gerrit rietveld academie

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1 Note to our visitors Welcome to our archives. This website functions as the archive of designlab, featuring an overview of pro jects, documented and described by students. You can also find our assignments here. For a look at recent video work during our workweeks in Warsaw and Istanbul, and for works in progress, please visit the links below. Full Essays of designlab graduates 2009 To be found here soon!! About designlab designlab is an experimental design research course at the Gerrit Rietveld Academie, Amsterdam. Over the past years, designlab has been praised for its innovative teaching practices, its focus on new and collaborative design processes and its process oriented, experimental output - all working scales, fields, and media are possible. Three examples of innovative educational practices, which designlab was closely involved in, include the annual Winter garden Recess, a series of Travelling Academy pilots (Nepal, Istanbul, Warsaw) and the Pitch Projects (student-driven, cultural entrepreneurship pilots with local partners). designlab is a strong advocate of collaboration, and regularly initiates projects with fellow departments (Visual Arts, Textile, Fashion, Ceramics, Jewellery, Architectonic Design, Graphic Design), with the Rietveld Studium Generale, with international art academies (Ecole Boulle, Paris, ITU, Istanbul, KUarts, Nepal) and with external partners (Nokia, Paradiso, Pantar). designlab strives to shape tomorrow s reflective practices. To achieve this, the program encourages self-learning and facilitates critical reflection. Each student is encouraged to develop his or her own methodology, in line with his or her interests and abilities. Self-resourcefulness, boundless curiosity, and a critical mind, are therefore crucial attitudes for designlab candidates. The duration of the course is 3 years after having concluded the propaedeutic course successfully. The department currently counts 25 students of various age, nationality and background. The program is conducted in English. Affinity with the Dutch language is highly recommended. gerrit rietveld academie designlab

2 content 2009 Term 2 Polski Biznez / Warsaw Traces of Transition / Warsaw 3D for REAL Liefde in de Stad Materials Sophie Krier, Bas van Beek Krijn Christiaansen, Cathelijne Montens Michiel Meurs, Christiaan Thiel Lena Shafir, Instituut Liefde in de Stad Simone de Waart, materialsense.com ICON Pitch Project BLACK PUDDING Pitch Project Upcoming! Graduation Term 1 (Public) Manifest Toolbox Pitch Projects Exploring 3D Passages Around Situationism Guild Non Detail Sophie Krier, Lena Shafir Michiel Meurs, Krijn Christiaansen, Cathelijne Montens Peik Suyling, Dennis Lohuis Michiel van der Kley Ilse van Rijn Riek Sijbring Sophie Krier, Cathelijne Montens, Teike Asselbergs, Asli Kyak Bas van Beek, Mental Clinic gerrit rietveld academie designlab 3

3 project: LAB Sessions tutor(s): all date: September 2008 lab: 1 & 2 The LAB sessions 2008/2009 Design in dialogue Design Lab is a unique design department: it s a small network of very different personalities, some in the process of learning and some in the process of coaching. This process of continuous exchange and dialogue takes place in an art academy context, in a (small) country known for its pioneer mentality. The LAB sessions will address the identity of our LAB through a series of discussions and hands-on exercices. The aim is to formulate and envision this year s issues and workformats at designlab - using the manifold personal goals and ambitions of its members as input. It s a personal and collective process in one. We will be asking ourselves questions like: What is our role within designlab? What should our LAB look like and how should it function? What should our LAB explore first and foremost? Where do we want to present the results from all our research? Agenda The four LAB Sessions will have a hands-on session in the morning, a debate session in the afternoon and a related excursion on the wednesday afternoon. For example: During the first LAB session on Sept 9, students will be asked to write their own manifest during the morning session. Writing a manifest is a way to go to the core of what you want to find out. These will be discussed in groups the same afternoon. At designlab tutors will present themselves in a series of short talks. Introducing their questions within designlab is a way to fuel design education with personal ambitions, and a way to start a discussion around the relevance of deign education today. The second session on Sept 16 will start with exercises around the making of one s toolbox: your toolbox should represent what you need to be able to achieve what you want, your social / technical / conceptual tools. The third session wil focus on how to perform / communicate / share your Manifest, in short: how to make it public to the academy community. The last and fourth session will explore your ideas for LAB projects, ie projects that could benefit the whole of designlab and/or the academy community and/or gerrit rietveld academie designlab 4

