18 - Project Briefs

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 HOME PROJECT 2012

First Project Brief

February 2012


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


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.


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.


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


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.


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.


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


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


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


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.


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


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.


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.

http://www.theasa.org/ethics/guidelines.shtml

http://www.ucl.ac.uk/estates/safetynet/guidance/risk_assessment/


‘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,


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

http://www.basecamphq.com/


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.



Second Project Brief

March 2012


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


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


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.


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.


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.


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.


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.


Panel 1 – Introduction of the Student Homes Project and definition of its role within the

Geffrye Museum’s At Home with the World exhibition.


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.


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.


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.


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.


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.


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.


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


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

http://en.wikipedia.org/wiki/Search_engine_optimization


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


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/.


http://www.ucl.ac.uk/estates/safetynet/guidance/risk_assessment/


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.’


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).


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


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


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.




Third Project Brief

March 2012


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.


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


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


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


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.


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 –


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.


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:


Facebook15

Twitter

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.


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.


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


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.


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.


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.


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.


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 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.


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.


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.


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.


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


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


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


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.

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 [email protected].

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.

mailto:[email protected]


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.


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


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.


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.



activities such as storing, consulting, disclosing and destroying data.

1.12.2. Rules and Regulations

1.12.2.1. 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.

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


1.12.3. Resources Needed


1.12.4. Provisional Budget


1.12.5. Risk Management


1.12.6. Management System and Communication Plan


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


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:




Panel meetings

Meeting of teams with GM counterpart



MSI classes



36

Content only




1.12.7. Project Schedule

For Gantt Chart & team schedules see appendices 1.13.40 – 1.13.47.



Fourth Project Brief

April 2012


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.


TABLE OF CONTENT

1. Fourth Project Brief

1.1. Executive Summary

1.2. Project Title



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


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


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


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.


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 –


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.


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:


Facebook38

Twitter

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.


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.


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.


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


Tertiary Target Audience: Age 15 & younger43.


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.


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.


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.


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.


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.


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


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.


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)


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.



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


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.


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


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

[email protected].

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.

mailto:[email protected]


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.


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.


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.


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.



activities such as storing, consulting, disclosing and destroying data.

1.24.2. Rules and Regulations

1.24.2.1. 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 – 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


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.


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


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:




Panel meetings

Meeting of teams with GM counterpart



MSI classes



1.24.6. Gantt Chart

59 Content only




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.

Documents

18 - Project Briefs