redesigning and revising an exhibition design handbook

5/21/2018 Redesigning and Revising an Exhibition Design Handbook

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Redesigning and Revising an

Exhibition Design Handbook

Prepared for

Professor Kristen Gates

in partial fulfillment ofDAI 505: Industrial Research and Development

by

Adrienne Eliza Aquino

Department of Design and IndustryCollege of Creative Arts

San Francisco State UniversitySan Francisco, CA 94132

May 2003


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ABSTRACT

Descriptors:

Exhibition Design Handbook Manuals/Handbook

Museum Studies

Exhibit Design

Publication Design

Manual Writing

Gallery Guides

Art Gallery Handbooks

ART 619/719 Exhibition Design Course

Many persons find it challenging to read and navigate through the out of date Exhibition Design

Handbook. The handbook plays a large role in the effectiveness and ineffectiveness in language

and presentation. The purpose of this study was to organize and construct a better system for

redesigning and revising the existing Exhibition Design Handbook for the San Francisco State

University Fine Arts Gallery that would provide more efficient navigation and clarity in subject

matter.

The research collected for this project was mainly influenced by my own personal experience of

actually working in the atmosphere of the Fine Arts Gallery at San Francisco State University.

Without that experience my research findings would have been very different. The library andInternet research allowed me to discover how the major medium for research had gradually

changed from books to the Internet. By conducting the research for this project I have also

realized how willing people are to help another person out. Without the assistance of others, the

project would not have been as informative and up to date. Conducting surveys also provided

me with the knowledge that reassures your personal instincts to a design problem. Being in the

gallery environment helped me envision what important aspects need to be included in the

handbook revision and redesign. Being enrolled as a student in the Exhibition Design class was

also an advantage for me because I was able to frequently interact with classmates from different

departments in the University.

With a newly designed and revised handbook I hope the future students will be able to locate

subject areas and information with the least amount of difficulty. I also anticipate that the future

students will be able to refer to the handbook book more often in result of the simple to read

text, format, organized structure, and updated information. I have only one wish and that wish

is that in the end the handbook will make life easier for the staff and students who run the Fine

Arts Gallery and improve the staff and student relations.


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TABLE OF CONTENTS

CHAPTER 1 THE PROBLEM 2

1.1 Introduction 2

1.2 Background Information on the Problem 2

1.3 Problem Statement 3

1.4 Purpose of the Study 3

1.5 Significance of the Study 3

1.6 Assumptions 4

1.7 Definition of Terms 5

1.8 The Parameters of the Problem 6

1.9 The Parameters of the Design 6

1.10 Hypothesis 7

1.11 Research Procedure 7

1.11.1 Library/Internet 8

1.11.2 Field/Interview 8

1.11.3 Design Concept 8

1.12 Chapter Summary 9

CHAPTER 2 RESEARCH FINDINGS 10

2.1 Introduction 10

2.2 Research 10

2.2.1 Library/Internet 10

2.2.2 Field/Interview 13


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2.2.3 Design Concept 15

2.3 Additional Sources of Information on Publication Design. 16

2.4 Prominent Individuals, Industries, and Agencies. 17

2.5 New Ideas Approached for Solving Research Problems. 17

2.6 Suggestions 18

2.7 Evaluation 18


CHAPTER 3 HANDBOOK REVISION AND REDESIGN 21

3.1 Introduction 21

3.2 Hypothesis 21

3.3 The Parameters of the Problem 22

3.4 The Parameters of the Design 22

3.5 Design Process and Solution 23

3.5.1 Sketches, Roughs, Drafts, and Details 23

3.5.2 Revisions/Updates 24

3.5.3 Output 24


CHAPTER 4 SUMMARY, CONCLUSION, & RECOMMENDATIONS OF STUDY 26

4.1 Introduction 26

4.2 The Problem 26

4.3 The Purpose 26

4.4 Hypothesis 27

4.5 Major Findings 27


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4.6 Conclusion 28

4.7 Recommendations 29

BIBLIOGRAPHY 30

APPENDIX 33

Sketches 34

Influences 43

Revisions/Updates 51

Selected Sample Pages from the Handbook 53


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Aquino, Adrienne Eliza 2 Chapter 1

CHAPTER 1

THE PROBLEM

1.1 Introduction

A handbook plays an important role in the effectiveness of communication. The goal of a

handbook is to be used often and effectively with ease. A handbook should provide the reader

with quick and simple solutions to a problem and information on a subject. A reader should be

able to use a handbook frequently without struggle. When a handbook is not designed and

organized well, the reader often finds it problematic to read and understand. It is important forhandbooks to be very well organized and painless to search through. Time and patience is lost

when looking through a handbook for a certain task or subject, so the easier it is to find

something, the more likely the handbook will be used.

