NC State MGD Viewbook 2016/17 by NC State Master of Graphic Design Program

NC State MGD Master of Graphic Design Department of Graphic and Industrial Design College of Design North Carolina State University

Master of Graphic Design

2016/17 VIEWBOOK Method/ology Form/ation Conversation

Department of Graphic and Industrial Design College of Design North Carolina State University

NC STATE MASTER OF GRAPHIC DESIGN

The graphic design discipline and its research, its professional practices and artifacts, bring unique skills and approaches to the general fields of design. Graphic design coalesces with other disciplines to realize broader practices, including Experience Design, Branding, User Interaction Design, Information Design, and Design for Social Innovation. Graphic designer expertise contributes significantly to these expressions,

along with the expertise of ethnographers, computer programmers, entrepreneurs, industrial designers, urban planners, and data analysts (to name only a few specialists with whom graphic designers collaborate). The design of a book or a poster series, or the visualization of a mobile or VR interface, enfolds experiential, informational, interactive, and social concerns. A good graphic designer’s capabilities include a sophisticated eye, sound knowledge of visual languages, a strong visual and conceptual imagination, and curiosity. A good graphic designer also has empathy for specific people (“users”), and ably communicates relatable stories and information for them. Supporting these fundamental skills is deep understanding of user bias, of the cultural and technological systems wherein artifacts function (including historical artifacts), and contemporary and potential contexts of production and use. As the three sections in this Viewbook reveal, Method/ology, Form/ation, and Conversation are central to the work that NC State College of Design faculty asks of students in the Master of Graphic Design program. We value applying appropriate knowledge — acquired through design research methods and critical writing — as much as we value form making and visualization. We foster collaborative discovery as well as individual exploration. Ultimately, we encourage students (if not exhort them) to engage in, and facilitate, conversation on behalf of people who interact with the systems and artifacts that students imagine and create.

NC STATE MASTER OF GRAPHIC DESIGN

The graduate student work featured here is propositional and therefore typical of the work that we expect our graduate students to produce. Rather than seek definitive answers, students use prompts and open-ended assignments to tease out and comprehend the full depth and breadth of their design-related inquiries through diagramming, mapping, rapid prototyping, and other methods. Students ground their “answers” to queries in scenarios and personas that point to pertinent systems and interactions, which in turn lead to visual design studies to be scrutinized. Some of the work reproduced in these pages anticipates user need. Other work poses provocations or offers insight for furthering professional practice. Some work speculates about technological futures — building on current trends like the “Internet of Things” and “Augmented Reality” — while other projects celebrate and maximize the attributes of more conventional print and screen media. Five recent Final Projects comprise the last section, Conversation. The depth and specificity of these extensive research projects are impossible to capture here. The abstracts and images, however, do represent the exploration, discovery, and individual interests that faculty expects all students to pursue during their course of study. These examples ask you, a prospective MGD student, to consider your own interests and to imagine where your design curiosity might take you. Denise Gonzales Crisp Professor, Director of the Graduate Program (DGP)

D3.js-generated Data Visualization April Maclaga 2016

Method ology Form ation Convers ation 5

in dis

EngagE with the problem (Dewey, xi) << Students are engaged when they devote substantial time grow awarEnEss of subject and its prevalence and effort to a task, when they care about the quality of their work and when they commit themselves IdEntIfy key words because the work seems to have significance beyond its formulatE search criteria personal instrumental value.(OCED, 2012, 124) sIft and sort results ElImInatE invalid results JudgE credibility: accuracy + quality ChoosE the most relevant articles

FOR CURRENT NEWS [and unique]

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PH NN

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SK FO

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th, 2008, 9).

THE MAIN IDEA

explain

rElatE its importance to the course content EvaluatE its accuracy and quality usE and rEfErEnCE credible sources rEfErEnCE new knowledge IdEntIfy irrelevant information IdEntIfy missing information sElECt image to represent content summarIzE the main concept within the new content

<< An organizing and reorganizing strategy as readers to categorize and classify th

we are gathering as we read; we can then storehouse of knowledge and memory.(Boo

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Research Poster Erin Hauber 2011

ITS RELEVANCE

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ENT 207 INSECTS & HUMAN DISEASE

To prepare a creative mind means to encourage the habitual act of learning something new, seeking constructive criticism, thinking and incubating, and putting knowledge to work (Wang, 2012, 40).

Critical + Creative Reading Behaviors for Remote Dialogue and Participation

Science

[Literacy no longer presupposes print, and comprehension extends past printed text to any messages that have permanence (Booth, 2008, 12).]

Scientific knowledge is constructed by a community of practicing members in the field who constantly evaluate theories and empirical findings (Shen, 2009, 1).

COURSE ACTIVITY

News Post and Discussion COURSE DESCRIPTION

>>> NA

KN VI

ON ON

RA OW

LI AN LI

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TO BE

>> TS

>> CE

A distance learning introductory course to the interactions between insects and humans that result in disease, the diseases transmitted by them, and how major outbreaks of insecttransmitted disease affect human populations.

[that take place within complex systems comprised of many and distinct parts]

EngagE with the problem (Dewey, xi) << Students are engaged when they devote substantial time grow awarEnEss of subject and its prevalence and effort to a task, when they care about the IdEntIfy key words quality of their work and when they commit themselves formulatE search criteria because the work seems to have significance beyond its sIft and sort results personal instrumental value.(OCED, 2012, 124) ElImInatE invalid results JudgE credibility: accuracy + quality ChoosE the most relevant articles

ACTIVITY PURPOSE

FOR CURRENT NEWS

“All of us need to think about the texts we experience by interacting with others, for we know what we think only when we try to articulate or represent our thought” (Booth, 2008, 10).

[and unique]

PH CO

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MONITOR READING PROCESS TO REPAIR BREAK-DOWNS IN MEANING AS THEY ARISE

AN S

interpret

THE READER

ES OC PR

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KI NG

[verbs implying students will develop an understanding of cause and effect.]

SY AB

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LA CO

PREDICT

COMPREHEND

INTERPRET

apply general experience apply common sense apply general knowledge ovErvIEw the text

makE sEnsE of the text structure aCquIrE and apply vocabulary apply background knowledge dEtECt obstacles to understanding

apply personal experience apply existing knowledge IdEntIfy main ideas ConsIdEr the information and ideas ExamInE implied meanings sEE the structure of the argument summarIzE thesis

the meaning being sought

the literal message

the writer’s message

(Booth, 2008, 9).

Instead, when a student engages with the information directly—conjecturing while she reads and accrues new information— then shares what she knows, she can achieve “deep comprehension”. Her ideas are “modified, changed or expanded,” challenging what she thought she knew. The new text enters the construct of her brain, creating new understandings. (Booth, 2008).

THE MAIN IDEA

A form of skimming and scanning the text before reading in order >> to determine important ideas and information. (Booth, 2008, 37)

DISTANCE LEARNING IN A DIGITAL ENVIRONMENT

Insects and Human Disease is an online course. Portions of ent 207 are offered in a digital space called “Moodle” however, it lacks the flexibility to accommodate all the course content. Instead, the instructors

explain

as readers to categorize and classify the information we are gathering as we read; we can then add it to our storehouse of knowledge and memory.(Booth, 2008, 35)

ITS RELEVANCE

DE NT

MI AR

FO CO

NEWS MEDIA

DE SI

FL US

AL GH FL VI DI BE AW RE TY NG LI ED VA GA IN TH EF GU RD RE E S A EN AS FO QU SC >> ES ON R ES IE S IN SC TI NC AN G IE ON E D >> NT CO IN >> IF NT CO IC EX MP T “F RE >> AC HE TS NS ” IB >> IL IT Y >>

MU IO

I-

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link to additional content across the Internet, embed open-source tools such as the news post timeline, and ask students to gather and reference content from other areas of the Web.

