Integrative Studio 1: Urban Intervention

Integrative Studio 1: Urban Intervention

  1. As a group, we met up during the week and brainstormed different ideas for the colouring book together. We decided to create a traditional colouring book that was simple and minimalistic. After we had all visited the site (Penn Station), we all came to the conclusion that Penn station seemed to lack lustre and magnificence, however its history had a lot more to tell. With that, we decided to depict Penn Station’s past in addition to its present state as it has evolved over time.
  2. We had taken the assignment of creating a colouring book in a literal way by designing a traditional colouring book that was small and portable. In addition, we included minimal text on each spread that would correspond with the drawings to provide a sense of development from one page to the next as each drawing depicts Penn Station’s during different time periods over history.
  3. We all contributed equally to the project. Each member of the group was responsible for two drawings and two words that related to each of the drawings. I was in charge of crating the first two pages of the book depicting Penn Station’s past architecture and people. I also contributed to the cover of the book in drawing the iconic clock. Working with a larger group on this project, I learned more about each individual’s artistic style and the different ways we would approach this project. This allowed us to brainstorm very well and push each other to be more creative in our designs. We all learned to work with one another’s strengths and create a cohesive piece that showcased our unique styles.
  4. Our intended user is anybody that is interested in colouring for pleasure, relaxation, or any other reason that one feels fit. It is not targeted to any specific age group.
  5. This project is connected to the multiple perspective projects in Seminar because in creating the colouring book, each member of the group was able to take their own perspective of Penn Station and design drawings based on our respective views. With these different perspectives we were able to create a book that highlighted different aspects of our location.
  6. From the two final critiques, we were able to gain insight from the perspective of a studio call, as well as a seminar class. In studio, we received constructive criticism on the overall refinement of the project as we experimented with book binding and struggled with clean cutting of the pages after they had been printed. However, the critique from Seminar was focused entirely on something I did not expect. Professor Laura taught us the importance of one’s presentation as it is often just as important as the work itself. I am now more aware of the way in which I should present myself and my work to the class as it should be one of confidence and poise. After receiving the joint critique, I think I should work on planning out my presentation in a more engine way to the class.
  7. Some learning outcomes that I will take from this project is collaborating with different people and playing to one another’s strengths when designing a product together. I realized the importance of learning about each of my group members in order to gain a better understanding of their individual styles. This way, we were comfortable with one another and we were aware of the expected outcome. Another takeaway from this project is learning to be more comfortable presenting my work to other people. I am now more aware that this is an essential component to a successful creative career and that this is something I will take with me in every project. It is important to have a very clear understanding of the intention of our project and it’s relevance to myself. I believe that these are two very important learning outcomes that I will continue to work on throughout the year and as I continue to strive for excellence.

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