1.2 Background Information on the Problem

The Exhibition Design Handbook for the San Francisco State University Fine Arts Gallery is

outdated, unorganized and therefore needs revisions. The ART 619/719 Exhibition Design class

is a studio class that spans over one semester and in which operates the Fine Arts Gallery on

campus. The Exhibition Design Handbook plays an important role in the class. Each student is

required to purchase the handbook and use it as a reference to various gallery operations and

tasks, which inform the class on how to properly run and utilize the gallery. The current

handbook in use is

poorly designed and structured. Students face many problems when searching through the

current handbook such as: hard to find forms and worksheets, unreadable photocopies,


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handwritten corrections, nonexistent index and appendix, old information, handwritten and

messy diagrams, and long lines of text.

1.3 Problem Statement

Many persons find it challenging to read and navigate through the out of date Exhibition

Design Handbook for the San Francisco State University Fine Arts Gallery.

1.4 Purpose of the Study

The purpose of this study was to organize and construct a better system for redesigning and

revising the existing Exhibition Design Handbook for the San Francisco State University Fine

Arts Gallery that would provide more efficient navigation and clarity in subject matter.

1.5 Significance of the Study

This study will enable staff and future students of the Exhibition Design course to more

effectively utilize and be trained from the handbook. Current students face many problems with

the current handbook such as: hard to find forms and charts, unreadable photocopies,

handwritten corrections, nonexistent appendix, old information, handwritten and messy

diagrams, no concise format, no coding system, and long lines of text. One of the main

inconveniences current students face are the constant hunts for various forms and worksheets

in the handbook. The current handbook has no appendix that consists of forms, worksheets,


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and reports in one easy to find location. These forms and worksheets are frequently duplicated

and used in the class and should be put in an appendix in the handbook.

With a newly designed and revised handbook future students will be able to locate subject areas

and information with the least amount of difficulty. Future students will be able to refer to the

handbook book more often in result of the simple to read text, format, organized structure, and

updated information. The dynamic and progress of the future students in the class would

increase with the new handbook because each student would be more knowledgeable and

trained. The content and design quality of the new handbook would be improved, as well as

student and staff relations.

1.6

Assumptions

It was assumed that:

The ART 619/719 Exhibition Design class runs the San Francisco State University Fine

Arts Gallery each semester and use the handbook frequently throughout the course of

each semester.

The San Francisco State University Fine Arts Gallery is a student run gallery that serves

as a forum for both professional and student art exhibitions.

The handbook is used as a reference tool for operating the gallery.

The handbook is complicated to read and navigate through.

The handbook is a manual that each student in the ART 619/719 Exhibition Design class

purchases as a reader from the San Francisco State University bookstore.

The handbook is composed of both old and new forms and worksheets that are poorly

created and rendered.


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The handbook needs new updated information for certain sections such as: proposal

writing, web page design, and digital photography.

The handbook would be referred to more often if it was better organized and regularly

updated.

The handbook has no index or appendix.

The handbook will be revised and redesigned on a low budget.

1.7 Definition of Terms

Appendix a collection of separate material at the end of a book or document.

ART 619/719 Exhibition Design class a semester long studio class in the Art Department at

San Francisco State University that runs the art gallery each semester.

Condition Reports Forms used to document the incoming and outgoing condition of artwork

in the Art Gallery.

Didacticslabeling that provides information about a particular exhibition.

Fine Arts Gallerylocated on the second floor of the Fine Arts building at San Francisco State

University.

Fonts/Typeface a full set of printing type.

Handbook/Manual a book publication that contains information and instructions about the

operation of a machine or how to do something. The goal of a handbook/manual is to be used

often and effectively with ease.

Kerning

the addition or removal of space between individual characters in a piece of text to

improve its appearance.

Layout the design or arrangement of all the elements of printed material.

Leading the spacing between lines of type.

Quark and PageMakerpublication layout programs.


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Style the ways in which a particular publisher presents written material, usually in a

particular publication.

Thumbnails smaller scale sketches of ideas and concepts, part of the beginning stage of the

design process.

1.8

The Parameters of the Problem

This report will guide the reader through the revision and redesign of a handbook. In this

report, the reader will be presented with the following problems and solutions:

Redesigning the gallery handbook.

The handbook needs new forms, diagrams, and worksheets.

The handbook needs an appendix.

The handbook needs updated information is specific subject areas such as: proposal


The handbook needs a revised table of contents and organizational system.

1.9 The Parameters of the Design

(The design process for the handbook is as follows: sketches, revisions/updates, roughs, drafts,

details, and output).