NEWS POSTS TIMELINE

DROPBOX PAPER SHARE

THE INTERNET LO

WEBBASED READINGS

DISCUSSION FORUMS

CHAT ROOM

>> E

FLASHCARDS

PDF READINGS NARRATED POWERPOINT LECTURES

COMMENTS SURVEY

bE open minded IdEntIfy conclusions gaugE one’s interest in the subject mEasurE the depth of the argument quEstIon its appropriateness analyzE the logic of the argument sEE information from another point of view look for alternatives IdEntIfy gaps in the information sEEk clarification rEason from premises with which one disagrees

EXAMS

VIDEO

GENERAL FORUM READINGS

NCSU LIBRARY

MOODLE

SYLLABUS PDF

evaluate C RI

…lEarnIng to CrItIquE peers’ and their own knowledge claims can help students learn novel scientific knowledge.

REFLEC TION + PE ER

SEARCH FOR CRITERIA

UNDERSTAND THE TASK

(Shen, 2009, 2).

Students tend to accept science knowledge as facts instead of constructed models. This belief is reinforced because students are rarely given the opportunity to perform critique in the science classroom, whether it is critique of a theory, a model, an experiment or each other’s work. “To learn science students need to develop critical habits of mind and corresponding skills that help them distinguish knowledge from mere opinions” (Shen, 2009. 1).

COMMUNICATE IN ARGUMENTS

APPLY CRITERIA NT EX T

CR IT IQ

rElatE, or ComparE and Contrast, to another news article rElatE to new knowledge rElatE to personal experience sEEk corroboration dEduCE cause and effect

A PEER’S ARGUMENT

TI QU

RAISE CRITICAL QUESTIONS

METHOD/OLOGY

…ComprEhEnsIon has become a questionand-answer activity, without much time to enter into dialogue with others to unpack and discover meaning

AT EA

IT ER AT

ACTIVITY DESCRIPTION

Students find and post current news articles in an online timeline about instances of human-insect interaction resulting in disease. They include a compelling summary of the news item in order to draw discussion from their classmates. In addition, students comment on peers’ articles and engage in a rich dialogue with each other.

connect

REVI

RG EO +R SE

I AN

E TH

In order for a critique exercise to be successful in this more unique context, however, an instructor must ensure students understand the nature of the critique task at every phase. Students must be clear about what it is they are being asked to critique, i.e. evidence, reasoning, representation, etc. and the goal of their inquiry. In the ideal critique, students will make their criteria explicit, and apply it to the objects for critique (Shen, 2009, 4).

IT TO OTHER CONCEPTS LA

LA CK

know the audience takE a posItIon when the evidence and reasons are sufficient to do so bE sEnsItIvE to the feelings, level of knowledge, and degree of sophistication of others

VO D

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persuade

COURSE STRUCTURE

Insects and Human Disease is a onesemester course structured on a weekly schedule comprised of two learning units. Students engage asynchronously with

OTHERS

talk Is a brIdgE. Readers are altered by their conversations with another reader of the same text, even if the responses are in print form; they hear the voice of someone who has shared their text, and rethink their experience.

each week’s units as they open, then with the quizzes and exams associated with that content. Quizzes, exams and weekly discussion technically close on Friday.

WEEKLY TIMELINE: ASSIGNMENTS AND PATTERNS IN STUDENT ENGAGEMENT COMMENTS ON NEWS POSTS NEWS POST DISCUSSION QUESTION

COMMENTS ON DISCUSSION

READINGS

(Booth, 2008, 16).

VIDEOS FLASHCARDS

QUIZ

POWERPOINT LECTURES

IntErprEt the meaning of a comment rEflECt on what one knows rEvIsE and rEfInE one’s opinion hold a pErspECtIvE on topic The ability to embellish original ideas with details >> ElaboratE or Expand on a point kEEp In mInd the original and/or basic concern (Wang, 2012, 45)

makE surE meanings are clear know what you don’t know

add value

PLANNER

CHUNKER

CRAMMER

TO THE DISCOURSE

STUDENT PERSONAS

The instructors advise in the course material that students will be most successful if they engage with the course content at regular intervals throughout the

week. The instructors advocate “doing a little each day” or “chunking” the content, rather than waiting until a unit is about to close before engaging.

References Booth, David W. (David Wallace). It’s Critical! : Classroom Strategies for Promoting Critical and Creative Comprehension. Markham, Ont.: Pembroke Publishers, 2008. Web. 9 Sept. 2012.

Cottle, Thomas J. Mind Fields : Adolescent Consciousness in a Culture of Distraction. New York: Peter Lang,, 2001. Print.

Boothby, Paula. “Tips for Teaching Creative and Critical Reading Tips.” Roeper Review 1.4 (1978): 24–25. Print.

Exter, ME et al. “Designing a Tool to Support Critical Web Reading.” TechTrends 53. February (2009): 23–28. Web. 27 Aug. 2012.

Brainard, Jeffrey. “The Tough Road to Better Science Teaching.” The Chronicle of Higher Education (2007): 1–8. Web. 9 Sept. 2012.

Kaufman, James C, and Robert J. Sternberg. “Creativity.” Change: The Magazine of Higher Learning 39.4 (2007): 55–60. Web. 9 Sept. 2012.

Committee, North Carolina State University QEP. Annotated Bibliography for Critical and Creative Thinking. Raleigh, 2012.

OCED. Connected Minds: Technology and Today’s Learners. OECD Publishing, 2012. Web. 8 Sept. 2012.

Shen, Ji. “Nurturing Students’ Critical Knowledge Using Technology-enhanced Scaffolding Strategies in Science Education.” Journal of Science Education and Technology 19.1 (2009): 1–12. Shihab, Ibrahim Abu. “Reading as Critical Thinking.” Asian Social Science 7.8 (2011): 209–219. Web. 25 Aug. 2012. Sternberg, RJ. “Teach Creativity, Not Memorization.” The Chronicle of Higher Education (2010): 6–9. Web. 9 Sept. 2012. Wang, Amber Yayin. “Exploring the Relationship of Creative Thinking to Reading and Writing.” Thinking Skills and Creativity 7.1 (2012): 38–47. Web. 8 Sept. 2012.

Subject Matter Map

Toward a Coaching Model American Psychiatric Association, DSM–5 Development. <http//www.dsm5.org/ProposedRevisions/Pages/proposedrevision.aspx?rid=383>

Brown, Thomas E. Ph.D.. 2005. Attention Deficit Disorder. New Haven: Yale University Press.

Ramsay, J. Russell Ph.D.. (2010). Nonmedication Treatments for Adult adhd: Evaluating Impact on Daily Functioning and Well-being. Washington D.C., American Psychological Association.

COMPLEX DISORDER

have a

utilize

time mismanagement procrastination impulsivity distractibility trouble with transitions

Perceive Remember Think Feel Do

always be late, acomplish little, seem undependable disappoint others often, work on wrong goals, avoid important tasks have spotty employment history, can’t maintain relationships, can’t tolerate boredom jump from task to task, not listen to others, miss deadlines not be able to let go, be too controlling, be easily agitated

alarms blogging social networking

appointment calendars scheduling / planning organizing social groups

support groups chatting hobbies and entertainment

professional networking and learning conducting business

news, health information work related research tracking exercise regimes

mindfulness meditation training & yoga

essential fatty acid supplementation amino acid supplementation

interactive metronome chiropractic treatment

multimodal: +medicine cognitive remediation / rehabilitation

mineral supplementation vitamin & nutritional supplementation dietary restrictions

vision therapy acupuncture mirror feedback

cognitive-behavior therapy neurofeedback training neurocognitive training

Conceptual User-Path

multimodality updates about our experiences with the external world

expert novice

group/interpersonal/personal/intimate connection to information

surrounding movement access to stuff physical/mental comfort level

instruction/direction searching unfamiliar

information accessibility degree of information interaction intensity of interest

duration of time

long-winded

duration of time

– selecting and sustaining focus – productive procrastination – passive reading – poor comprehension – excessive distractibility

