16 - Team Progress - ET
Transcript of 16 - Team Progress - ET
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UCL Institute of Archaeology
2012
Who Stole my Milk?3.7 Exhibition Team
Jennifer Brown & Semiha Bicer
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TABLE OF CONTENT
3.7 Exhibition Team 522
3.7.1 Team Collaboration 5243.7.1.1 DSHT 524
3.7.1.2 WRT 524
3.7.1.3 AAT 524
Appendix 3.7.2 Meeting Minutes 13 March 2012 526
Appendix 3.7.3 Initial Spatial Layout 528Appendix 3.7.4 Initial Storyboards 529
Appendix 3.7.5 Panel Design Ideas Evolution 532
Appendix 3.7.6 Initial Text Hierarchy 535
Appendix 3.7.7 Panel Text First Draft 536
Appendix 3.7.8 Initial Exhibition Material Selection 544
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3.7.1 Team Collaboration
3.7.1.1 DSHT
ET liaised with DSHT regarding both the material collected and the material chosen for the
exhibition. When DSHT were designing their methodology for collecting the data ET
provided guidance on the sort of information they would like collected. Following the
review of the collected material, ET also liaised with the Project Photographer for a few
extra photographs. Specific guidance was given on what ET wanted photographed and how
they wanted the photographs to look.
Finally, once ET had selected the material for the exhibition, they also produced a summary
sheet for each household and participant, outlining the participants material that would beincluded in the exhibition (see DSHT progress report appendix 3.17). This was forwarded
to DSHT to be sent on to the participants so that they remained informed about the project.
3.7.1.2 WRT
ET and WRT held a number of meetings to discuss crossovers in their chosen materials and
possible links between the exhibition and the website. Dividing up the approach to the
selected student objects, the teams decided that the exhibition would focus on the studentsrelationships to the objects; the interactive floor plan would provide more details on the
objects themselves.
ET also decided to provide links within the exhibition to the web resources. This was
achieved through the inclusion of two URL links and two QR codes on panels eight and
twelve, linking to the interactive floor plan and digital story respectively.
3.7.1.3 AAT
ET collaborated with AAT to undertake front-end and formative evaluation of the
exhibition. This included meetings with AAT and their GM counterpart and the submission
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by ET of material for the surveys. ET then actively applied the evaluation results to the
exhibition creation process. In particular, the audience demonstrated an interest in the
topics of the kitchen and food, and thought these relevant to many aspects of the
communication messages, including conflict, compromise, international fusion and
personal versus shared objects. Examples drawn from these two topics can therefore be
seen across many of the exhibition panels.
Another key result was the relevance and differing advantages of both ETs exhibition
design ideas. The open-ended feedback from the Geffrye Youth Panel was invaluable in
suggesting to the GMs Graphic Designer which design would suit each panel. Finally, the
results of the focus-group discussion on the selected images and captions highlighted the
importance of drawing out all the key elements of the photograph in the caption, and if
possible also visually through the use of arrows or close-ups. A number of close-up and
context photographs are being included in the exhibition.
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APPENDIX 3.7.2 MEETING MINUTES 13 MARCH 2012
Meeting Title ET meeting Date 13/3/12
Facilitator Time 11am
Location UCLU study spaceNote
TakerJennifer Brown
Attendees Julie Patenaude, Semiha Bicer, Jennifer Brown
KEY POINTS DISCUSSED
Review of panel text written to date with Julie. Suggestions of what to cut out and what to
emphasise.