The new handbook will be produced in PageMaker and Microsoft Word for easier

accessibility to the Gallery staff and students.


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Most files from the existing handbook are in a Word file, the rest of the content will be

transcribed and recreated.

Most forms, diagrams, and worksheets are hand rendered and will be recreated

digitally.

The handbook will be produced in a standard portrait letter size format in a one color,

black and white, print job to meet the small budget of the Fine Arts Gallery.

The current handbook is 200 pages in length, and will more than likely increase with the

new implemented design.

Some content from the current handbook cannot be recreated because of lost files,

the only alternative option would be to scan the documents in to at the least make them

digital.

1.10 Hypothesis

Through this research project I believe I can construct an efficiently designed and organized

handbook for staff and future students of the San Francisco State University ART 619/719

Exhibition Design class that will be up to date, easy to comprehend, and quick to navigate

through.

1.11

Research Procedure

The methodology used in gathering the research needed for this report is as follows:

1.11.1 Library/Internet

Gather information on publication design.


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Gather information on organizational studies.

Gather information on cognitive learning.

Gather information on gallery/exhibition operations and production.

1.11.2 Field/Interview

Interview exhibition design professor and gallery manager.

Meet with Museum Studies staff and students.

Request information from galleries and museums/collect samples.

Visit local galleries and museums.

Conduct surveys on exhibition design class student.

1.11.3 Design Concept

Brainstorm layout, design, ideas, and concepts.

Revise and Update (data, content, forms, photos, table of contents, and digital information).

Create sketches and thumbnails.

Develop a style guide system and templates.

Develop visual and technical design.

Consult with Exhibition Design Professor for approval and feedback.

Test publication and make final adjustments and corrections.

Collect for final print/output.

Submit for assessment.


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Aquino, Adrienne Eliza Chapter 210

CHAPTER 2

RESEARCH FINDINGS

2.1

Introduction

In this chapter, the reader will be presented with the research findings I have arrived at from

various research methods I utilized. This chapter demonstrates the gathering of information

processes that I went through. Much of what I gathered was from primary resources. I was

fortunate to have been able to constantly be in the environment in which I was revising and the

redesigning the handbook for.

This chapter is structured into sections of the Introduction; Research; Additional Sources of

Information on Publication Design; Prominent Individuals, Industries, and Agencies; New

Ideas Approached for Solving Research Problems; Suggestions; Evaluation; and the Chapter

Summary. By the end of the chapter the reader will have a clear sense of the research process I

went through to find myself at a design solution for the Exhibition Design Handbook.

2.2

Research

The methodology used in gathering the research needed for this report is as follows:

2.2.1 Library/Internet

Through library and Internet research I gathered information on publication design,

organizational studies, cognitive learning, and gallery/exhibition operations and

production.


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The National Association of Museum Exhibition (NAME) website had an article with

information on Standards for Museum Exhibitions and Indicators of Excellence.The Standing

Professional Committee Council of the American Association of Museums developed this

information. The article discussed many aspects of museum exhibitions such as: audience

awareness, content, collections, interpretation/communications, design and production, and

ergonomics. There was also a section describing what factors indicate an excellent

exhibition. Some factors were signs of innovation, if the exhibit evokes responses from

viewers that are evidence of a transforming experience (Standards for Museum

Exhibitions and Indicators of Excellence, 2003), and if the exhibit offers a new perspective

or new insight on a topic (Standards for Museum Exhibitions and Indicators of

Excellence, 2003).

The website for the American Association of Museums (AAM) had very useful and relevant

information. In the library section of the website they had a list of publications that were

very closely related to my project. The site also had a page of the Code of Ethics for Museums

2000,which discussed the importance of a museum and the role a museum takes on. The

reading also had discussions of museum programs and resources. The information collected

from this website assisted in much of the organization standards in my project.

Cochran and Hill [1977] authored a book that discussed everything you need to know to

go to print. It discussed many topics such as: previewing recording, writing, rewriting,

reviewing, preparing, illustrating, photographing, lighting, searching, drawing, charting,

mapping, listing, finishing, marketing, publishing, printing, proofing, indexing, advertising,

speaking, showing, and telling. This information was helpful because it provided me with

most of the information that I needed to go to print from start to finish. With the gathered

information I was able to approach the actual project with more ease because I was better

prepared for what was ahead of me in the production and prototype process of my project.