4 project: LAB Sessions tutor(s): Sophie Krier, Lena Shafir date: September 2008 lab: 1 & 2 the the professional design field. We call these LAB Initiatives - Pitch Projects. About trust - By Lena Shafir & Sophie Krier Education at designlab is a fluid, discursive process. Sustained dialogue is its core value. To grow and enrich yourself in such an environment, the first thing to do is to take responsibility over your studies. Each project at designlab comes with a brief, which can be considered as a contract. Contracts are meant to guide a process of change with clear goals in mind. A contract in the professional world allows for clear agreements, a planned timeline and well understood expectations. Stimuli-structure. At designlab our brief-contracts give a structure to the work and help to anticipate on possible misundertandings and misconceptions. Contract = action + reaction = Transition Transitions will regularly come about between the student-searcher and the tutorguide, forming explicit agreements related to the why & how s of your steps in the design process. This is opens the way to understanding and managing your own design process. Which in turns allows you to navigate consciously between different possiblities of realisation. gerrit rietveld academie designlab 5

5 project: Manifest tutor: Sophie Krier, Lena Shafir date: Sept 8- Sept 9, 2008 lab: 1 & 2 Report by Sophie Krier. In the morning Session 2 questions were answered, in twenty minutes time, in writing: 1. where do you see your own development going? what do you want to focus on this year? 2. where do you think design should go to? Everyone then shared their thoughts; below is a summary of the individual ambitions that were voiced: Eleni / be more in the world, serve society; build test post modem, update my manifest from last year Tom / focus on translation, how to get my thoughts accross Fleur / allow failures, work hands-on Amanda / work on my communication, planning and especially discipline. Discipline with myself and with others works differently. why wait till the last minute shit now I have to do something Karlien / find a personal drive per project, can be a different one each time, bring together what I m interested in and what I m good at, make intentions visually clear Rianne / See other works, push myself further in things, look better at things Jette / Experiment, avoid safe ways, improve connections between humans Casper / Confront my difficulty with making choices, being present, committing myself Rosa / Focus on how to maintain constant energy in process, be playful & critical, make space for extremes Josha / Look, listen, work together, make intentions clear, communicate David / Slow down, undersdand before I create, not force my ideas on others, listen, learn to tackle the battle for ideas in my head, create poetry, save us from industrial mess... Melina / understand what happened last year, process of embodiement, be present, embody time Jolan / Find what is interesting for me, not act-react and skip to the next thing but reflect on what I make Merel / I cannot be stubborn, want to be open, talk about my plans before they are finished, allow mistakes Melle / integrate form and concept, be aware of the real world gerrit rietveld academie designlab 6

6 project: Manifest tutor: Sophie Krier, Lena Shafir date: Sept 8- Sept 9, 2008 lab: 1 & 2 Everyone also stated developments that they find relevant in the design field today: a selection: Can design go beyond trends, fullfill needs, not just follow (eleni) Influence of technology, importance of network as new parameters of design (tom) Create awareness & simple beauty, designer = pioneer (fleur) Can design become a language (rianne?) Design should interact eg in public space the encounter is in passing by, no forced meeting / consuming (karline) Design should be about being used, caring for needs (jette) Should communicate, act as mediator, autonomous quality is important (rianne?) Custom to people s needs, forget west axioma, empathize with local culture (casper) How can we form our own opinion, beyond what we read about design (rosa) fine arts & design, where is the border, is it use? (rosa) Commucation what we do is most important (josha) Education is about dealing with information, self studying (josha) Cross disciplines (Melina) What is design in a richer world (Jolan) luxury versus first needs, commodification Need to go social (Merel) Broadening design s workfield, merge into every nerve of society (melle) Design is assimilating into everything & everything is becoming design (melle) We then had a great discussion about everything and nothing, where we mentioned among others: - design as facilitator of processes, bringing people together - need to go out of our bubble but also keep the bubble (designlab): move in & out - peter sloterdijk: Spheres for Melle laptop per child project - Gift Economies / LETS currencies >> see gift pdf attached - Co-op Groceries, via David - Richard Florida: the Rise of the Creative Class Studied Manifesto s 4 groups then studied 4 different manifesto s in an attempt to analyse what the manifesto s try to express and how. (See links below for digital manifests) gerrit rietveld academie designlab