online assessment tests intake interviews journals / notebooks student conduct reports police reports

use these strategies

neuro-imaging procedure: snapshot of a brain, measuring cerebral blood flow & metabolic activity

assemble sensory data to create up-to-the-moment

integrated and complex informational maps

– inability to sustain and regulate alertness

– a low threshold for frustration

– communication breakdowns

inability to sustain effort – slow processing speed – sticky perserveration

– chronic difficulty regulating emotional experience and

– comprehension issues – inability to multi-task – defective retrieval of

– inability to slow down and minimize error

– disproportionate share of mental capacity – overly sensitive

– inability to coordinate and integrate multiple tasks

expression – overwhelmed feeling – stressed-out

learned information

– impulsive actions – inability to self-

monitor and inhibit self – impaired contextual

monitoring of action – inability to control actions, hold back, keep still – self-conscious – inability to act effectively

self-reports questionnaires

light therapy receptive transcranial magnetic stimulation vestibular & cerebellar exercises massage

ginseng / ginkgo biloba for cognitive function improvements

put together these isolated fragments, forming more

particular sense: vision, hearing, smell, taste, or touch

– difficulty handling one or more emotions

conducting business shopping

antifungal treatment auditory treatment thyroid treatment

process fragmented information from one

for

e-mail correspondence inter-office correspondence collecting patient information

both criterion a1 and criterion a2 are met for the past 6 months. criterion a1 is met but no more than 2 symptoms

which initiates vigilance and sustains alertness

Regional Centers which Integrative Centers which

noise level and type amount of people

– missed critical details – inability to shift focus poor estimations of needs constant need to refine – to-do list quantity and length

collect information via

methods such as

for

e-mail correspondence scheduling / planning

from criterion a2 have been present for the past 6 months.

oral flower essences chelatation therapy tarantula venom

utilizing working memory and accessing recall monitoring and self-regulating action

– immediate-pressure – parts to a whole confusion – poor sequencing

for

Technology

sensory integration optometric vision therapy

which signals, perceives, and sustains arousing dangerous and rewarding action

stimuli

laptops mobile devices

for the past 6 months. criterion a2 is met and criterion a1 is not met for the past 6 months.

Dopamine Norepinephrine

which make up three types of processing centers: Local Centers which

organizing, prioritizing, and activating to work focusing, sustaining, and shifting attention to tasks regulating alertness, sustaining effort, and processing speed managing frustration and modulating emotions

– procrastination – zero motivation

desktop computers

lisdexamfetamine: vyvanse

criterion a1 is met but criterion a2 is not met and 3 or more symptoms from criterion a2 have been present

Memory Action

Technology

Single Photon Emission Tomography Scan Herbal and Homeopathic Treatments Specific Symptomatic Treatments and Exercise

dextroamphetamine: dexedrine, dextrostat

Emotion

such as Neurotransmitters that control the speed and communication of messages between 100 billion Networked Neurons

triggers

Combined Inattentive Restrictive

or or

which plays a critical role in what we

Psychosocial Therapeutic Interventions and Exercise Supplementation and Nutrition

Inattentive a1 Hyperactive / Impulsive a2

adderall

Activation Focus Effort

such as

dexmethylphenidate: focalin amphetaminedextroamphetamine:

resulting in

ritalin, concerta, metadate, daytrana

may utilize

one of four categories

such as

methylphenidate:

brain’s vast stores of memories that particular information needed to address salient perceptions and tasks of each moment.

Environment’s Relationship’s Content’s

counsel

mind’s processing speed and output, managing frustration and other emotions, recalling facts, using shortterm memory, and monitoring and self-regulating action

managed by

which assess incoming information to establish and modify priorities. they start, stop, and integrate various functions, deploying from the

such as

diagnose prescribe medication

Executive Functions

(self-control) and/or use of different less efficient circuts of the brain and/or less active regions that facilitate evaluation of the emotional attributes of stimuli

is an issue when the

Counselor / Coach who may

continuous process of organizing and setting priorities, focusing and shifting focus, regulating alertness, sustaining effort, regulating the

identified as

Be easily sidetracked from goal Be inflexible; stuck in details

caused by

Family Doctor who may Clinical Social Worker who may

or the production of

a lower rate of chemical activity in the brain and/or immature patterns of brain activation

or the

Pediatrician who may

Have a poor sense of time Have difficulty prioritizing Act before thinking; bored easily

time, tasks, and talents. St. Martin’s Press, 175 fifth avenue, New York, NY.

or the

Multifaceted function ATTENTION

may

are diagnosed as

Psychiatrist who may Psychologist who may Behavioral Neurologist who may

caused by

of the

may utilize

may be treated by a

Attention Deficit Hyperactive Disorder

Ratey, Nancy A. 2008. The disorganized mind: coaching your adhd brain to take control of your

BRAIN’S MANAGEMENT SYSTEM.

impairing their

which are controlled by the

ADHD

with

impairing

PEOPLE

– keeping the goal in mind – co-coach the way forward – separate the setup from the task

– develop schedule at night

– chunking – baby steps – designate stop and start times

– be aware of productive procrastination – match peak performance w/ priority projects – you first in the morning

– establish a team of advisors – rid yourself of toxic feelings – learn to self-observe

– use music to stay on track – be aware of the passing of time – hourly self-accountability

– visualization – schedule breaks

– create false deadlines – use a witness – work from a preexisting model

– measure time – hear the passing of time – divide day into quadrants

– remember the pain of the past – make actions concrete – always have a backup plan

– designate stop and start times – the half in half in half rule – appointments with self

– big and little picture – hourly self-accountability – a system of structured flexibility

– master to-do list and to-do list – visualization – end the day by setting up the next

– establish and meet the minimal goal – limit time spent on making plans – use rewards as good stress

– share your goals – create safe high stakes – understand why you circle

– create a home for thoughts – think before jumping – appoint a watchdog

– do it actively – bottom-line it – know your steps

– make soft commitments – make the small things count – seek out feedback

– mind mapping – filter out background noise – the right place to work

– park it – no stopping en route – beware of see-do

– now vs. not now – prepare ahead of time – distractions as rewards

– schedule time to talk

– park it – think in terms of three – date night – checking in – winding down – plan together

– visualization – learn to let go – make detailed plans

– use the roles system – make time for decompresssion – listen carefully – minimize competing stimuli – walk and talk – be nontoxic – take responsibility – take time-out – all or nothing attitude

Defined by Coaching Areas

Acknowledge

Narrow

Strategize

Work

Evaluate

trouble separating self from problem time mismanagement

inability to organize & prioritize

strategy development goals, lists, measure time, scheduled breaks, appointments w/self, planning: start & stop times, timers to disengage, book ends & anchors: segmented days (5ths, 4ths), rituals around time (sleep, food, exercise), multiple alarms: every 10 minutes all around environment, 1/2 by 1/2 by 1/2, hear passing of time, tasks by hour, big & little pictures, accountability: share goals, system of structured flexibility

inability to self-monitor / -observe

inability to think beyond the moment lack of working-memory procrastination

inability to hold-in-mind consequences

strategy development you first, accountability: sharing goals, competitiveness, chunking time, maximizing environment, barriers, lists, goal importance, co-coaching, separating task from setup, minimal goal, limited planning, rewards as good stress, false deadlines, use a witness, use an existing model, productive procrastination, peak performance & priority work, past pain, concrete actions, backup plan, safe high stakes, airport / hovering

addiction to stress / high-stakes inability to self-inhibit

attracted to immediate-gradification inability to think before acting impulsivity

driven to increase intensity of situations overreliance on intuition inability to learn from mistakes dependent on adrenaline

no sense of priorities

data input activation, focus, effort, action, memory, emotion

data analysis

strategy implementation strategy development self-awareness, repeating patterns, baby steps, log of actions & consequences, self-reliability, self-monitoring, schedule monitoring, asking for and accepting feedback, giving others permission, planning: rehearsing, role playing, nightly schedules, home for thoughts, think before jumping, appoint a watchdog, white house advisors, toxic purging, self-observe, do it actively, bottom line it, know the steps, soft commitments, planplan-plan, keep organized, the small things count, watch for your traps

overreliance on autonomy & flexibility distractibility

attracted to immediate-gratification inability to focus on long-term goals uncanny ability to hyperfocus

interprets new stimuli as threats transitions

poor communication of needs trouble with self-inhibiting inability to shift roles of responsibility

