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UCL Institute of Archaeology
2012
Who Stole my Milk? 3.9 Project Briefs
UCL Student Homes Project 2012 Page 631
TABLE OF CONTENT
3.9 Project Briefs 630 First Project Brief 632 Second Project Brief 648 Third Project Brief 667 Fourth Project Brief 694
** Please note the appendixes have been removed as they can be located throughout the portfolio either in the project outcomes or progress reports of appropriate teams.
UCL Student Homes Project 2012 Page 632
UCL STUDENT HOME PROJECT 2012
First Project Brief
February 2012
UCL Student Homes Project 2012 Page 633
TABLE OF CONTENT
1. Introduction 3
2. Provisional Title 4
3. Target Audience 4
4. Communication Goals 5
5. Exhibition Team 5
5.1. Concept 5
5.2. Storyline 5
5.3. Location 7
6. Web Resource Team 7
6.1. Concept 7
6.2. Storyline 8
7. Learning and Interpretation Team 9
7.1. Concept 9
7.2. Storyline 9
7.3. Location 10
8. Public Information Team 10
9. Front End and Formative Evaluation Plan 10
9.1. First Survey 10
9.2. Data Analysis – Geffrye Museum Visitor Research 11
9.3. Second Front End Evaluation 11
9.4. Formative Evaluation Plan 12
10. Policy and Context 12
11. Regulations 14
12. Provisional Gantt Chart 14
13. Resources Needed 14
14. Provisional Budget 15
15. Management System and Communication Plan 15
16. Appendix 17
UCL Student Homes Project 2012 Page 634
FIRST PROJECT BRIEF
1. Introduction
In the lead up to London 2012, the Geffrye Museum is developing an exhibition which asks:
how “English” are our homes? At Home with the World, a project conceptualised within the
framework of the Stories of the World: London programme (SOTW), explores the
cosmopolitan nature of London homes over the past 400 years highlighting cultural
exchanges and their impact on the spaces in which we live.
Simultaneously, the Geffrye Museum is collaborating with the MA students from the
Museum and Site Interpretation course at UCL’s Institute of Archaeology on an additional
project. As part of the Stories of the World: London programme, the work focuses
specifically on student homes in London.
What makes a student home? And what makes it different from other London homes? The
project will approach the topic of the dwelling’s uniqueness and specificity by contrasting
the use of its shared and private spaces. From data collected in communal living areas –
kitchens, living rooms, bathrooms – the UCL team will explore themes of social behaviour,
etiquette, and the existence (or lack) of rules and regulations. Through the use of such
mediums as food, recipes, and cooking implements, for example, the project will highlight
the impacts of cultural exchange and fusion on students’ lives and their homes.
In contrast, data collected from private spaces – bedrooms – will underline the student’s
personal and perhaps solitary world, and will illustrate the student’s link back to his/her
past home. The UCL team will explore themes of identity and its reflection upon student
homes in the private sphere using, for example, an individual’s personal items and
mementos. The team intends to reflect upon object types which ultimately fail to enter the
public space and the reasons behind these decisions.
Further reflected in this project will be the subtheme of the ephemeral; meaning a student
home’s unavoidable temporary state. The UCL team will explore the phenomenon’s effects
on student homes using ideas such as decoration, personal items, and practical objects.
UCL Student Homes Project 2012 Page 635
2. Provisional Title
Following a group discussion, the UCL team generated six provisional project titles:
2.1 Fusion & Confusion
2.2 Student Living: Just Passing Through
2.3 Who Stole my Milk?
2.4 Your Mother Doesn’t Live Here
2.5 Funny, Messy, Whiskey
2.6 Uni! No Parents
In order to obtain prime results, the Audience Advocates surveyed the project’s primary
target audience (see section 3) using an online questionnaire and face-to-face interviews.
Participants were asked to rank a maximum of three titles in order of preference and
clarify their selection. The survey is currently ongoing; however, preliminary results show
that participants favour option 2.3 – Who Stole my Milk? – associating the title with ideas of
conflict, sharing, community living, and humour. Negative comments indicate that some
participants consider the title to be cliché, stereotyped, and dull.
For title preference breakdown, see appendix A
3. Target Audience
Following research into visitor demographics at the Geffrye Museum conducted by the
Audience Advocates (AA) and Audience Researchers (AR), the UCL team has selected the
following target audiences for the Student Home Project:
3.1 Primary Target Audience: Age 16-25; expected to include pre-university
teenagers, undergraduate students, and postgraduate studentsi.
3.2 Secondary Target Audience: Age 26-60+; Geffrye Museum ‘core’ audienceii.
3.3 Tertiary Target Audience: Age 15 & youngeriii.
UCL Student Homes Project 2012 Page 636
4. Communication Goals
The following statements define the UCL Student Home Project’s communication goals:
4.1. Shared space within London’s student homes in 2012 is a unique arena for conflict,
compromise, and international fusion.
4.2. Both practical objects and those of sentimental value found in student homes are
the material elements which connect students to past homes.
4.3. The student home is a unique and temporary space occupied when students are “in
between” more permanent homes and phases of life.
For further detail on the project’s communication goals see appendix B
5. Exhibition Team
5.1. Concept
The Exhibition Team (ET) intends to design an exhibit aimed at the project’s target
audience (see section 3) which disseminates the aforementioned communication goals (see
section 4) and addresses international influences on student homes.
The team will explore each communication message in turn through the stories of three
culturally differing groups/individual students combining materials collected by the
Documenting Student Homes Team (DSHT): photographs, floor plans, video, and audio
footage. To form links with concurrent SOTW themed exhibitions throughout the Geffrye,
ET will make use of objects images and audience questions.
5.2. Storyline
The following storyboard outlines preliminary ideas on the manner by which the exhibition
might convey the aforementioned communication goals taking into consideration the wide
UCL Student Homes Project 2012 Page 637
range of collected media – oral testimony, photographs, and object images – and addressing
the different learning styles and theories.
5.2.1 Introductory Panel (Wall Panel)
Panel 1 – Introduction of the Student Homes Project and definition of its role within
the Geffrye Museum’s At Home with the World exhibition.
5.2.2 Glass Cases 2-5iv
Panel 2 - Illustration of a house with group photographs of student participants
placed within separate windows. Below each group, text summarises the collected
data (e.g. nationalities).
Panel 3 –Outline of the three communication goals, their role in the uniqueness of a
student home, and ET’s reason for exploring them.
Panels 4 & 5 – Include photographs and potentially objects used to further delve
into the themes of public and private spaces.
5.2.3 Glass Cases 6-9
Panel 6 – Themes of conflict, international fusion, and compromise introduced
through particular public spaces (e.g. kitchen) communicated using speech bubbles
and relevant object-name translations.
Panel 7-9 – Objects and photographs relating to panel 6’s theme.
5.2.4 Glass Cases 10-12
Panel 10 –Theme of ephemeralness introduced using famous quotes or student
statements, and by mirroring panel 2’s illustration with object photographsv.
Panel 11 & 12 – See diagram appendix C.
UCL Student Homes Project 2012 Page 638
5.2.5 Metal Panels below Glass Cases
ET is considering developing a children’s trail; questions would enable younger
visitors to formlinks between personal experiences and the communication goals;
object photographs could make reference to those found in the GM’s period rooms.
5.2.5.1 – What personal objects would you bring to your school’s Show &
Tell?
5.2.5.2 – What objects do you bring with you on holiday?
5.2.5.3 – Did you see any similar objects to X in the museum? How different
are they?
Answers revealed in the form of photographs behind textile curtain.
5.2.6 Colour Scheme
ET will use the pre-selected colour scheme of the SOTW Cultural Olympiad brand:
the Geffrye Museum has already chosen pink in their exhibition. ET will also
incorporate the ribbon theme implemented by the Geffrye.
5.3. Locationvi
The exhibition space is open plan and leads to the Geffrye Museum’s temporary exhibit At
Home with the World. Potential challenges include the risk for through traffic and high
noise levels as these may reduce visitor dwell time. Visitors, however, will immediately face
panel 1 upon reaching the bottom of the staircase – an important strength of the space. The
exhibition must, therefore, also provide an appropriate introduction to At Home with the
World.
For further detail on panel layout see appendix D.
6. Web Resource Team
6.1. Concept
UCL Student Homes Project 2012 Page 639
The Web Resource Team (WT) will utilize two strands of online communication: a Digital
Story and an Interactive Floor Plan will be uploaded on the Geffrye Museum’s website;
social media applications, such as Twitter, Facebook, and a Blog, will enable the team to
communicate to a wider audience.
6.2. Storyline
6.2.1 Twitter & Facebook
WT will use linked Twitter and Facebook accounts with similar content to create an
online diary and update the readership on the project’s progress. The social media
applications will also serve as promotional tools to communicate news and
upcoming events, promote the Geffrye website and the Student Homes Project’s
blog, and raise awareness amongst the target audience.
6.2.2 Blog
The Blog will serve as an arena where student audiences and potential museum
visitors can interact and share personal stories, videos, and photographs of their
experiences living in a student home. Topics could include but are not restricted to:
food, stories of conflict, objects of identity,and connections to past home. WT plans
to recruit participants using Twitter and Facebook, IoA mailing lists, and word of
mouth amongst friends and family. Participants will send their items via an email
address posted on the blog, enabling the WT to monitor and remove inappropriate
content.
6.2.3 Digital Story
The Digital Story will consist of a short film (3-4 min) incorporating photographs
and audio provided by the DSHT. Although the topic is currently undetermined, it
will explore a specific storyline or narrative, attempt to communicate real tensions
UCL Student Homes Project 2012 Page 640
that occur within student homes, and outline the contrast between the public and
private spaces.
6.2.4 Interactive Floor Plan
The Interactive Floor Plan will highlight objects found within a student home and
link them to our communication goals (see section 4). The drawing will represent a
typical student home and delineate common objects and activities occurring in
private and public spaces. WT plans to cooperate with Big Picture Inc., an external
contractor, in order to obtain a final product.
For a provisional drawing see appendix E.
7. Learning and Interpretation Team
7.1. Concept
The Learning and Interpretation Team (LIT) will organise two separate events aimed at
families and adult visitors respectively. The events will serve as a platform to promote the
values associated with the Geffrye Museum’s At Home with the World project. Through
these activities, LIT aims to improve family ties, shape knowledge using hands-on and
multi-sensory games, and highlight the culturally eclectic nature of homes in England.
7.2. Storyline
7.2.1 Family Day
The Family Day, aimed at all age groups, will consist of a maximum of eight sessions
– four per day between one to two hours long – organised around themes and
objects inspired by the STWO exhibition. Activities will consist of arts and crafts,
storytelling, music, and cooking; due to safety concerns, cooking activities will be
limited to individuals above the age of five.
7.2.2 Opening Evening Event
UCL Student Homes Project 2012 Page 641
The Opening Evening Event is aimed at our Primary Target Audience (see section
3) in order to encourage them to engage with the project. Activities will include
workshops, music, and informal discussions where visitors are invited to speak with
the curators and socialise with other participants. The event will enable visitors to
soak up the atmosphere of the Cultural Olympiad and Student Homes.
7.3. Location
See appendix F.
8. Public Information Team
The Public Information Team (PIT) will organise a Private View Event which will showcase
all elements of this year’s Project to an invited audience. The event will occur in May after
the exhibition has opened and the web resource has launched. The Public Information
Team will set the date and content for the event in March.
9. Front End and Formative Evaluation Plan
The Audience Advocates undertake research to determine what appeals to this project’s
Primary Target Audience; the team has carried out a Front end Evaluation and will
undertake Formative Evaluations throughout the project as required.
9.1. First Survey
The first survey took place at the Geffrye Museum and at UCL on 13th – 14th December
2011. This survey aimed to test public awareness and interest in the cultural backdrop
against which the project would be set, namely the Cultural Olympiad, Stories of the World,
and Student Homes. Project Team Members carried out the survey in person and
interviewed 83 respondents.
UCL Student Homes Project 2012 Page 642
Most respondents (83%) had not heard of the Cultural Olympiad but 70% were interested
once the concept had been explained to them. 94% of respondents had not heard of Stories
of the World but 40 % of all respondents and 57% of respondents under 35 years of age
expressed an interest when they were given more information.
Half of all respondents were interested in visiting an exhibition on student homes, while
71% of respondents under the age of 35 were interested in visiting such an exhibition.
Four main themes emerged from respondents’ descriptions of student homes: ‘temporary’,
‘basic’, ‘living with roommates’ and ‘halls of residence’. The survey also asked respondents
which ‘topics’ in relation to student homes they found the most interesting. The most
popular topics were: objects (20%), roommates (20%), food (19%), cleanliness (17%) and
decoration (16%).
9.2. Data Analysis – Geffrye Museum Visitor Research
The team analysed the data in the report ‘The Geffrye: Visitor Knowledge Research
Findings 2010’. The main findings were that just 7% of visitors to the Geffrye were in the
target age group of 16-25. The project will try and attract this currently under–
represented audience. This is consistent with the Geffrye’s strategy of attracting new
audiences through temporary exhibitions and innovative web resources. The secondary
audience, visitors aged 26-60+ who comprise the existing core audience of the Geffrye,
made up 71% of the current visitor numbers.
9.3. Second Front End Evaluation
Using the information extracted from the first survey, the Audience Advocates developed a
second survey to determine specifically how the target audience perceived student homes
and student living. Project teams will use this data to ensure that the final project will
contain some of what the audience wants and expects to see.
The survey tested the audience’s perceptions of ‘Kitchens’, ‘Food’, and ‘Personal Objects’
and asked respondents for their opinions on the themes of ‘relationship between private
UCL Student Homes Project 2012 Page 643
and public space’ and ‘the temporary nature of student homes’. The survey also asked the
audience which type of exhibition style they preferred.
The survey asked respondents to choose and rank three preferred titles from a list of six
potential titles. Further questions prompted respondents to explain the reasons for their
choices.
The survey also collected data about the target audience’s use of social media sites,
museum visiting habits and demographics.
Project team members emailed links to the online version of the survey to potentially
interested individuals and posted on links to the survey on Facebook. The Geffrye Museum
emailed a link to the survey to their Youth Panel mailing list. The Audience Advocates also
conducted some face-to-face surveys at UCL on 1st – 2nd February 2012.
The Audience Advocates are still analysing the collect data and will their findings at the
second panel meeting on 20th February 2012.