7 project: Manifest tutor: Sophie Krier, Lena Shafir date: Sept 8- Sept 9, 2008 lab: 1 & 2 about crafts, specific and collective knowledge about imagination, role play, avoid the normal about rules to forget rules about awareness, ethics & practice We agreed that a manifest should express the writer s ideas / position / personality in a clear way. Title and form are important tools to express your message strongly. A manifest should not be about fingerpointing but be the start of a discussion. Next week, sept 16: LAB Session # 2: Toolbox with Michiel Meurs Bring your manifest + a tool (material or immaterial) that you couldn t have done without in a previous project Sept 9 Excursion to Deep Screen Art in Digital Culture Proposal for Municipal Art Acquisitions Deep Screen Art in Digital Culture presents contemporary works of art which are all in some way marked by today s digital culture. The jury, chaired by guest curator Andreas Broeckmann, has selected 18 artists out of the 200-plus submissions. The increasing digitalisation of our culture has consequences for the arts. We take instant photos with our cell phones, pick out the shots we want in the blink of an eye on the computer screen, and create our own version of reality using Photoshop and iphoto. The influence on the visual art world is apparent in the temporary nature of the images used and the centrality of process, repetition and change. gerrit rietveld academie designlab 8

8 project: Toolbox teacher: Michiel Meurs date: Sept lab: 1 & 2 Toolbox What do you need to make a design? Pencil & paper, an Apple computer, sand & shovel or To do the things you want to do, to do them well, you will not only need materials but also skills and knowledge. All these together form your personal toolbox. You could say that your goal as a student at design.lab is to get your personal toolbox in working order. When you graduate it should be filled with everything you need. But what is it that you want to have in it? Try to list what you need, what you need to learn. Be precise! Then visualise your personal design toolbox with a model, a booklet or an animation. These visualisations will be presented to the group on september 25th, and will become part of your manifest. Discussed toolboxes on Sept 16, in the morning session: - Eleni: FormZ (geroemd met een gedichtje) - Jette: music at work - Rianne: compas, to keep direction - Tom: joystick / gamecontroller - Melle: book Understanding Design van Kees Dorst - Amanda: two pens, a normal one and a digitiser pen - Fleur: fineliner - Rosa: crepe tape (because of the temporariness) - Karlien: sketchbook of friends / family / strangers (to speak about work) - Kasper: concentration and resistance to distraction - Jolan: paletmes as creative tool during boring business study period - David: New York City, because everything changed for me there - Merel: distance, to see the work better - Melina: told about last year s toolbox gerrit rietveld academie designlab 9

9 project: Toolbox teacher: Krijn Christiaansen, Cathelijne Montens date: Sept lab: 1 & 2 Na een gesprek met Michiel Meurs over de vorderingen van de toolbox van de dag ervoor besluiten we als excursie de toolbox te gaan testen middels een gerichte ontwerpopgave als case studie. Deze opgave luidt: inventariseer alle grenzen / afscheidingen van de gebruikers van het gebied rondom de Rietveldacademie met behulp van je toolbox(gebied dat is begrenst door de gracht, de Amstelveenseweg, de snelweg en gebruikers van het gebied kunnen ontstaan. Bij deze opgave wordt onderzocht of de toolbox genoeg tools bevat om een ontwerpproces mee aan te gaan. Voorbeelden van onderzoeken JOSHA ROYMANS (LAB 1) Inventarisatie: Grens tussen bedrijf en vrije school. Groene hek van de vrije school is veel hoger dan het blauwe hek van het bedrijf. Hierdoor dwingt de vrije school als het ware om het bedrijf zijn hek op te laten hogen (het laagste hek is immers een makkelijker te bedwingen barrière voor degene die men buiten wil sluiten). Conclusie: de afscheiding wordt enkel vanuit de kant benaderd van degene die het hek plaatst. Dit levert een rare verhouding met de buurman op (bedrijf ten opzichte van de vrije school) maar ook met het aangrenzende park. Interventievoorstel: ontwerp van afscheidingen met alle aangrenzende partijen zodat de binnenkant net zo mooi wordt als de buitenkant. Gebruik toolbox:communication/collaboration, ten volle benut Inventarisatie tools: vertellen ROSA SIJBEN (LAB 2) Inventarisatie: afscheiding van gebieden die niet in gebruik zijn maar een aantrekkingskracht hebben om te gaan verkennen. Een zware heg bij de begraafplaats die een klein watertje omsluit, een sloot die een soort van boothuis (genaamd: ruimte 3) omsluit. Interventievoorstel: het boothuis per kano gaan verkennen Gebruik toolbox: reading, writing, playing, managing. Rosa heeft nu de plekken gelezen. Het zou goed zijn als ze er nu nog gaat spelen. Dus de kanotocht echt gaan ondernemen naar het meertje en ruimte 3. Inventarisatie tools: tekenen en schrijven gerrit rietveld academie designlab 10