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Guthe [1957] authored a book that discussed how to have good museums. This book title

caught my attention and led me to believe that a good museum means a good

museum/gallery handbook. This subject would apply to the operations and administration

section of study of the Exhibition Design Handbook. This information was supposed to be

helpful to me through my study, but was unfortunately too old and outdated. Although

there were good ideas and content within the book, the overall budget and cost estimates

were too low and not at all relevant to todays costs. The technology was also absent in the

content and made it difficult for me to learn any new skills or techniques. The book focused

more on small museums with a small staff with not as many duties, which was not the

audience I aimed for.

Driscoll [2000] authored a book that discussed how people learn through instruction and

surveys. For my study, I wanted to know how people learn and process information to

better my study and design of the Exhibition Design Handbook. There were several sections

in the book that I found to relate the most to my study. The sections were: Gestalt Theory,

Overview of the InformationProcessing System, Learning as a Participation in

Communities of Practice, and methods of Gestalt Theory. This information helped improve

my understanding of the thought and organizational process that everyone goes through.

This information assisted me in evaluating the surveys conducted to the students in the

Exhibition Design course concerning the handbook.

Serrell [1996] authored a book all about exhibit labels. From this book, I learned how to

properly discuss and exhibit labels in both a handbook and in a gallery. Some main topics

that I used were: how to properly use and exhibit labels, techniques used for labeling, types

of labels used in exhibitions, typographic design, production and fabrication, bibliography,

and the ability to know and understand objects displayed. This information applied to


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the label section in the handbook. It allowed me to compare and contrast ideas and

techniques of labeling that helped me revise and update that section.

RouardSnowman [1992] authored a book on the graphic design aspect of publications from

various museums around the world. I was interested in how other museums publications

look and how they are formatted. Even though they were not necessarily manual/handbook

publications, it still helped me see what was going on in the museum world of publications.

Seeing the different print publications gave me a clearer idea of what I can work with in

terms of design for the handbook. This information enabled me to have a more visual sense

of the visual information other museums/galleries were outputting. With the new

information, I was able to take note and try to incorporate some of the various elements into

the handbook.

All the information that I obtained from the Internet was beneficial and up to date.

Although the book resources were accurate and organized, I found they were a bit out

dated. The book resources also had unrealistic estimates in cost and methods of exhibition

techniques because many of the books found and researched were printed around the mid-

20thCentury. Overall, the library and Internet aspect of the project ran well, and definitely

light a way to the next set of research I had to accomplish.

2.2.2

Field/Interview

Through field and interview research I interviewed the Exhibition Design professor and

gallery manager, met with Museum Studies staff and students, requested information from

galleries and museums and collected samples, visited local galleries and museums, and

conducted surveys on Exhibition Design class students. This part of my research was quite a

success. I was able to really work closely with the manager and director of the Fine Arts


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Gallery at San Francisco State University. Being in the gallery environment helped me

envision what important aspects need to be included in the handbook revision and

redesign.

Being enrolled as a student in the Exhibition Design class was also an advantage for me

because I was able to frequently interact with classmates from different departments in the

University. The Museum Studies graduate students provided me with ample information

on the administrative end of gallery work as well as information on various contacts within

the museum/gallery world that would help with my further research. Art students allowed

me to see the side of the gallery through an artists eye. All of the terminology and skills

utilized by Art students assisted me in revising certain areas of the handbook that dealt with

those issues. The surveys I conducted on the class came back to me with sufficient feedback

that showed me what main areas needed to be approached and attacked in the handbook.

The three main issues that I found to be a problem for the students with the handbook were:

one, there were hard to read diagrams and forms; two, there was no appendix with forms

and diagrams; and three, there were many sections of the handbook with old out of date

information. These problematic issues were very close to what I had predicted on my own

account and I was pleased to find that others felt the same way about areas in the handbook.

As far as the research went with outside galleries and museums, the turn around was not to

my expectations. I had contacted the San Francisco State University Museum Studies

program office, the National Association of Museums, the National Association of Museum

Exhibitions representative at the J. Paul Getty Museum in Los Angeles, the Center for

Exhibition Exchange, the National Gallery of Art representative of Academic Programs, the

San Francisco Museum of Modern Art, and the Yerba Buena Center for the Arts. From this

list of contacts, only about half responded and gave me sufficient feedback pertinent to my


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project. Although I did not receive the amount of response as expected, I was still able to

discover valid information that made a large impact on my research findings.

The main source that I got the most information from was from Mary Beth Trautwein from

the J. Paul Getty Museum in Los Angeles. She was also on the Board of the National

Association of Museum Exhibitions (M. Trautwein, personal communication, March 16,

2003). She was actually quite excited about my project and informed me that she too was

collecting information for an Exhibition Design and Development Education Handbook that

would be sold through the National Association of Museum Exhibitions (NAME) website.

We shared data and resources through email and I am grateful for her contributions to my

research.

