THE AVANT-GARDE IN INTERWAR ENGLAND: MEDIEVAL MODERNISM AND THE LONDON UNDERGROUND This was a key text for me in developing my theory through the essay, this looks at the concept of medieval modernism and the way Pick combined traditionalist beliefs to progressive concepts to design the London Underground
RESEARCHING THE IMPACT OF THE LONDON UNDERGROUND DESIGN: merchandise I have been going around taking photographs of official merchandise that is sold in various shops across London. The design and imagery of the London Undergrounds seems to be successful in the capital with popular high street shops such as Paperchase selling a wide range of London Underground merchandise from Umbrellas to mugs to phone cases.
MERCHANDISE FROM THE TRANSPORT FOR LONDON MUSEUM SHOP
The London Transport Museum shop has a wide range of posters, clothes, toys and chic homeware available online at ltmusemshop.co.uk or in Covent Garden.
Transport for London and London Transport Museum, two of London’s most vibrant commercial websites, have merged to offer a wide variety of unique and stylish commissioned, exclusive and print to order products inspired by London’s transport and social history past and present.
Among the shop’s most popular items are iconic posters spanning a century of transport design, including art deco classics of the 1930s. London Transport Museum has one of the finest poster archives in the world with over 5,000 posters and 700 original poster artworks. Many of these London Underground posters by world famous artists and designers are available to buy online as a photographic reproduction in a range of sizes.
EXAMPLES OF MERCHANDISE
These are examples of merchandise in the Transport for London museum shop. As well as using the obvious, recognisable, clean cut modern branding of the map and the logo they have also used the successful and traditional designs of the posters that were so popular at the time and still are now.
OLIVER GREEN LECTURE//LONDON TRANSPORT MUSEUM// FRANK PICKS LONDON I attended a talk by author Oliver Green who specialises on London Underground design. This talk in particular was based on Frank Pick and his visions and ideas about the design behind the tube and he's contribution to London. I found this talk to be extremely useful in helping build some of the points in my second chapter and generally feeding into my understanding of my overall essay.
PRIMARY RESEARCH SURVEY//THE IMPORTANCE OF A SUCCESSFUL LOGO DESIGN
In chapter two of my dissertation I look more specifically at design elements within the tube, including the roundel. The roundel is one of the most recognised designs to come out of the London Underground. The point of the survey is to prove the success and strength of the design. I feel in this case, one of the best ways to measure how successful the design is is by its popularity, how recognised it is nationally and internationally. These are a set of nine logos representing nine different metro systems around the world, including the the most highly used subway in the world, the Seoul Metropolitan, South Korea.
The aim of the survey is to get a national (excluding London) and international audience to see how many logo designs the recognise.
INITIAL PRIMARY RESEARCH IDEAS/testing the results of a survey on a small scale I sent out this survey to see what kind of answers/feedback I would get from it and to see whether this initial idea could give more ideas for a survey that would help further my research. This means of research in particular was to try and find out the importance of branding and design, and how this can effect the publics perception of the company/organisation.
In this lecture I wish to look at a not uncommon way of writing
and structuring books, dissertations and theses. This approach, I
will argue, involves the writer announcing at the outset what he or
she will be doing in the pages that follow. The default format of
academic research papers and textbooks, it serves the dual purpose
of enabling the reader to skip to the bits that are of particular
interest and — in keeping with the prerogatives of scholarship —
preventing an authorial personality from intruding on the material
being presented. But what happens when this basically plodding
method seeps so deeply into a writer’s makeup as to constitute a
neutralisation of authorial voice, a limitation, a faux-objectivity? book that deconstructs the conventions of academic writing, three books in one all working together and operating on the same page, idea of challenging conventions is what COP could and should be about.
Academic Conventions are like an institutional
framework for your work
They structure and standardise
They aspire to academic honesty
ways of writing, style of referencing quotations, what your work is meant to look and read like, an institutional framework for your work to be fitted into. These academic conventions are in the back of their mind when assessing your work. Series of rules you have to play by, its about academic honesty, following rules of referencing is not just about showing how much research I've done, what quoting and referencing is about is showing to anyone who looks where your argument is coming from, about honesty, clarity, openness what you should be able to do:
At this level you are expected to be able to: Demonstrate a critical knowledge of practice Apply theory to practice
Analyse relevant material Evaluate theory and evidence within the context of study
Reflect – critiquing and critically reflecting on your learning
and using this to improve practice. deep learning can be evidenced through academic conventions. take knowledge and do something new with it
surface approach - someone just doing something to get marks, a routine way of going about things. Quoting and then not leading on from this with opinion etc is surface learning engagement, these are the bottom tow maximum of the pyramids.