10 project: Pitch Projects tutor(s): Peik Suyling, Dennis Lohuis, Lena Shafir date: Sept 30-Oct lab: 1 & 2 will be updated soon! gerrit rietveld academie designlab 11

11 project: Exploring 3D teacher: Michiel van der Kley date: Sept 2008-Dec 2008 lab: 1 & 2 will be updated soon! gerrit rietveld academie designlab 12

12 Morning presentation at Galata Perform, a small theatre. Full-day excursion through the district of Shishane with Teike and Asli as guides, giving us insight in the historical development and actual state of the area. Focus of the day: underproject: Istanbul Workweek teacher: Sophie Krier, Cathelijne Montens date: Oct 2- Oct lab: 1 About how to not be a tourist in a strange city City life, urban life, living in big cities, in fact, is living in a galaxy of unimportant, random, stupid, absurd images. But your look gives a strange, mysterious meaning to these little details of streets, asphalt or cobblestone roads, advertisements, letters, all the little details of bus stops, or chimneys, windows. All these things constitute a texture of a city, and each city in that fashion is very different. So many people came, but some of them missed the whole point. Some of them got some of it, but most of the foreigners saw and paid attention to the exotic rather than the random. They missed the texture. They paid attention to monuments and, in fact, added a colour of their own, which sometimes is not there. - Orhan Pamuk What we want to find out Mapping the different companies per block How do they use each other s qualities What are their respective borders Is there one main tenant or do they all have separate contracts What is the mechanism behind the big system What goes in and what goes out? [place] Which transactions take place? What s the rythm of this system, when is it in use and when is it switched off? [time] Tentative week program Friday Oct Meeting at Galata Tower. In turkish: gaalaataa koelessi» take the tram to Karakoy (Kaaraakeuj) then the subway to (Tuunel) then walk down the music street till you see the square with the tower on your right hand side gerrit rietveld academie designlab 13

13 project: teacher: date: lab: tekst tekst tekst tekst standing how the Shishane guild system works and how it came to be that way. «In Shishane more than 10,000 workshops for lighting elements and electricity function according to very specific organizational principles. More than 100 years ago, the area of Shishane and the Galata harbour was the first one to have electrical lighting and streetlanterns were first installed in Shishane as well.» - Teike Asselbergs & Asli Kiyak Saturday Oct Re-visiting Shishane but this time focussing on one specific street / area. Defining positions inside and outside, from which to observe the dynamics of the area. Saturday Oct Visiting Bas favourite shoppingmall(s) Kanyon en Cevahir Sunday Oct 5 Early morning boat trip down the river, lunch at fish restaurant, cross over by Ferry to the Asian Side Monday Oct Preparing presentation of Monday (location to be defined) Departure to ITU (tram + subway) Mental Clinic Lecture min project presentations by the 4 groups Bedtime for morning shift group (!!! ) Tuesday Oct 7 24 hour Shishane Observation in shifts group 1 (in/out & on/off logistics) passing on the findings to group group 2 (in/out & on/off logistics) passing on the findings to group group 3 (in/out & on/off logistics) Taxi back to Cordial House gerrit rietveld academie designlab 14

14 project: teacher: date: lab: tekst tekst tekst tekst Wednesday Oct group 1 & 2 prepare the workspace at Galata Perform group 3 joins ; matching the findings and making proposals for interventions in the rythm, logistics, functions etc Thursday Oct Working further in our temporary studio on the interventions in the rythm, logistics, functions ; optional meetings with artists in the area. Thursday Oct Collective dinner at REFIK It s one of the few Meyhanes (taverns) around that does not drown out the intense political conversation of journalists and intellectuals with loud Fasil (traditional Turkish) music. Hidden away in the backstreets of bohemian Tünel, it s an excellent place to get an introduction to Istanbul s boisterous Meze and Raki culture. Contact Details Refik Address: 10 Sofyali Sokak, Asmalimescit, Beyoğlu, Tünel Phone: Friday Oct 10 Check Out of Cordial House, bags can stay here. Free morning program Final presentation to Teike, Asli, Sophie, Cathelijne at Cordial House Transfer back to airport gerrit rietveld academie designlab 15

15 Project: LAB Tools Tutor(s): Michiel Meurs Lab: LAB 1& 2 Mi jn g ereedschapkist / M y too lbox. What do you need to make a design? Pencil & paper, an Apple computer, sand & shovel or To do the things you want to do, to do them well, you will not only need materials but also skills and knowledge. All these together form your personal "toolbox". You could say that your goal as a student at design.lab is to get your personal toolbox in working order. When you graduate it should be filled with everything you need. But what is it that you want to have in it? Try to list what you need, what you need to learn. Be precise! Then visualise your personal design toolbox with a model, a booklet or an animation. These visualisations will be presented to the group on september 18th, and will become part of your manifest. Your toolbox will help us define the design.lab study programme!