2.2.3

Design Concept

Through the design concept part of my research, I gathered information on brainstorming

layout, design, ideas, and concepts;revising and updating (data, content, forms, photos,

table of contents, and digital information); creating sketches and thumbnails; developing

systems and templates; developing visual and technical designs; testing publications and

making final adjustments and corrections; and collecting for final print/output.

The research I came across for the actual publication design was interesting. I tried to look at

all aspects of publication design, even the cognitive learning process side of it. The design of

publications is very important when it comes to effective and ineffective communication. I

felt that this was a very important section of research for my project. If a publication like a

handbook or manual is unorganized and difficult to read and navigate through, chances are

the reader will either stop using it completely or avoid using it often.


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From the beginning of my project I was already clearly aware of my design limitations

because of budget and software accessibility. I had known that the handbook was

duplicated each semester by using the photocopy method and sold in the University

bookstore. It was also know to me early on in my research that the computers and software

in the Fine Arts Gallery workshop were very limited and older. Because off the lack of

software, I have decided to create the handbook in a program in which the gallery operates

in the workshop. The handbook will be in black and white and in standard 8.5 x 11 letter

page size doublesided. The programs that will be used are: Microsoft Word and Adobe

PageMaker.

With the design data and research I have conducted, I have found the series of Visual

Quickstart Guidesto be the most coherent and easy to navigate through. The tabbing system

utilized and hierarchy of text in page layout was very useful to my project. The handbook

that I will be redesigning and revising will be strongly influenced by the series of Visual

Quickstart Guides.Both publications should be frequently used at ease and the handbook

will hopefully serve its purpose as a quick reference handbook/guide.

2.3

Additional Sources of Information on Publication Design.

The only additional source of information on Publication Design that I could think of would be

observing various print media in your environment and see how others are communicating

with you. To look at how things are constructed and organized. Any type of brochure, flyer, or

coupon that I picked up from various places in the city helped with my research. Exploring and

observing allows you to step outside for a moment and see how others are working and

thinking together.


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2.4 Prominent Individuals, Industries, Agencies.

The prominent individuals and industries for my project were those in my ART 619/719

Exhibition Design class. The gallery director and professor of the course, Mark Johnson and

gallery manager, Sharon Bliss were the backbone for my project. They both were very

supportive of my project and were the outlet of information when I needed assistance or

feedback on the redesign and revision of the handbook. The students enrolled in the class were

also very ready to lend a hand with my project and many of them were also by now within the

working world of museums and galleries and presented me with much information on the ins

and outs of museum and gallery life. Several students also helped with revisions of data and

topics in the handbook that they got credit for in the class. The Fine Arts Gallery itself was one

of the most major aids in my research and project. I was lucky to be in the environment of my

project subject. Just reading about a subject, especially in a handbook is very different than

being in the subject matter atmosphere. Not until one is actually working in the gallery hands

on and in the space does everything come to life. You certainly learn more and the visual

experience helps one understand concepts. Things make sense from what one reads and I

consider that to be the reason why I was able to approach this large project with ease and self-

confidence.

2.5 New Ideas Approached for Solving Research Problem

I never imagined that putting myself in the surroundings of the subject matter I was researching

would have such a result on the outcome of my findings. People are really starting to be more of

visual learners compared to anything else like auditory or receptive learners. Print media in the

world today forces one to read and see the images shown. The eyes are no longer allowed to


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rest; they are always put to work. If I did the research and project without having the constant

site visits to galleries and museums, I believe that final outcome would be very dissimilar to an

outcome where I was always making site visits to galleries and museums.

Treating the handbook/manual as if it were like a car manual or instructions on how to

construct a piece of furniture aided in conceptualizing how the handbook would be redesigned

in a more logical order in terms of organization and structure. I tried to envision what a reader

would want to know quickly and where in a handbook/manual would the information would

be most readily available and easy to find. That seemed to be useful and have had a large

impact on where information and topics would go in the handbook.

2.6

Suggestions

Although I worked closely with the students and staff of the Fine Arts Gallery at San Francisco,

I felt that working closer with Museum Studies, Design, Journalism, and Technical Writing

students would have made my project even stronger. Collaborating with other University

galleries would have been a nice contrast to the Fine Arts Gallery and how it is run. Other

Universities may have had a different way of approaching the concept of a handbook and that

would have been beneficial to my project research. Other than that, I probably would have liked

to work closer to a publications company for the output of my project to come out more

professionally and better presented.

