AIB Design: Visual Research

Final Presentations, volume 2
February 20, 2010, 4:56 pm
Filed under: Uncategorized

On December 14, 2009 the Visual Research Course began their final presentations for proposed designs that would promote the Boston Green Academy. In each critique Professor Sansone invited a group of critics represented various professional fields on marketing, design, and education as well as Boston Public School high school students to give their feedback on the student’s designs.Each section of the visual research course was broken up into groups of student presenters who presented the visual research strategies that lead them to their final outcomes.

Each student was instructed to present their research focus  through color, style, and material and two applications: one to excite and the other to inform about the Boston Green Academy. The presentations should also be self-explanatory and a maximum of 10 minutes.

For the Presentation Day 1 the professional critic for section 2  was Eileen Shakespear, who is over Program and Teacher Development at Fenway High School. In her role she brings in people to Fenway to teach dance and arts. There were also three Boston Public School high school students and one former BPS student present to critique the designs based on the target audience of potential students of the Boston Green Academy.


In the second section of  the visual research course presentations the guest critics were asked to pick the projects that they were drawn to,  from both research and conceptual points. In this critique the projects that stood out were those with catchy phrases and images with high contrast urban designs.

Each student was given a chance to articulate the conceptual foundation behind both their research and their final design decisions. It was at this time that students were able to defend their design strategies, and it also allowed the critics to make comments and suggestions based on their ideas. Many students discovered during critique that there were areas of their campaign that had some gaps in communication for the viewer. There were a few campaigns that included an interactive component through video, to  help create interest and inspiration for the Boston Green Academy.


During the section 2 critique an interesting observation was made by a student who had previewed the section 1  critique, they felt that the projects were stronger and more conceptually sound during the section 1 presentations. In looking at the energy that the students exhibited in the section 1 critique I would agree, though I felt that there were some strong work in section 2. I think the challenge in this particular critique is that the designs were stronger aesthetic pieces but in some cases not the right connections to tie in the concepts within the campaign. There was one student who had a great strategy to create designs that connect to Boston Public School students, however, the “green” component was not as prevalent. Another student had a great urban/graffiti design ,however, I think that graffiti is often assumed to be an interest to certain demographics of students which I think is perhaps not always correct. This particular student’s design would only appeal to students who were interested in more of a “street art” aesthetic. I think what separates the section 1 students is that their research seemed to reflect a broader audience of students who could appreciate green technology in their own neighborhoods. Section 2 projects were more targeted towards the audience but now encouraging about green technology.

–Lauren Cross, Graduate Assistant

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