Final Project Research TJ Blanchflower 2011

strategy development self-accountability by the hour, master & minor todo lists, considering consequences, log of actions & consequences, visualize it, end day by setting up tomorrow, chunking time, baby steps, start & stop times, filter out background, the right place to work, use music, park-it, no stops en-route, watch for your traps, beware of “see do”, now vs. not now, prepare ahead, distractions as rewards strategy development schedule time to talk, park-it, take turns, think in terms of 3, date night, listen carefully, minimize stimuli, walk & talk, be nontoxic, take responsibility, time-out, don’t leave them waiting, be there, make it a team effort, give it personality, mealtime moments, checking-in, winding down, planning together, visualization, learn to let go, detailed planning, wind-down routines, the roles binder, wait 20 to approach

evaluation

Repeat

METHOD/OLOGY Send Your Neighborhood a Postcard: Visitors to Laurel Hills Community Center are prompted to choose a postcard, fill it out, and pin it up among other responses.

Culture Probe Claire Kohler 2012

Card Sorting at the North Carolina Fairgrounds Hayley Hughes 2012

2 2 2 2

3 METHOD/OLOGY

3 3 3

4 4 4 4

activity

roke roke

22 1

Turn

troke troke

Down right

Down left

Down right

Down left

Down right

Horizontal

2 2

Horizontal and turn Horizontal and turn

Horizontal Horizontal

Down left

1 1

Horizontal

1 1

Vertical Vertical

3 3

2 2

Vertical Vertical

2 2

Vertical Vertical

Vertical and turn Vertical and turn

Horizontal

3 3

22 3 3

2 2

Horizontal and turn Horizontal and turn

Vertical and turn Vertical and turn

Vertical Vertical

2 2

1 1

Down left Down left

Stroke troke

Horizontal

Vertical and turn Vertical and turn

Down left

3 3

2 2

Vertical and turn Vertical and turn

1 1

Horizontal and vertical turn Horizontal and vertical turn

Turn

Horizontal

1 1

Stroke troke

Turn

Down left

1 1

Vertical and horizontal turn Vertical and horizontal turn

Down left

Turn

Horizontal

Vertical and turn Vertical and turn

Turn

Horizontal

Down right

Stroke troke

Down left

Horizontal

Down left

Dot

Down left

Turn

troke troke

Dot

troke troke

Stroke Stroke

Vertical Horizontal and vertical turn and Vertical Horizontal vertical turn

Vertical and turn Vertical and turn

Vertical Vertical

Horizontal Horizontal

2 2

3 3

1 1

Dot Dot

Vertical Vertical

Down right Down right

2 2

3 3

Vertical Vertical

Down right Down right

1 1

3 3

Dot Dot

Vertical Vertical

1st 2nd 3rd 4th

Analysis of Letterform Stroke Formation Yuan Yin 2016

Vertical Vertical

Stroke Stroke Stroke Stroke

1 1

2 2

1 2 1

1st Stroke

Vertical Horizontal Vertical

3rd Stroke 3rd Stroke

Horizontal

4th Stroke

Horizontal and turn

Horizontal 3

2 3

Vertical

Horizontal Vertical and turn

Horizontal Up right

Horizontal

Up right

Vertical

2 2

3 3

4 4

Horizontal

Vertical

Horizontal

Vertical

4th Stroke

1 3

Horizontal

1 1

1 3 2

3 Horizontal

2nd Stroke

Horizontal

2nd Stroke

4 4

2 1

3 2

1st Stroke

3 1

Turn

Vertical

Turn Vertical

Turn

Turn Vertical and hook

Vertical

METHOD/OLOGY

Vertical and hook

1 1

Vertical

4 1 1

1 1 2 2

3 3

Turn Turn Vertical Vertical

Vertical

2 2

4 4

3 3

Vertical

1 1 2 2

2 2

1st 1st Stroke Stroke

2nd 2nd Stroke Stroke

3 3

Turn Turn

4 4

Turn Turn

Horizontal Horizontal Down right Down right

3rd 3rd Stroke Stroke

Vertical Vertical

1 1

3 3

Down right Down right

Vertical Vertical

1 1

3 3

Down right Down right

3 3

Horizontal Horizontal

Vertical Vertical and turn and turn

Horizontal Horizontal

Down right Down right

1 1 3 3

2 2 4 4

2 2

1 1

2 2

4th 4th Stroke Stroke

Horizontal Horizontal Vertical Hook Vertical Hook

4 4

2 2

Horizontal Horizontal and turn and turn

Vertical Vertical

Horizontal Horizontal Horizontal

Horizontal

Horizontal Vertical Horizontal Vertical and turn and turn

Vertical Vertical and turn and turn

Horizontal Horizontal

Scenario 1 // Part 1 Scenario 1: Ryan just found this tool and wants to try using it for a short story he wants to write. He has a rough idea for the plot, and wants to build a plan before he begins to write. He is not sure how to capture a plan using the tool, so is willing to explore both the structures that the tool asks him to base a plan on. Part 1] Ryan chooses the Timeline Part 2] Ryan chooses the Matrix

PRIMARY GOAL:

Wants to explore the tool to figure out how it may help him with planning a short work he is thinking about.

Choosing a schema

Choosing the

The timeline is in the middle of a â&#x20AC;&#x2DC;space,â&#x20AC;&#x2122; which can extend in all four directions as the timeline and idea collection grows.

Adding idea

Option 1 to add content (for example, more details, or non-temporal content): enable 3D (for all cubes).

Option 2 to add content (for example, more details, or non-temporal content): add layers to specific cubes Scenario 1 // Part 2

Option 3 to content): ex

Nesting timelines: example

Choosing a schema

Choosing the

LABEL

IMPORT CONTENT

ADD CONTENT

Setting a unit label (chapter, scene, event, plot point, etc...). Enabling 3D, Adding content.

LABEL

IMPORT CONTENT

ADD CONTENT

COLUMN LABEL 1

ROW LABEL

IMPORT CONTENT

COLUMN LABEL 2

ADD CONTENT

Setting labels (chapter, character, subplot, etc). Enabling 3D, Adding content.

Final Project Scenario / User Path Vaidehi Patil 2016

Choosing the primary ‘canvas.’

d in all four

Sorting and organizing ideas: gesturally dividing the space and labelling the ‘zones.’ Re: icon classification

Option 3 to add content (for example, more details, or non-temporal content): expand / enlarge cube

Option 4 to add content (for example, more details, or non-temporal content): build ideas as vertical offshoots

METHOD/OLOGY

Adding idea directly into the timeline

n-temporal

Choosing the primary ‘canvas.’

ONTENT

3D, Adding

" Biotechture" Visualization Brooke Chornyak 2009

Method ology Form ation Convers ation 17

"Scales Of Context" Research and Analysis Leye Lin 2013

FORM/ATION

Data Visualization Combining Unrelated Data Sets Grace Wonaphotimuke 2016

COMBINING DATASETS

The highest cocentration of trespassing incidents took place in the downtown area of Raleigh

DOWNTOWN AREA

2012 2011

2010

2009

2008

2007

2012 2011

2006

The lowest unemployment rate occurred in 2007 and during the month of April. The highest unemployment rate occurred in 2010 and during the months of June and July.

2009

2008

2007

The highest number of trespassing incidents happened in 2005 at 12 AM.

Average rates in each month

2013

2015

The lowest number of trespassing incidents happened in 2014 and during 6 to 7 AM.