2.7

Evaluation


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Through the research I have conducted for my project, I believe that I have learned a lot of

valuable information and grown as a person and a researcher. It was not easy to gather

information and organize it in a manner that is easy to read, understand, and locate. I felt that I

might have overlooked the aspect of time in my project. Even though I did not wait till the last

minute to start the project, I felt that I could have had more time and do an even better job

because I would have had more time to test out the publication and make more changes. I guess

that was the difference between others who have performed similar tasks to mine. Most of those

who have worked on redesigns and revisions are professionals and conduct the project as a job

and have bigger and better sources for research. So considering my situation as a working

student, I believe that I performed to the best of my ability for this project in terms of research.

2.8

Chapter Summary

The research collected for this project was mainly influenced by my own personal experience of

actually working in the atmosphere of the Fine Arts Gallery at San Francisco State University.

Without that experience my research findings would have been very different. The library and

Internet research allowed me to discover how the major medium for research had gradually

changed to the Internet from books. By conducting the research for this project I have also

realized how willing people are to help another person out. Much of what I have used in terms

of research directly onto my project have been from people sources that I never knew before I

started the project. Without the assistance of others, the project would not have been as

informative and up to date. Conducting surveys also provided me with the knowledge that

reassures your personal instincts to a design problem.

The following chapter will introduce the reader to the actual design process and design

outcome and completion of the handbook through concept sketches, page layouts, rendered


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diagrams, and gathered sample design influences. The last chapter is the closure of the report.

There the reader will find the major findings, conclusion, and recommendations of the study.


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CHAPTER 3

HANDBOOK REVISION AND REDESIGN

3.1

Introduction

In this chapter, the reader will be introduced to the actual design process that occurred in order

to redesign and revise the Exhibition Design Handbook. At this point the research was

completed and the information and data would be implemented in the design portion of the

project. This chapter will demonstrate how the gathered information from the research has

made an affect on the overall design and organization of the handbook.

The reader will be presented with the full design approach, which includes: the main research

collected, sketches, revisions/updates, roughs, drafts, details, and influences examples.

Thumbnails of examples and sketches will be included in this chapter and the full scale of them

will be included in the appendix.

3.2 Hypothesis

My hypothesis of believing I could construct an efficiently designed and organized handbook

for staff and future students of the San Francisco State University ART 619/719 Exhibition

Design class that will be up to date, easy to comprehend, and quick to navigate through was

correct. I created a handbook that fit the needs of my audience and did so by selecting the best

solution as proven by the results of my researchthe data, figures, comparisons, validities, and

reliabilities. The solution was tested and was significantly well received by the ART 619/719

Exhibition Design Class, with minor corrections.


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3.3

The Parameters of the Problem

This report will guide the reader through the revision and redesign of a handbook. In this

report, the reader will be presented with the following problems and solutions:

Redesigning the gallery handbook.

The handbook needs new forms, diagrams, and worksheets.

The handbook needs an appendix.

The handbook needs updated information is specific subject areas such as: proposal


The handbook needs a revised table of contents and organizational system.

3.4 The Parameters of the Design

(The design process for the handbook is as follows: sketches, revisions/updates, roughs, drafts,

details, and output).

The new handbook will be produced in PageMaker and Microsoft Word for easier

accessibility to the Gallery staff and students.

Most files from the existing handbook are in a Word file, the rest of the content will be

transcribed and recreated.

Most forms, diagrams, and worksheets are hand rendered and will be recreated

digitally.

The handbook will be produced in a standard portrait letter size format in a one color,

black and white, print job to meet the small budget of the Fine Arts Gallery.


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The current handbook is 200 pages in length, and will more than likely increase with the

new implemented design.

Some content from the current handbook cannot be recreated because of lost files,

the only alternative option would be to scan the documents in to at the least make them

digital.

3.5 Design Process and Solution

(All sketches, diagrams, selected sample pages from the redesigned/revised handbook,

and forms can be found in the appendix of this report).

3.5.1

Sketches, Roughs, Drafts, and Details

I started out sketching out layouts and grids to see where on the page information can

go that would be simple to understand and read. I also tried to brainstorm how to

display to the reader where they were in the handbook, like having the chapter number

quite visual and apparent on the page layout. I knew that I wanted to apply a design

that was similar to the Visual Quickstart Guidesand step-by-step manuals or handbooks

because they were very straight to the point and clean. I had a page size format of 8.5 x

11 to work with and a grayscale color scheme because of the low budget and

duplication process of the handbook. The handbook each semester is reproduced

through photocopies and therefore I planned on printing on plain bond paper stock

through an inkjet printer.

I eventually came up with a system that was coherent and easy to navigate through.


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I reorganized the table of contents in fashion that was better structured. I also

implemented a series of side boxes to remind the reader where the forms and diagrams

discussed can be found in the appendix in the back of the handbook. I also created a

style guide that allowed for hierarchy in text and size to provide for contrast on the page

layout itself.

