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=PERSONAS: YSDN | Research in Design Winter Term 2010 = Brian Donnelly | Angela Iarocci | Nicole Nyholt | Judy Kim | Deandra Olivieri | Aldona Malisiewicz |

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SHERIDAN COLLEGE TRAFALGAR

** Personas ** as per "A Designer's Research Manual..."
- fabricated archetypes, or models, of end users. - identify user motivations, expectations, goals - singular icon representative of an entire grop - used, to aid common needs - fictitious, develops through traditional research processes



"How can we create an identity for the illustration students by changing and adding to the illustration hallway?"
what is the problem? - illustration students do not have a central area of social space. - ex. YSDN and animation students have their seperate specific area - thus, is this an interior design problem? - how can we make this space more efficient for illustration studetns (NOTICED THAT YSDN VISUAL LANGUAGE FIRST YEAR WORK WAS DISPLAYED ON THE MAC COMPUTER SCREEN) - Is it called "ILLUSTRATION WING/HALLWAY"

HOW CAN THIS AREA OF SPACE BE USED MORE EFFICIENTLY (WITHOUT PEOPLE SPILLING ON THE HALLWAY) WHILE MAINTAINING ITS PURPOSE (HALLWAY).

narrowing down project parameters: - how can we make the A WING a space for illustration students? - keeping in mind that people, sleep, eat, socialize, work, and meet here, what types of spaces can we model this one after? - how can our method be used to adapt other spaces for specific student groups?

focusing on the A wing hallway
 * - SENSE OF BELONGING TO THE SCHOOL for illustration students**

=TAKE HOME TEST: DUE APRIL 5, 2010= MONDAY APRIL 5 (NO CLASS MARCH 30) by e-mail to brian.donnelly@sheridanc.on.ca

1. Send file as a.pdf (no strange file formats, please) 2. Use this file protocol to name your file: Lastname Firstname Research Test.pdf 3. Include your preferred e-mail address as the very last line of your paper. Acrobat will make this a live link that I can use to send you my comments and your mark. Use short quotes where appropriate, but the answer must be largely in your own words. Indicate source of quotes in brackets with author's last name and page number (as shown below). A student response to a typical three hour exam results in about 1,5000 words; use this as your guide in answering this question. Thoughtful answers are better than long, rambling ones.
 * note: you MUST do the following:**

__BASED ON THE FOLLOWING READINGS:__ - Jorge Frascara, "Graphic Design: Fine Art or Social Science?" Design Issues Vol. 5, No. 1 *Autumn, 1988): 18-29 - Richard Buchanan, "Wicked Problems in Design Thinking," in Victor Margolin and Richard Buchanan, eds., The Idea of Design: A Design Issues Reader (Cambridge MA: MIT Press, 1995): 3-20 - Dieter Rams, "Omit the Unimportant," in Victor Margolin, Ed., Design Discourse (Chicago: University of Chicago Press, 1989): 11-113 - Denise Gonzales Crisp, "Toward a Definition of the Decorational," in Brenda Laurel, ed., Design Research (Cambridge, MS: MIT Press, 2003): 94-100 - Natalya Llyin, "The No-Draw Rule," Chapter 1 in Chasing the Perfect (New York: Metropolis Books, 2006): ix - 17

For Jorge Frascara, graphic design "orgaizes visual communication in society" (Frascara, 20). He suggests that psychology, verbal communication, sociology, computing science, marketing, and other disciplines are needed to educate a designer. Richard Buchanan sees design expanding, to become a new liberal art; an art appropriate to a technoogical society, which integrates art and science and finds new ways of thinking. Dieter Rams, quite simply, wants clariety and simplification to achieve these things. Crisp and Llyin seem to argue for something different: "I'm tired of the narrow language, the small snadbox, the limits of what we deem 'good design'" (Lluin, 14); "Functionalism is decorated by capitalism, and desire" (Crisp, 97); "All designers designing today... were trained to live in another world" (Llyin, 5). Outline these arguments briefly, comparing and contrasting their main themes (are they so different?); and discuss how a rigorous process of research could be essential to both (or all) of these approaches.