Review of deliverables for next UCL brief: agreed to focus on:
- Chart that can be used for UCL and Alex summarizing:o Exhibition theme/areao Communication messageso Selected imageso Panel text including any student quotes and captions
- Two designs we are testing and an executive summaryAction plan below agreed
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ACTIONS PLAN
No Action Item(s) Assigned Project
Member/s
Targe
t Date
1. First draft panels 1 and 9 SB 14/3/12
2. Draft panel 5 JB 14/3/
12
3. Put images in word document SB 14/3/12
4. Set up chart template JB 14/3/
12
5. Final first draft 10-12 SB 14/3/12
6. Final first draft 6-8 JB 14/3/12
7. Check if online collection in period rooms JB 14/3/
12
8. Incorporate Julies comments on panels 2 and 3,simplify panel 4
JB 14/3/12
9. Email final first drafts to Julie JB and SB 14/3/
12
NEXT MEETING
TBC
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APPENDIX 3.7.3 INITIAL SPATIAL LAYOUT
STAIRS
Panel
1
Panel
2
Panel
3
Panel 4
Panel
5
ART
ROOM
Panel
6
Panel 7
Panel
8
Panel
9
Panel
10
Panel
11
Panel
12
ART
ROOM
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APPENDIX 3.7.4 INITIAL STORYBOARDS
In January, ET examined the exhibition space and brainstormed ideas for an initial storyboard conceptualising panels to
convey the communication messages. On February 28 th, ET obtained the data from DSHT. After reviewing the data
individually, both ET members met on March 1stto discuss content. ET created a data selection chart linking the relevant
communication messages to selected objects, captions, quotes, and panel text. ET also decided to use QR codes in the
exhibition in order to create a link with the various web resources.
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APPENDIX 3.7.5 PANEL DESIGN IDEAS - EVOLUTION
FEBRUARY 2012 - COMIC STYLE
As soon as ET started writing the exhibition the team members simultaneously began to envision how the exhibition might
look. ET had already come up with two possible designs, a comic-style and a website-style. These were mocked up using the
materials for panels three and four, and forwarded to AAT on March 9 th for testing on the Geffrye Youth Panel and via an
online survey. Feedback on both designs was positive with differing advantages stated, so ET then went through panels three-
twelve and suggested which style might suit each panel. This information was included in the Designers brief. Following
advice from the GM, the comic-style was later suggested for more of the panels. Whilst drafting the panel text ET also began to
design how panels one and two might look and again created mock-ups.
ET met with GMs Graphic Designer on April 10th and presented the initial Designers brief to Sally along with all panel design
mock-ups. The Designers brief provided general background on the exhibition including its location, target audience, andmain themes. Any specific design suggestions including colours and fonts were also included. Following the changes to the
panel texts and captions implemented between April 10 th and 24th more detailed instructions were included in the panel text
document where relevant, indicating for example where related images might be collaged together.
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FEBRUARY 2012 - WEB FORUM
In the end, however, the Graphic Designer was unable to implement the web forum style. The images seemed small, and the
panels empty. It was decided to proceed with the comic style.
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APRIL 2012
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APPENDIX 3.7.6 INITIAL TEXT HIERACHY
Each set of panels as
per storyboard
diagram (x3)
Introductory text themes
and project
Orientation label for whole
exhibition
Captions and quotes attached
to photographs
Panel 12
Title Label
Section labels - explain
communication goal and link
to other sections
Individual panel text
Beginnning with short hook
Introductory/Concluding Text
Themes repeated
Acknowledgements
Repetition of orientation
information
Title Panel
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APPENDIX 3.7.7 PANEL TEXT FIRST DRAFT
Following the initial selection of data ET met on the March 5th to go through the data
selection chart. The twelve panel topics were decided, and the student quotations aroundwhich they would be built were inserted. Once this was done ET were able to write the
body of each panel text, exploring the general theme and any specifics related to thestudent examples. At this stage ET came up with the text hierarchy outlined in appendix3.7.6. Finally, any additional photograph captions that were not student quotes were
drafted. A selection of these photographs and their captions were forwarded to AAT for
evaluation of how well they were felt to convey their related communication message.
The first draft was submitted to the GM on March 16th. Feedback was received on March
29th and as a result panel one was shortened, and panels nine and ten adapted to ensure
they fitted the style of the other panels. The rest of the feedback on approach, tone and
language was positive. Following the submission of a second draft, feedback was received
on April 12th advising on making the photograph captions clearer on where objects were
within the student home. Audience evaluation also showed the importance of highlightingthe key aspects of any photograph. These changes were implemented in the third draft.
Finally, on April 17th ET had another meeting with GM staff at which it was decided toincrease the overall number of images per panel, and include broader room shots next to
object close-up shots. New photograph captions were therefore drafted at this stage and
several minor edits made during the last week. The final text was submitted to the GM on
April 24th to be forwarded to the Graphic Designer.
Panel 1 Who Stole my Milk?