9.4. Formative Evaluation Plan
Evaluation Subject Beginning Date of
Evaluation
Handover of
Evaluation Results
To Appropriate
Team
Web Resource Team and Audience
Research Team Proposals
Mon 27 February Fri 9 March
Social Media (In Progress
Evaluation)
Fri 17 February Wed 29 March
Proposed Objects and Text for
Exhibition
Mon 26 March Mon 2 April
This does not include planned summative evaluations of the Family Days and the completed
Project.
UCL Student Homes Project 2012 Page 644
10. Policy and Context
10.1 UCL Ethics Policy
The ‘Student Home’ Project was exempt from undergoing review by the UCL Ethics
Committee as student researchers will not be collecting “Sensitive Personal Data” as
defined by the UCL Ethics Policy. As is generally recommended by the Committee to all
UCL research projects involving ethnographic research, all team members are abiding by
the Ethical Guidelines for Good Research Practice as put forth by the Association of Social
Anthropologists of the UK and the Commonwealth
(http://www.theasa.org/ethics/guidelines.shtml). This includes negotiating informed
consent with participants, allowing participants to retroactively retract information within
a given time period, and attempting to anticipate and mitigate any potential negative
effects of participation in the project.
10.2 Fieldwork Safety
The Project Manager and DSHT Leader completed a Fieldwork Risk Assessmentoutlining
risks to the personal safety of student researchers in the field. The DSHT adopted certain
policies to counter these risks including implementing a call-in system to the Project
Manager when the team arrived and departed from a student home, exclusively utilizing
public transportation, and concluding all research before 10pm. The Risk Assessment form
can be found at: http://www.ucl.ac.uk/estates/safetynet/guidance/risk_assessment/.
10.3 UCL Data Protection Policy
Both UCL and the Geffrye Museum comply with the Data Protection Act of 1998. In
accordance with UCL’s Data Protection Policy, the Student Home Project was approved and
admitted to the UCL Data Protection Registration, reference No Z6364106/2012/01/46,
section 19. Under research: social research. The UCL Protection Policy is endorsed by the
Chair of Information Strategy Committee and was implemented on the 15th of February
2011.
UCL Student Homes Project 2012 Page 645
‘This policy forms a commitment to the safeguarding of personal data processed by its staff
and students.’
The project will be avoiding the processing of Sensitive Personal Data due to ethical
implications and will primarily process standard Personal Data. Processing will include
activities such as storing, consulting, disclosing and destroying data.The data will be
processed:
‘research, statistical and historical purposes must not be used to support decisions with
respect to data subjects or processed so as to cause them substantial damage or distress.
Notwithstanding the fifth data protection principle, such data may be kept indefinitely.’
11. Rules & Regulations
11.1 The Data Protection Act of 1998
Both UCL and the Geffrye Museum comply with the Data Protection Act of 1998. Our
compliance with the act is ensured by our compliance with the UCL’s Data Protection Policy
(see section 8.3) and with guidance provided by the Geffrye Museum.
11.2 Health and Safety
Both UCL and the Geffrye Museum must comply with the Health and Safety at Work etc Act
1974 and its accompanying secondary legislation. Under the act, leisure and education
organizations must ensure the health and safety of both employees and participants, who,
in the case of the Student Home Project, include UCL students and visitors to the Geffrye.
The standard procedure for compliance requires that managementconduct a risk
assessment and make plans to mitigate identified risks. Students completed a Risk
Assessment for Fieldwork and will also complete a risk assessment for both visitors,
UCL Student Homes Project 2012 Page 646
employees, contractors, and students involved in the Family Days, Opening Events, and the
Exhibition. The Project Management Team (PMT) has and will continue to consult the UCL
Guidance for Exhibitions and the Geffrye Museum Health and Safety Policy 2010 to identify
all threats to safety, including those posed by fire and electricity. PMT will convey to all
team members that “no activity is so important or urgent that it will be carried out other
than with full regard to all issues of health and safety” (British Museum Health and Safety
Policy 2008).
12. Provisional Gantt Chart
See appendix G
13. Resources Needed
See appendix H
14. Provisional Budget
See appendix I
15. Management System and Communication Plan
The communication plan follows the hierarchy described in appendix J.
Project members use Basecamp, a communication and project management platform, to
facilitate intra and inter-group communication (www.basecamphq.com). Attributes
include: Overview, Messages, Calendar, Files, and Whiteboard. Basecamp enables team
members to communicate:
15.1 Intra-team meetings and messages
15.2 Inter-team meetings and messages
15.3 Full UCL team meetings and messages
15.4 Meetings of teams with GM counterparts
UCL Student Homes Project 2012 Page 647
15.5 Share relevant files
15.6 Generate brainstorms with Whiteboards
Furthermore, each member of the PMT is overseeing and facilitating communication with
the following teams:
15.7 Project Manager: Documenting Student Homes Team & Learning and
Interpretation Team
15.8 Project Co-ordinator: Audience Teams (Audience Advocates and Audience
Researchers) & Public information Team
15.9 Content Editor/Manager: Exhibition Team & Web Resource Team
The Project Coordinator issues progress updates every Friday by email which include
information regarding key meetings and upcoming events.
Emails are the GM staff’s preferred method of communication. Each team has selected a
representative responsible for contacting their GM counterpart.
UCL Student Homes Project 2012 Page 648
UCL STUDENT HOME PROJECT 2012
Second Project Brief
March 2012
UCL Student Homes Project 2012 Page 649
TABLE OF CONTENT
1. Executive Summary 4 2. Project Title 4 3. Target Audience 5 4. Learning Theories & Communication Messages 5 5. Documenting Student Homes Team 7
5.1. Project Description 7 5.2. Collected Data 8
6. Exhibition Team 8 6.1. Exhibition Concept & Conceptual Design 8 6.2. Storyline 9 6.3. Location 11
7. Web Resource Team 11 7.1. Concept 11 7.2. Storyline 11
8. Learning and Interpretation Team 13 8.1. Family Days 13 8.2. Open Evening for Adults 13
9. Public Information Team 14 9.1. Postcard 14 9.2. Case Study 14 9.3. Private View Event Invitation and Programming 14
10. Audience Research Team 14 10.1. Marketing Accesses 14 10.2. Press Release 15 10.3. Postcard 15 10.4. Radio 16 10.5. Social Media 16 10.6. E-Newsletter 16
11. Audience Advocate Team 16 11.1. Second Front-end Evaluation 17 11.2. Formative Evaluation of Social Media 17 11.3. Formative Evaluation of Exhibition and Web Resources 18 11.4. Formative Evaluation of Family Days & the Open Evening for Adults 18
12. Policy and Content 18 12.1. UCL Ethics Policy 18 12.2. Fieldwork Safety 19 12.3. UCL Data Protection Policy 19
13. Rules & Regulations 20 13.1. Data Protection Act of 1998 20 13.2. Health & Safety 20
UCL Student Homes Project 2012 Page 650
14. Project Management Team 20 15. Project Schedule 20 16. Resources Needed 21 17. Provisional Budget 21 18. Management System and Communication Plan 21 19. Project Vision and Content 22 20. Appendix 23
UCL Student Homes Project 2012 Page 651
SECOND PROJECT BRIEF
1. Executive Summary
In the lead up to London 2012, the Geffrye Museum (GM) is collaborating with the MA students
from the Museum and Site Interpretation (MSI) course at UCL’s Institute of Archaeology on a
project as part of the Stories of the World: London programme within the Cultural Olympiad.
The work focuses specifically on student homes in London.
Who Stole my Milk? will delve into the unusual world of London’s modern student homes,
bringing to light the unique atmosphere of fusion and cultural exchange that develops amongst
roommates in shared spaces, and its impact on a student’s personal identity. The project will
also highlight how students rise to the challenge of creating a home within an impermanent
space and time.
Who Stole my Milk? will explore these themes through socio-cultural learning theories and a
cultural approach to communication. The University College London’s MSI students have
developed communication messages to aid and guide them during the development of the
project.
2. Project Title
Who Stole my Milk? Exploring Student Homes in London
The Audience Advocates surveyed the project’s primary target audience (see section 3) using an
online questionnaire and face-to-face interviews regarding six provisional titles. Participants
were asked to rank a maximum of three titles in order of preference and clarify their selection.
Results indicated that Who Stole my Milk? ranked highest amongst available options1. Further
consultation with GM staff resulted in the addition of the subtitle: Exploring Student Homes in
London2.
For title preference breakdown, see appendix 1.
3. Target Audience
1 From a total of 116 responses to the questionnaire, 88 individuals selected Who Stole my Milk? as their preferred 1st, 2nd, or 3rd option.
2 The title specifically aims to attract the project’s primary target audience as it is thought that the Geffrye Museum’s core audience will visit the exhibition regardless.
UCL Student Homes Project 2012 Page 652
Following research into visitor demographics at the Geffrye Museum conducted by the
Audience Advocate Team (AAT) and Audience Researcher Team (ART), the UCL team has
selected the following target audiences for the Project:
3.1 Primary Target Audience: Age 16-25; expected to include pre-university
teenagers, undergraduate students, and postgraduate students3.
3.2 Secondary Target Audience: Age 26-60+; Geffrye Museum ‘core’ audience4.
3.3 Tertiary Target Audience: Age 15 & younger5.
4. Learning Theories and Communication Messages
The Project’s communication messages aim to implement the learning and communication
theory agreed upon by the project members. The chosen theories for Who Stole My Milk?
Exploring Student Homes in London are constructivism, socio-cultural learning theory, and
cultural communication theory6. All three theories postulate that the learner makes new
meanings based on previous knowledge and experience and that, from an epistemological
perspective, there is not an external and objective body of knowledge, but that all knowledge is
individually and socially constructed. GM is the museum of the home, and thus employs the
thoroughly constructivist strategy of inviting individual and group visitors to use their personal
and social experience of home and their recognition of familiar domestic objects and settings to
connect with unfamiliar times and places. Our project, in particular, has been designed to use
the constructivist strategy of “exhibiting the known” in order to attract a new audience to GM
by making their homes the subject of a project. In addition, both GM and our project
3
This age group represents only 7% of visitors to the museum. Thus, the project aims to attract this ‘new’ audience to the Geffrye. When taking into consideration reasonable travelling distances, the AA and AR teams anticipate this new audience will originate primarily from London and the Southeast.
4 Further research into visitor demographics at the Geffrye Museum indicates that 71% of visitors to the museum are aged between 26 and 60+. The AA and AR teams have selected this ‘core’ Geffrye audience as the project’s Secondary Target Audience. The teams expect that this audience will tour the Student Home Exhibition as part of their overall visit to the Geffrye as statistics show that returning visitors make up 52% of attendance to temporary exhibitions.
5 This group makes up 22% of the Geffrye Museum’s regular visitors. The teams hope to target this group by means of two family activity days. See The Geffrye: Summary of Visitor Knowledge Research Findings 2010.
6 While these theories have different points of emphasis—traditional constructivism tends to focus more on what
occurs between the individual and the environment, while socio-cultural learning and cultural communication theories focus on the interaction between the individual and the group—, all three are closely related and support one another.
UCL Student Homes Project 2012 Page 653
specifically aim to promote engagement with the GM’s physical and virtual resources as a social
activity. Thus, our choices of constructivism and socio-cultural learning and cultural
communication theories are heavily influenced by the subject matter of the Geffrye and
interpretation strategies employed by the Museum and by the specific subject matter and aims
of our project. The theoretical basis of the project has shaped the communication messages in
these ways:
Our communication messages employ the constructivist strategy of “exhibiting the
known” for audience members who are or were students. They also offer familiar
points of entry for non-student audiences.
Our communication messages are designed to both tap into audience members’ pre-
existing social knowledge and to provoke social engagement and group meaning making
among visitors to both our physical and virtual creations.
Our communication messages, while clear and precise, are jumping off points for
audience members to consider and share their own experiences and use these to
develop their own interpretations of the material presented.
For further details on the chosen learning theories, see appendix 2.
The following statements define the UCL Student Home Project’s communication messages:
4.1 Shared space within London’s student homes in 2012 is a unique arena for
conflict, compromise, and international fusion7.
4.2 Both practical objects and those of sentimental value found in student homes are
the material elements which connect students to past homes.
4.3 The student home is a unique and temporary space occupied when students are
“in between” more permanent homes and phases of life.
For further detail on the project’s communication messages see appendices 3 & 5.
7 The first communication goal will be altered for the next Brief to reflect the DSTH team’s research.
UCL Student Homes Project 2012 Page 654
5. Documenting Student Homes Team (DSHT)
5.1 Project Description
The DSHT has completed the initial phase of the project – data collection – and is currently
preparing the raw data for the remaining teams.
The DSHT documented four different households totalling fourteen participants using a number
of research methods such as film, photography, sound recordings and floor plan drawings. The
full documentation of each household required between three to four hours: this involved
explaining the project to participants and informing them of the possibility that data might be
transferred into the Geffrye Museum’s archives. Each participant signed a consent form and a
model release form giving the Exhibition and Web Resource Teams clearance to use their data.
Further consent, however, is required before the collected data can be transferred into the
Geffrye Museum archives8. The DSHT is preparing a Content Summary for the next Brief.
5.2 Collected Data
5.2.1 Photographs by Li Wang (DSHT photographer). These include photographs of:
Private space/bedrooms
Personal Objects
Shared spaces: kitchen, living room, shower room, and toilet
Kitchen cupboards and fridge
Participants, individually and in groups
Participants preparing food
5.2.2 Film of the group interviews
5.2.3 Sound recordings of the groups and individual interviews
8 Each household has been assigned a name according to its approximate location within London and based on the
nicknames they gained during the documentation process.
UCL Student Homes Project 2012 Page 655
5.2.4 Floor plans drawn by each household member
6. Exhibition Team
6.1 Exhibition Concept & Conceptual Design9
The Exhibition Team (ET) intends to design an exhibit aimed at the project’s primary target
audience (see section 3) which disseminates the aforementioned communication messages
(see section 4) and addresses international influences on student homes.
The ET is aiming to produce a constructivist exhibition with multiple entry points. The ET will
take advantage of the spatial layout – see appendix 7 – to divide the communication messages.
Each message will be explored using stories of individual or student groups, combining the data
collected by the DSHT. This will enable visitors to freely approach each wall panel section from
the temporary exhibition space, the art rooms, or the staircase.