3.5.2

Revisions/Updates

The revisions and updates I conducted were those of old forms, outdated and messy

diagrams, handwritten page numbers and grammatical corrections, and sections with

old information. Some portions of the handbook were not located on digital files, so

some of them were recreated into the computer and others were cleaned up and

retouched.

3.5.3

Output

Although I would have liked to send the handbook to print through a high quality-

printing bureau, I decided to follow the method the Fine Arts Gallery had been using to

print out the handbook for the past years. The method used by the Fine Arts Gallery was

that of printing out the separate pages black and white off the inkjet printer. From there

the inkjet printouts would be sent to a printer on campus in the University Library to be

photocopied and perfect bound. This simple method allowed for the manager and

director of the gallery to be able to make quick changes fast and easily if they needed to.

This method also saved in cost, which is one of the main concerns of the student run

Fine Arts Gallery.


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3.6

Chapter Summary

The design process for this project was more time consuming than I expected, but an

accomplishment because I went through so many versions of page layouts, font formats,

diagram styles, and section organizations until I was content with what I was working with. In

the design process, one can always feel that there is a better solution or that there is never a final

version of something. In a sense that viewpoint is true. But there comes a point when a design

solution works and completes its role and function, and that is where I believe my project

stands.

The next chapter is the final chapter of this report. In this chapter, the reader will be presented

with the final conclusion, summary, and recommendations of the study. The bibliography will

follow and then the appendix will follow the bibliography.


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CHAPTER 4

SUMMARY, CONCLUSION, AND RECOMMENDATIONS OF THE STUDY

4.1 Introduction

In this last chapter the reader will be reintroduced to the projects problem, purpose, and the

hypothesis. By now the reader has been acquainted with all aspects of the project from the

problem, to the research, to the actual design process for the handbook, and now is introduced

to the conclusion and reflection portion of the report. This chapter is a brief recap on the study

drawn from content of the found research.

4.2 The Problem

Many persons find it challenging to read and navigate through the out of date Exhibition

Design Handbook for the San Francisco State University Fine Arts Gallery.

4.3 The Purpose

The purpose of this study was to organize and construct a better system for redesigning and

revising the existing Exhibition Design Handbook for the San Francisco State University Fine

Arts Gallery that would provide more efficient navigation and clarity in subject matter.

4.4 Hypothesis


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Through this research project I believe I can construct an efficiently designed and organized

handbook for staff and future students of the San Francisco State University ART 619/719

Exhibition Design class that will be up to date, easy to comprehend, and quick to navigate

through.

4.5 Major Findings

The field and interview part of my research was quite a success. I was able to really work

closely with the manager and director of the Fine Arts Gallery at San Francisco State University.

Being in the gallery environment helped me envision what important aspects need to be

included in the handbook revision and redesign. Being enrolled as a student in the Exhibition

Design class was also an advantage for me because I was able to frequently interact with

classmates from different departments in the University.

With the design data and research I have conducted, I have found the series of Visual Quickstart

Guidesto be the most coherent and easy to navigate through. The handbook that I will be

redesigning and revising will be strongly influenced by the series of Visual Quickstart Guides.

The guides are very easy to navigate through with the simple tabbing system down the side of

the publications makes it easy to find a section quickly. The guides also have an organized

hierarchy system among information on a page and order and size the information in order of

importance with boxes or shading or size for contrast.

The prominent individuals and industries for my project were those in my ART 619/719

Exhibition Design class. The gallery director and professor of the course, Mark Johnson and

gallery manager, Sharon Bliss were the backbone for my project. They both were very


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supportive of my project and were the outlet of information when I needed assistance or

feedback on the redesign and revision of the handbook. Both are encouraging because they too

realize that most handbooks for Exhibition Design are outdate and they have received request

from outside Universities to purchase the handbook.

4.6 Conclusion

The completion of the handbook went smoothly and it was in part because of the large research

results. This would not have been able to be completed well if I did not receive the help and

feedback that I did. My hypothesis proved to be correct. The response that the newly

redesigned and revised handbook received was positive. Minor details and comments arose in

reaction to the handbook, but the majority of the reviewers of the handbook were quite pleased

with the new organized system the handbook had.

Overall, I am satisfied with the turnout of this huge project. I must admit that I did not

completely correctly estimate how much time I needed for the actual handbook prototype, but

since I was so interested and involved in the subject manner, I was able to get everything done

to my content. With a newly designed and revised handbook I hope the future students will be

able to locate subject areas and information with the least amount of difficulty. I also anticipate

that the future students will be able to refer to the handbook book more often in result of the

simple to read text, format, organized structure, and updated information. I have only one wish

and that wish it that in the end the handbook will make life easier for the staff and students

who run the Fine Arts Gallery and improve the relations between the staff and students.