Number of incidents from day to night

2013

2015

Average rates from 2005 to 2015

2006

Location of incidents in 2015

Number of incidents from 2005 to 2015

UNEMPLOYMENT RATES

This investigation compares the two unrelated datasets, the number of trespassing incidents and the unemployment rate in Raleigh from 2005 to 2015. From 2005 to 2015, the number of trespassing incidents are generally varied for each month in each year, while the unemployment rates are consistant. However, the number of trespassing incidents has a negative correlation to the unemployment rates in 2015.

TRESPASSING INCIDENTS

Get off my lawn and get a job!

UNEMPLOYED TRESPASSERS

00:03.05

00:09.05

00:01.95

00:07.18

13 20

12 20

11 20

010

0 20

JAN MAR

00:11.30

00:05.48

FEB APR MAY

DEC

NOV

OCT

SEP

AUG

JUL

JUN

MAY

APR

MAR

FEB

JAN

JUN

FEB

MAR

JUL

APR

AUG

NOV

SEP

DEC

OCT NOV DEC

trespassing incidents

unemployment rates

OCT

MAY JUN JUL AUG

SEP

2005

JAN

2006

FEB

2007

MAR

2008

APR

2009

2010

2011

MAY JUN JUL AUG

2012

SEP

2013

2014

trespassing incidents

unemployment rates

13 instances 5.39 percents

The sequence shows the number of trespassing incidents and the unemployment rates as a speed of each circle moving back and forth within the square.

2015

OCT NOV DEC

Monthly trespassing incidents & unemployment rates

Visual Essay in the Lakota Visual Language Sadie Red Wing 2015

FORM/ATION

This index features all 100 hybrid type studies in the order they were made to show progression and advancement in the execution of materials and concepts, and offers visual comparisons among letterforms.

Hybrid Type Index Lydia Kuekes 2016

FORM/ATION

VAIDEHI AND ALLISON

Augmented Reality Investigation Allison Karas & Vaidehi Patil 2015 VAIDEHI AND ALLISON

VAIDEHI AND ALLISON

MAKING AN IDEA CONCRETE

BATHROOM

CLOSED

PRIVATE

AREA

BOYS’ ROOM

LAUNDRY PANTRY/STORAGE

COOK’S AREA

STAIRS

LIVING ROOM

STAIRS

SHARED

GIRL’S SOCIAL ROOM AREA

THE ARCHITECTURAL REPRESENTATIONS THE ARCHITECTURAL REPRESENTATIONS 2nd floor

1st floor

2nd floor

COCINA

PUERTA

BAÑO

ENTRANCE

1st floor

2do piso

CLOSED

COOK’S AREA

STAIRS

COCINA

SHARED

PRIVATE

SOCIAL

2nd floor

1st floor

AREA

BAÑO

PUERTA

STAIRS

DINING PLACE

OUTDOOR TERRACE

BATHROOM

1er piso

AREA PORCH 2do piso

1er piso

IN THE EFFORTS OFADECONSTRUCTION visual language that helps architects and future residents share information and preferences for a low-income residential building project in Chile.

Visual Language Translation Alberto Rigau 2008

ALMACENAR

SOCIAL HIJO(A)S SOCIALES HIJO(A)S ALMACÉN BALCÓN ALMACÉN BALCÓN BALCÓN DESCANSO

PILETA

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

ÁREA ABIERTA

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

HABITACIÓN

TRABAJO DESCANSO EXTERIOR HIJO(A)S

TRABAJO DESCANSO EXTERIOR HIJO(A)S HABITACIÓN

HERRAMIENTAS

HABITACIÓN

LAVAR

NIÑOS

DESCANSO

GUARDAR

ALMACENAR

JUEGOS ROPA PILETA DESCANSO HABITACIÓN EXTENSIÓN

ABUELOS

DESCANSO ESPACIO DESCANSO ABUELOS COMUNAL CONVERSAR ABUELOS HABITACIÓN HABITACIÓN

DESCANSO

HABITACIÓN

VISITAS

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

HABITACIÓN

DESCANSO

HIJO(A)S

HABITACIÓN

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

LAVANDERÍA

TERRAZA LAVAR ROPA PILETA GUARDAR

ALMACENAR

JUEGOS SOCIAL TERTULIAS

JUEGOS

DESCANSO

CONVERSAR

BALCÓN BALCÓN

INTERCAMBIO

SOCIAL

ARMARIO GUARDAROPAS

ALMACENAR

LAVANDERÍA

LACENA HABITACIÓN

DESCANSO

ROPA

GUARDAR

ALMACENAR

PILETA

HABITACIÓN

TRABAJO DESCANSO EXTERIOR HIJO(A)S

DESCANSO

TERRAZA LAVAR ROPA PILETA GUARDAR

ALMACENAR

JUEGOS SOCIAL TERTULIAS

JUEGOS

DESCANSO

CONVERSAR

BALCÓN BALCÓN

TERTULIAS ABUELOS

ESPACIO

HABITACIÓN

CONVERSAR

DESCANSO BARBACOA

ALMACENAR

LACENA DESCANSO

ABUELOS

BALCÓN BALCÓN LAVANDERÍA

ESPACIO

CONVERSAR

ALMACÉN COMUNAL

ALMACENAR

LAVAR

ROPA

ALMACENAR

PILETA

HABITACIÓN

CONVERSAR

DESCANSO ESPACIO DESCANSO ABUELOS COMUNAL CONVERSAR ABUELOS HABITACIÓN

HABITACIÓN

LAVANDERÍA HABITACIÓN

ARMARIO GUARDAROPAS

ALMACENAR

COMUNAL

ÁREA ABIERTA

GUARDAR

CONVERSAR

ALAMACÉN

GUARDAROPAS

CONVERSAR

ALAMACÉN

ARMARIO

COMUNAL

HABITACIÓN

COMUNAL

ALAMACÉN

LAVANDERÍA

GUARDAROPAS

LAVANDERÍA

HABITACIÓN

COMUNAL VISITAS VISITAS NIÑOS JUEGOS COMUNAL JUEGOS VISITAS SOCIALES EXTENSIÓN VISITAS SOCIALES TERTULIAS VISITAS TERTULIAS HABITACIÓN CONVERSAR BALCÓN SOCIALES BALCÓN PADRES CONVERSAR SOCIALES EXTERIOR BALCÓN SOCIALES BALCÓN EXTERIOR

ALAMACÉN

HABITACIÓN

CONVERSAR

EXTERIOR

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

ENTRADA

SOCIALES

CONVERSAR

ALAMACÉN

EXTERIOR

CONVERSAR

TERRAZA LAVANDERÍA TERRAZA JUEGOS ABIERTA ALMACÉN ABIERTA ESPACIO BARBACOA ENTRADA

TERTULIAS

DESCANSO ESPACIO DESCANSO ABUELOS COMUNAL CONVERSAR ABUELOS HABITACIÓN

JUEGOS

VISITAS

ENTRADA

CONVERSAR

PADRES EXTERIOR

COMUNAL ENTRADA

ÁREA ABIERTA

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

HABITACIÓN

TRABAJO DESCANSO DESCANSO VISITAS DESCANSO TRABAJO DESCANSO VISITAS DESCANSO SOCIAL EXTERIOR HIJO(A)S HIJO(A)S SOCIALES HIJO(A)S SOCIAL EXTERIOR HIJO(A)S HIJO(A)S SOCIALES HIJO(A)S HABITACIÓN HABITACIÓN ALMACÉN BALCÓN ALMACÉN BALCÓN BALCÓN HERRAMIENTAS BALCÓN ALMACÉN BALCÓN ALMACÉN BALCÓN BALCÓN HERRAMIENTAS BALCÓN HABITACIÓN