The ET will form conceptual links between each panel section in order to demonstrate how
elements of a student home work together to make them unique yet similar to other homes.
This will result in the repetition of key information and ideas at strategic points across the
twelve panels. The overall design of the panels will also show similarity across the exhibition in
order to provide a visually cohesive exhibition. Finally, the ET will utilise object images and
audience questions to create links with concurrent SOTW themed exhibitions found throughout
the Geffrye.
6.2 Storyline
The following storyboard outlines the ET’s preliminary ideas. We are aiming to use no more
than 150 words per panel. Photographs as the objects of the exhibition will provide a key
material for communication and as a visual hook, with supporting text.
The panels are numbered for clarity of explanation, and do not indicate a narrative approach
dictating how the visitor must approach the exhibition.
6.2.1 Introductory Panel (Wall Panel)
9 In order to assist with planning the conceptual design the ET has asked the Geffrye for any existing audience tracking data for the exhibition space. If this is not available, the possibility of carrying this out will be pursued with the Audience Advocates.
UCL Student Homes Project 2012 Page 656
Panel 1 – Introduction of the Student Homes Project and definition of its role within the
Geffrye Museum’s At Home with the World exhibition.
6.2.2 Glass Cases 2-510
Panel 2 - Illustration of a house with group photographs of student participants placed
within separate windows. Below each group, text summarises the collected data (e.g.
nationalities).
Panel 3 –Outline of the three communication messages, their role in the uniqueness of a
student home, and ET’s reason for exploring them.
Panels 4 & 5 – Include photographs and potentially objects used to further delve into
the themes of public and private spaces.
6.2.3 Glass Cases 6-9
Panel 6 – Themes of conflict, international fusion, and compromise introduced through
particular public spaces (e.g. kitchen) communicated using speech bubbles and relevant
object-name translations.
Panel 7-9 – Objects and photographs relating to panel 6’s theme.
6.2.4 Glass Cases 10-12
Panel 10 –Theme of ephemeralness introduced using famous quotes or student
statements, and by mirroring panel 2’s illustration with object photographs11.
Panel 11 & 12 – See diagram appendix 6.
6.2.5 Colour Scheme
ET will use the pre-selected colour scheme of the SOTW Cultural Olympiad brand: GM
has already chosen pink in their exhibition. ET will also incorporate the ribbon theme
implemented by GM. For further details see appendixes 6 & 8.
10 The following three panels aim to introduce the audience to the exhibition’s main themes and the project’s student participants. In order to actively engage audiences, questions will prompt visitors to reflect upon their personal reactions to living in a student home abroad. The Exhibition Team assumes that the Primary Target Audience has an extensive knowledge of the subject matter. Thus, questions will aim to make them reflect further on the issue. Finally, the three panels will explore in detail the themes of public and private space.
11 Using one kitchen implement, one item of decoration, and two objects of sentimental value.
UCL Student Homes Project 2012 Page 657
6.3 Location12
The exhibition space is an open plan and leads to the GM’s temporary exhibit At Home with the
World. Potential challenges include the risk for through traffic and high noise levels as these
may reduce visitor dwell time. Visitors, however, will immediately face panel 1 upon reaching
the bottom of the staircase – an important strength of the space. The exhibition must,
therefore, also provide an appropriate introduction to At Home with the World.
7. Web Resource Team
7.1 Concept
The Web Resource Team (WRT) will utilize two strands of online communication: a Digital Story
and an Interactive Floor Plan will be uploaded on the GM’s website; social media applications,
such as Twitter, Facebook, and a Blog, will enable WRT to communicate to a wider audience.
7.2 Storyline
7.2.1 Twitter & Facebook
WRT will use the linked Geffrye’s Young People’s Twitter and Facebook accounts to
create an online diary and update the readership on the Project’s progress. The social
media applications will also serve as promotional tools to communicate news and
upcoming events, promote the GM’s website and the Project’s Blog, and raise
awareness amongst the primary target audience.
7.2.2 Blog
The Blog will serve as an arena where student audiences and potential museum visitors
can interact and share personal stories, videos, and photographs of their experiences
living in a student home. Topics could include but are not restricted to: food, stories of
conflict, objects of identity and connections to past home. The WRT plans to recruit
participants using Twitter and Facebook, the Institute of Archaeology mailing lists, and
12 The panels available include one metal wall panel at the bottom of the access stairs and eleven slim glass cases mounted into the walls with room for panels and small objects. In addition, the glass panels above the cases and metal panels below are available for the exhibition.
The surrounding brick walls are part of the Grade I listed building and therefore nothing can be attached to them. The floor space needs to be left clear for functions. There is the possibility that one TV screen may be available for placing on a free-standing unit next to the exhibition.
UCL Student Homes Project 2012 Page 658
word-of-mouth amongst friends and family. Participants will send their items via an
email address posted on the Blog, enabling the WRT to monitor and remove
inappropriate content.
7.2.3 Digital Story
The Digital Story will consist of a short film (3-4 min) incorporating photographs and
audio provided by the DSHT. Although the topic is currently undetermined, it will
explore a specific storyline or narrative, attempt to communicate real tensions that
occur within student homes, and outline the contrast between the public and private
spaces.
7.2.4 Interactive Floor Plan
The Interactive Floor Plan will highlight objects found within a student home and link
them to our communication messages (see section 4). The drawing will represent a
typical student home and delineate common objects and activities occurring in private
and public spaces. The WRT will cooperate with Big Picture Inc., an external contractor,
in order to obtain a final product.
For a provisional drawing see appendix 9.
8. Learning and Interpretation Team
The Learning and Interpretation Team (LIT) will organise two Family Days and an Open Evening
for Adults.
8.1 Family Days
The Family Days will serve as a platform to promote the values associated with the GM’s At
Home with the World exhibition. Through these activities, which are organised around the
themes and objects of At Home with the World, LIT aims to improve family ties, shape
knowledge using hands-on and multi-sensory games, and highlight the culturally eclectic nature
of homes in England. The Family Days, aimed at family groups with participants of all ages, will
consist of a eight one to two hour sessions. Four sessions will be held per day. In addition to
many other activities, Family Day sessions will include “Time For A Cuppa?”, a storytelling and
tasting session regarding the history of hot drinks, and “The World Of Chopsticks”, a cooking
and arts and crafts session concerning the history and use of rice and chopsticks. LIT is currently
working with facilitators hired by GM to develop these sessions. The Family Days will take place
on April 3 and April 4.
UCL Student Homes Project 2012 Page 659
For further detail on the location, activities and organisation of the Family Days, see appendices
10 and 11.
For further detail on the locations of the Family Days activities see appendix 10.
8.2 Open Evening for Adults
The Open Evening is aimed at our primary target audience (see section 3) in order to encourage
them to engage with the Project. Activities will include workshops, music, and informal
discussions where visitors are invited to speak with the curators and socialise with other
participants. The event will enable visitors to soak up the atmosphere of the Cultural Olympiad
and student homes. LIT will begin planning the Open Evening in early April. The Open Evening
will take place on May.
9. Public Information Team
9.1 Postcard
In collaboration with a graphic designer, the Public Information Team designed a postcard (see
appendix 24) to promote the Project which features a picture of the Regency Room at GM next
to a picture of a messy student room. The back of the postcard includes brief details about the
project, including the dates of the Exhibition and a QR code to link to the Blog. The postcard
also carries the SOTW branding. The postcards are available for visitors to GM. ART will use
digital and physical copies of the postcard when implementing their marketing strategy (see
section 10).
9.2 Case Study
PIT is currently drafting a Case Study describing the Project, which will be submitted to the Arts
Research Council. The Case Study will be completed in late April.
9.3 Private View Event Invitation and Programming
PIT will organise a Private View Event that will showcase all elements of the Project to an
invited audience. The event will occur in May after the Exhibition has opened and the Web
Resource has launched; the date of the event will be selected in late March. PIT is currently
designing an invitation for the event and will complete this in early April. PIT will begin
planning the content of the event in early April.
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10. Audience Research Team
The Audience Research Team (ART) has designed a marketing strategy in order to reach out to
the primary target audience. The elements of the strategy are:
10.1 Marketing Accesses
Access
1 Press Release Traditional media. The message will be sent as a
written article.
2 Postcard
Traditional media. Postcard will be available at GM
for visitors and at venues frequented by students.
Digital copies of the postcard will be circulated to
media outlets.
3 Radio
Audio media. Radio stations will receive text for a
suggested broadcast. ART will select a Team
Member to act as a spokesperson if necessary.
4 Web Social Media: Blog, Facebook and Twitter.
5 E-newsletter Digital media. The E-newsletter will be sent to the
Friends of the Geffrye e-mail list.
10.2 Press Release
The Press Release will be sent to student magazines, student papers, and alumni magazines. An
email to the editor will follow complete with relevant images and text about the project, as well
as the project postcard.
Frequency: Currently, ART only intends to send out the Press Release once during the Project.
This proposal, however, might change following further discussion with GM staff.
See appendix 23.
10.3 Postcard
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The postcard will be sent to high schools, colleges, relevant organisations and shops along with
the Press Release. The scale of distribution is yet unclear. Any recipient intending to place the
postcard on an announcement board should receive a minimum of two cards, thus allowing for
the display of both sides.
Frequency: ART only intends to send out the postcards once during the project.
See appendix 24.
10.4 Radio
A shorten text version of the Press Release will be sent to radio stations; ART will suggest for
this to be read on air. The advertisement focuses on the project’s title, its links to student life,
and refers the audience to the Project’s Blog for further details13.
Frequency: Further information required.
10.5 Social Media
ART intends to assist WRT in circulating news and content regarding the Project using Facebook
and Twitter. The posts will be written in such a way as to encourage our primary target
audience to interact: their casual and humorous tone will provoke interest among students and
trigger discussions.
Frequency: ART will provide WRT with GM approved posts for Facebook and Twitter once a
week.
10.6 E-Newsletter
Pre-existing members of the GM’s mailing list will receive an e-newsletter summarising the
project and detailing key information. The newsletter will enable the project to target the GM’s
core audience. The email will also include the Press Release and postcard.
Frequency: Further discussion with GM required.
11. Audience Advocate Team
The Audience Advocate Team (AAT) have conducted front-end evaluations and continue to
conduct formative evaluations. They will conduct summative evaluations of the Family Days
13About how to improve the visibility in the search engine, see http://en.wikipedia.org/wiki/Search_engine_optimization
UCL Student Homes Project 2012 Page 662
and possibly will conduct a summative evaluation of the Project after the Exhibition opens and
Web Resource launches.
11.1 Second Front-end Evaluation
Using the results from the first front-end survey, AAT developed a second front-end evaluation.
AAT carried out this evaluation in person and circulated it to the contacts of all Team Members
using the ‘Surveymonkey’ software. The respondents were asked to choose and rank three
titles out of a possible six and to explain in narrative form the reasons for their choices. The
response to possible titles was considered by the UCL team in a meeting on the February 10.
AAT gave a short presentation and demonstrated that the title preferred by the respondents
was “Who Stole my Milk?” with 29% of the total vote. The title analysis was passed onto GM
staff who decided on a final title of “Who Stole my Milk? Exploring Student Homes in London”
The second front-end evaluation survey also tested audience reactions to;
The types of objects to be used in the Project.
Any potential links between personal objects and cultural identity.
Different mediums through which the Project could be presented.
The popularity of certain social media sites.
AAT analysed the results and sent the relevant data to various Teams so that decisions about
the form, content and direction of the Project could be informed by the respondents’ opinions.
Data was sent to ET, PIT, WRT, LIT and ART.
11.2 Formative Evaluation of Social Media
A third evaluation will examine at the use of social media by the primary target audience. An
initial meeting between AAT, WRT and ART will take place on February 28. The Teams will agree
on objectives for the social media evaluation, so that AAT can formalise the formative
evaluation. AAT will conduct the evaluation from March 6 to March 26.
11.3 Formative Evaluation of Exhibition and Web Resource
UCL Student Homes Project 2012 Page 663
A fourth evaluation will test the primary target audience’s opinion of possible objects, text and
designs for the Exhibition and the Floor Plan and Digital Story of the Web Resource. Due to
time constraints, AAT will collect detailed responses from the Geffrye Youth Panel and Project
Team Members. It is possible that AAT may circulate a digital survey on the Friends of the
Geffrye e-mail list, in order to test the potential Exhibition content with the GM’s core
audience. The evaluation will take place between March 12 and March 17.
11.4 Summative Evaluations of Family Days and the Open Evening for Adults
In conjunction with LIT, AAT will develop and execute a summative evaluation of the Family
Days (see section planned to take place at GM during the Family Days. The audience will be
asked questions about their experience at the Family Day. It is possible that AAT will also
conduct a summative evaluation of the Exhibition and Web Resource in May, possibly in
conjunction with the Open Evening For Adults on May 16.
For further details on future surveys, see appendix 28.
12. Policy and Context
12.1 UCL Ethics Policy
The Project was exempt from undergoing review by the UCL Ethics Committee as student
researchers will not be collecting “Sensitive Personal Data” as defined by the UCL Ethics Policy.
As is generally recommended by the Committee to all UCL research projects involving
ethnographic research, all team members are abiding by the Ethical Guidelines for Good
Research Practice as put forth by the Association of Social Anthropologists of the UK and the
Commonwealth (http://www.theasa.org/ethics/guidelines.shtml). This includes negotiating
informed consent with participants, allowing participants to retroactively retract information
within a given time period, and attempting to anticipate and mitigate any potential negative
effects of participation in the project.
12.2 Fieldwork Safety
The Project Manager and DSHT Leader completed a Fieldwork Risk Assessment outlining risks to
the personal safety of student researchers in the field. DSHT adopted certain policies to counter
these risks including implementing a call-in system to the Project Manager when the team
arrived and departed from a student home, exclusively utilizing public transportation, and
concluding all research before 10pm. The Risk Assessment form can be found at:
http://www.ucl.ac.uk/estates/safetynet/guidance/risk_assessment/.
UCL Student Homes Project 2012 Page 664
12.3 UCL Data Protection Policy
Both UCL and GM comply with the Data Protection Act of 1998. In accordance with UCL’s Data
Protection Policy, the Student Home Project was approved and admitted to the UCL Data
Protection Registration, reference No Z6364106/2012/01/46, section 19. Under research: social
research. The UCL Protection Policy is endorsed by the Chair of Information Strategy Committee
and was implemented on the 15th of February 2011.
