Numen by Fred Wordie

Numen

PROSPECTUS â&#x20AC;&#x2DC;25 Fred Wordie Late 2016

A project focusing how data collection and corporate interests can create a new model of education in the future. with Anna Janas, Chaira Heppner and Braden Tinline.

THE BRIEF Prospectus (The School of â&#x20AC;&#x2DC;25) is a chance for you to design the proposal for an innovative school for the near future (2025). During this group project you will work within small teams to develop a proposition that builds upon prevailing social, economic, cultural, political, environmental and technological trends to envisage the demand for a school that might exist only a few years in the future, and manifest some key touch-points in physical form in order to bring your dream to life. Your starting point will be the identification of a target user-group, whose essential characteristic should be distinctive and clearly defined. This defining characteristic might be a particular demographic group, but equally might be a subject matter, academic programme or pedagogical approach whose time is just around the corner (but hasnâ&#x20AC;&#x2122;t quite arrived!). The choice is up to you: the school of... what?

KEY TERMS Universal Basic Income: A form of social security in the form of a periodic cash payment unconditionally delivered to all on an individual basis, without means-test or work requirement. Big Data: Voluminous amounts of structured or unstructured data that organizations can potentially mine and analyse for information about users. Internet of Things: the interconnection via the Internet of computing devices embedded in everyday objects, enabling them to send and receive data. LEAP Motion: A piece of hardware that allows you to interact with a computer by sensing your hands in free space Gen Z: The demographic cohort after the Millennials. Start Up: An entrepreneurial venture which is typically a newly emerged, fast-growing business.

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Init ia l R e s e a r c h Go o gle De v e lo p m e nt Tes t in g Vi su al I d e nti t y Ex hib it i on P l a n Enro lme n t Classro o m Env iro n m e nt Grad u at i o n Flo w Pl a n Last T ho ug h ts

Illustrating our timeline to find moments surrounding our school.

A initial process of constructing a future based on predications and extrapolated current trends.

Computers Becoming Excepted Most Internet Activity Is Tracked by Someone - Self Driving Cars being Tested - Space X Planning Space Mission - Professional 3D Printing 2020 AI Taking Low Skill Jobs Home 3D Printing - Companies Richer Then Nations - Wearables Overtake Smartphones - Paris Agreement Promises Kept - All Knowledge Is Accessible Through Google - 30% of Cars Now Self Driving 2025 First Landing on Mars - 80% Conventional Jobs Now Done by AI - Universal Income in Most Developed Countries - 70% of Cars Self Driving - Gen Z Embraces Tracking 2030 First Mars Colony Starts - Leisure Class Emerges - Fossil Fuels Eradicated - Google Now Worth More the UK - Robots Common place in most homes 2040

A reduced timeline looking at the world in which our school is founded and the world where the students will graduate

NOW 7 Billion People - Wearable

Initial Research AFTER DEVELOPING A FUTURE TIMELINE IT WAS TIME TO FOCUS IN WHAT EDUCATION WOULD LOOK LIKE IN THE CONTEXT OF THE WORLD AROUND IT. When developing our future timeline we looked at current trends and then extrapolated to them the future. For example we looked at the current saying of â&#x20AC;&#x153;just Google itâ&#x20AC;?, the idea that if you have a question Google has an answer. From there we predict that in 10 years time Google will have an index of all current human knowledge and that will be easily accessible through a wearable computer or even an implanted computer. Three key insights came from our future speculation: The first was the idea of companies becoming as powerful as countries. The second was the how AI would replace a lot of jobs and how this would create a need for a Universal Basic Income. The last predication was not so much a future predication as a current phenomenon that has yet to be accepted and therefore explored. Big Data gathered on people is becoming the major way

advertisers are understanding their customers. With data collected from internet use, GPS and facial recognition in the future. With this in mind, our group started to explore the idea of a modern day apprenticeships. In a world with less jobs, education has to be fully vocational and who better to teach you how to do a job then the company that is going to employ you. We looked at 4 main brands (as seen right) but the brand that seemed likely to flourish, in the future world we had predicted, was Google. The next step was to start to understand Google as a company and start to ask what would education by Google look like. As much as this would give us a really solid framework for our project, it was an established brand to work around and hence we would have to really understand the brand to make it believable.

Using Post it Notes, Images and mind maps to get a basic understanding of 4 brands.