Concentration on Learning Outcomes Passive acceptance of ideas Routine memorisation of facts
Sees small chunks
Ignore guiding patterns and principles Lack of reflection about, or ignorance of, underlying patterns and theories Little attempt to understand Minimal preparation and research
deep learning the way in which you write, structure,
Independent engagement with material
Critical and thoughtful about idea and information
Relates ideas to own previous experience and
Sees the big picture
Relates evidence to conclusions Examines logic of arguments
Interested in wider reading and thinking Ongoing preparation and reflection how do I evidence deep learning?
Academic writing is formal and follows some standard
Each academic discipline has its own specialist vocabulary
which you will be expected to learn and use in your own
The substance of academic writing must be based on solid
evidence and logical analysis, and presented as a concise,
Academic writing can allow you to present your argument
and analysis accurately and concisely. learning the jargon and being able to use it comfortably, expected to use specialist vocabulary suited to the subject. tips:
Aim for precision. Don’t use unnecessary words or
waffle. Get straight to the point. Make every word
If there is any uncertainty about a particular point,
use cautious language (such as ‘may’, ‘might’,
Unless you are a confident writer, it is best to avoid over-long
sentences and to aim for a mixture of long and short sentences
for variation and rhythm.
Avoid repeating the same words academic writing is much more about precession, sharp writing, not flowery, fancy pros avoid:
Avoid abbreviations and
Avoid slang words and
Avoid conversational terms Avoid vague terms statement that backs it up, evidence and support. You don't need to write a conversational way of writing, using words like 'totally' 'this totally changed peoples lives' is an unnecessary word to make your argument seem more backed up
In many academic disciplines, writing in the first person is
not acceptable as it is believed to be too subjective and
personal. Many tutors prefer impersonal language to be
used in assignments. writing in first person will show to most tutors that you are not following academic conventions, you have to be able to do it well, if you're anxious about that, do not write in first person
First person sentences use the pronouns ‘I’
and ‘we’. For example:
We have considered... I suggest that... I have observed...
First person sentences use the pronouns ‘I’
and ‘we’. For example:
Consideration has been given to... The suggestion here is that... It has been observed... structure
Preliminaries - Title / Acknowledgements / Contents / List
Introduction - The abstract / Statement of the problem /
Main body - Review of the literature / logically
developed argument / results of
Conclusion - Discussion and conclusion / Summary of
Extras - Bibliography / Appendices
long quote analysed in detail critical analysis small quotes woven in to sentences sections where you paraphrase blend all three things, triangulate, standardised 3/4 quotations from each
always follows this structure: Author (date) Title Place Publisher It would look exactly like this, structure and logic: MILES, R. (2013) Why Referencing, Leeds: LCA Publishing referencing after a quote
(surname, year, page) ‘I have no idea how to reference’ (Miles, 2013:7) “I have no idea how to reference” (Smith in Miles, 2013, p.7) referencing a persons writing in another book BIBLIOGRAPHY SHOULD BE APHABETICISED
BY SURNAME AND SEPERATED OUT INTO
TYPES OF RESEARCH SOURCES (BOOKS /
WEBSITES / JOURNALS / VISITS...) referencing images
In this lecture I have attempted to highlight the simultaneous
necessity and limitations of a variety of academic conventions that
institutionally frame research at undergraduate level. Put in slightly
different terms, the necessity and limitations of structure per se. In
doing so I hope to have broadly outlined a method for academic
writing and the presentation of research in such work. As has been
suggested, the contradictory nature of research sources on this
topic can be disorienting for the budding researcher and, because
of this, the importance of each individual finding consistent, but
workable and personal, methods and approaches cannot be over-
emphasised. Ultimately, ‘the default format’ of academic research,
alluded to throughout, is one of many institutional codes, or
discourses, that we have to learn to operate within, or perhaps
subvert from within it. The success of this maneuvre will
ultimately determine ‘success’ in institutional terms, in the form of
a grade but, hopefully, not at the expense of ‘success’ in different
terms, be they creative, artistic, personal or such like.
how the tube shaped Londonon_David Bownes, Oliver Green, Sam Mullins published by the Penguin Group, 2012
notes: intro 'London and its transport are synonymous. The Underground roundel and the Tube map signify London.' (p7) 'Londoners since the mid-ninethenth century have been moved, and the identity of their city defined, by the growth of the transport system.' (p7) 'The persuasive and essential nature of mass transport forms an integral part of the urban environment of London; through the blood-red tiling of Leslie Green's Edwardian stations, in his platform tile patterns and in the modernist station designs of Charles Holden for the Northern and Piccadilly line. The Johnston typeface is London's alphabet, cutting cleanly through the visual clutter of the city's streets, while the Underground roundel stands out as a clear marker for stations and bus stops and symbolises the brand, the civic value, of this public service.' (p8) 'Greater London's population grew from around one million in 1800 to over seven million by 1914 and to a peak in 1939 of 8.6 million. With a population of 8.3 million today, London is the prime economic mover at the heart of the UK's southeast region of up to 18 million people.' (p8)