‘This policy forms a commitment to the safeguarding of personal data processed by its staff and
students.’
The project will be avoiding the processing of Sensitive Personal Data due to ethical
implications and will primarily process standard Personal Data. Processing will include activities
such as storing, consulting, disclosing and destroying data. The data will be processed:
‘research, statistical and historical purposes must not be used to support decisions with respect
to data subjects or processed so as to cause them substantial damage or distress.
Notwithstanding the fifth data protection principle, such data may be kept indefinitely.’
13. Rules & Regulations
13.1 The Data Protection Act of 1998
Both UCL and GM comply with the Data Protection Act of 1998. Our compliance with the act is
ensured by our compliance with the UCL’s Data Protection Policy (see section 8.3) and with
guidance provided by GM.
13.2 Health and Safety
Both UCL and GM must comply with the Health and Safety at Work etc Act 1974 and its accompanying
secondary legislation. Under the act, leisure and education organizations must ensure the health and
safety of both employees and participants, who, in the case of the Student Home Project, include UCL
students and visitors to GM. The standard procedure for compliance requires that management
conduct a risk assessment and make plans to mitigate identified risks. Students completed a Risk
Assessment for Fieldwork and will also complete a risk assessment for visitors, employees, contractors,
and students involved in the Family Days, Opening Events, and the Exhibition. PMT has and will continue
to consult the UCL Guidance for Exhibitions and the GM’s Health and Safety Policy 2010 to identify all
threats to safety, including those posed by fire and electricity. PMT will convey to all team members that
“no activity is so important or urgent that it will be carried out other than with full regard to all issues of
health and safety” (British Museum Health and Safety Policy 2008).
UCL Student Homes Project 2012 Page 665
14. Project Management Team
The Project Management Team is responsible for maintaining a Project schedule which ensures that
Teams will meet deadlines, generating, and maintaining a Project Budget and Resource Chart, ensuring
good communication between GM, the Project Teams, and UCL Staff ,and with ensuring that design,
content and overarching vision of the Project are consistent across all aspects of the Project.
15. Project Schedule
The Project Manager has created and maintains a Gantt chart which includes all Project Tasks,
deadlines and dependencies (see appendix 13). The Project Coordinator maintains the Project
Calendar on Basecamp and updates it based on the Gantt chart and deadlines generated by the
Project Teams and GM. The Project Coordinator also maintains individual calendars for each
team (see appendices 14-19).
16. Resources Needed
See appendix 20.
17. Provisional Budget
See appendix 21.
18. Management System and Communication Plan
The management system and communication plan follow the hierarchy described in appendix
22.
Each member of PMT is overseeing and facilitating communication with the following teams:
Project Manager: DSHT & LIT
Project Co-ordinator: AAT, AAR & PIT
Content Editor: ET & WRT
Emails are the GM staff’s preferred method of communication. Each Team has selected a
representative responsible for contacting their GM counterpart. For communication within the
Project Team, Team members use Basecamp, a communication and project management
UCL Student Homes Project 2012 Page 666
platform (www.basecamphq.com). Other forms of communication between project members,
which are primarily facilitated through Basecamp include:
Intra-team meetings and messages14
Inter-team meetings and messages
Full UCL team meetings and messages
Panel meetings
Meetings of teams with GM counterparts
Sharing of relevant files
Brainstorms with Whiteboard
Friday updates issued by the Project Coordinator over e-mail which include
information regarding key meetings and upcoming events.
19. Project Vision and Content
PMT facilitates Project Team discussions and decisions on matters concerning the overall
Project Vision, including communication messages (see section 4 and appendices 3 and 4),
learning and communication theories (see section 4 and appendix 2) and learning and social
outcomes (see appendix 5).All members of the PMT, and particularly the Content Editor, work
to ensure that all elements of the Project’s content are consistent with the general vision.
14 Messages refer to any information or query exchanged between team members relating to dates, milestones and deliverables. Basecamp messages are the main form of communication for the project.
UCL Student Homes Project 2012 Page 667
UCL STUDENT HOME PROJECT 2012
Third Project Brief
March 2012
UCL Student Homes Project 2012 Page 668
The cover photo has not been approved
by LOGOG, and therefore should not
be reproduced for promotional
or commercial purposes.
Special thanks goes to Suguru Koshikawa,
for appearing in the cover photo and to
Lisa Preville for acting as photographer.
UCL Student Homes Project 2012 Page 669
TABLE OF CONTENT
1. Who Stole my Milk Brief 6 1.1. Executive Summary 6
1.1.1. Communication Messages 6 1.1.2. New Networks and Community Participation 7 1.1.3. Concourse Case Exhibition 7 1.1.4. Learning Events 8 1.1.5. Web Resources 8 1.1.6. Public Information Resources 9 1.1.7. Audience Advocacy 9 1.1.8. Audience Research 9
1.2. Project Title 10 1.3. Target Audience 10 1.4. Communication Theories & Learning Theories 11 1.5. Documenting Student Homes Team 12
1.5.1. Executive Summary 12 1.5.2. Content Summary 12
1.5.2.1. Collected Data 12 1.5.2.2. Brick Lane 13 1.5.2.3. Caledonia Road 14 1.5.2.4. Euston 14 1.5.2.5. Finchley Central 14
1.5.3. Accessioning 15 1.5.4. Participant Input 15
1.6. Audience Advocate Team 15 1.6.1. First Front-end Evaluation 15 1.6.2. Second Front-end Evaluation 15 1.6.3. Formative Evaluation of Social Media 16 1.6.4. Formative Evaluation of Exhibition and Web Resources 16 1.6.5. Summative Evaluations of Family Days and Open Evening 16
1.7. Audience Research Team 16 1.7.1. Press Release 17 1.7.2. Postcard 17 1.7.3. Radio 17 1.7.4. Social Media 17 1.7.5. E-Newsletter 18 1.7.6. Project Video Documentary 18
1.8. Public Information Team 18 1.8.1. Postcard 18 1.8.2. Case Study 18 1.8.3. Private View Event 19 1.8.4. Heritage Publication Article 19 1.8.5. Project Video Documentary 19
UCL Student Homes Project 2012 Page 670
1.9. Learning and Interpretation Team 19 1.9.1. Family Days 19 1.9.2. Open Evening 20
1.10. Web Resource Team 20 1.10.1. Web Elements 20
1.10.1.1. Facebook & Twitter 20 1.10.1.2. Blog 20 1.10.1.3. Digital Story 21 1.10.1.4. Interactive Floor plan 21
1.11. Exhibition Team 21 1.11.1. Exhibition Concept and Design 22 1.11.2. Storyline 22 1.11.3. Location 23
1.12. Project Management Team 23 1.12.1. Policy and Content 23
1.12.1.1. UCL Ethics Policy 23 1.12.1.2. Fieldwork Safety 24 1.12.1.3. UCL Data Protection Policy 24
1.12.2. Rules and Regulations 24 1.12.2.1. Data Protection Act of 1998 24 1.12.2.2. Health and Safety 24
1.12.3. Resources Needed 25 1.12.4. Provisional Budget 25 1.12.5. Risk Management 25 1.12.6. Management System and Communication Plan 25 1.12.7. Project Schedule 26
1.13. Brief Appendices 27 1.13.1. Project Title 27 1.13.2. Communication Messages 28 1.13.3. Learning Theories 29 1.13.4. Project Components 31 1.13.5. Communication Messages Table 35 1.13.6. DSHT Group Interview Questions 41 1.13.7. DSHT Individual Interview Questions 42 1.13.8. DSHT Photograph Sample 44 1.13.9. DSHT Handover Sample – Group Summary 45 1.13.10. DSHT Handover Sample – Participant Summary 46 1.13.11. DSHT Handover Sample – Individual Interview Abstract 47 1.13.12. DSHT Handover Sample – Group Interview Abstract 49 1.13.13. AAT Second Front-end Evaluation Questionnaire 51 1.13.14. AAT Youth Panel Meeting Feedback 55 1.13.15. ART Evaluation Work 57 1.13.16. ART Press Release 63 1.13.17. ART Press Release Letter 65 1.13.18. ART Press Contact List 66 1.13.19. PIT Postcard 70
UCL Student Homes Project 2012 Page 671
1.13.20. PIT Case Study Draft 71 1.13.21. PIT Private View Invitation Draft 77 1.13.22. LIT Family Day Activities Outline 78 1.13.23. LIT Family Day Marketing Flyer 79 1.13.24. LIT Risk Assessment 80 1.13.25. WRT Facebook & Twitter Posts 87 1.13.26. WRT Provisional Blog Schedule 88 1.13.27. WRT Blog Posts 89 1.13.28. WRT Provisional Floor Plan Drawing & Object Selection 92 1.13.29. ET Spatial Layout 96 1.13.30. ET Storyboard 97 1.13.31. ET Panel Design Idea 1 – Comic Style 100 1.13.32. ET Panel Design Idea 2 – Web Forum Style 101 1.13.33. ET Text Hierarchy 102 1.13.34. ET Panel Text – First Draft 104 1.13.35. ET Material Selection 112 1.13.36. PMT Resources Needed 136 1.13.37. PMT Project Budget 139 1.13.38. PMT Project Risk Assessment 146 1.13.39. PMT Management System & Communication Plan 151 1.13.40. PMT Gantt Chart 152 1.13.41. Exhibition Team Calendar 153 1.13.42. Web Resource Team Calendar 154 1.13.43. Audience Advocate Team Calendar 155 1.13.44. Public Information Team Calendar 156 1.13.45. Learning and Interpretation Team Calendar 157 1.13.46. Content Editor Calendar 158 1.13.47. High Risk Calendar 159
UCL Student Homes Project 2012 Page 672
1. THIRD PROJECT BRIEF 1.1. Executive Summary
In the lead up to London 2012, the Geffrye Museum (GM) is collaborating with the MA
students from the Museum and Site Interpretation (MSI) course at UCL Institute of
Archaeology on a project as part of the Stories of the World: London programme within the
Cultural Olympiad. The work focuses specifically on student homes in London.
Who Stole my Milk? will delve into the unusual world of London’s modern student homes,
bringing to light the unique atmosphere of friendship, conflict, and compromise that
develops amongst roommates in shared spaces, and the impact of cultural exchange on a
student’s personal identity. The project will also highlight how students rise to the
challenge of creating a home within an impermanent space and time.
Who Stole my Milk? will explore these themes through socio-cultural learning theories and
a cultural approach to communication. The University College London’s MSI students
have developed communication messages to aid and guide them during the development
of the project.
1.1.1. Communication Messages
Primary Message: Shared space in London’s student homes in 2012 is a unique arena in
which students from all over the world compromise, often form friendships, and
potentially come into conflict.
Secondary Message: Both practical objects and those of sentimental value found in
student homes are the material elements which connect students to past homes.
Tertiary Message: Students experience their homes in London as temporary, but find
that these homes and the city have significant effects on their identity and practices.
Over-arching Project Value: We aim to dispel negative notions, support cultural
exchange, and encourage visitors to engage in dialogue about their current or past
student homes, as well as their permanent homes.
The Who Stole my Milk? Exploring Student Homes in London messages were deduced from
primary data obtained using different documentation techniques of social environments –
UCL Student Homes Project 2012 Page 673
student homes. We aim to present these messages using six different mediums primarily
targeted towards a student audience.
1.1.2. New Networks & Community Participation
The Documenting Student Home Team (DSHT) undertook the documentation process
with the following aims:
To document student homes from an object and social history point of view in order to collect relevant data for the Who Stole my Milk? project.
To create new community networks for the GM and improve the museum’s Documenting Homes Collection
DSHT interviewed a total of fourteen participants in four different homes. The data
collected included:
Photographs (objects, spaces, people)
Audio and video interviews
Private and group interviews
Floor plan drawings
DSHT aim to accession the collected data into the GM’s archives. Furthermore, DSHT has
maintained contact with the participants to update them on the project’s content.
1.1.3. Concourse Case Exhibition
The lower concourse case exhibition will explore the multiple facets of modern student
homes: from social interactions amongst roommates in shared spaces, the impacts on
identity formation, and its reflection and projection within an impermanent space. The
Exhibition Team ( ET) will use data collected by DSHT and present it on twelve panels
including one introductory panel.
ET has carefully dissected the material collected by DSHT extracting themes, writing
exhibition panel text, photograph captions, and design briefs, and mapped out possible
visitor journeys.
UCL Student Homes Project 2012 Page 674
1.1.4. Learning Events
The Learning and Interpretation Team (LIT) has produced a two-day learning event
themed around the GM’s At Home with the World exhibition to be held on April 3rd and 4th,
2012 at the GM.
Each day will entail four one-to-two hour sessions during which participants can
anticipate storytelling, cooking, arts & crafts, and tasting activities.
Explore Origami
Draw to the Music
What’s your Zodiac Animal?
Time for a Cuppa
The World of Chopsticks
LIT will also be organising an open event aimed at an adult audience. The content is still
undetermined.
1.1.5. Web Resources
The Web Resource Team (WRT) has created two permanent web resources for the GM
website and has employed social media to engage with the project’s primary target
audience, to attract a new audience to the GM, and to encourage participation.
Permanent Resources:
The interactive floor plan highlights typical and personal objects found within a student
home.
The digital story explores the theme of what makes a student house a home.
Social Media:
UCL Student Homes Project 2012 Page 675
Facebook15
Blog
1.1.6. Public Information Resources
In order to promote Who Stole my Milk? Exploring Student Homes in London, the Public
Information Team (PIT) created postcards; one for the project, and one for the private
view event. PIT is also responsible for organising the private view event. The team also
worked on:
An Arts & Humanities Research Council case study
The private view invitations
Composing an article for a heritage publication
Heading a UCL Communications video documentary in conjunction with the Audience Research Team (ART)
1.1.7. Audience Advocacy
Throughout the entirety of the project, the Audience Advocate Team (AAT) has
undertaken a number of front-end, formative, and summative evaluations enabling team
members to go beyond their preconceptions. Using face-to-face and online
questionnaires, as well as group discussions, AAT has gathered and analysed our primary
target audience’s impressions and thoughts on the project’s cultural setting, its topic and
themes, the design of delivery methods including the exhibition and the web resources,
and the effectiveness of events. It aims to maximise visitor experience and involvement.