Footnote: I, Phone (CPG Grey, 2016) (https://www.youtube.com/watch?v=e-ZpsxnmmbE)

Google LOOKING AT GOOGLE TO BOTH UNDERSTAND THE ROOT OF ITS DISTINCTIVE STYLE AND ALSO TO DISCOVER HOW GOOGLE WILL EVOLVE IN THE FUTURE. When looking at Google we discovered that a lot of their brand is built of an evolving list of 10 “truths”. These include phrases; “There’s always more information out there” and “You can be serious without a suit.” We took these as the bases for imagining Google in 10 years. On the bottom right of the page are the 5 brand pillars we built our brand on. With these pillars in mind, we envisaged a school built on the culture of Silicon Valley. The culture of front facing calm and fun, with beanbags in the lobby and ping pong in the boardroom. However, at the same time being a climate of dog eat dog competitiveness and elite minds. As well as this we realised the power that a company like Google could wield in a more connected future. There is an idea that Youtuber CPG Grey talks about in one of his videos - That your phone knows more about you then you know about yourself. That it knows everywhere you have been through GPS, and what you said to that one person on the 12th of December at 11:33pm. This Big Data would gain an even clearer picture of you with the Internet of things recording aspects of your day. From here our group started to explore how Google could use this idea of surveillance and data collection in an education setting.

OPEN We believe that all information should be free for everyone. FUN We have moved on from the boardroom, we are all about beanbags. SMART Even your toaster should know when your appointments are. GLOBAL Everyone is your neighbour, no one should be a stranger. MORAL In a world of plenty, everyone should have something.

Initial sketches of how your digital CV looks, and how future jobs are advertised in relation.

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Early visualisation for the CAP Badge

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Development JOINING THE DOTS BETWEEN BIG DATA, EDUCATION AND GOOGLE THROUGH THE IDEA OF A DIGITAL AND EVOLVING CV. One future predication we also factored into our Google school, was that because of how complete knowledge on the internet would be in the future, there was no need to learn facts. These could be easily looked up when needed. Equally we believed that the current idea of learning skills would be useless for certain future jobs, due the quickly evolving job market. This is a problem already plaguing current education with students learning software that would be outdated by the time they left university. We defined this teaching model as “Think Rather Than Know”, when knowledge is accessible through Google, skills becoming obsolete for some jobs, what is left to learn then how to think. Taking the step forward from the concept of your phone knowing more about you then you do, our group started to look at how these personal attributes could be grouped and quantified into an understandable representation of one’s self. The idea was that if your data can paint an more accurate picture of yourself, for a future employer, then an interview or CV. We decided on three main vertices of how you are

defined: Creative thinking, which would encompass things like imaginative thinking and how cultured you are with your understanding of things that have come before. Next was Analytical thinking, this dealt with thinking to do with insightfulness and use of lateral thinking. Lastly was People thinking, skills that help you be a part of team, whether that be expressiveness of communication or attentiveness and empathy when listening. This idea was loosely based on online personality tests and profession finding tests like The Myers–Briggs Type Indicator. We were to call this data driven CV a CAP score or badge. This is an area of the project that defiantly needed to be given more time. For example later on we justified these parameters be saying that Google would of studied the attributes of successful employees at Google and the CEOs of the companies it owned. However, we should of followed the path we described for google by doing exactly that, instead of post justifying our system with a palatable story. Given more time, I feel we should of engineered this system from the ground up, with more research and new categories of thinking.

Testing TESTING OUR CONCEPT THROUGH A TWO DAY EXHIBITION WORKSHOP FOCUSING ON THE EMOTIONS IT LEFT BOTH OUR STUDENT WITH AND THE OBSERVERS

Welcoming Ben to our future school as the rest of the class looked on confused and left out.