Exploring Student Homes in London
As part of the 2012 Cultural Olympiads Stories of the World: London programme the
Geffrye Museum and Masters students from UCLs Institute of Archaeology are exploring what
makes student homes in London unique.
This exhibition explores the themes of conflict, compromise, friendship and cultural
exchange within the shared spaces of student homes. It also investigates what impact the
unavoidable temporary nature of student homes has on their contents and their inhabitants.
It considers how far a students belongings represent a longing for their past homes.
You will see how cooking, decorations, social customs and personal objects come together in
the students attempt to create a new identity in a home away from home.
This exhibition is based on the stories of fourteen students who live in different Londonboroughs. The UCL team visited each of the flats to interview the participants and
photograph their homes. We would like to thank all the participants for sharing their homes
and stories with us.
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Panel 2 Meet the Students
(Picture) Sophie is a French student who is doing a postgraduate degree in Politics. She has
recently moved to the flat to live with her boyfriend Sebastian.
(Picture) Sebastian is from Germany and is a postgraduate student in Development
Management.
(Picture) Ted is American (need more info).
(Picture) Jack is British. He is doing a postgraduate degree in Economic History.
(Picture) Alan is studying for a Masters in Finance.
(Picture) Echo comes from China like all the others students in this house. She studiesCultural Heritage.
(Picture) Yiyuvan is studying for a degree in Chemical Engineering.
(Picture) Weijia is a postgraduate student on an Executive Leadership Programme.
(Picture) Tuan comes from Vietnam. He studies architecture.
(Picture) Hoa studies Finance. She shares the room with her boyfriend Tuan. She is also
Vietnamese.
(Picture) Natasha comes from Malta. She is doing an MBA within the Health Care Services.
(Picture) Jamie is British and is doing a PhD in Archaeology.
(Picture) Gabrielle is Italian and is doing a PhD in Biochemistry / Molecular Biology.
(Picture) Alessandra is also Italian. She is also doing her PhD in Biochemistry / Molecular
Biology.
Panel 3 Living with Complete Strangers
Imagine yourself as a student coming to London, a city where you know no-one.
You find yourself living with people you have never met before.
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Sharing a house with others can be a lot of fun and a great way to make lifelong friendships.
But there are also the realities of daily life - splitting the bills, noisy parties or whose turn it
is to buy the milk.
Would these lead to conflict or compromise?
Sophie [Tower Hamlets]: I had very nice experiences of flat sharing. But I can see how it
would be a problem if I was sharing a flat with people I didnt like, or if I wasnt on the same
page as them, I would hate it.
Hoa [Camden]: I dont mind sharing my cooking equipment with my flatmates, but it depends
on the personality.
Yiyuyan [Islington]:I dont like to share house with others, but still get along well with my
flatmates and feel comfortable here.
[caption]One person buys a large carton of milk and half the shelf is full! Space in the fridgecan be a source of conflict in student homes.
[caption]The one female flatmate in Barnet, Alessandra, posts an evocative poster on the
boys bathroom.
Panel 4 My space, your space
How would you feel if your bedroom was also a shared living room?
Shared living always requires compromise. Student houses are unique arenas where
people with different lifestyles and backgrounds try and create a home together. The
students find that being considerate towards their flatmates and respecting their space is
vital in creating a happy home.
Jack [Tower Hamlets]: The philosophy of the flat is sharing and caring.
The Tower Hamlets flat in particular requires a lot of compromise, as Jacks bedroom is
also the living room. As they knew each other before living together the students feel that
they have successfully achieved this. Even though they dont have any set flat rules, they
are each aware of their responsibilities and boundaries.
Sophie: We intrude a lot by being around already [in Jacks room], so I dont want to leave
anything around.
[caption]Floor Plan showing Jacks room/living room, drawn by Sophie.
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[caption]Jacks bedroom / the living room.
[caption]A detail from Sophie and Sebastians Room. They keep their belongings in their
personal space.
Panel 5 Bringing University home
Does home represent an escape from work?
Or is it a more comfortable place to study?
Looking around the flats reveals that the students really are interested in their subjects.
Many bring academic-related decoration into this most intimate space, the home.
Alessandra, Barnet: We have a shower curtain that is a periodic table. Gabriele, one of four
scientists living in the flat, shows the curtain to our interviewers.