1.1.8. Audience Research
ART aimed to attract a new audience to the GM – students between the ages of 16 to 25 –
by researching relevant marketing outputs. They designed a marketing strategy using the
following mediums:
15 The Facebook and Twitter accounts are used to promote the blog, project events, and the exhibition.
UCL Student Homes Project 2012 Page 676
Postcard
Radio
Social media
Press release
E-newsletter
1.2. Project Title
Who Stole my Milk? Exploring Student Homes in London
AAT surveyed the project’s primary target audience using an online questionnaire and
face-to-face interviews regarding six provisional titles. Participants were asked to rank a
maximum of three titles in order of preference and clarify their selection. Results
indicated that Who Stole my Milk? ranked highest amongst available options16. Further
consultation with GM staff resulted in the addition of the subtitle: Exploring Student
Homes in London17.
For title preference breakdown, see appendix 1.13.1.
1.3. Target Audience
Following research into visitor demographics at the GM conducted by AAT and ART, the
UCL team has selected the following target audiences for the project:
Primary Target Audience: Age 16-25; expected to include pre-university teenagers, undergraduate students, and postgraduate students18.
Secondary Target Audience: Age 26-60+; GM ‘core’ audience19.
16 From a total of 116 responses to the questionnaire, 88 individuals selected Who Stole my Milk? as their preferred 1st, 2nd, or 3rd option.
17 The title specifically aims to attract the project’s primary target audience as it is thought that the Geffrye Museum’s core audience will visit the exhibition regardless.
18 This age group represents only 7% of visitors to the museum. Thus, the project aims to attract this ‘new’ audience to the Geffrye. When taking into consideration reasonable travelling distances, the AA and AR teams anticipate this new audience will originate primarily from London and the Southeast.
19 Further research into visitor demographics at the Geffrye Museum indicates that 71% of visitors to the museum are aged between 26 and 60+. The AA and AR teams have selected this ‘core’ Geffrye audience as the project’s Secondary Target Audience. The teams expect that this audience will tour the Student Home
UCL Student Homes Project 2012 Page 677
Tertiary Target Audience: Age 15 & younger20.
1.4. Communication Messages and Learning Theories
The following statements define the UCL Student Home Project’s communication
messages:
Shared space in London’s student homes in 2012 is a unique arena in which students from all over the world compromise, often form friendships, and potentially come into conflict.
Both practical objects and those of sentimental value found in student homes are the material elements which connect students to past homes.
Students experience their homes in London as temporary, but find that these homes and the city have significant effects on their identity and practices.
The project’s communication messages aim to implement constructivism, socio-cultural
learning theory, and cultural communication theory21. All three theories postulate that
the learner makes new meanings based on previous knowledge and experience, and that
all knowledge is individually and socially constructed. The theoretical basis of the project
has shaped the communication messages in these ways:
Our communication messages employ the constructivist strategy of “exhibiting the known” for audience members who are or were students. They also offer familiar points of entry for non-student audiences.
Our communication messages are designed to both tap into audience members’ pre-existing social knowledge and to provoke social engagement and group meaning making among visitors to both our physical and virtual creations.
Exhibition as part of their overall visit to the Geffrye as statistics show that returning visitors make up 52% of attendance to temporary exhibitions.
20 This group makes up 22% of the Geffrye Museum’s regular visitors. The teams hope to target this group by means of two family activity days. See The Geffrye: Summary of Visitor Knowledge Research Findings 2010.
21 While these theories have different points of emphasis—traditional constructivism tends to focus more on what occurs between the individual and the environment, while socio-cultural learning and cultural communication theories focus on the interaction between the individual and the group—, all three are closely related and support one another.
UCL Student Homes Project 2012 Page 678
Our communication messages, while clear and precise, are jumping off points for audience members to consider and share their own experiences and use these to develop their own interpretations of the material presented.
For further details on the chosen learning theories and the communication messages, see
appendices 1.13.2 – 1.13.5.
1.5. Documenting Student Homes Team (DSHT)
1.5.1. Executive Summary
DSHT documented four different households totalling fourteen participants using a
number of research methods such as film, photography, sound recordings and floor plan
drawings. The full documentation of each household took three to four hours: this
involved explaining the project to participants and informing them of the possibility that
data might be transferred into the GM’s archives. Each participant signed a consent form
and a model release form giving ET and WRT clearance to use their data22. Further
consent is currently being obtained before the collected data is transferred into the GM
archives.
The data was handed over to ET and WRT using a CD; it included photographs, video and
audio recordings, interview abstracts, and single page summaries of each group and
individual participant.
For group and individual questions, see appendices 1.13.6 & 1.13.7
1.5.2. Content Summary
1.5.2.1. Collected Data
DSHT collected the following information from each household:
22 Each household has been assigned a name according to its approximate location within London and based on the nicknames they gained during the documentation process. These nicknames have been slightly altered in the exhibition and web resources to reflect their borough.
UCL Student Homes Project 2012 Page 679
Photographs by Li Wang (DSHT photographer) including:
o Private space/bedrooms
o Personal objects
o Shared spaces: kitchen, living room, shower room, and toilet
o Kitchen cupboards and fridge
o Participants, individually and in groups
o Participants preparing food
Film of the group interviews
Sound recordings of the groups and individual interviews
Floor plans drawn by each household member
For sample photographs, see appendix 1.13.8
1.5.2.2. Brick Lane23
Located in East London, this ex-council building flat contains three bedrooms, a living
room24, a small kitchen, and a separate toilet and bathroom. Four out of the five
postgraduate residents agreed to participate in our project; four took part in the group
interview, while only three were interviewed individually. From varied backgrounds –
English, French, American, and German – each participant has resided outside their home
country and enjoys travelling, an aspect reflected within the flat’s content.
The participants are all good friends having known each other for several years; some
have also lived together before. They are very comfortable around each other, they know
each other’s routine, and claim that there are no specific house rules, but rather that
things happen organically.
23 Renamed Tower Hamlet in exhibition and web resources.
24 This room was converted into a fourth bedroom. The tenants, however, still use the space as a living room.
UCL Student Homes Project 2012 Page 680
Most participants said that “home” was somewhere they felt comfortable, rather than
somewhere with their family and that they felt at home in this flat as all the flatmates got
on so well.
1.5.2.3. Caledonian Road25
This two-floor house located near Caledonian road includes a kitchen, three bedrooms26,
and a storage area. Its four postgraduate residents originate from different regions in
China. The participants found the apartment through a private advertisement; although
two of the participants are a couple, the flatmates did not know each other prior to living
together. As a result, they live, cook, and entertain separately respecting each other’s
personal and private lives. However, communication does occur when necessary. The
students suggested this house was temporary and they did not regard it as a “home”.
1.5.2.4. Euston27
This house located near Euston station includes a small kitchen and three bedrooms.
Three out of the six occupants agreed to participate in our project: a Vietnamese couple
and a Maltese woman28. The Maltese woman occupies a large bedroom filled with objects
belonging to her partner and furniture owned by the landlord. The Vietnamese couple
share a very small room; having resided in the country for only a short period of time,
they do not own many objects. The three participants believed they had created a home
together.
1.5.2.5. Finchley Central29
25 Renamed Islington in exhibition and web resources.
26 The first bedroom is located on the ground floor, while the other two are found in the basement.
27 Renamed Camden in exhibition and web resources.
28 The Maltese woman shares her room with her partner who, like the other non-participants, is not a student.
29 Renamed Barnet in exhibition and web resources.
UCL Student Homes Project 2012 Page 681
This house located in North London is larger than most student homes. It includes a
dining room30, a living room31, a large kitchen, a laundry room, two bathrooms, and four
bedrooms. Three out of the four residents took part in our project; all PhD students, one
flatmate is English and the remaining are Italians. Having resided in the flat for three to
four years, the Italian participants own many objects. The English participant, however,
only relocated in September and has not yet decorated his bedroom. There was a
significant difference in the flat’s cleanliness and tidiness compared to other student
homes. DSHT associates this with the students being older32.
For sample data, see appendices 1.13.9 – 1.13.12
1.5.3. Accessioning
DSHT is currently accessioning the material into the GM’s Documenting Homes Collection.
1.5.4. Participant Input
DSHT will remain in contact with the participants informing them on how they will be
featured in our project; ET and WRT are keen not to portray the participants in an
unfavourable light.
1.6. Audience Advocate Team (AAT)
AAT have conducted front-end evaluations and continue to conduct formative
evaluations. They will conduct summative evaluations of the Family Days and possibly
will conduct a summative evaluation of the project after the exhibition opens and web
resource launches.
1.6.1. First Front-end Evaluation
30 The dining room has been converted into a guest room – sofa bed.
31 The living room is the main shared space – television.
32 The participants are all PhD students, and are older than our project’s primary target audience.
UCL Student Homes Project 2012 Page 682
UCL team members carried out 83 surveys at the GM and at UCL on 13th – 14th December
2011. They aimed to test public awareness and interest in the Cultural Olympiad, Stories of
the World, and student homes.
1.6.2. Second Front-end Evaluation
Using results from the first front-end evaluation, AAT developed a second front-end
evaluation33. The survey tested our primary target audience’s reactions to the project’s
potential titles, the types of objects to be used, any potential links between personal
objects and cultural identity, different mediums through which the project could be
presented, and the popularity of certain social media sites.
For questionnaire see appendix 1.13.13.
1.6.3. Formative Evaluation of Social Media
AAT began its formative evaluation of the blog on March 5th using online survey posted on
the website’s main page. The blog survey and the collection of data will continue until
March 29th. The survey aims to assess our audience’s reaction to the blog’s design, writing
style, and content. AAT is also monitoring online traffic and the effectiveness of the
postcard’s QR code. AAT is also evaluating the outreach of our Facebook and Twitter
posts.
1.6.4. Formative Evaluation of Exhibition and Web Resource
On March 12th, AAT carried out a fourth evaluation with the Geffrye Youth Panel testing
their opinion of proposed design, content, and images for the exhibition panels, the WRT’s
floor plan, and digital story. AAT will continue its evaluation using an online survey
between March 17th and March 23rd.
For Youth Panel meeting results see appendix 1.13.14.
33 Some of the surveys were carried out in person. The majority were circulated by UCL team members using
an online “SurveyMonkey” link.
UCL Student Homes Project 2012 Page 683
1.6.5. Summative Evaluations of Family Days and the Open Evening
AAT will carry out a summative evaluation of the Family Days at the GM on April 3rd and
4th. Evaluation planning is ongoing.
1.7. Audience Research Team (ART)
ART has designed a marketing strategy to reach out to the primary target audience. The
elements of the strategy are:
1.7.1. Press Release
The press release has been sent to student magazines, student papers, and alumni
magazines. An email to the editor followed complete with relevant images and text about
the project, as well as the project postcard.
Currently, ART only intends to send out the press release once during the project. This
proposal, however, might change following further discussion with GM staff.
For a copy of the press release and its accompanying message see appendices 1.13.16 &
1.13.17. For a list of press contacts see appendix 1.13.18.
1.7.2. Postcard
The postcard has been sent to high schools, colleges, relevant organisations and shops
along with the press release – it is also available at the GM. Any recipient intending to
place the postcard on an announcement board should have received a minimum of two
cards, thus allowing for the display of both sides.
ART only intends to send out the postcards once during the project.
1.7.3. Radio
A shorten text version of the press release was sent to ten radio stations and three UCL
team members were nominated to be spokespeople should any station request
interviews. The interviews will focus on the project’s title, its links to student life, and will
refer the audience to the project’s blog for further details.
UCL Student Homes Project 2012 Page 684
1.7.4. Social Media
ART intends to assist WRT in circulating news and content regarding the project using
Facebook and Twitter. The posts will encourage our primary target audience to interact:
their casual and humorous tone will provoke interest among students and trigger
discussions.
ART will provide WRT with GM approved posts for Facebook and Twitter once a week.
1.7.5. E-Newsletter
Pre-existing members of the GM’s mailing list will receive an e-newsletter summarising
the project and detailing key information. The newsletter will enable the project to target
the GM’s core audience. The email will also include the press release and postcard.
1.7.6. Project Video Documentary
UCL Communications approached the team wanting to produce a video documentary
about the project in order to highlight student achievements within the university. The
documentary, produced jointly by ART and PIT, coordinated by the ART point team
member and assembled and edited by WRT, will showcase all project outputs – from the
collection of data to its public display – using interviews of UCL team members, and GM
staff members.
1.8. Public Information Team (PIT)
PIT aims to promote and inform the public about the project using a series of marketing outputs.
1.8.1. Postcard
In collaboration with a graphic designer, PIT designed a postcard to promote the project
which features a picture of the Regency Room at GM next to a picture of a messy student
room. The back of the postcard includes brief details about the project, including the dates
of the exhibition and a QR code to link to the blog. The postcard is now available at the
GM.
UCL Student Homes Project 2012 Page 685
See appendix 1.13.19.
1.8.2. Case Study
PIT has drafted a case study describing the project for submission to the Arts and
Humanities Research Council. The case study will be completed in late April.
See appendix 1.13.20
1.8.3. Private View Event
PIT will organise a private view event that will showcase all project outcomes to a select
audience. The event will occur at the GM on May 24th after the exhibition has opened and
the web resources have launched. PIT is currently designing three provisional invitations
for the event with a graphic designer; the final approval of the invitation design is
scheduled for April 5th. PIT will begin planning the content of the event in early April.
For invitation draft see appendix 1.13.21
1.8.4. Heritage Publication Article
GM approached PIT on March 2nd about the possibility of submitting an article about the
UCL Student Homes Project to a heritage publication. After completing research of the
submission process of a number of heritage publications, PIT and the GM staff decided to
contact Papers for the Institute of Archaeology (PIA); PIT is currently awaiting a response.
1.8.5. Project Video Documentary
See section 1.7.6.
1.9. Learning and Interpretation Team (LIT)
LIT will organise two Family Days and an open evening.
1.9.1. Family Days
UCL Student Homes Project 2012 Page 686
The Family Days will serve as a platform to promote the values, themes, and objects
associated with the GM’s At Home with the World exhibition. Through these activities, LIT
aims to improve family ties, shape knowledge using hands-on and multi-sensory games,
and highlight the culturally eclectic nature of homes in England. The Family Days, aimed
at family groups with participants of all ages, will consist of eight one-to-two hour
sessions (four sessions per day). Participants should anticipate activities such as
storytelling, cooking, arts & crafts, and tasting sessions. The Family Days will take place
on April 3rd and April 4th.