After settling on the CAP score system as a defining feature of our Google school, here by known as “Numen” because its meaning of all knowing lesser god or creative genius, we set about testing out how our school felt for both the students and the people who didn’t qualify to be students. We decided that if a CAP score based on user data would be good enough for employers, it would also be the way to gain admittance to the Numen school. This was data was collected through toys connected to the internet at a young age, to browsing history when a teenager, to how well you play video games in your youth. If your data showed that you had a bright future, Numen would reach out to you and invite you too an open-day. Here you would be presented with the job wall, an adaptive service that would show jobs that Numen thinks would suit you and inspire you to join the school. We wanted to make the future student special for being chosen and inspired

by seeing the future that was waiting for them. In order to test out this idea, we opted for abstracted and seemingly nonsensical interviews with 3 classmates, rather then hacking their social media accounts. We then choose one student based on this interview and sent them an acceptance letter as well as a CAP badge based on their interview questions. During our presentation we invited our chosen student, Ben, to interact with a job wall made up for them that showed jobs that we thought they would like based on their interview questions. As much as Ben was honoured to be chosen and thought we were spot on with the jobs we had chosen for him, our other class mates were more confused about what was going on rather then jealous of Ben. Of course in the future we envisaged Numen schools and graduates would be known and admired, we however, did not sell this concept to our peers and hence we tried to improve this in the coming weeks.

Braden demonstrating to the class how Benâ&#x20AC;&#x2122;s CAP badge is able to interact with the job wall.

Visual Identity TRYING TO AUGMENT GOOGLES MATERIAL DESIGN IDENTITY FOR THE NUMEN SCHOOL We know that from week one that a key aspect of doing a project round a major brand, in this case Google, would mean that if we did not get the visual identity on point, people would easily find the concept less believable. Hence we studied Googleâ&#x20AC;&#x2122;s Material design language and tried to apply its principles to our own printed and digital media. We choose to keep the Google colours for our logo, as they immediately aligned Numen with its parent company. It also took us a bit of time to understand material design and through experimentation we managed to bring a convincing Google aesthetic to the Numen school. However, this did mean we were limited on the creative aspect of this design and with out that strong Google feeling we would of been able to be a bit more dangerous with our aesthetic. For example our prospectus could of used more pictures but when following the google guidelines, illustrations are what is called for.

Logo shape evolution over the weeks.

Selected examples of Googleâ&#x20AC;&#x2122;s Material design guidelines for both print and use on interfaces.

A look at how our understanding of Material design developed throughout the project

15 Initial sketch of the flow and touch points of our exhibition, complete with stick figures.

Small model to look out how to arrange our exhibition touchpoints with in our space.

THE PROSPECTUS = ENROLMENT

Exhibition

This would help paint a picture not only of what the school would offer future students but also would show the world of 10 years time with Numen alumni. These would also show the kind of student that Numen valued.

THE JOB WALL = GRADUATION This would show what kind of jobs Numen students would be able to acquire after studying. It would also show how worldwide Numen schools would be, by showing jobs being taken by students from Numen schools all over the world.

THE THINK POD = CLASSROOM This area would show the types of activities a Numen student would use to improve their CAP score. As well as hopefully being an interesting area that visitors to the open day would go away and talk about.

Plan PLANNING THE VARIOUS TOUCHPOINTS AND KEY THEMES OF OUR EXHIBITION. After developing a core concept for our School of the future, explained in more detail in the pages ahead, it was important to work out how all of this would be communicated through our exhibition. Hence we divided up our exhibition into 4 key areas that we though define a school: Enrolment, Classroom, Environment and Graduation. This is part of the proccess that I felt was very important and hence I personally invested a lot of time on this aspect of the project

THE COMFY AREA = ENVIRONMENT This area would be the main point to include hints of what the atmosphere at Numen school would be. It was also help paint a picture of the future Numen school would exist in through items left their by Numen students.

Enrolment Prospectus HOW STUDENTS ARE CHOSEN FOR THE NUMEN SCHOOL AND HOW WE SHOWED THIS THROUGH THE PROSPECTUS. From early on in this project we realised that students would be chosen by Numen from their accumulated data, not through a conventional tests or assessment. We original envisioned Numen being a replacement for secondary school, so that Google could shape these young minds into perfect employees by the age of 18. This stems from the idea that your mind is much more flexible and open to learning when young. However, as our peer review group for this project pointed out, you do learn a lot of useful things at secondary school that would not be taught at Numen, like reading and math. Numen after all is about “Thinking Rather Than Knowing”. Hence, we settled on Numen being a University replacement, with students being offered places between the age of 18-22, as soon as their CAP score showed promise. The model of Numen worked as such, Google’s all seeing eye (Big Data) would notice a spike in a eligible students in a certain area, lets say Glasgow. They would then build a Numen school in that area very quickly, using a combination of modular furniture and learning environments to be set up in unused buildings in the area.