The bedroom doubling as a study is a familiar feature for students of all ages. Whether at
school, home, or away at university, their books and computers become an important
feature of their rooms.
Weijia [Islington]: The laptop is a most important machine to contact family and friends
and for my studies. It is the laptop his parents bought for him when he first went to
university. As both a personal and academic object, he does not want other students in the
flat to use it.
[caption]Sophie [Tower Hamlets] with her academic year planner.
Panel 6 Cooking up memories
Would you ever view your cutlery sentimentally?
Would this change if you had to share a kitchen?
Like any household, kitchen utensils are essential objects for daily living in student homes.
We mostly use them without giving them much thought. However as so much in student
kitchens have to be shared with strangers, the simplest everyday objects can take on a
higher significance.
Jamie [Barnet]:For some reason I have brought a knife, a fork and a spoon from my home. It
kinda feels like home when I use them.
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The main kitchen equipment in student flats is usually provided by the landlord. The
objects students bring therefore tend to be very personal and reflect their cultural
backgrounds and cuisines. The three students living in Islington each carried their own
rice cooker with them, all the way from China.
Echos rice cooker [Islington]: It is very old, because my Mum and Dad used it.
Panel 7 Dont touch my mug
Do you have a favourite mug at home?
Would you use it for your guests?
The first thing people tend to do when a visitor comes round is offer them a drink. Cups
and mugs are therefore associated with the social side of homes.
However, look in a student bedroom and there is often one mug that is never left in the
kitchen cupboard. The students often become attached to their mug as a physical link to
their past homes, or as a reflection of their personal style.
Natasha [Camden]: Its incredible how I wont take it out, just because if they break i t, I really
like it.
Jamie [Barnet]: I got that mug from a girlfriend, from America. Id seen it and thought it was
the best thing Id ever seen. I think the handle is on the verge of breaking, it has been us ed so
often. It has a picture of American writers, with their names all round the side.
Panel 8 Carrying home across borders
If you were going to live abroad for a year
which objects would you take with you?
It is a common feeling to want familiar objects that make us feel at home. Living in a
temporary home, often in a foreign country, makes students even more aware of this.
Many of the students described the personal objects they carried to London with them.
These priceless objects connect them to their families and help them feel comfortable.
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Echo[Islington]: I have a little Buddha made from jade. It is a gift from my Mum to bless me
as I am far away from home and she is worried about me.
[Link to website]
Students also do not wish to place these objects in the shared spaces. Sebastians differing
attitude towards his guitar and record player demonstrates this.
Sebastian [Tower Hamlets] One personal object that I have in the shared space is the guitar
in the living room. I only recently put it there, I suddenly realised it would be nicer to share it
[under record player]At the beginning of the year Jack asked me to keep it in the living
room, and I preferred not to as I was worried about it getting broken
[link to website]
Panel 9 Where is Home?
What does home mean to you?
Is it the place where you were born or the place where you feel most comfortable?
For most of the participants the place they considered to be home is not where they
currently live, but their family home. A few, however, identified home as somewhere they
feel comfortable rather than a specific location.
Echo[Islington] : This is not my home I dont think I need to decorate it. I treat it as a placewhere I can sleep.
Jack [Tower Hamlets]: I dont have a location or place in mind I get the feeling Im always
moving on and Im very comfortable with that idea.Most of my personal objects that remind
me of home remind me of relationships.
Viewing their flat as accommodation rather than home impacts on students decoration.
Some choose only temporary decorations to brighten their rooms, such as postcards of
recent events.
[caption]This poster from Sophie and Sebastians room [Tower Hamlets] encapsulates thehomes temporary nature.
[caption]Natashas suitcases remain at the end of her bed. A common feature of studentbedrooms, they are a constant reminder that student homes are only temporary
accommodation. [Camden]
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[caption]The fridge in the Tower Hamlets flat is decorated with postcards and flyers fromevents the flatmates have been to together.
Panel 10 Turning a House into a Home
Time as a student is fleeting, but it is a key stage that shapes your identity while you try to
create a home away from home.
Personalizing your home helps others understand who you are and what you value. We all
want our home to reflect our character. We also want visual reminders of what is significant
to us.
For many students the decoration in their flats has emotional meaning for them and connects
them to their family homes.