HABITACIÓN

DESCANSO

INTERCAMBIO

HABITACIÓN

INTERCAMBIO

IT’S ABOUT RECOGNIZING THE OPTIONS GUARDAR

ALMACENAR

PILETA

ÁREA ABIERTA

BAÑO

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

HABITACIÓN

LAVAR

GUARDAR

ALMACENAR

JUEGOS ROPA PILETA DESCANSO HABITACIÓN

ARMARIO

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

LAVAR

ROPA

GUARDAR

ALMACENAR

PILETA

ÁREA ABIERTA

COCINA

LAVAR

GUARDAR

ALMACENAR

HABITACIÓN

LAVAR

GUARDAR

ALMACENAR

LAVARJUEGOSGUARDAR ALMACENAR DESCANSO DESCANSO ROPA

PILETA

ROPA PILETA DESCANSO HABITACIÓN

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

TRABAJO

BALCÓN BALCÓN

HABITACIÓN

HERRAMIENTAS

BALCÓN PADRES BALCÓN BALCÓN BALCÓN BALCÓN

HABITACIÓN

HERRAMIENTAS

BALCÓN PADRES BALCÓN BALCÓN

TERRAZA

LAVANDERÍA

HABITACIÓN

DESCANSO

HIJO(A)S

HABITACIÓN

TRABAJO DESCANSO EXTERIOR HIJO(A)S

HABITACIÓN

TERTULIAS

BALCÓN BALCÓN

DESCANSO

ABUELOS

LAVAR

JUEGOS SOCIAL TERTULIAS

JUEGOS

DESCANSO

CONVERSAR

BALCÓN BALCÓN

LAVANDERÍA

ESPACIO

HABITACIÓN

ARMARIO

ESPACIO

CONVERSAR

DESCANSO BARBACOA

ALMACÉN COMUNAL

EXTERIOR

TERRAZA LAVANDERÍA TERRAZA JUEGOS ABIERTA ALMACÉN ABIERTA ESPACIO BARBACOA

CONVERSAR

EXTERIOR

GUARDAROPAS

ALMACENAR

ALAMACÉN

ALMACENAR

GUARDAR

ALMACENAR

PILETA

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

SALA COMEDOR BALCÓN TERTULIAS ABUELOS

BALCÓN BALCÓN BALCÓN

GUARDAROPAS

ROPA

LAVANDERÍA

LACENA HABITACIÓN

DESCANSO

ABUELOS

BALCÓN BALCÓN LAVANDERÍA

ESPACIO

CONVERSAR

ALMACÉN COMUNAL

VISITAS

COMUNAL

CONVERSAR

ENTRADA

CONVERSAR

JUEGOS

TERTULIAS

ENTRADA

COMUNAL VISITAS VISITAS NIÑOS JUEGOS COMUNAL JUEGOS VISITAS SOCIALES EXTENSIÓN VISITAS SOCIALES TERTULIAS VISITAS TERTULIAS HABITACIÓN CONVERSAR CONVERSAR CONVERSAR SOCIALESSegundo SOCIALES BALCÓN SOCIALES SOCIALES BALCÓN piso EXTERIOR BALCÓN PADRES EXTERIOR Primer EXTERIORpisoBALCÓN

COMUNAL ENTRADA

CONVERSAR

PADRES EXTERIOR

TERRAZA HABITACIÓN

ESPACIO DESCANSO HIJO(A)S LACENA

ABIERTA ABIERTA BARBACOA HABITACIÓN HABITACIÓN INTERCAMBIO BARBACOA

EXTERIOR

COMUNAL

TERTULIAS

TERRAZA

HABITACIÓN

CONVERSAR

PADRES BALCÓN

NIÑOS JUEGOS

HABITACIÓN

LACENA

ROPANIÑOSPILETA

EXTERIOR HIJO(A)S EXTENSIÓN ABUELOS

ARMARIO

PRIVADA

EXTERIOR

LAVANDERÍA

HABITACIÓN

HIJO(A)S

HABITACIÓN

COMUNAL

CONVERSAR

ALMACENAR

DESCANSO

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

TERTULIAS ABUELOS

GUARDAR

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

HABITACIÓN

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

PERSONAL DESCANSO

DESCANSO BARBACOA EXTENSIÓN

TERRAZA LAVAR ROPA PILETA

LACENA HABITACIÓN JUEGOS SOCIAL JUEGOS

ABIERTA ABIERTA BARBACOA HABITACIÓN HABITACIÓN INTERCAMBIO BARBACOA

TERRAZA LAVANDERÍA TERRAZA JUEGOS ABIERTA ALMACÉN ABIERTA ESPACIO BARBACOA

HABITACIÓN

GUARDAROPAS DESCANSO NIÑOS ABUELOS

ALMACENAR EXTENSIÓN

COMUNAL ALAMACÉN

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

BALCÓN

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

ROPA

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

LAVAR

ALAMACÉN

ALMACENAR

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

GUARDAR

PILETA

ALAMACÉN

ROPA

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

LAVAR

ALAMACÉN

FORM/ATION

HABITACIÓN

TERTULIAS

ALAMACÉN

LAVANDERÍA

ESPACIO

NIÑOS JUEGOS

ABUELOS

BALCÓN

LAVANDERÍA

LACENA

DESCANSO BARBACOA EXTENSIÓN

ALMACENAR

LAVANDERÍA

HABITACIÓN

ALMACÉN COMUNAL

GUARDAR

BALCÓN PADRES BALCÓN BALCÓN

ARMARIO

ALMACENAR

HERRAMIENTAS

BALCÓN BALCÓN BALCÓN

GUARDAROPAS

HERRAMIENTAS

NIÑOS

EXTERIOR

TERRAZA LAVANDERÍA TERRAZA JUEGOS ABIERTA ALMACÉN ABIERTA ESPACIO BARBACOA

GUARDAR

PILETA

HABITACIÓN

ABIERTA ABIERTA BARBACOA HABITACIÓN HABITACIÓN INTERCAMBIO BARBACOA EXTERIOR

ROPA

HABITACIÓN

CONVERSAR

EXTERIOR

HABITACIÓN

JUEGOS ROPA PILETA DESCANSO HABITACIÓN EXTENSIÓN

LAVAR

HABITACIÓN

TRABAJO DESCANSO EXTERIOR HIJO(A)S

LAVAR

ARMARIO

BALCÓN

ÁREA ABIERTA

HABITACIÓN

COMUNAL

ABUELOS

TERRAZA

ÁREA ABIERTA

LAVAR

COMUNAL

TERTULIAS ABUELOS

HABITACIÓN PARA NIÑOS HABITACIÓN PARA NIÑAS

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

TERRAZA

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

BALCÓN PADRES BALCÓN BALCÓN BALCÓN BALCÓN

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

HERRAMIENTAS

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

BALCÓN BALCÓN

LACENA

DESCANSO

HIJO(A)S SOCIALES HIJO(A)S

HABITACIÓN

BALCÓN ALMACÉN BALCÓN ALMACÉN BALCÓN BALCÓN

HABITACIÓN

ABIERTA ABIERTA BARBACOA HABITACIÓN HABITACIÓN INTERCAMBIO BARBACOA

HABITACIÓN

LAVANDERÍA

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

HIJO(A)S

ROPA

ALMACENAR

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

DESCANSO

GUARDAR

PILETA

ALAMACÉN

PILETA

HABITACIÓN

LAVAR

ROPA

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

ALMACENAR

LAVAR

HABITACIÓN

HABITACIÓN HABITACIÓN PARA NIÑOS PARA NIÑOS

ROPA

GUARDAR

ALAMACÉN

LAVAR

DESCANSO

ÁREA ABIERTA

ALAMACÉN

GUARDAROPAS

COMUNAL

INTERCAMBIO

ARMARIO

ALAMACÉN

HABITACIÓN

ALAMACÉN

VISITAS

HABITACIÓN

LAVANDERÍA

COMUNAL

HABITACIÓN

ALAMACÉN

DESCANSO ESPACIO DESCANSO ABUELOS COMUNAL CONVERSAR ABUELOS HABITACIÓN

CONVERSAR

UNDERSTANDING THE POSSIBILITIES

Responsive Tabletop Culture Probe Cady Bean-Smith 2010

Method ology Form ation Convers ation

Extending and Enhancing Meaningful Conversation Erin Hauber 2013 This thesis inquires into today’s social networking experiences from a critical perspective with a hypothesis that closeness may be represented more substantially in these spaces as people engage in meaningful conversation. The proposals in this thesis are not apps for conversation. Instead, they are value fictions that introduce different ways for young women to engage with each other, as well as with the content of conversations they already share, to foster feelings of closeness. The proposals rely on social psychologists’ findings that feeling close escalates intimacy and results in more meaningful conversation (Aron, Aron, and Smollan 1992).

