This document summarizes a collaboration between an academic library and art students to create a mural installation. Key points:
- The library worked with art faculty and students from two studio classes to design and install a mural based on a short story.
- Planning involved determining budgets, research materials, class visits, documentation, and a reception event.
- Stakeholders included various library and art department staff as well as faculty and students.
- Lessons learned focused on improving communication, documentation, installation processes, and programming for future projects.
Presenter: Christopher Bishop.
Presented at the Georgia Libraries Conference in Columbus, GA on 10/04/2017.
Omeka.net offers a free and relatively easy to use archival repository that is perfect for introducing undergraduates to historical research by allowing them to participate in the curation and collection of items tied to themes. Additionally, actively engaging undergraduates in the collaborative construction of a digital repository for archival items provides ample opportunities for digital and information literacy skills specific to both historical studies and broader academic topics. This presentation focuses on the implementation, construction, and evaluation of an Omneka.net site geared towards students enrolled in an introduction to historical studies and practices
course.
This presentation has audio and notes for the transcript. It describes a project I am undertaking to help writers at the United Nations. I am doing it as part of my MA in Online and Distance Education through the Open University.
Presenter: Christopher Bishop.
Presented at the Georgia Libraries Conference in Columbus, GA on 10/04/2017.
Omeka.net offers a free and relatively easy to use archival repository that is perfect for introducing undergraduates to historical research by allowing them to participate in the curation and collection of items tied to themes. Additionally, actively engaging undergraduates in the collaborative construction of a digital repository for archival items provides ample opportunities for digital and information literacy skills specific to both historical studies and broader academic topics. This presentation focuses on the implementation, construction, and evaluation of an Omneka.net site geared towards students enrolled in an introduction to historical studies and practices
course.
This presentation has audio and notes for the transcript. It describes a project I am undertaking to help writers at the United Nations. I am doing it as part of my MA in Online and Distance Education through the Open University.
Presented by Molly Schoen at the Annual Conference of the Visual Resources Association, March 12-15, 2014 in Milwaukee, Wisconsin.
Session #4: The Teaching Turn: From Static Collections to Dynamic Learning Centers
ORGANIZER: Heather Lowe, California State University, San Bernardino
(on behalf of the VRA Emerging Professionals and Students Group)
MODERATOR: Jasmine Burns, University of Wisconsin - Milwaukee
PRESENTERS:
• Stephen Cardinale, University of Colorado, Boulder
• Anna Bernhard, Colorado State University
• Molly Schoen, University of Michigan
• Chris Strasbaugh, Vanderbilt University
Much of the business of creating and disseminating images has moved away from individual academic departments and isolated image collections toward centralized cross-discipline departments. This has left many visual resource centers looking for new ways to engage users and support the educational goals of their institutions. One way centers are meeting these new challenges is by transforming from being a storage silo for physical slide collections to being a collaborative learning space where students and faculty alike can come to work on projects and refine imaging and videography skills. As many resource centers make this move toward more teaching and learning, the physical spaces and skill sets of employees have also shifted. This session will examine case studies of visual resource centers programming that is directed to teaching imaging skills and how this new role is shifting their profile within their institutions.
Vertical Studio Concept
Regina Loukotová,
ARCHIP Rector
The importance of the Design Studio within
architectural education is constantly emphasized. Recently, this became the main topic of
the European Association for Architectural
Education Annual Conference, held in The
Faculty of Architecture, University of Porto,
under the title: Design Studio as laboratory
for interactions between architectural education and society.
There are two major models for the Design
Studio organization – a horizontal or vertical
system – where the horizontal one includes
the students from one year, while the vertical
system gathers together students from all
years.
At ARCHIP, we follow the principle of the
“vertical studio” model in the organisation
of the Architectural Design studio. Within
the Vertical studio, all years cooperate on
and develop projects for a single site and
program, yet their scale, scope and aims are
different. By this, we believe we can simulate
the competiveness of real life architectural
competitions.