Some of the students try to bring a feeling of home into their temporary households bydecorating it with life-giving features like flowers.
Wouldyou agree that Its the little things that make a house a home?
Alessandra [Barnet]:I try to make the place where I live a comfortable place, where I like to
relax and that reminds me of my true orreal home which is where my parents live.
[caption]The row of plant pots on the kitchen windowsill of the Islington flat attempt to
bring a feeling of home into this temporary accommodation.
Panel 11 Living in London is a Gastronomic Adventure
You live in a truly cosmopolitan metropolis!
Londons students arrive in a city where food from all over the world is available easily and
cheaply. The kitchen in student homes becomes a key zone of cultural exchange, where
students can experiment with these different cuisines and tastes.
Thats the recipe: you can mix the cultures in one kitchen and taste the whole world.
Echo[Islington]: I mix salad, pizza or cake with Chinese food, I eat them together
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Weijia [Islington]:I cook the Italian noodles in Chinese way, with Chinese sauces. Chinese
style Italian noodles
Not all students are persuaded though. Some choose to stick with the food they know, and
dont want the bother of cooking.
Yiyuvan [Islington]: I dont even cook, I go to Chinese restaurant everyday
Panel 12 Flatmates into Friends
Sophie:Home is a place where I feel safe with family or people I call family.
The objects and decorations students put in their homes can only go so far towards making
them comfortable. For a sense of place, the real key is the people they live with and the
relationships that they make. This creates attachment to the home and the city.
Despite hectic university schedules and diverse flatmates, many students feel that they
have created a home together. They forge friendships that can act like family in this
temporary home, and may last well beyond the time spent sharing the flat together.
Sebastian [Tower Hamlets]: What makes me feel most at home is spending a day at uni, and
you come back and, although we dont cook together that much, we often eat together and sit
in the living room and talk or watch something on the projector and switch off from uni.
[caption]The coffee table at Tower Hamlets has DVDs and board games that bring the
students together.
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APPENDIX 3.7.8 INITIAL EXHIBITION MATERIAL SELECTION
The chart below was also submitted by ET to their GM counterpart so that the panel text
and image captions could be seen alongside their accompanying visuals.
This chart contains all the text, images and captions ET are thinking of using in theexhibition. It also includes design guidelines where appropriate.
The numbering of the panels is based on number one being the first panel at the bottom of
the stairs, with the numbering going from right to left around the exhibition space, as per
the diagram in appendix The exhibition areas are divided into:
Area 1 - The first wall panel at the bottom of the stairs
Area 2- Glass covered panels 2-5
Art room
Area 3 Glass covered panels 6-9
Art room
Area 4 Glass covered panels 10-12
Each section of the chart includes:
- panel number- theme of the panel- panel text including title, body and image captions- photographs being used
[Notes in this format are the design guidelines, or any additional notes, not to be included
in the panel text.]
Exhibition Area 1: Wall Panel at the bottom of the stairs
Panel 1 [Theme - Introduction]
[Title ] Who stole my milk?
Exploring student homes in London
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[1 group photo of
UCL Project Team to be
acquired]
As part of the 2012 Cultural Olympiads Stories of the
World: London programme the Geffrye Museum andMasters students from UCLs Institute of Archaeology are
exploring what makes student homes in London unique.
This exhibition explores the themes of conflict,
compromise, friendship and cultural exchange within
the shared spaces of student homes. It also investigates
what impact the unavoidable temporary nature of
student homes has on their contents and their
inhabitants. It considers how far a students belongings
represent a longing for their past homes.
You will see how cooking, decorations, social customs
and personal objects come together in the students
attempt to create a new identity in a home away from
home.
This exhibition is based on the stories of fourteenstudents who live in different London boroughs. The
UCL team visited each of the flats to interview the
participants and photograph their homes. We would like
to thank all the participants for sharing their homes and
stories with us.
[Photograph captions in the order shown are:]
Tower Hamlets
Barnet
Islington
Camden
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Exhibition Area 2: Panels 2 5
The two communication messages below are introduced in this section.
Communication Message 1:
Shared space in student homes in London in 2012 is a unique arena in which
students from all over the world compromise, often form friendships, and potentially
come into conflict.
Communication Message 2:
Both practical objects and those of sentimental value found in student homes are the
material elements which connect students to past homes.