CONVERSATION

The proposals are rhetorical. They question the means by which we connect and converse today, and provide mandates to design more affective networked experiences. The speculative proposals are presented as pages from a pamphlet with Sm<3 Phone Mandates that any designer may choose to follow. The mandates focus on the activities of constant talk, the gradient of “here,” and methods for cherishing conversation. And while technology-augmented conversation may always be at odds with the “real thing,” opportunities exist to design alternative experiences for young women; interfaces and functions that create conditions where meaningful conversation is more likely to occur.

Erin Hauber 2013

CONVERSATION

Visuospatial Strategies for Novice Fiction Writers Vaidehi Patil 2016 Writing is a complex process involving juggling multiple constraints, setting goals, and moving back and forth between producing ideas and producing text for those ideas. Text generation is a highly codified process compared to idea generation. Cognitive scientists including Linda Flower, John Hayes, and Peter Wason have suggested that novice writers often confuse idea manipulation with text manipulation, which results in rules of text generation interrupting idea generation at an early stage (Collins and Gentner 53). This interference results in chaotic plans and incoherent first drafts. Externalizing ideas and structuring them into a plan is an important strategy for novice fiction writers, who often do not have a developed process for writing or concept development that they can depend on. Many novice writers discover early on that in spite of applying all the learned techniques correctly, the vivid story in their mind becomes a washed-out version on paper. Further, fiction is a large category within creative writing consisting of various genres, forms and styles. Current writing tools facilitate text generation more than capturing and manipulation of ideas, when both are equally important components. This study aims to investigate the idea generation component of writing through the use of visuospatial strategies. I intend these visuospatial strategies as part of an interface to allow creation of intuitive, exploratory and flexible plans, based on common attributes of fiction such as temporal and causal relationships between ideas. The strategies will manifest through digital tools that facilitate visual manipulation of captured ideas, as well as provide customizable functionalities that allow sorting and testing ideas through iteration.

CONVERSATION

Vaidehi Patil 2016

CONVERSATION

Digital Map Interactions to Support Long-Term Decision Making About Choosing a Neighborhood Will Walkington 2014 People have long consulted maps as references for structuring and building their knowledge about unfamiliar places. Today, popular digital mapping and navigation tools (Google Maps, Yelp, Garmin, etc.) increasingly assist users with short-term decision making, from choosing a nearby restaurant for dinner to deciding on the most convenient way to travel there. However, when users look to digital maps for assistance in making long-term decisions, the design of such systems must accommodate more complex user behaviors and activities over longer periods of time. This study investigates how young adults decide where to live when moving to a new city, and how the design of digital maps might better facilitate this decision-making process. CONVERSATION

Literature on decision-making theories, as well as the results of an online survey on living preferences and neighborhood-finding strategies are used as research to determine the variety of ways in which young adults make choices about where to live, and the extent to which such preferences and strategies factor into a formal process for making a decision. Additionally, case studies are conducted on existing online mapping websites commonly used. While these existing applications are able to successfully aggregate data and information about multiple neighborhoods, there is often little opportunity for users to analyze the information in relation to their own evolving preferences throughout the decision-making process. Thoughtful design of digital mapping and planning tools that allow users to externalize and prioritize their preferences in response to information throughout the process has a good chance of increasing a userâ&#x20AC;&#x2122;s engagement with such critical decisions as choosing a place in which to live.

Will Walkington 2014

CONVERSATION

Building Upon Interaction Gestalt Research Scott Reinhard 2016 In interaction design, much attention is devoted to usability and functionality of digital artifacts. Aesthetics, the visual and behavioral qualities of an interaction, often are viewed as a surface component dealt with at a later stage of the design process, but not integral to the overall functioning of the artifact. The literature in Human-Computer Interaction (HCI) is moving towards the notion that aesthetics are not merely the way that something looks or behaves, but are important to a person’s understanding and experience with an artifact. More specifically, HCI researchers have developed theories where combinations of interaction attributes—for example speed, movement range, and reaction speed—come together to form an interaction or experience as a whole, a gestalten. This combination of attributes as a gestalt forms qualities that people experience in use. The research and exploration my studies build upon apply the principles of interaction gestalt in various contexts. Ultimately, I offer case studies that are clear and usable for future practicing interaction designers. In addition, with the knowledge and experience gained through the studies themselves, I’ve created a high-fidelity prototype, a tool, that explains and demonstrates principles of interaction gestalt. This tool also provides ways to expand the language and experiential qualities that currently exist. My methods of research include research by design, prototyping, scenarios, personas, and user-journey mapping. Usable prototypes demonstrate these principles.

CONVERSATION

Scott Reinhard 2016

CONVERSATION

Cross-Device Tracking Toward Successful Recovery From Physical Injury Leye Lin 2015 Health-conscious users are increasingly using wearable devices and smartphones to set fitness goals, control their diets and monitor their health. Today, personal technology devices and apps have emerged to assist users in tracking and understanding their health during recovery regimens. In this case, biofeedback, in conjunction with wearable devices and smartphone apps, is crucial in helping users achieve recovery goals.

CONVERSATION

Visualization strategies display usersâ&#x20AC;&#x2122; health information (heart rate, steps walked, sleeping quality, and more), and archive it efficiently. However, when users need to understand the correlation between particular activities and certain health outcomes, short-term and long-term patterns should be provided in the data design so users can adjust their behavior accordingly. By correcting damaging behaviors and reflecting on the activities that resulted in the injury, patients can improve their health. This study investigates how real-time notifications combined with long-term biofeedback visualizations can help patients execute self-managed recovery regimens with the assistance of personal technology. The solution investigates how sensors, wearable devices, and smartphones work together to serve the needs of patients recovering from physical injuries. The design system contains three main parts: a real-time biofeedback notification system for tracking daily activity; guidance for executing therapeutic physical exercises; and comprehensive visualizations of data collected from the previous two parts. Real-time biofeedback notification systems that combine immediate interaction opportunities with long-term data collection have the potential to help patients not only understand their injuries, but determine how they should respond to improve their recovery.

Leye Lin 2015

CONVERSATION

Selected Bibliography A sampling of references that have informed graduate final projects.

Abrams, J. and Hall, P., Else/Where Mapping: New Cartographies of Networks and Territories. Minneapolis, MN: University of Minnesota Press, 2006. Adamson, G., Thinking Through Craft. Oxford, NY: Berg Publishers, 2007. Cross, N., “Designerly Ways of Knowing.” Design Studies 3.4 (1982): 221–27. Web. Dourish, P. Where the Action Is: The Foundations of Embodied Interaction. Cambridge, MA: MIT Press, 2001. Dreyfuss, H., Designing for People. New York, NY: Simon and Schuster, 1955. Dubberly, H., "Concept Maps," (2011). Web. Gerstner, K., Designing Programmes. 5400 Baden, Switzerland: Lars Muller Publishers, 2007.

Greenfield, A., Everyware: The Dawning Age of Ubiquitous Computing. Berkeley, CA: New Riders, 2006. Haklay, M. (ed.), Interacting with Geospatial Technologies. West Sussex, UK: Wiley-Blackwell, 2010. Hall, S., Representation: Cultural Representations and Signifying Practices. London, UK: Sage, in association with the Open U., 1997. Hall, S., This Means This, This Means That: A User’s Guide to Semiotics. London, UK: L. King Publishers., 2007. Hallnäs, L., “On the Foundations of Interaction Design Aesthetics: Revisiting the Notions of Form and Expression.” International Journal of Design 5.1 (2010): 73–84. Halprin, L., The RSVP cycles: Creative processes in the human environment. New York, NY: G. Braziller, 1969.