They would then send out acceptance letters to all the students that they believed had the potential to study at Numen. These students would then be given a personalised prospectus that appealed to them and the area they are from. For example, a student who showed a lot of potential in managing people would be shown Numen alumni who possessed leadership roles in their prospectus. Equally a potential student who came from a low income family in a country that did not yet have Universal Basic Income (UBI) yet, would be offered UBI from google. Whereas a more ‘well-off’ student, with a creative interest may be shown the free museum and culture pass offered by Numen in their prospectus. With this in mind we created two personas for our future students, and printed two separate prospectus’ that varied subtly, in hindsight maybe too subtle. Even though I think we did manage to capture a Google aesthetic with these prospectus’, is important to note how the lack of photographs in the book did take away from the realism of the school. This google identity also took away from any personality Numen posed in and of its own.

The Two personalised prospectuses for future students visiting Numen

Two near identical Alumni pages in the prospectus, but with different alumni trailered to each future Students Interests.

A model to test how only showing part of the Think pod structure would paint a picture of what a completed Think Pod would look and feel like

Modelling different forms for the changing augmented reality space of the Think Pod.

Classroom The Think Pod SELF LEAD TEACHING IN BOTH THE THINK POD THROUGH AN AUGMENTED REALITY SPACE AND IN EVERYDAY LIFE THROUGH DATA COLLECTION. Having worked out how students would be admitted to Numen and also having started to resolve how they would graduate, next was to work out how Numen would teach to “Think Rather Than Know”. We started our think process looking out how Numen could use different rooms in a building to teach different thinking processes. The example of a room with loads of Lego, where you could let your creativity flourish. Alternatively we looked at how we could do away with the classroom altogether and use augmented reality glasses that would guide students around the world to teach them. These ideas slowly resolved themselves into a 2 pronged Classroom. The first part was The Think Pod, a space that allowed for 360 projection mapping and hence could be used for many different lessons. Here students would do challenges either solo or in groups, these mental challenges would take many forms. From games that forced you to think creatively, to endless mazes that built teams or challenges that asked you to make sense of large data sets and hence improved your analytical thinking. The reason why we fell on the idea of a geodesic dome was first the ability to do 360 projection. Secondly because the form of a pod would enable students to tackle challenges in a controlled enviroment. Thirdly these pods, due to their nature of being made of triangles could be flat packed and sent around the world. The rest of a students education and grading would happen all around them everyday. Their CAP badge would

be influenced by the people they spoke to, the films they watched, the books they read, to even how they managed their money. For example a student wanting to improve their People Thinking score may start mentoring younger students, or a student wanting to improve their creativity may spend hours playing Minecraft. All of this information and activity would be tracked by the devices already connected by the internet of things. It’s important to note that in the future we researched for our school, Gen Z will grow up embracing this data collection and the way it can work for them. This future predication was taken from the lack of public outcry and instead acceptance of the Snowden Leaks. The final missing piece of this education system was feedback and guidance for students. We settled the idea of Mentors, Numen educated strong People Thinkers who chose to take a position at a Numen when graduating. These mentors hang around the school and provide weekly written feedback on a students progress and advice on how students can get to their desired CAP score. These feedback sheets would be reachable from screens around the campus. I feel this was a very clunky solution due the fact that every student would also have access on their future wearable device or mobile. However, we felt it was important to show the mentor feedback at the exhibition as it would show different ways the students were learning, hence we put the feedback sheets on the wall so they would be visible as a comprise.

Braden demonstrating an exercise within The Think Pod using a LEAP Motion controller and a game called CXY, a more complex 3D noughts and crosses.

The Final Think Pod interface showing examples of the types of challenges you can do in the think pod and their intended learning outcomes

Mock-ups sowing how the CAP badge creative score would be influenced by museum visits.

Mock-ups sowing how the CAP badge People score would be influenced by social encounters.

Enviroment The Chill Zone TRYING TO SHOW WHAT THE CULTURE OF A NUMEN SCHOOL WITH OUT STUDENTS.