There are in fact multiple independent
vertical studios at ARCHIP running in parallel: four independent studios for the undergraduate and graduate students. There are up
to 20 students per studio with each having
a similar number of first, second and third
year students.
While the project’s site and program are
the same for all studios, the specific design
approaches and methodologies within each
studio vary. Each is under the direction of
a different pair of studio leaders. After each
semester, students switch studios, to gain
exposure to the full range of practices and
Preliminary or Draft Powerpoint presentation of artwork created by art students at all levels from children in kindergarten thru adult graduate level university art majors.
Supporting diffusion: Engaging the innovation-decision process for synchromod...sandrasawaya
This best practices paper describes activities and initiatives that engage the innovation-decision process associated with a teaching and technology innovation (known as synchromodal class sessions) at the College of Education at a large Mid-western university in the United States. In particular, this paper will discuss how certain activities engaged faculty members at the knowledge, persuasion, and implementation stages of the innovation-decision process, as well as how they have contributed to the continued diffusion of this innovation by faculty members within the College of Education.
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Presented by Molly Schoen at the Annual Conference of the Visual Resources Association, March 12-15, 2014 in Milwaukee, Wisconsin.
Session #4: The Teaching Turn: From Static Collections to Dynamic Learning Centers
ORGANIZER: Heather Lowe, California State University, San Bernardino
(on behalf of the VRA Emerging Professionals and Students Group)
MODERATOR: Jasmine Burns, University of Wisconsin - Milwaukee
PRESENTERS:
• Stephen Cardinale, University of Colorado, Boulder
• Anna Bernhard, Colorado State University
• Molly Schoen, University of Michigan
• Chris Strasbaugh, Vanderbilt University
Much of the business of creating and disseminating images has moved away from individual academic departments and isolated image collections toward centralized cross-discipline departments. This has left many visual resource centers looking for new ways to engage users and support the educational goals of their institutions. One way centers are meeting these new challenges is by transforming from being a storage silo for physical slide collections to being a collaborative learning space where students and faculty alike can come to work on projects and refine imaging and videography skills. As many resource centers make this move toward more teaching and learning, the physical spaces and skill sets of employees have also shifted. This session will examine case studies of visual resource centers programming that is directed to teaching imaging skills and how this new role is shifting their profile within their institutions.
Vertical Studio Concept
Regina Loukotová,
ARCHIP Rector
The importance of the Design Studio within
architectural education is constantly emphasized. Recently, this became the main topic of
the European Association for Architectural
Education Annual Conference, held in The
Faculty of Architecture, University of Porto,
under the title: Design Studio as laboratory
for interactions between architectural education and society.
There are two major models for the Design
Studio organization – a horizontal or vertical
system – where the horizontal one includes
the students from one year, while the vertical
system gathers together students from all
years.
At ARCHIP, we follow the principle of the
“vertical studio” model in the organisation
of the Architectural Design studio. Within
the Vertical studio, all years cooperate on
and develop projects for a single site and
program, yet their scale, scope and aims are
different. By this, we believe we can simulate
the competiveness of real life architectural
competitions.
There are in fact multiple independent
vertical studios at ARCHIP running in parallel: four independent studios for the undergraduate and graduate students. There are up
to 20 students per studio with each having
a similar number of first, second and third
year students.
While the project’s site and program are
the same for all studios, the specific design
approaches and methodologies within each
studio vary. Each is under the direction of
a different pair of studio leaders. After each
semester, students switch studios, to gain
exposure to the full range of practices and
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This best practices paper describes activities and initiatives that engage the innovation-decision process associated with a teaching and technology innovation (known as synchromodal class sessions) at the College of Education at a large Mid-western university in the United States. In particular, this paper will discuss how certain activities engaged faculty members at the knowledge, persuasion, and implementation stages of the innovation-decision process, as well as how they have contributed to the continued diffusion of this innovation by faculty members within the College of Education.
