Abstract
This paper discusses an assignment that introduces university students to the visual rhetoric of designed, public spaces. The students visit a museum or gallery, analyze the ways in which exhibit design influences visitor experience, and write a follow-up report. Offered in the context of writing courses for students specializing in design or fine arts, the assignment aims to help students develop the critical- and design-thinking skills that they will need to succeed in their future careers. As a writing studies scholar, I believe that this aim is best achieved through fostering students’ rhetorical awareness. When students make their site visit, this rhetorical framework, combined with their understanding of core design principles, enables them to distinguish between the content and the design of an exhibit, consider how visual rhetoric influences wayfinding and visitor experience, and analyze the effect delivery media may have on visitor attention. Using examples from students’ work, I share the assignment’s design, challenges, and effectiveness.
Presenters
Karma WaltonenSenior Lecturer, Writing Center, University of California, Davis, California, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pedagogy, Museums, Galleries, Writing assignment, Visual rhetoric