Before starting this section I must apologise for the name “The Chill Zone”, it is what we colloquially called that area of our exhibition from week 3 and the name stuck. Of course what we mean by it is the area the students inhabit when they are not learning. Ironically this area is not very “chill”, the culture we built Numen on was that of start up culture, where ping pong tables and free snacks cover up a dog eat dog world of personal ambition. For the exhibition we tried to balance these two faces of Numen with comfy beanbags juxtaposed with mind

challenging mini games. Although this corner of our exhibition did add a nice splash of colour to the school, it did end up looking cluttered and struggled to communicate a clear message. In hindsight, we should of taken away a few of the mind games and the acceptance letters, and in their place left a bottle of Smart Drugs, or a sleeping mask. With more storytelling items like this in our “Chill Zone” we could of juxtaposed these items with a confident and friendly presentation.

The small Chill Zone in our exhibition complete with important beanbags.

Our student Braden subtly improving his CAP score by setting himself a small challenge in the Chill Zone.

Our student Braden Looking to see what Numen Mentors are around to talk to.

A look at a Numen Mentorâ&#x20AC;&#x2122;s CAP badge and how it attaches by magnets.

A Numen Student attaching his CAP batch to a interface at Numen in order to have a look at his mentor report and CAP score in more detail.

Graduation The Job Wall THE EXIT POINT FOR ALL NUMEN STUDENTS, THAT DISPLAYS JOBS FROM BOTH GOOGLE, AS WELL AS POSITIONS AT TRUSTED GOOGLE PARTNER COMPANIES. The Job Wall was one of the first tangible pieces of what would become the Numen School, it tied together the education system to the CAP score, to how this CAP badge would work as your CV. It was also to be placed at the entrance to every Numen school, in order to inspire students when they walked in each day. At Numen their were 3 possible ways to exit, the first being getting a Job at Google or one it’s subsidiaries like Numen. These jobs would be displayed on the job wall and would show the required CAP score needed in order to obtain said Job. A student with the required score would place their card on the job they wanted and they would instantly get the position. The second point of exit was through positions at trusted Google partner companies. These partner companies would work with Numen to decided what CAP score would be needed for the position they were offering. They would then pay Numen for the honour of having Numen graduate at their company, much as footballers are loaned to different clubs. This is the primary way in which the Numen school would be financed. Students would apply for these positions in much the same way. With both of these applications there would be no need for an interview because of the trusted Numen CAP score, both Google and the partner companies would know the calibre of graduate(s) they were getting from the CAP score and the example Alumni already out in the world. The third way of exit, little discussed except in the prospectus, was Numen students who pitched a start up to

Numen. With these, Numen would hear the idea, and then proscribe a CAP score needed for Google’s investment in the company. These CAP scores would generally be more then one Numen student could obtain themselves, and hence they would have to form a team and combine their CAP scores with other Numen students in order to get funding. Of course some students would stay at Numen indefinitely, in a world with UBI, we envisaged jobs would become status symbols, worn like cloths. Hence of course some students would study at Numen indefinably, as academics of thinking. With this in mind The Job Wall in our exhibition was an animated video that showed a variety of jobs available to Numen students. We also demonstrated how one could apply for a job, using a well timed animation. The Job Wall was also used to show the world in which Numen inhabits, showing the kind of jobs in our future world and. As well as this it showed how far reaching Numen was, with jobs being taken live from Numen schools all over the world. You can probably tell from this, we put a lot of weight on the Job Wall and this was an issue in our exhibition. The animation we relied on to show all of this information was on a 20 minute loop that I created in After Effects However, if you stood looking at it for 2 minutes, you would miss crucial bits of information. In hindsight we should of made a much shorter loop, even though this would of felt less real, it would of communicated the things we wanted it to much better. However, due to it’s back projection it did give our school a nice futuristic aesthetic.

A Still from the projected Numen Job Wall.

Locationist

Think Designer

AirBnB, Portland, USA

Numen, London, UK

AirBnB is always looking for people to travel the world in order to help the comunities in the locations people want to visit.

Come help Numen design better ways of teaching and educating young thinkers, from Think Pods to Data.

Mentor

Urban Argiculturist

Numen, Berlin, De

Green Peace, Tokyo, JP

Want to join the Numen mentor family and help young thinkers become the movers and shakers of the future.

Come help Green Peace spread the urban growing movement in our Tokyo Outpost.

Job Taken!

lity ted Rea Augmen hitect Arc w, USA

n Vie Mountai tive Google, for crea looking ented always the augm We are ild bu to w. thinkers s of tommorro world

Privacy Manager Transferwise, London, UK

Congratulations to Zhang Wei.