For further detail, see appendices 1.13.22 – 1.13.24.
1.9.2. Open Evening
The open evening is aimed at our primary target audience in order to encourage them to
engage with the project. Activities will include workshops, music, and informal
discussions where visitors are invited to speak with the curators and socialise with other
participants. The event will enable visitors to soak up the atmosphere of the Cultural
Olympiad and student homes. LIT will begin planning the open evening in early April.
The open evening will take place on May 16th, 2012.
1.10. Web Resource Team (WRT)
WRT is utilizing two strands of online communication: a digital story and an interactive
floor plan will be uploaded on the GM’s website; social media applications, such as
Twitter, Facebook, and a blog, are enabling WRT to communicate to a wider audience.
1.10.1. Web Elements
1.10.1.1. Twitter & Facebook
WRT is using linked Geffrye’s Young People’s Twitter and Facebook accounts to create an
online diary and update the readership on the project’s progress. The social media
applications are also serving as promotional tools to communicate news and upcoming
UCL Student Homes Project 2012 Page 687
events, to promote the GM’s website and the project’s blog, and raise awareness amongst
the primary target audience.
For up-to-date Facebook and Twitter posts see appendix 1.13.25.
1.10.1.2. Blog
The blog, launched on March 5th, is an arena where student audiences and potential
museum visitors can interact and share personal stories, videos, and photographs of their
experiences living in a student home. Topics will include but are not restricted to: food,
stories of conflict, objects of identity and connections to past home. WRT will post by-
weekly; the first will put forward questions for discussion while the second will sum up
the responses. Audiences are asked to respond either through leaving comments on the
blog or emailing us at whostolemymilk@gmail.com.
For provision blog schedule & up-to-date posts see appendices 1.13.26 & 1.13.27.
1.10.1.3. Digital Story
The digital story will consist of a short film (3-4 min) incorporating photographs and
audio provided by DSHT. The topic will explore the idea of what makes a student house a
home. Themes will include life in London, potential conflict and situations of compromise
amongst roommates, homemaking through decorations, objects of sentimental value,
cooking, and ultimately the friendships that blossom within shared spaces.
1.10.1.4. Interactive Floor plan
The interactive floor plan – a 3-D drawing representing a typical student home –
delineates common objects found within a student home and activities occurring in
private and public spaces. Upon object selection, a separate window will offer the
audience photographs, text, and audio files highlighting one student’s personal
relationship with the specific object. WRT is cooperating with Big Picture Inc., an external
contractor, for the design.
For a provisional drawing & object selection see appendix 1.13.28.
UCL Student Homes Project 2012 Page 688
1.11. Exhibition Team (ET)
ET intends to design a twelve panel exhibit aimed at the project’s primary target audience
which disseminates the aforementioned communication messages.
1.11.1. Exhibition Concept and Design34
ET is aiming to produce a constructivist exhibition with multiple entry points enabling
visitors to freely approach each panel section from the temporary exhibition space, the art
rooms, or the staircase. ET will take advantage of the spatial layout – see appendix 1.13.29
– to divide the communication messages. Each message will be explored using stories
collected by DSHT of individual or student groups.
ET will form conceptual links between each panel section in order to demonstrate how
elements of a student home work together to make them unique yet similar to other
homes. This will result in the repetition of key information and ideas at strategic points.
The overall design of the panels will also show similarity across the exhibition in order to
provide a visually cohesive exhibition. Finally, ET will utilise object images and audience
questions to create links with concurrent SOTW themed exhibitions found throughout the
GM.
1.11.2. Storyline
The storyboard (see appendix 1.13.30) outlines the exhibition ideas. The panels are
numbered for clarity of explanation, and do not indicate a narrative approach dictating
how the visitor must approach the exhibition.
The communication messages are summarised in the introductory panel. The first
communication message begins in panel three, while communication message two begins
in panel six, and communication message three starts with panel nine.
34 In order to assist with planning the conceptual design the ET has asked the Geffrye for any existing audience
tracking data for the exhibition space. If this is not available, the possibility of carrying this out will be pursued with
the Audience Advocates.
UCL Student Homes Project 2012 Page 689
Each panel has been assigned a specific theme supporting the constructivist design of the
exhibition. The modalities selected within the first draft are text and images; audio and
video will be available on the web resource, thus complementing the exhibition.
ET will use the pre-selected colour scheme of the SOTW brand: GM has already chosen
pink in their exhibition. ET will also incorporate the ribbon theme implemented by GM.
For further details see appendices 1.13.31 – 1.13.35.
1.11.3. Location35
The exhibition space is an open plan and leads to the GM’s temporary exhibit At Home
with the World. Potential challenges include the risk for through traffic and high noise
levels as these may reduce visitor dwell time. ET selected panel one as the introduction
because, aside from the lift, the main way to access the exhibition space is via the stairs.
Therefore, although visitors may not start the exhibition here, it is likely to be in their
initial line of sight.
1.12. Project Management Team (PMT)
PMT is responsible for maintaining a project schedule which ensures that teams will meet
deadlines and generate deliverables. PMT maintains a project budget and resource chart,
ensures good communication between GM, the project teams, and UCL staff , and certifies
that the design, content and overarching vision of the project are consistent across all
aspects of the project.
1.12.1. Policy and Content
1.12.1.1. UCL Ethics Policy
35 The panels available include one metal wall panel at the bottom of the access stairs and eleven slim glass cases mounted into the walls with room for panels and small objects. In addition, the glass panels above the cases and metal panels below are available for the exhibition.
The surrounding brick walls are part of the Grade I listed building and therefore nothing can be attached to
them. The floor space needs to be left clear for functions. There is the possibility that one TV screen may be
available for placing on a free-standing unit next to the exhibition.
UCL Student Homes Project 2012 Page 690
The project was exempt from undergoing review by the UCL Ethics Committee as student
researchers will not be collecting “Sensitive Personal Data” as defined by the UCL Ethics
Policy. As is generally recommended by the Committee to all UCL research projects
involving ethnographic research, all team members are abiding by the Ethical Guidelines
for Good Research Practice as put forth by the Association of Social Anthropologists of the
UK and the Commonwealth (http://www.theasa.org/ethics/guidelines.shtml). This
includes negotiating informed consent with participants, allowing participants to
retroactively retract information within a given time period, and attempting to anticipate
and mitigate any potential negative effects of participation in the project.
1.12.1.2. Fieldwork Safety
The Project Manager and DSHT Leader completed a fieldwork risk assessment outlining
risks to the personal safety of student researchers in the field. To counter these risks,
DSHT adopted a call-in system to the Project Manager when the team arrived and
departed from a student home, exclusively utilized public transportation, and concluded
all research before 10pm.
1.12.1.3. UCL Data Protection Policy
Both UCL and GM comply with the Data Protection Act of 1998. In accordance with UCL’s
Data Protection Policy, the Student Home Project was approved and admitted to the UCL
Data Protection Registration, reference No Z6364106/2012/01/46, section 19.
The project will be avoiding the processing of Sensitive Personal Data due to ethical
implications and will primarily process standard Personal Data. Processing will include
activities such as storing, consulting, disclosing and destroying data.
1.12.2. Rules and Regulations
1.12.2.1. Data Protection Act of 1998
UCL Student Homes Project 2012 Page 691
Both UCL and GM comply with the Data Protection Act of 1998. Our compliance with the
act is ensured by our compliance with the UCL’s Data Protection Policy (see section 8.3)
and with guidance provided by GM.
1.12.2.2. Health and Safety
Both UCL and GM must comply with the Health and Safety at Work etc Act 1974 and its
accompanying secondary legislation. Under the act, leisure and education organizations
must ensure the health and safety of both employees and participants, who, in the case of
the Student Home Project, include UCL students and visitors to GM. The standard
procedure for compliance requires that management conduct a risk assessment and make
plans to mitigate identified risks. Students completed a risk assessment for fieldwork and
the Family Days, and will also complete a risk assessment for visitors, employees,
contractors, and students involved in the opening events, the private view, and the
exhibition. PMT has and will continue to consult the UCL Guidance for Exhibitions and the
GM’s Health and Safety Policy 2010 to identify all threats to safety, including those posed
by fire and electricity. PMT will convey to all team members that “no activity is so
important or urgent that it will be carried out other than with full regard to all issues of
health and safety” (British Museum Health and Safety Policy 2008).
1.12.3. Resources Needed
See appendix 1.13.36
1.12.4. Provisional Budget
See appendix 1.13.37
1.12.5. Risk Management
See appendix 1.13.38
1.12.6. Management System and Communication Plan
UCL Student Homes Project 2012 Page 692
The management system and communication plan follow the hierarchy described in
appendix 1.13.39.
Each member of PMT is overseeing and facilitating communication with the following
teams:
Project Manager: DSHT, ET, & LIT
Project Coordinator: AAT, AAR, & PIT
Content Editor: ET36 & WRT
Emails are the GM staff’s preferred method of communication. Each team has selected a
representative responsible for contacting their GM counterpart. For communication
within the project team, team members use Basecamp, a communication and project
management platform (www.basecamphq.com). Other forms of communication between
project members, which are primarily facilitated through Basecamp include:
Intra-team meetings and messages37
Inter-team meetings and messages
Full UCL team meetings and messages
Panel meetings
Meeting of teams with GM counterpart
Sharing of relevant files
Brainstorms with Whiteboard
MSI classes
Friday updates issued by the Project Coordinator over e-mail which include
information regarding key meetings and upcoming events.
36
Content only
37 Messages refer to any information or query exchanged between team members relating to dates, milestones and deliverables. Basecamp messages are the main form of communication for the project.
UCL Student Homes Project 2012 Page 693
1.12.7. Project Schedule
For Gantt Chart & team schedules see appendices 1.13.40 – 1.13.47.
UCL Student Homes Project 2012 Page 694
UCL STUDENT HOME PROJECT 2012
Fourth Project Brief
April 2012
UCL Student Homes Project 2012 Page 695
The cover photo has not been approved
by LOGOG, and therefore should not
be reproduced for promotional
or commercial purposes.
Special thanks goes to Suguru Koshikawa,
for appearing in the cover photo and to
Lisa Preville for acting as photographer.
UCL Student Homes Project 2012 Page 696
TABLE OF CONTENT
1. Fourth Project Brief
1.1. Executive Summary
1.2. Project Title
1.3. Target Audience
1.4. Communication Messages and Learning Theories
1.5. Documenting Student Homes Team
1.6. Audience Advocate Team
1.7. Audience Research Team
1.8. Public Information Team
1.9. Learning and Interpretation Team
1.10. Web Resource Team
1.11. Exhibition Team
1.12. Project Management Team
1.13. Brief Appendices
2. Project Outcomes
2.1. Documenting Student Homes Team
2.2. Audience Advocate Team
2.3. Audience Research Team
2.4. Public Information Team
2.5. Learning and Interpretation Team
2.6. Web Resource Team
2.7. Exhibition Team
2.8. Project Management Team
UCL Institute of Archaeology
2012
Who Stole my Milk? 1. Fourth Project Brief
UCL Student Homes Project 2012 Page 698
TABLE OF CONTENT 2. Who Stole my Milk Brief 6
2.1. Executive Summary 6 2.1.1. Communication Messages 6 2.1.2. New Networks and Community Participation 7 2.1.3. Concourse Case Exhibition 7 2.1.4. Learning Events 8 2.1.5. Web Resources 8 2.1.6. Public Information Resources 9 2.1.7. Audience Advocacy 9 2.1.8. Audience Research 9
2.2. Project Title 10 2.3. Target Audience 10 2.4. Communication Theories & Learning Theories 11 2.5. Documenting Student Homes Team 12
2.5.1. Content Summary 12 2.5.1.1. Collected Data 12 2.5.1.2. Brick Lane 13 2.5.1.3. Caledonia Road 14 2.5.1.4. Euston 14 2.5.1.5. Finchley Central 14
2.5.2. Accessioning 15 2.5.3. Participant Input 15
2.6. Audience Advocate Team 15 2.6.1. First Front-end Evaluation 15 2.6.2. Second Front-end Evaluation 15 2.6.3. Formative Evaluation of Social Media 16 2.6.4. Formative Evaluation of Exhibition and Web Resources 16 2.6.5. Summative Evaluations of Family Days and Open Evening 16
2.7. Audience Research Team 16 2.7.1. Press Release 17 2.7.2. Postcard 17 2.7.3. Radio 17 2.7.4. Social Media 17 2.7.5. E-Newsletter 2.7.6. Magazine Article 18 2.7.7. Project Video Documentary 18
2.8. Public Information Team 18 2.8.1. Postcard 18 2.8.2. Case Study 18 2.8.3. Private View Event 19 2.8.4. Heritage Publication Article 19 2.8.5. Project Video Documentary 19
UCL Student Homes Project 2012 Page 699
2.9. Learning and Interpretation Team 19 2.9.1. Family Days 19 2.9.2. Open Evening 20
2.10. Web Resource Team 20 2.10.1. Web Elements 20
2.10.1.1. Facebook & Twitter 20 2.10.1.2. Blog 20 2.10.1.3. Digital Story 21 2.10.1.4. Interactive Floor plan 2.10.1.5. Project Video Documentary 21
2.11. Exhibition Team 21 2.11.1. Exhibition Concept and Design 22 2.11.2. Storyline 22 2.11.3. Location 23
2.12. Project Management Team 23 2.12.1. Policy and Content 23
2.12.1.1. UCL Ethics Policy 23 2.12.1.2. Fieldwork Safety 24 2.12.1.3. UCL Data Protection Policy 24
2.12.2. Rules and Regulations 24 2.12.2.1. Data Protection Act of 1998 24 2.12.2.2. Health and Safety 24
2.12.3. Resources Needed 25 2.12.4. Provisional Budget 25 2.12.5. Management System and Communication Plan 25 2.12.6. Gantt Chart 26
2.13. Brief Appendices 27 2.13.1. Project Title 27 2.13.2. Communication Messages 28 2.13.3. Learning Theories 29 2.13.4. Project Components 31 2.13.5. Communication Messages Table 35 2.13.6. Resources Needed 136 2.13.7. Project Budget 146 2.13.8. Management System & Communication Plan 151 2.13.9. Gantt Chart 152
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FOURTH PROJECT BRIEF
1.13. Executive Summary
In the lead up to London 2012, the Geffrye Museum (GM) is collaborating with the MA
students from the Museum and Site Interpretation (MSI) course at UCL Institute of
Archaeology on a project as part of the Stories of the World: London programme within the
Cultural Olympiad. The work focuses specifically on student homes in London.