The first two panels in this section of the exhibition deal with conflict and
compromise, two of the three major elements of communication message 1. We have
decided to move the theme of friendship to panel 12 in order to end the exhibition
on an upbeat note. As the audience are not aware of the grouping of our
communication messages we are hoping that this will not be a problem.
As a result, the theme of objects (communication message 2) is introduced on panel
5, with reference to academic-related decoration. This has allowed practical kitchen
and personally sentimental objects to be grouped together within the next section of
the exhibition between the two art rooms (panels 6-8).
Panel 2 [Theme introduction to the participants]
[title] Meet the students
Tower Hamlet
Sophie is a French student who is doing apostgraduate degree in Politics. She has recently
moved to the flat to live with her boyfriend
Sebastian.
Jack is British. He is doing a postgraduate degree in
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Economic History.
Sebastian is from Germany and is a postgraduate
student in Development Management.
Ted is American [waiting for more information
from DSHT]
Barnet
Gabrielle is Italian and is doing a PhD in
Biochemistry / Molecular Biology.
Alessandra is also Italian. She is also doing her PhD
in Biochemistry / Molecular Biology.
Jamie is British and is doing a PhD in Archaeology.
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Islington
Alan is studying for a Masters in Finance.
Echo comes from China like all the others studentsin this house. She studies Cultural Heritage.
Yiyuvan is studying for a degree in Chemical
Engineering.
Weijia is a postgraduate student on an Executive
Leadership Programme.
Camden
Tuan comes from Vietnam. He studies architecture.
Hoa studies Finance. She shares the room with her
boyfriend Tuan. She is also Vietnamese.
Natasha comes from Malta. She is doing an MBA
within the Health Care Services.
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Panel 3 [Theme potential for conflict]
[Title] Living with Complete Strangers
[Introductory Questions]
Imagine yourself as a student coming to London, a
city where you know no-one.
You find yourself living with people you have
never met before.
[Chunk one]
Sharing a house with others can be a lot of fun and
a great way to make lifelong friendships. But there
are also the realities of daily life - splitting the bills,
noisy parties or whose turn it is to buy the milk.
Would these lead to conflict or compromise?
Sophie [Tower Hamlets]: I had very nice
experiences of flat sharing. But I can see how it
would be a problem if I was sharing a flat with
people I didnt like, or if I wasnt on the same page
as them, I would hate it.
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Hoa [Camden]: I dont mind sharing my cooking
equipment with my flatmates but it depends on the
personality.
Yiyuyan [Islington]:I dont like to share house with
others but still get along well with my flatmates and
feel comfortable here.
[caption] One person buys a large carton of milk
and half the shelf is full! Space in the fridge can be
a source of conflict in student homes.
[caption] The one female flatmate in Barnet,
Alessandra, posts an evocative poster on the boys
bathroom.
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Panel 4 [Theme: Compromise]
[Title] My space, your space
[Introductory question]
How would you feel if your bedroom was also a
shared living room?
[Chunk one]
Shared living always requires compromise. Studenthouses are unique arenas where people with
different lifestyles and backgrounds try and create a
home together. The students find that being
considerate towards their flatmates and respecting
their space is vital in creating a happy home.
Jack [Tower Hamlets]: The philosophy of the flat is
sharing and caring.
[Chunk two]
The Tower Hamlets flat in particular requires a lot of
compromise, as Jacks bedroom is also the living
room. As they knew each other before living
together the students feel that they have successfullyachieved this. Even though they dont have any set
flat rules, they are each aware of their
responsibilities and boundaries.
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Sophie [Tower Hamlets]: We intrude a lot by being
around already [in Jacks room], so I dont want to
leave anything around.
[caption] Floor Plan showing Jacks room/living
room, drawn by Sophie.
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[caption] Jacks room/living room
[caption] A detail from Sophie and Sebastians Room.
They keep their belongings in their personal space.
Panel 5 [Theme academic-related decoration, and how this
connects student homes to students wider lives]
[Title] Bringing university home
[Introductory questions] Does home represent an escape from work?
Or is it a more comfortable place to study?
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UCL Student Homes Project 2012 Page 554
[Chunk one]
Looking around the flats reveals that the students
really are interested in their subjects. Many bring
academic-related decoration into this most intimate
space, the home.
