cone of vision : it increases in height and depth the further one is. Place smaller items requiring a closer further one is. Place smaller items requiring a closer view within the cone of vision shorter viewing view within the cone of vision for afor a shorter viewing distance. Place larger items meant to viewed at a distance. Please larger items meant to be be viewed at a distance,within the larger cone of vision. distance, within the larger cone of vision.

Stating the obvious : place smaller items meant Stating the obvious : place smaller items meant to beto be viewed close up, within the obvious range. viewed close up, within eye level.

Dynamic displays ( ) are interpersed with other Dymanic displays ( are interspersed with from viewable items, and )meant to be viewed other left to right. viewable items, and meant to be viewed from left to right.

* *

Place your viewable items away from Place your viewable items away from crowded corners where another viewer crowded corners where another viewer will will block someones vision. block someones vision.

Information on an angular plane or Information on an angular plane or podium podium should be viewed at a should be viewed at a 30 degree angle, 300 angle, preventing glare from preventing glare from overhead lighting. overhead lighting.

The visitor will be attracted powerful central The visitor will be attracted by aby a powerful central display( ( ) and willwill then move outwards past ) and then move outwards past other display other highlights not too apparent from the highlights not too apparent from the outside. outside.

The normal band of vision within which The normal band of vision within which important information should be placed. important information should be placed.