# data[].attributes.body
Natuarlly, some things on the install date did not go to plan, mainly realising on the day that we had to book out a large cabinet we had wanted use. This meant that our initial curating plans needed on the spot changes. This resulted in an empty space in the top right hand cabinet. We also had several problems with the Television screen and video file due to the television not being able to loop and the file being in a different format. Here are images of the final exhibition.

# data[].attributes.body
During the installation Nathalie Levi noticed there were a few spelling mistakes. We went through the documents as a group and edited the label panels.

# data[].attributes.attachment_link.description
Creating Communities: The Secret Life of Sculpture opens on the 29th of October at the Stanely and Audrey Burton Gallery in the Parkinson Building. It...

# data[].attributes.headline
Photographs for exhibtion, marketing and poster.

# data[].attributes.subject
Photographs for exhibtion, marketing and poster.

# data[].attributes.body
The first film taken before the rain!

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
A first draft written by Alex in preparation for editing during seminar 3.

# data[].attributes.body
Monday 10th October 2016

The seminar was about audience. It began with sharing our results from the Audience Segmentation quiz which the Artscouncil had devised. After sharing our results, we discussed the problematic nature of segmentation, and trying to pinpoint a mass of individuals as a group. Although the quiz is incredibly flawed, in some cases it was quite accurate and interesting in relation to applications for funding, developing exhibitions to appeal to certain segment and how intricate the engagement splits are. We then had Natalie Walton speak to us about her roles at the Hepworth, the Southbank and British Art Show 8.

We broke off into groups and tried to devise panels which were edited to relay an idea which was short, snappy yet engaging. It was hard to locate the most interesting information and condense it so it read well.

We used Freeman Tildens 7 principles and Beverly Serrells text to help think about good panels. We had a go as a group writing a cohesive and engaging panel.

Here is an example of the text.

# data[].attributes.body
We wanted to take in account the time it would take to make a cohesive video piece, so I drew up some storyboards which were then discussed as  team. Some ideas for a comic, flyer and information leaflet are also included. We decided not to include a floor plan and an additional leaflet.

# data[].attributes.body
3rd of October 2016

We met after the seminar and discussed methods which we could manifest the Big Idea into a visual exhibition. We decided it would be interesting to incorporate an audio visual element, to provide an interactive feature and to further engage our audience. We also decided to get some photographs for reference and poster designs.

We also decided to each research an artist and compile a document with information. This would be used to decide which artists to use and to gather the most engaging and relevant facts.

# data[].attributes.body
Our group used an online Task Manager called ASANA, which provides a platform where you can attach links, photographs, messages that everyone can comment on. It is essentially a google drive, but with more features and is very easy to use as a group. I have attached screenshots of our conversations. After deciding we wanted a video, I contacted Pete Morton to see if we could borrow some technical equipment.

# data[].attributes.body
An example of the questions used whilst recording and gathering information from students.

# data[].attributes.body
Our main contact and online collaboration platform. You can read our conversations when you log in.

# data[].attributes.body
Monday 26th September:

After introducing ourselves through an experiential learning activity derived from Paulo Friere, we discussed learning processes and reflected on our own  experiences of learning. We teamed up with a partner to discuss our stand out learning processes. Lucy shared her school memory of learning how Ancient Egyptian Irrigation systems worked. She vividly remembers her teacher making the class create maquettes out of wooden lollipop sticks, which resulted in her understanding the system better through the experience of learning. Rather than relying on the explanation of the irrigation systems, her experience was developed through creation, and the process of first hand building to see how the system functioned. I shared a story that involved me speaking to someone at a bus stop, who I had stereotyped as a ‘chav’, in relation to my experience of growing up in council areas and some racism I had encountered by the stereotypical chav. In fact, the man asked me where I was going, and warily I had replied, not wanting to draw attention to myself. However we then both started to open up and continued to have an incredibly interesting conversation, spanning lots of topics during the space of a 25 minute bus ride. No names were shared or any contact, just a handshake and a thanks for the conversation. It taught me to disengage my experience of ‘chavs’ and not relate everyone under that bracket to the same behaviours. We then shared words that could be used to describe the situations we had discussed, resulting in terms such as ‘open mindedness’, ‘experience’. We then applied these terms to a group activity which made us think about Interpretation in regards to learning, using the example of the Invacar, which was a car made for people with disabilities. The group formed questions which asked what the object function was, or tried to pose questions which defined the object but were not insulting, and allowed for a whole public to experience without exclusion of the user. The seminar ended with a read through of Patricia Hill Collins Another Kind of Public Education and the class responded with any experience they have had with “buying in and selling out”.

# data[].attributes.body
Monday 3rd of October :

The seminar began with a overview/discussion about the National Media Museum’s current exhibition, ‘In Your Face’. We tried to pinpoint the main theme or idea around the exhibition in a single term such as, interactive, physical recognition of the face, how technology helps us recognise faces. We then listened to the curator of the show speak about the actual Big Idea of the show, and how he thinks the show failed in some respects in following the big idea, and how it has been successful. We then spoke about Freeman Tilden’s 7 principles for Interpretation, and how important they are to interpreting a show. Principles 2 and 4 seem to be the most relevant. We went through the different methods of interpreting different institutions, from National Parks, Science Museums, Social History Museums and Art, then discussing how Art has a on going debate in regards to interpretation, is it up to the viewer or the museum to develop and find a correct, cohesive interpretation of the work? Then looked at institutions, which use a mélange of interpretative techniques to create a mix genre of interpretations like the Wellcome collection. We then spoke more about what the Big Idea is and how it is used before splitting up into our exhibition groups. We tried to pin our exhibition ideas into a cohesive statement that relayed the thought process and idea, which was accessible and understandable to everyone. We came up with “Public Sculpture connects students and builds community’, and shared with the other groups and shared feedback. I think the session was really valuable and applied the methodologies we had read in Beverley Serrells’ chapter and Freeman Tilden’s ‘Interpreting our Heritage’. It was interesting to also hear about institutions struggle to create cohesive ideas into good informed exhibitions and how they deal with problems such as interpreting art work and placing it next to advertising in the same context. Does this now reduce the value of the art or does it bring up the value of advertising? These ethical dilemmas were intriguing to think about.