[Caption] Alessandra [Barnet]: We have a shower
curtain that is a periodic table. Gabriele, one of four
scientists living in the flat, shows the curtain to our
interviewers.
[Chunk two] The bedroom doubling as a study is a familiar
feature for students of all ages. Whether at school,
home, or away at university, their books and
computers become an important feature of their
rooms.
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[photograph of Weijia with his laptop visible is to be
arranged]
[caption]Weijia [Islington]: The laptop is a mostimportant machine to contact family and friends
and for my studies. It is the laptop his parents
bought for him when he first went to university. As
both a personal and academic object, he does not
want other students in the flat to use it.
[caption]Sophie [Tower Hamlets] with her academic
year planner.
Exhibition Area 3: Panels 6 9
Panels 6-8 refer to communication message 2. Panel 9 begins to introduce the last
communication message on the temporary nature of student homes.
Communication Message 2:
Both practical objects and those of sentimental value found in student homes are thematerial elements which connect students to past homes.
Communication Message 3:
Students experience their homes in London as temporary, but find thatthese homes
and their stay in the city have permanent effects ontheir identity and practices.
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Panel 6 [Theme: Practical objects that connect
students to their past homes, focusing on
the kitchen]
[Title] Cooking up memories
[Introductory questions] Would you ever view your cutlery
sentimentally?
Would this change if you had to share a
kitchen?
[Chunk one] Like any household, kitchen utensils are
essential objects for daily living in student
homes. We mostly use them without giving
them much thought. However as so much instudent kitchens have to be shared with
strangers, the simplest everyday objects can
take on a higher significance.
[caption]Jamie [Barnet]: For some reason I
have brought a knife, a fork and a spoon
from my home. It kinda feels like home when
Iuse them.
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[chunk two] The main kitchen equipment in student
flats is usually provided by the landlord.
The objects students bring therefore tend to
be very personal and reflect their culturalbackgrounds and cuisines. The three
students living in Islington each carried
their own rice cooker with them, all the way
from China.
[caption]Echos rice cooker [Islington]: It is
very old, because my Mum and Dad used it.
Panel 7 [Theme: Practical objects that connect students
to their past homes, focusing on mugs. Often a
kitchen object, but here a part of students
bedrooms]
[Title] Dont touch my mug
[Introductory questions] Do you have a favourite mug at home?
Would you use it for your guests?
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UCL Student Homes Project 2012 Page 558
[Chunk one]
The first thing people tend to do when a visitor
comes round is offer them a drink. Cups andmugs are therefore associated with the social
side of homes.
However, look in a student bedroom and there
is often one mug that is never left in the kitchen
cupboard. The students often become attached
to their mug as a physical link to their past
homes, or as a reflection of their personal style.
[caption]Natasha [Camden]: Its incredible how
I wont take it out, just because if they break it, I
really like it.
[caption]Jamie [Barnet]: I got that mug from a
girlfriend, from America. Id seen it and thought
it was the best thing Id ever seen. I think the
handle is on the verge of breaking, it has been
used so often. It has a picture of American
writers, with their names all round the side.
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Panel 8 [Theme: Objects of sentimental value that connect
students to past homes]
[Title] Carrying home across borders
[Introductory Question] If you were going to live abroad for a year
which objects would you take with you?
[Chunk one] It is a common feeling to want familiar objects that
make us feel at home. Living in a temporary home,
often in a foreign country, makes students even
more aware of this.
Many of the students described the personal objects
they carried to London with them. These priceless
objects connect them to their families and help them
feel comfortable.
[caption]Echo[Islington]: I have a little Buddha made
from jade. It is a gift from my Mum to bless me as I am
far away from home and she is worried about me.
[Link to website for more information]
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[Chunk two]
Students also do not wish to place these objects in
the shared spaces. Sebastians differing attitude
towards his guitar and record player demonstrates
this.
[caption]Sebastian [Tower Hamlets]: One personal
object that I have in the shared space is the guitar in
the living room. I only recently put it there, I suddenly
realised it would be nicer to share it
[photograph of Sebastians record
player to be acquired]
[caption]At the beginning of the year Jack asked me
to keep it in the living room, and I preferred not to as I
was worried about it getting broken.