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3. Stakeholders
Project was a cross-departmental collaboration
• Library
• Administration (Dean, Business Officer, Public
Relations Director)
• Research & Instruction Services (Arts &
Architecture Librarian)
• Technology & Digital Strategies (Graphic
Design & Tech/Multimedia Coordinator)
• College of Arts & Architecture
• Administration (Dean, Business Officer, Public
Relations Team)
• Department of Art & Art History
• 2 Faculty members
• Students enrolled in classes
3
6. Two Art Studio Classes
• Shared studio space
• Small classes
• Collaboration
• Contribute individual talents
• Learn from peers
6
ARTR 3162 - Print Media 3: : Lithography,
Digital & Mixed Media
ARTP 3161 - Mixed Media Painting
8. Online Component
• Shared Canvas Site (CMS)
• Readings (e.g. The Library of Babel by
Jorge Luis Borges, Poetics of Space by
Gaston Bachelard)
• Examples of other works
8
30. Showcasing the Mural Online
• Create site to show variety of photos
• Create video combining photos &
audio of student interviews (in lieu of
panel)
• 360 view of mural
• Photos taken by Technology & Multimedia
Production Coordinator
• Panoramic.uncc.edu: View on various
platforms (computers, phone, VR headset)
30
31. Draft of 360 View
31https://theta360.com/s/poPcXyE89zWgP408j9tntlLge
Introduction
Going to talk about our library’s goal to bring more art into the library & how that led to collaborating with art faculty & students
Ultimately led to the creation of a mural in our Architecture Library
This student-created mural is entitled Fragments from the Library of Babel.
Can see one of the pieces here
The mural was installed on the 2 high walls as you enter the library.
The entire process took almost a year, starting from my initial outreach to a painting professor.
You can see here a list of the primary steps involved in making this project happen, including budgeting, collaboration, and programming.
During my presentation, I’ll highlight some of these steps.
The mural was created thru a partnership btw the Library & the CoAA
Library acted as the client & the students as the providers.
I’ve highlighted the main players (or stakeholders) involved.
In the Library
Thru the College of Arts & Architecture
This entire project started with an email…
1st with an email to set up a meeting with the college gallery director
Then an email to an art professor she recommended as open to collaboration
This art professor brought in a second art professor.
As a result, we collaborated with 2 classes.
Getting into the implementation of the project:
Work on the mural began in Fall 2017 when both interested professors were teaching classes that would work.
One in print media & one in mixed media painting
We met with faculty to discuss some of the logistics involved:
Like the Budget:
So brought in the Library Dean & Business Manager
We were able to get some funding from the CoAA as well
Nearing the installation, the faculty realized that they needed additional funding & I was able to lobby for that.
The space itself was also a consideration
We needed to plan for the physical constraints: Size & Height of the Walls
These were both small classes.
Able to share studio space
Originally, each class was going to take one wall. However, collaboration became the overriding theme & ended up working together.
The students discussed the same readings, shared ideas, learned about different techniques from each other.
I was also able to discuss course planning with the faculty.
Can see a couple of the readings that students were assigned AND the name of the mural was inspired by one of the readings.
They were also given examples by other artists for inspiration (can see examples here).
Invited to visit studio sessions
A time to speak directly w/ the students
Able to see how designs for the mural changed
For instance, they had very literal interpretations in the beginning with stacks of books & stacks of books with wings.
Also a Q&A opportunity
We were asked about our expectations, our reactions to the draft designs.
They discussed their intentions with the work, their thought processes.
They considered definition of a library (physical spaces & online environment).
They were thinking about multiples uses of library space during design.
Looking specifically at the physical space, they thought about how:
Some people use the library for quiet, study space (reading, writing).
Some use the space to meet with friends to talk.
Others use the space to work on projects with classmates.
Explained how saw the library as a place to make connections: w/ other people, w/ knowledge, btw ideas.
As a result, they wanted create balanced composition:
Balance btw ideas of dynamic & calm (to inspire learning but not distract)
Balance organic vs. structured imagery (esp since going to architecture library)
Variety of mediums (Analog & Digital/Combing both class focuses w/ ptg & print media)
Documenting the process was important to us.