Who Stole my Milk? will delve into the unusual world of London’s modern student homes,
bringing to light the unique atmosphere of friendship, conflict, and compromise that
develops amongst roommates in shared spaces, and the impact of cultural exchange on a
student’s personal identity. The project will also highlight how students rise to the
challenge of creating a home within an impermanent space and time.
Who Stole my Milk? will explore these themes through socio-cultural learning theories and
a cultural approach to communication. The University College London’s MSI students
have developed communication messages to aid and guide them during the development
of the project.
1.13.1. Communication Messages
Primary Message: Shared space in London’s student homes in 2012 is a unique arena in
which students from all over the world compromise, often form friendships, and
potentially come into conflict.
Secondary Message: Both practical objects and those of sentimental value found in
student homes are the material elements which connect students to past homes.
Tertiary Message: Students experience their homes in London as temporary, but find
that these homes and the city have significant effects on their identity and practices.
Over-arching Project Value: We aim to dispel negative notions, support cultural
exchange, and encourage visitors to engage in dialogue about their current or past
student homes, as well as their permanent homes.
The Who Stole my Milk?: Exploring Student Homes in London messages were deduced from
primary data obtained using different documentation techniques of social environments –
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student homes. We aim to present these messages using six different mediums primarily
targeted towards a student audience.
1.13.2. New Networks & Community Participation
The Documenting Student Home Team (DSHT) undertook the documentation process
with the following aims:
To document student homes from an object and social history point of view in order to collect relevant data for the Who Stole my Milk? project.
To create new community networks for the GM and improve the museum’s Documenting Homes Collection
DSHT interviewed a total of fourteen participants in four different homes. The data
collected included:
Photographs (objects, spaces, people)
Audio and video interviews
Private and group interviews
Floor plan drawings
DSHT aims to accession the collected data into the GM’s archives. Furthermore, DSHT has
maintained contact with the participants to update them on the project’s content.
1.13.3. Concourse Case Exhibition
The lower concourse case exhibition will explore the multiple facets of modern student
homes: from social interactions amongst roommates in shared spaces, the impacts on
identity formation, and its reflection and projection within an impermanent space. The
Exhibition Team (ET) will use data collected by DSHT and present it on twelve panels
including one introductory panel.
ET has carefully dissected the material collected by DSHT extracting themes, writing
exhibition panel text, photograph captions, and design briefs, and mapped out possible
visitor journeys.
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1.13.4. Learning Events
The Learning and Interpretation Team (LIT) has produced a two-day learning event
themed around the GM’s At Home with the World exhibition to be held on April 3rd and 4th,
2012 at the GM.
Each day will entail four one-to-two hour sessions during which participants can
anticipate storytelling, cooking, arts & crafts, and tasting activities.
Explore Origami
Draw to the Music
What’s your Zodiac Animal?
Time for a Cuppa
The World of Chopsticks
LIT will also be organising an open event aimed at an adult audience. The content is
currently in the planning process.
1.13.5. Web Resources
The Web Resource Team (WRT) has created two permanent web resources for the GM
website and has employed social media to engage with the project’s primary target
audience, to attract a new audience to the GM, and to encourage participation.
Permanent Resources:
The interactive floor plan highlights typical and personal objects found within a student
home.
The digital story explores the theme of what makes a student house a home.
Social Media:
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Facebook38
Blog
1.13.6. Public Information Resources
In order to promote Who Stole my Milk?: Exploring Student Homes in London, the Public
Information Team (PIT) created postcards; one for the project, and one for the private
view event. PIT is also responsible for organising the private view event. The team also
worked on:
An Arts Council England case study
The private view invitations
Composing an article for a heritage publication
Heading a UCL Communications video documentary in conjunction with the Audience Research Team (ART)
1.13.7. Audience Advocacy
Throughout the entirety of the project, the Audience Advocate Team (AAT) has
undertaken a number of front-end, formative, and summative evaluations enabling team
members to go beyond their preconceptions. Using face-to-face and online
questionnaires, as well as group discussions, AAT has gathered and analysed our primary
target audience’s impressions and thoughts on the project’s cultural setting, its topic and
themes, the design of delivery methods including the exhibition and the web resources,
and the effectiveness of events. It aims to maximise visitor experience and involvement.
1.13.8. Audience Research
ART aimed to attract a new audience to the GM – students between the ages of 16 to 25 –
by researching relevant marketing outputs. They designed a marketing strategy using the
following mediums:
38 The Facebook and Twitter accounts are used to promote the blog, project events, and the exhibition.
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Postcard
Radio
Social media
Press release
E-newsletter
1.14. Project Title
Who Stole my Milk?: Exploring Student Homes in London
AAT surveyed the project’s primary target audience using an online questionnaire and
face-to-face interviews regarding six provisional titles. Participants were asked to rank a
maximum of three titles in order of preference and clarify their selection. Results
indicated that Who Stole my Milk? ranked highest amongst available options39. Further
consultation with GM staff resulted in the addition of the subtitle: Exploring Student
Homes in London40.
For title preference breakdown, see appendix 1.13.1.
1.15. Target Audience
Following research into visitor demographics at the GM conducted by AAT and ART, the
UCL team has selected the following target audiences for the project:
Primary Target Audience: Age 16-25; expected to include pre-university teenagers, undergraduate students, and postgraduate students41.
Secondary Target Audience: Age 26-60+; GM ‘core’ audience42.
39 From a total of 116 responses to the questionnaire, 88 individuals selected Who Stole my Milk? as their preferred 1st, 2nd, or 3rd option.
40 The title specifically aims to attract the project’s primary target audience as it is thought that the GM’s core audience will visit the exhibition regardless.
41 This age group represents only 7% of visitors to the museum. Thus, the project aims to attract this ‘new’ audience to the GM. When taking into consideration reasonable travelling distances, the AA and AR teams anticipate this new audience will originate primarily from London and the Southeast.
42 Further research into visitor demographics at the GM indicates that 71% of visitors to the museum are aged between 26 and 60+. The AA and AR teams have selected this ‘core’ GM audience as the project’s Secondary Target Audience. The teams expect that this audience will tour the Student Home Exhibition as part of their
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Tertiary Target Audience: Age 15 & younger43.
1.16. Communication Messages and Learning Theories
The following statements define the UCL Student Home Project’s communication
messages:
Shared space in London’s student homes in 2012 is a unique arena in which students from all over the world compromise, often form friendships, and potentially come into conflict.
Both practical objects and those of sentimental value found in student homes are the material elements which connect students to past homes.
Students experience their homes in London as temporary, but find that these homes and the city have significant effects on their identity and practices.
The project’s communication messages aim to implement constructivism, socio-cultural
learning theory, and cultural communication theory44. All three theories postulate that
the learner makes new meanings based on previous knowledge and experience, and that
all knowledge is individually and socially constructed. The theoretical basis of the project
has shaped the communication messages in these ways:
Our communication messages employ the constructivist strategy of “exhibiting the known” for audience members who are or were students. They also offer familiar points of entry for non-student audiences.
Our communication messages are designed to both tap into audience members’ pre-existing social knowledge and to provoke social engagement and group meaning making among visitors to both our physical and virtual creations.
overall visit to the GM as statistics show that returning visitors make up 52% of attendance to temporary exhibitions.
43 This group makes up 22% of the GM’s regular visitors. The teams hope to target this group by means of two family activity days. See The Geffrye: Summary of Visitor Knowledge Research Findings 2010.
44 While these theories have different points of emphasis—traditional constructivism tends to focus more on what occurs between the individual and the environment, while socio-cultural learning and cultural communication theories focus on the interaction between the individual and the group—, all three are closely related and support one another.
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Our communication messages, while clear and precise, are jumping off points for audience members to consider and share their own experiences and use these to develop their own interpretations of the material presented.
For further details on the chosen learning theories and the communication messages, see
appendices 1.13.2 – 1.13.5.
1.17. Documenting Student Homes Team (DSHT)
DSHT documented four different households totalling fourteen participants using a
number of research methods such as film, photography, sound recordings and floor plan
drawings. The full documentation of each household took three to four hours: this
involved explaining the project to participants and informing them of the possibility that
data might be transferred into the GM’s archives. Each participant signed a consent form
and a model release form giving ET and WRT clearance to use their data45. Further
consent is currently being obtained before the collected data is transferred into the GM
archives.
1.17.1. Content Summary
1.17.1.1. Collected Data
DSHT collected the following information from each household:
Photographs by Li Wang (DSHT photographer) including:
o Private space/bedrooms
o Personal objects
o Shared spaces: kitchen, living room, shower room, and toilet
o Kitchen cupboards and fridge
o Participants, individually and in groups
45 Each household has been assigned a name according to its approximate location within London and based on the nicknames they gained during the documentation process. These nicknames have been slightly altered in the exhibition and web resources to reflect their borough.
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o Participants preparing food
Film of the group interviews
Sound recordings of the groups and individual interviews
Floor plans drawn by each household member
1.17.1.2. Brick Lane46
Located in East London, this ex-council building flat contains three bedrooms, a living
room47, a small kitchen, and a separate toilet and bathroom. Four out of the five
postgraduate residents agreed to participate in our project; four took part in the group
interview, while only three were interviewed individually. From varied backgrounds –
English, French, American, and German – each participant has resided outside their home
country and enjoys travelling, an aspect reflected within the flat’s content.
1.17.1.3. Caledonian Road48
This two-floor house located near Caledonian road includes a kitchen, three bedrooms49,
and a storage area. Its four postgraduate residents originate from different regions in
China. Although two of the participants are a couple, the flatmates did not know each
other prior to living together. As a result, they live, cook, and entertain separately
respecting each other’s personal and private lives. However, communication does occur
when necessary. The students suggested this house was temporary and they did not
regard it as a “home”.
1.17.1.4. Euston50
46
Renamed Tower Hamlet in exhibition and web resources.
47 This room was converted into a fourth bedroom. The tenants, however, still use the space as a living room.
48 Renamed Islington in exhibition and web resources.
49 The first bedroom is located on the ground floor, while the other two are found in the basement.
50 Renamed Camden in exhibition and web resources.
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This house located near Euston station includes a small kitchen and three bedrooms.
Three out of the six occupants agreed to participate in our project: a Vietnamese couple
and a Maltese woman51. The Maltese woman occupies a large bedroom filled with objects
belonging to her partner and furniture owned by the landlord. The Vietnamese couple
share a very small room; having resided in the country for only a short period of time,
they do not own many objects. The three participants believed they had created a home
together.
1.17.1.5. Finchley Central52
This house located in North London is larger than most student homes. It includes a
dining room53, a living room54, a large kitchen, a laundry room, two bathrooms, and four
bedrooms. Three out of the four residents took part in our project; all PhD students, one
flatmate is English and the remaining are Italians. Having resided in the flat for three to
four years, the Italian participants own many objects. The English participant, however,
only relocated in September and has not yet decorated his bedroom. There was a
significant difference in the flat’s cleanliness and tidiness compared to other student
homes. DSHT associates this with the students being older55.
1.17.2. Accessioning
DSHT is currently accessioning the material into the GM’s Documenting Homes Collection.
1.17.3. Participant Input
51 The Maltese woman shares her room with her partner who, like the other non-participants, is not a student.
52 Renamed Barnet in exhibition and web resources.
53 The dining room has been converted into a guest room – sofa bed.
54 The living room is the main shared space – television.
55 The participants are all PhD students, and are older than our project’s primary target audience.
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DSHT will remain in contact with the participants informing them on how they will be
featured in our project; ET and WRT are keen not to portray the participants in an
unfavourable light.
1.18. Audience Advocate Team (AAT)
AAT have conducted front-end evaluations and formative evaluations. They conducted
summative evaluations of the Family Days and possibly will conduct a summative
evaluation of the project after the exhibition opens and web resource launches.
1.18.1. First Front-end Evaluation
UCL team members carried out 83 surveys at the GM and at UCL on 13th – 14th December
2011. They aimed to test public awareness and interest in the Cultural Olympiad, Stories
of the World, and student homes.
1.18.2. Second Front-end Evaluation
Using results from the first front-end evaluation, AAT developed a second front-end
evaluation56. The survey tested our primary target audience’s reactions to the project’s
potential titles, the types of objects to be used, any potential links between personal
objects and cultural identity, different mediums through which the project could be
presented, and the popularity of certain social media sites.
1.18.3. Formative Evaluation of Social Media
AAT began its formative evaluation of the blog on March 5th using online survey posted on
the website’s main page. The blog survey and the collection of data continued until March
29th. The survey aimed to assess our audience’s reaction to the blog’s design, writing style,
and content. AAT also monitored online traffic and the effectiveness of the postcard’s QR
code. AAT also evaluated the outreach of our Facebook and Twitter posts.
56 Some of the surveys were carried out in person. The majority were circulated by UCL team members using
an online “SurveyMonkey” link.
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1.18.4. Formative Evaluation of Exhibition and Web Resources
On March 12th, AAT carried out a fourth evaluation with the Geffrye Youth Panel testing
their opinion of proposed design, content, and images for the exhibition panels, WRT’s
floor plan, and digital story. AAT continued its evaluation using an online survey between
March 17th and March 23rd.
1.18.5. Summative Evaluations of Family Days and the Open Evening
AAT carried out a summative evaluation of the Family Days at the GM on April 3rd and 4th.
Result analysis is ongoing.
1.19. Audience Research Team (ART)
ART has designed a marketing strategy to reach out to the primary target audience. The
elements of the strategy are:
1.19.1. Press Release
The press release has been sent to student magazines, student papers, and alumni
magazines. An email to the editor followed complete with relevant images and text about
the project, as well as the project postcard.
Currently, ART only intends to send out the press release once during the project. This
proposal, however, might change following further discussion with GM staff.
1.19.2. Postcard
The postcard has been sent to high schools, colleges, relevant organisations and shops
along with the press release – it is also available at the GM. Any recipient intending to
place the postcard on an announcement board should have received a minimum of two
cards, thus allowing for the display of both sides.