NC STATE MASTER OF GRAPHIC DESIGN

Jenkins, H., “Narrative Spaces” in Space time play: Computer games, architecture and urbanism: The next level. Von Borries, F., Walz, S. P., Bottger, M., et al., ed. Basel; Boston, MA: Birkhauser, 2007. Kinross, R., Modern Typography: An Essay in Critical History, 2nd Edition. London, UK: Hyphen Press, 2004. Laurel, B. and Mountford, J., The Art of Human-computer Interface Design. Reading, MA: Addison-Wesley Pub., 1990. Lowgren, J. and Stolterman, E., Thoughtful Interaction Design: A Design Perspective on Information Technology. Cambridge, MA: MIT Press, 2004. Lupton, E. and Miller, J. A., Design, Writing, Research: Writing on Graphic Design. New York, NY: Kiosk, 1996.

Mossberger, K., McNeal R. and Tolbert, C., Digital Citizenship: The Internet, Society, and Participation. Cambridge, MA: MIT Press, 2008. Lynch, K., The Image of the City. Cambridge, MA: MIT Press, 1960. Norman, D., “Emotion & Design: Attractive Things Work Better.” Interactions 9.4 (2002): 36–42. Sennett, R., The Craftsman. New Haven, CT: Yale University Press, 2008. Tufte, E. R., Envisioning Information. Cheshire, CT: Graphics Press, 1990. Venturi, R., Scott Brown, D., and Izenour, S., Learning from Las Vegas: The Forgotten Symbolism of Architectural Form. Cambridge, MA: MIT Press, 1977. Wenger, E., Communities of Practice, Learning, Meaning, and Identity. (1st ed.). Cambridge, MA: Cambridge University Press, 1998.

MGD Faculty

Helen Armstrong

Russell Flinchum

associate professor

MFA (Graphic Design), Maryland Institute College of Art MA (Publication Design), University of Baltimore MA (English Literature), University of Mississippi Research/Scholarship: Graphic design history and theory; Participatory design; Design and computation. Author/Designer: Graphic Design Theory: Readings from the Field (Princeton Architectural Press, 2009); Participate: Designing with User-Generated Content, with Zvezdana Stojmirovic (PAP, 2011); Digital Design Theory: Readings from the Field (PAP 2016).

PhD, The Graduate School of The City University of New York MA (Art History), University of North Carolina, Chapel Hill Research/Scholarship: Design history from the Industrial Revolution to present; 19th & 20th Century European and American architecture; 19th & 20th Century European and American painting and sculpture. Author: Henry Dreyfuss, Industrial Designer: The Man in the Brown Suit (Rizzoli, 1997); American Design (5 Continents/MoMA, 2008).

Kermit Bailey

MFA (Graphic Design), California Institute of the Arts Scholarship/Creative Production: Typography and typographic tools; Improvisational pedagogy; Situational curation; Ornament in graphic design (DecoRational); Alternative design writing. Author/Designer: Graphic Design in Context: Typography (Thames&Hudson, 2012); Curator: Deep Surface: Contemporary Ornament and Pattern, with Susan Yelavich, (CAM Raleigh, 2012).

associate professor undergraduate program coordinator

MPD (Visual Design), North Carolina State University Research/Practice: Graphic design for community engagement and collaborative design processes (e.g. Mapping a Cultural Legacy in South Park East Raleigh knowledge maps) and On Place, a Framework for Multidisciplinary Place-based Narratives, (Co-investigator).

Denise Gonzales Crisp professor director of graduate programs, mgd

NC STATE MASTER OF GRAPHIC DESIGN

Derek Ham

Matthew Peterson

assistant professor

PhD (Design Computation), Massachusetts Institute of Technology MArch, Harvard University Research: Emerging technology (virtual and augmented reality); Visual programming languages and tactile coding environments; K-12 STEM and design education; Computational thinking in design; Games and play systems. See â&#x20AC;&#x153;How Designers Play: The Ludic Modalities of the Creative Process,â&#x20AC;? Design Issues (Vol. 32, No. 4).

PhD (Design), NC State University MGD, NC State University Research: Learning with visual media (interface, typographic variables, and the integration of text and image); Visual metaphor, visual narrative, and other cognitive functions of imagery and data visualization; Design-based learning; Design curriculum and pedagogy. Work is empirical and philosophical, to date affiliated with science education, communication, advertising, and medieval studies.

Deborah Littlejohn assistant professor

PhD (Design), NC State University MFA (Graphic Design), California Institute of the Arts Research: Design pedagogy and curriculum, especially within online learning environments; Interdisciplinary collaboration; Multidimensional (2D, 3D, 4D) interface strategies for visualizing multivariate data, including the visual translation of scientific research for non-specialists; Design-based teaching and learning. Founding Editorial Board Member: Dialectic (AIGA); Review Editor: Communication Design (Taylor & Francis).

Scott Townsend associate professor

MFA (Photography), Cranbrook Academy of Art Creative Production: Audience interaction and visual story telling on issues of borders, traditional culture, diaspora, and their effects on communities in transition resulting in numerous group and solo national and international exhibitions and collaborative projects working with international communities. Scholarship: Situational design; Design and culture; Design and globalization. Associate Editor, Design and Culture Journal (Taylor & Francis).

2016/17 MGD Publication Editorial Advisory Board Tim Allen MID 2002 President Wolff Olins (America) New York, New York

Dennis Pulhalla PhD DESIGN 2005 Professor University of Cincinnati Cincinnati, Ohio

Andrew Blauvelt Director Cranbrook Art Museum Bloomfield Hills, Michigan

Stacie Rohrbach MGD 2003 Associate Professor Carnegie Mellon University Pittsburgh, Pennsylvania

Chair, Graphic Design and MGD Director, NC State, 1991–98

Martha Scotford Professor Emerita NC State University

Kyle Blue BGD 2000 Co-Founder Everything Type Co. (ETC.) Brooklyn, New York Meredith Davis Professor Emerita NC State University Faculty and Chair of Graphic Design and MGD Director, variously, 1989–2015

Matthew Muñoz MGD 2008 Chief Design Officer New Kind Raleigh, North Carolina Angela Norwood MGD 2002 Associate Professor York University Toronto, Canada

Faculty 1981–2013

Danny Stillion MGD 1992 Executive Design Director IDEO Palo Alto, California Jason Toth MGD 2006 Experience Design Director Viget Durham, North Carolina

MGD Class of 2016 Advisors Nida Abdullah, Dennis Calloway, Payod Panda, Sadie Red Wing, Scott Reinhard

Graduate Program Information

department head, graphic and industrial design

NC STATE MASTER OF GRAPHIC DESIGN

Tsai Lu Liu tsailu_liu@ncsu.edu +1 919 515 8340 mgd graduate program director

Denise Gonzales Crisp dmcrisp@ncsu.edu +1 919 515 8361 college of design graduate student services coordinator

Richard Corley richard_corley@ncsu.edu +1 919 515 8317 College of Design, NC State design.ncsu.edu Graphic Design Faculty design.ncsu.edu/academics/graphic-design/faculty The Graduate School Admissions grad.ncsu.edu/admissions The Graduate School Financial Aid grad.ncsu.edu/admissions/financial-support

Design Denise Gonzales Crisp and Scott Reinhard Cover typography: Scott Reinhard Typeface Founders Grotesk Text and Mono by KLIM Type Foundry Produced with support from NC State, The Graduate School and The Department of Graphic and Industrial Design, College of Design ÂŠ2016 NC State, College of Design Request the printed book by emailing dmcrisp@ncsu.edu with the subject head "MGD Viewbook Request"