4.7 Recommendations of the Study


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There are not too many things that I would do in another way with this project. If anything, I

would have tried to interview more people in the industry and take tours of various galleries

and museums to see how other venues present and use their information. Also trying to

communicate with those via email was rather difficult and impersonal in my research

experience for this project. I would have preferred to meet each person I emailed in person, but

I understood that was very difficult. Even phone calls seemed cold to me, maybe that just shows

what kind of person I am and how I best communicate and express myself to others. I also

might have tried to work with students from an assortment of majors on the University campus

to get their perspective on different portions of the handbook. The handbook does contain a

range of different material that separate majors have expertise in like Technical Writing and

Museum Studies for example.

In the end, I look back at this semester project and can honestly say that I learned a lot about

others and myself. Time management and prioritization were two main factors in my project

flow and have allowed me to realize where my strong and weak points are in terms of work

habits. I have also obtained a significant amount of information on this subject matter and have

acquired a great amount of interest in where a Graphic Designers role is in a gallery/museum

setting and could possibly pursue it as a career.


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Aquino, Adrienne Eliza Bibliography30

BIBLIOGRAPHY

SOURCES CITED

Periodicals:

Cochran, W., & Hill, M. (1977) Into Print: A Practical Guide to Writing, Illustrating and Publishing.

Los Altos: William Kaufmann, Inc.

Driscoll, M. (2000) Psychology of Learning for Instruction, Second Edition. Boston: Allyn & Bacon.

Guthe, C. (1957) So You Want a Good Museum: A Guide to the Management of Small Museums.

Washington D.C.: American Association of Museums.

Neal, A. (1969) Help! For the Small Museum: A Handbook of Exhibit Ideas and Methods. Boulder:

Pruett Publishing.

Rouard-Snowman, M. (1992)Museum Graphics. London: Thames and Hudson, Ltd.

Serrell, B. (1996)Exhibit Labels: An Interpretive Approach. Walnut Creek: Alta Mira Press, A

Division of Sage Publications, Inc.

Weinmann, E. (1998) Visual Quickstart Guide: QuarkXpress 4 for Macintosh.Berkeley: Peachpit

Press.


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Nonperiodicals:

American Association of Museums. (2000). Code of Ethics for Museums 2000. Retrieved: March 13,

2003, from

http://aam-us.org/aamcoe.com

National Association of Museum Education. (2002). Standards for the Museum Exhibitions and

Indicators of Excellence. Retrieved: March 13, 2003, from

http://www.n-a-m-e.org/standards.html

SOURCES CONSULTED

Periodicals:

Codnington, A., Hall, P., Heller, S., Moed, A., Sardar, Z., & Twemlow, A. (2001) 365: AIGA Year

in Design 21.New York: American Institute of Graphic Arts.

Coleman, L.V. (1942) College and University Museums: A Message for College and University

Presidents.Baltimore: Waverly Press, Inc.

Coleman, L.V. (1927)Manual for Small Museums.New York: G.P. Putnams Sons.

Evelyn, H. (1970) Training Museum Personnel.London: W & J Mackay and Co Ltd.

Fox, M. (1982) Print Casebooks 5 19821983: The Best in Exhibition Design. Bethesda: RC

Publications.


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Field/Site Visits:

Asian Art Museum, San Francisco, CA

Art + Food Canvas Caf/Gallery, San Francisco, CA

410 Jessie Street Gallery, San Francisco, CA

Marin Headlands Artist Studios, San Francisco, CA

Minna Street Gallery, San Francisco, CA

San Francisco Museum of Modern Art, CA

San Francisco State University Fine Arts Gallery, CA

Yerba Buena Center for the Arts, San Francisco, CA

Palace of Legion of Honor, San Francisco, CA

Interviews:

Sharon Bliss, Manager, San Francisco State University Fine Arts Gallery.

Daniella De Aquino, Undergraduate Student, Art History Program.

Patricia Holloway, Graduate Student, Museum Studies Program.

Mark Johnson, Director, San Francisco State University Fine Arts Gallery.

Anne Lehmer, Graduate Student, Museum Studies Program and Volunteer, Yerba

Buena Center for the Arts.


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Aquino, Adrienne Eliza 33 Appendix

APPENDIX

Sketches

Influences

Revisions/Updates

Selected Sample Pages from Handbook

redesigning and revising an exhibition design handbook

Documents

design problem

design concept

revised handbook

handbook book

industrial research

research procedure

research findings

date exhibition designhandbook