These images are currently being stored in university cloud storage space, but they will eventually go into the library repository.
Both classes came into the Architecture Library for their final exam & critique.
They brought all of the pieces that could possibly go into making the mural.
The session consisted of discussions with faculty, other students & myself about placement & groupings.
We documented this part of the process as well.
Can see the painting professor here talking w/ one of the students.
They arranged & rearranged the pieces.
Discussed aesthetic aspects of the groupings but also physical limitations with the 2 walls.
Can see in the back that the other professor is taking photographs as well.
The installation of the mural was moved to the next semester (Spring 2018)
In part, professors realized wouldn’t have time to do as part of class.
Also, the installation process became more involved/laborious than originally anticipated.
However, during the classes they were able to do some test runs with some pieces to see how they wanted to place them & how would need to hang them.
Next step: getting all the pieces over to the Architecture Library & deciding how to hang them
B/c of the height of the walls, we had to bring in University Facilities & not just Library Facilities
See short clip here
PLAY video of faculty installing pieces w/ staff from University Facilities
The building elevators wouldn’t accommodate an automated lift so had to install scaffolding. I did a lot of go-between among various campus departments during this part of project.
Scaffolding also meant an additional cost.
Shows parts of the installation on both walls.
See other wall from a different perspective.
Also shows why we’re working on a 360 view of the space.
To celebrate the creation & installation of the mural, we had a reception & student artist panel.
This programming was important since this project was the students’ visual form of scholarship & research
Using imagery from the mural, this is the invitation that the Library’s graphic designer created an announcement for the reception & artist talk.
Five of the students spoke at the panel
Crowd was a mixture of people from both the Library & the College (including both Deans)
I learned several lessons during this project
Still learning as we get to the documentation/archiving portion of the project
Some of the lessons deals with the issues listed here:
Budget:
Had to rework the budget as things changed (like the need for scaffolding)
Two departments worked differently:
Library: needed amount up front at beginning
CoAA: tended to spend as they work thru the process
Maintaining clear communication btw all the different players was sometimes difficult. I was often the go-between/contact person. But definitely worth the effort. Think it strengthened the relationship btw the Library & the College.
The installation became an ongoing process as we had to work thru the logistics.
The reception & panel went well over all. Students who spoke were great. Articulate, enthusiastic. Talked about how they benefited from working with the librarians as “real world” clients & helped them prepare for their careers as artists.
HOWEVER:
Video:
Poor quality
Dark
Background noise
Unusable
Play SMALL CLIP
Technology & Multimedia Production Coordinator hired after this panel. Did his best to edit but difficult w/o effecting other parts. BUT will now be able to record in-house going forward.
Where do we go from here with the project?
As mentioned…
We received some great photos from faculty.
Had initially talked about having students document the project as well & wld follow thru with that with next collaboration.
Now we’re talking about the best way to archive the images.
We may create an Omeka site to showcase them but also digitally preserve them in our repository.
We’ve also taken several photos after installation & will include those too.
B/c the art panel video isn’t viable on its own, talked about alternatives:
Talked about combining these later photos with the audio.
However, it looks like there’s no way to save the audio either so we’re now hoping to bring in at least 3 of the students still on campus, possibly 4, to interview them in the library’s new recording studio.
We’ll then combine that audio from interviews w/ photos of mural.
We’ve also created a panoramic/360 & will feature on library website.
Then with something like an Omeka site, we can then feature the still photographs, the 360 view, the interviews, a timeline, the course reading list, the names of everyone involved & more.
See draft version of 360 view
Overall, this experience has been a rewarding experience.
Took me out of my normal activities (comfort zone) with instruction, reference, collection development.
But definitely worth it:
Created strong relationships with the CoAA & the Dept of AAH & SoA in particular.
Gave art students real-world experience by working with the Library as a client.
Plus Library able to showcase the scholarship of art students which doesn’t always fit into the traditional definition of scholarship with research papers & studies.