Help protect our customers by creatign new and different ways to stop hacking and privacy breaches

Numen Hong Kong, 4 Years

Design Stragist

Market Stragist

Team Leader

Google, Mountain View, USA

Doodle, Glasgow, SCT

PillowTalk, Seoul, KR

Pixel Design at Google has decromtised the smart phone. Now we need your help to do the same for personal computing.

Doodle reinvented delivery with personal drones 10 years ago and now we want to do it again, you game?

PillowTalk is a social media start founded by a Numen Graduate. Now we are looking for another Numen to take us further.

Welcome, To The Job Wall Place your CAP badge on a Job to accept the position

A look at different CAP badges and how the differ per person.

Comparing my CAP badge with the CAP score I need to be able to accept a position offered on the Job Wall

User Journey A LOOK AT A NUMEN STUDENT’S JOURNEY BEFORE JOINING, THEN IMPROVING THEIR CAP SCORE AND FINALLY GRADUATION.

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Big data collected from a young age builds up a potential Numen Student’s CAP badge before acceptance. It’s this data that will show Numen if this child has enough potential to become a student at Numen. After a year at Numen, our student is working hard to bring up all their scores by taking on both Analytical and Creative challenges in the think Pod. These are the bread and butter of a students time at Numen.

3. 4. 5.

Our Student has realised their Creative thinking score is low, so has been advised to visit some museums to broaden their culture. As our student is aware, Numen tracks all aspects of your life. So they decided to spend more time with friends in order to give their people thinking score a boast. 2 years in our student has been inspired by a job that has been offered on The Job Wall. However, their CAP score was not quite good enough to be accepted for the job.

One aspect they needed to improve to improve was their People Thinking score. So they have started mentoring newer Numen students in order to improve their CAP score. Although they enjoy doing this they know Numen is watching and make sure to say the right things After more than 3 years at Numen, our student has graduated through the job wall after getting their CAP scores to the level the employer wanted. However, a student never really leaves and is always welcome to come back and use tools at Numen to keep improving their CAP score and in turn be promoted.

Floor Plan AN EXAMPLE FLOOR PLAN OF THE FIRST FLOOR OF A NUMEN SCHOOL This Numen School wouldâ&#x20AC;&#x2122;ve been set up for around 40 students in the greater Glasgow area after Google detected a spike in people showing Numen potential in the area. It is housed in a reclaimed industrial space, with modular learning environments and as such can be set up very quickly.

COMFY AREA An area devoted to relaxing and socialising with peers. Read over your mentor report, do a few mind games to improve your CAP score, or socialise with your peers to improve your people skills.

THE JOB WALL This is the first and last thing students see each day, a interactive chart of all the jobs available for Numen Graduates. Here students can apply for jobs, given they have the right CAP score, or just look at what jobs other Numen students around the world are applying for.

THE THINK PODS These are the main learning environment for Numen students, allowing them to hone their Creative, Analytical and Person Thinking in a controlled environment. They can do this by doing challenges recommended to them by their tutors in these augmented reality spaces. Challenges can solo or can be made for teams to tackle.

Last Thoughts This was by far the most complex and thought out project I have ever done, alone or in a group. It was an exercise of lateral thinking, for example: if the internet of things enables much more data collection, then that can be used to grade people and hence that data collection can also be used as a CV and so fourth. This was a problem that plagued us throughout the project, we spent so much time creating the world we were in and the whole ecosystem of our school in order to make it believable, we lost focus on idiosyncrasies that made our school special. After the project, I have realised that the thing that most people clung to and were interested in about Numen was the Big Brother aspect, the way Numen was all knowing. However, during the project, data collection was a given and we believed any student from Gen Z at our school would be used to and comfortable with data collection and hence why make a big deal of it in our exhibition or presentation. With that being said, I thing I am most proud of in this project was the world creation, an area I devoted a lot of my time to in this project. I think (hope) this showed when we presented, rather than following a script our group was able to learn a character in our world and then join the dots when presenting. This is something I strongly pushed for in the group, as I believe the best presentations happen when you donâ&#x20AC;&#x2122;t follow a script but can ad-lib because you know your project through and through. Other than this we also over-stretched ourselves in terms of what we put in the exhibition. This had the effect of not only causing our group a great deal of stress but also cluttered an already tiny exhibition space. In hindsight, we should have found that defining thing earlier and built or exhibition around that, rather than to painting an overly detailed picture with no style.