ART only intends to send out the postcards once during the project.
1.19.3. Radio
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A shorten text version of the press release was sent to ten radio stations and three UCL
team members were nominated to be spokespeople should any station request
interviews. The interviews will focus on the project’s title, its links to student life, and will
refer the audience to the project’s blog for further details.
1.19.4. Social Media
ART intends to assist WRT in circulating news and content regarding the project using
Facebook and Twitter. The posts will encourage our primary target audience to interact:
their casual and humorous tone will provoke interest among students and trigger
discussions.
1.19.5. E-Newsletter
Pre-existing members of the GM’s mailing list will receive an e-newsletter summarising the
project and detailing key information. The newsletter will enable the project to target the
GM’s core audience. The email will also include the press release and postcard.
1.19.6. Magazine Article ART is currently writing an article showcasing the project’s outputs for publication in a
popular magazine. A specific publication has yet to be selected.
1.19.7. Project Video Documentary
UCL Communications approached the team wanting to produce a video documentary
about the project in order to highlight student achievements within the university. The
documentary, produced jointly by ART and PIT, coordinated by the ART point team
member and assembled and edited by WRT and PMT, will showcase all project outputs –
from the collection of data to its public display – using interviews of UCL team members,
and GM staff members.
1.20. Public Information Team (PIT)
UCL Student Homes Project 2012 Page 712
PIT aims to promote and inform the public about the project using a series of marketing outputs.
1.20.1. Postcard
In collaboration with a graphic designer, PIT designed a postcard to promote the project
which features a picture of the Regency Room at GM next to a picture of a messy student
room. The back of the postcard includes brief details about the project, including the dates
of the exhibition and a QR code to link to the blog. The postcard is now available at the
GM.
1.20.2. Case Study
PIT has drafted a case study describing the project for submission to the Arts Council
England. The case study will be completed in late April.
1.20.3. Private View Event
PIT will organise a private view event that will showcase all project outcomes to a select
audience. The event will occur at the GM on May 24th after the exhibition has opened and
the web resources have launched. PIT designed the invitation with the help of a graphic
designer; it has been approved by LOGOG. PIT has begun planning the content of the
event.
1.20.4. Heritage Publication Article
GM approached PIT on March 2nd about the possibility of submitting an article about the
UCL Student Homes Project to a heritage publication. After completing research of the
submission process of a number of heritage publications, PIT and the GM staff decided to
contact Papers for the Institute of Archaeology (PIA) who has agreed to publish the
article.
1.20.5. Project Video Documentary
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PIT assisted in writing questions, contacting participants, and recording interviews at the
GM chronicling student and staff participation in the Who Stole my Milk?: Exploring Student
Homes in London project.
1.21. Learning and Interpretation Team (LIT)
LIT organised two Family Days and an open evening aimed at an adult audience.
1.21.1. Family Days
The Family Days served as a platform to promote the values, themes, and objects
associated with the GM’s At Home with the World exhibition. Through these activities, LIT
aimed to improve family ties, shape knowledge using hands-on and multi-sensory games,
and highlight the culturally eclectic nature of homes in England. The Family Days, aimed
at family groups with participants of all ages, consisted of eight one-to-two hour sessions
(four sessions per day). Participants were met with such activities as storytelling, cooking,
arts & crafts, and tasting sessions. The Family Days took place on April 3rd and April 4th,
2012.
1.21.2. Open Evening
The open evening is aimed at our primary target audience in order to encourage them to
engage with the project. Activities will include workshops, music, and informal
discussions where visitors are invited to speak with the curators and socialise with other
participants. The event will enable visitors to soak up the atmosphere of the Cultural
Olympiad and student homes. LIT has begun planning the open evening. It will take place
on May 16th, 2012.
1.22. Web Resource Team (WRT)
WRT is utilizing two strands of online communication: a digital story and an interactive
floor plan will be uploaded on the GM’s website; social media applications, such as
Twitter, Facebook, and a blog, are enabling WRT to communicate to a wider audience.
UCL Student Homes Project 2012 Page 714
1.22.1. Web Elements
1.22.1.1. Twitter & Facebook
WRT is using linked Geffrye’s Young People’s Twitter and Facebook accounts to create an
online diary and update the readership on the project’s progress. The social media
applications are also serving as promotional tools to communicate news and upcoming
events, to promote the GM’s website and the project’s blog, and raise awareness amongst
the primary target audience.
1.22.1.2. Blog
The blog, launched on March 5th, is an arena where student audiences and potential
museum visitors can interact and share personal stories, videos, and photographs of their
experiences living in a student home. Topics include but are not restricted to: food, stories
of conflict, objects of identity and connections to past home. WRT posts bi-weekly.
Audiences are asked to respond either through leaving comments on the blog or emailing
whostolemymilk@gmail.com.
1.22.1.3. Digital Story
The digital story will consist of a short film (3-4 min) incorporating photographs and
audio provided by DSHT. The topic will explore the idea of what makes a student house a
home. Themes will include life in London, potential conflict and situations of compromise
amongst roommates, homemaking through decorations, objects of sentimental value,
cooking, and ultimately the friendships that blossom within shared spaces.
1.22.1.4. Interactive Floor plan
The interactive floor plan – a 3-D drawing representing a typical student home – delineates
common objects found within a student home and activities occurring in private and public
spaces. Upon object selection, a separate window will offer the audience photographs and
text highlighting one student’s personal relationship with the specific object. WRT is
cooperating with Big Picture Inc., an external contractor, for the design.
UCL Student Homes Project 2012 Page 715
1.22.1.5. Project Video Documentary
WRT edited video footage obtained at the GM creating a story outline and a rough cut
documentary.
1.23. Exhibition Team (ET)
ET intends to design a twelve panel exhibit aimed at the project’s primary target audience
which disseminates the aforementioned communication messages.
1.23.1. Exhibition Concept and Design57
ET is aiming to produce a constructivist exhibition with multiple entry points enabling
visitors to freely approach each panel section from the temporary exhibition space, the art
rooms, or the staircase. ET will take advantage of the spatial layout – see appendix 2.7.2 –
to divide the communication messages. Each message will be explored using stories
collected by DSHT of individual or student groups.
ET will form conceptual links between each panel section in order to demonstrate how
elements of a student home work together to make them unique yet similar to other
homes. This will result in the repetition of key information and ideas at strategic points.
The overall design of the panels will also show similarity across the exhibition in order to
provide a visually cohesive exhibition. Finally, ET will utilise object images and audience
questions to create links with concurrent SOTW themed exhibitions found throughout the
GM.
1.23.2. Storyline
The storyboard (see appendix 2.7.3) outlines the exhibition ideas. The panels are
numbered for clarity of explanation, and do not indicate a narrative approach dictating
how the visitor must approach the exhibition.
57 In order to assist with planning the conceptual design the ET has asked the Geffrye for any existing
audience tracking data for the exhibition space. If this is not available, the possibility of carrying this out will
be pursued with the Audience Advocates.
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The communication messages are summarised in the introductory panel. The first
communication message begins in panel three, while communication message two begins
in panel six, and communication message three starts with panel nine.
Each panel has been assigned a specific theme supporting the constructivist design of the
exhibition. The modalities selected within the first draft are text and images; audio and
video will be available on the web resource, thus complementing the exhibition.
ET will use the pre-selected colour scheme of the SOTW brand: GM has already chosen
pink in their exhibition. ET will also incorporate the ribbon theme implemented by GM.
1.23.3. Location58
The exhibition space is an open plan and leads to the GM’s temporary exhibit At Home
with the World. Potential challenges include the risk for through traffic and high noise
levels as these may reduce visitor dwell time. ET selected panel one as the introduction
because, aside from the lift, the main way to access the exhibition space is via the stairs.
Therefore, although visitors may not start the exhibition here, it is likely to be in their
initial line of sight.
1.24. Project Management Team (PMT)
PMT is responsible for maintaining a project schedule which ensures that teams will meet
deadlines and generate deliverables. PMT maintains a project budget and resource chart,
ensures good communication between GM, the project teams, and UCL staff, and certifies
that the design, content and overarching vision of the project are consistent across all
aspects of the project.
58 The panels available include one metal wall panel at the bottom of the access stairs and eleven slim glass cases mounted into the walls with room for panels and small objects. In addition, the glass panels above the cases and metal panels below are available for the exhibition.
The surrounding brick walls are part of the Grade I listed building and therefore nothing can be attached to
them. The floor space needs to be left clear for functions. There is the possibility that one TV screen may be
available for placing on a free-standing unit next to the exhibition.
UCL Student Homes Project 2012 Page 717
1.24.1. Policy and Content
1.24.1.1. UCL Ethics Policy
The project was exempt from undergoing review by the UCL Ethics Committee as student
researchers will not be collecting “Sensitive Personal Data” as defined by the UCL Ethics
Policy. As is generally recommended by the Committee to all UCL research projects
involving ethnographic research, all team members are abiding by the Ethical Guidelines
for Good Research Practice as put forth by the Association of Social Anthropologists of the
UK and the Commonwealth (http://www.theasa.org/ethics/guidelines.shtml). This
includes negotiating informed consent with participants, allowing participants to
retroactively retract information within a given time period, and attempting to anticipate
and mitigate any potential negative effects of participation in the project.
1.24.1.2. Fieldwork Safety
The Project Manager and DSHT Leader completed a fieldwork risk assessment outlining
risks to the personal safety of student researchers in the field. To counter these risks,
DSHT adopted a call-in system to the Project Manager when the team arrived and
departed from a student home, exclusively utilized public transportation, and concluded
all research before 10pm.
1.24.1.3. UCL Data Protection Policy
Both UCL and GM comply with the Data Protection Act of 1998. In accordance with UCL’s
Data Protection Policy, the Student Home Project was approved and admitted to the UCL
Data Protection Registration, reference No Z6364106/2012/01/46, section 19.
The project will be avoiding the processing of Sensitive Personal Data due to ethical
implications and will primarily process standard Personal Data. Processing will include
activities such as storing, consulting, disclosing and destroying data.
1.24.2. Rules and Regulations
1.24.2.1. Data Protection Act of 1998
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Both UCL and GM comply with the Data Protection Act of 1998. Our compliance with the
act is ensured by our compliance with the UCL’s Data Protection Policy – section 8.3 – and
with guidance provided by GM.
1.24.2.2. Health and Safety
Both UCL and GM must comply with the Health and Safety at Work etc Act 1974 and its
accompanying secondary legislation. Under the act, leisure and education organizations
must ensure the health and safety of both employees and participants, who, in the case of
the Student Home Project, include UCL students and visitors to GM. The standard
procedure for compliance requires that management conduct a risk assessment and make
plans to mitigate identified risks. Students completed a risk assessment for fieldwork and
the Family Days, and will also complete a risk assessment for visitors, employees,
contractors, and students involved in the opening events, the private view, and the
exhibition. PMT has and will continue to consult the UCL Guidance for Exhibitions and the
GM’s Health and Safety Policy 2010 to identify all threats to safety, including those posed
by fire and electricity. PMT will convey to all team members that “no activity is so
important or urgent that it will be carried out other than with full regard to all issues of
health and safety” (British Museum Health and Safety Policy 2008).
1.24.3. Resources Needed
See appendix 1.13.6
1.24.4. Provisional Budget
See appendix 1.13.7
1.24.5. Management System and Communication Plan
The management system and communication plan follow the hierarchy described in
appendix 1.13.8.
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Each member of PMT is overseeing and facilitating communication with the following
teams:
Project Manager: DSHT, ET, & LIT
Project Coordinator: AAT, AAR, & PIT
Content Editor: ET59 & WRT
Emails are the GM staff’s preferred method of communication. Each team has selected a
representative responsible for contacting their GM counterpart. Team members also
communicate via email with both MSI course coordinators. For communication within the
project team, team members use Basecamp, a communication and project management
platform (www.basecamphq.com). Other forms of communication between project
members, which are primarily facilitated through Basecamp include:
Intra-team meetings and messages60
Inter-team meetings and messages
Full UCL team meetings and messages
Panel meetings
Meeting of teams with GM counterpart
Sharing of relevant files
Brainstorms with Whiteboard
MSI classes
Friday updates issued by the Project Coordinator over e-mail which include
information regarding key meetings and upcoming events.
1.24.6. Gantt Chart
59 Content only
60 Messages refer to any information or query exchanged between team members relating to dates, milestones and deliverables. Basecamp messages are the main form of communication for the project.
UCL Student Homes Project 2012 Page 720
See appendix 1.13.9
i This age group represents only 7% of visitors to the museum. Thus, the project aims to attract this ‘new’ audience to the Geffrye. When taking into consideration reasonable travelling distances, the AA and AR teams anticipate this new audience will originate primarily from London and the Southeast. iiFurther research into visitor demographics at the Geffrye Museum indicates that 71% of visitors to the museum
are aged between 26 and 60+. The AA and AR teams have selected this ‘core’ Geffrye audience as the project’s Secondary Target Audience. The teams expect that this audience will tour the Student Home Exhibition as part of their overall visit to the Geffrye as statistics show that returning visitors make up 52% of attendance to temporary exhibitions. iii This group makes up 22% of the Geffrye Museum’s regular visitors. The teams hope to target this group by means of two family activity days. See The Geffrye: Summary of Visitor Knowledge Research Findings 2010. ivThe following three panels aim to introduce the audience to the exhibition’s main themes and the project’s student participants. In order to actively engage audiences, questions will prompt visitors to reflect upon their personal reactions to living in a student home abroad. The Exhibition Team assumes that the Primary Target Audience has an extensive knowledge of the subject matter. Thus, questions will aim to make them reflect further on the issue. Finally, the three panels will explore in detail the themes of public and private space. v Using one kitchen implement, one item of decoration, and two objects of sentimental value. viThe panels available include one metal wall panel at the bottom of the access stairs and eleven slim glass cases mounted into the walls with room for panels and small objects. In addition, the glass panels above the cases and metal panels below are available for the exhibition. However, the initial feeling of the exhibition team is that the glass panels above the main installation are too high to be easily visible by visitors, but the metal panels below would be an ideal height for a children’s trail. The surrounding brick walls are part of the Grade I listed building and therefore nothing can be attached to them. The floor space needs to be left clear for functions. There is the possibility that one TV screen may be available for placing on a free-standing unit next to the exhibition.
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