[link to website]
Panel 9 [Theme exploration of what students consider
home to be, and the temporary decoration they
choose]
[Title] Where is home?
[Introductory questions
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What does home mean to you?
Is it the place where you were born or the place
where you feel most comfortable?
[Chunk one]
For most of the participants the place they
considered to be home is not where they currently
live, but their family home. A few, however,
identified home as somewhere they feel
comfortable rather than a specific location.
Echo[Islington]: This is not my home I dont
think I need to decorate it. I treat it as a place where
I can sleep.
[caption]Jack [Tower Hamlets]: I dont have a
location or place in mind I get the feeling Im
always moving on and Im very comfortable with
that idea.
Most of my personal objects that remind me of home
remind me of relationships.
[chunk two] Viewing their flat as accommodation rather than
home impacts on students decoration. Some
choose only temporary decorations to brighten
their rooms, such as postcards of recent events.
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[captions]
This poster from Sophie and Sebastians room
[Tower Hamlets] encapsulates the homes
temporary nature.
Natashas suitcases remain at the end of her bed. Acommon feature of student bedrooms, they are a
constant reminder that student homes are only
temporary accommodation. [Camden]
The fridge in the Tower Hamlets flat is decorated
with postcards and flyers from events the flatmates
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have been to together.
Exhibition Area 4: Panels 10 12
(NB: communication message 3 has been started to the right of the last artroom to give us
four panels to explore this message.)
Communication Message 3:
Students experience their homes in London as temporary, but find thatthese homes
and their stay in the city have permanent effects ontheir identity and practices.
Panel 10 [Theme How students decorate their rooms in a
style that reflects their more permanent homes and
cultures]
[Title] Turning a house into a home
Time as a student is fleeting, but it is a key stage that
shapes your identity while you try to create a home
away from home.
Personalizing your home helps others understand
who you are and what you value. We all want ourhome to reflect our character. We also want visual
reminders of what is significant to us.
For many students the decoration in their flats has
emotional meaning for them and connects them to
their family homes.
Some of the students try to bring a feeling of home
into their temporary households by decorating it
with life-giving features like flowers.
Would you agree that Its the little things that make
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a house a home?
[caption]
Alessandra [Barnet]:I try to make the place where I
live a comfortable place, where I like to relax and that
reminds me of my true or real home which is where
my parents live.
[caption]
The row of plant pots on the kitchen windowsill of
the Islington flat attempt to bring a feeling of
home into this temporary accommodation.
Panel 11 [Theme: Londons impact on cultural exchange
through food in the student kitchens]
[Title] Living in London is a Gastronomic Adventure
[Introduction] You live in a truly cosmopolitan metropolis!
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[Chunk one]
Londons students arrive in a city where food from
all over the world is available easily and cheaply.
The kitchen in student homes becomes a key zone of
cultural exchange, where students can experimentwith these different cuisines and tastes.
Thats the recipe: you can mix the cultures in one
kitchen and taste the whole world.
[caption] Echo[Islington]: I mix salad, pizza or cake
with Chinese food, I eat them together.
[caption] Wijia [Islington]- I cook the Italian noodles
in Chinese way, with Chinese sauces. Chinese style
Italian noodles.
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[Chunk two] Not all students are persuaded though. Some choose
to stick with the food they know, and dont want the
bother of cooking.
[caption] Yiyuvan [Islington]- I dont even cook, I go
to Chinese restaurant everyday
Panel 12 [Theme friendship]
[Title]
Flatmates into Friends
[Introductory quote]
Sophie:Home is a place where I feel safe
with family or people I call family.
[Chunk one]
The objects and decorations students put in their
homes can only go so far towards making them
comfortable. For a sense of place, the real key is the
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people they live with and the relationships that they
make. This creates attachment to the home and the
city.
Despite hectic university schedules and diverse
flatmates, many students feel that they have created
a home together. They forge friendships that can act
like family in this temporary home, and may last well
beyond the time spent sharing the flat together.
[caption]
The coffee table at Tower Hamlets has DVDs and
board games that bring the students together.
[caption]
Sebastian [Tower Hamlets]: What makes me feel
most at home is spending a day at uni, and you come
back and, although we dont cook together that much,
we often eat together and sit in the living room and
talk or watch something on the projector and switch
off from uni.