16 project: Connections teacher: Karel de Boer, Wouter Niewendijk date: Autumn 2007 lab: 1, 2 Amanda van Sloten This project started with an excursion to Neef Louis where vintage furniture were used as a medium to explore the different ways things are connected. Sketching and drawing as well as trying to define in words what a connection is, was part of the process of exploring existing connections and their possibilities and limitations. The next step was to translate the observed connections into something new. After sketching and making models we tried to recreate our translated version of the connections. Finally, we used the translated connections to assemble forms or create systems, objects etc. gerrit rietveld academie designlab 1

17 project: Connections teacher: Karel de Boer, Wouter Niewendijk date: Autumn 2007 lab: 1, 2 Fleur Thio Eleni Katsali Eleni Katsali gerrit rietveld academie designlab 2

18 project: Connections teacher: Karel de Boer, Wouter Niewendijk date: Autumn 2007 lab: 1, 2 Amanda van Sloten Niels Kamp Eleni Katsali gerrit rietveld academie Jeroen Timmer designlab 3

19 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 Design Survival; a week of workshop in the North of Amsterdam, two projects, quick desicions. We started the first project on board of the Sirius, a former protest boat of Greenpeace. We were introduced the Greepeace way of working and explaned how they prepare their activities. Later we welcomed Krista Rozema of the advertisement agency Kessels Kramer. She introduced to us three ways of surviving when you have no budget, no nice assignments and not all the sources you need. This resulted in three really good designs The campaign for the Hans Brinker Budget Hotel, The Other Final and Diesel Dream. We then set out to make our own guerilla designs in promotion (or the oppposite) of Greenpeace. gerrit rietveld academie designlab 4

20 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 eat them all - group of David, Eleni, Eva, Johanna and Rana gerrit rietveld academie designlab 5

21 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 Are YOU: flexible, silent, patient, pref. tall and weatherresistant? Then we want YOU! THE FAKE-A-TREE COMPANY fake a tree advertisement Group of Robbert, Fleur, Rosa and Amanda gerrit rietveld academie designlab 6

22 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 holy bean - Group of Sjoerd, Stefi, Myrthe, Niels en Marjan gerrit rietveld academie designlab 7

23 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 gerrit rietveld academie designlab 8

24 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 stop greenpeace - start thinking - Group of Alex, Melina, Jeroen and Lauriane gerrit rietveld academie designlab 9

25 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 The second project was introduced by Bas Janssen of Red Concepts in front of the Aardinghal. He explained us the history of the post-war wharf, the structure of the hall as a monument. Due to this alterations to the structure of the warf are not allowed, only restoration. Our task relating to Aardinghal was to design a programme (function, possible parties, etc) and an actual form for this (places, image, volumes, etc) and present this in an appealing way. So it had to be temporary, has to be open for the public, cultural minded and being connected to the atmosphere ( which is an international spot for media and creative industry) of the rest of the wharf. After that we had a fast look around the NDSM wharf with Adri Doorneveld of Stadsdeel Amsterdam Noord. gerrit rietveld academie designlab 10

26 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 new dutch ship maze - Group of Sjoerd, Stefi, Myrthe, Marjan en Niels gerrit rietveld academie designlab 11

27 project: Design Survival teacher: Isabelle Scholtemeijer, Irma van Weeren date: October 2007 lab: 1, 2 rent a restaurant - Group of Robbert, Rosa, Fleur and Amanda gerrit rietveld academie designlab 12

28 colloseum onderschrift - Group of Alexander, Melina, Lauriane and Jeroen gerrit rietveld academie designlab 13

29 project: 3d for real teacher: Michiel Meurs date: January 2008 lab: 1, 2 Elena Katsali Rosa te Velde The main aim of this course was to master the 3d modelling program Form-Z. The assignment was to draw a body protector. gerrit rietveld academie designlab 14

30 project: 3d for real teacher: Michiel Meurs date: January 2008 lab: 1, 2 Robbert van Strien Elena Katsali gerrit rietveld academie designlab 15

31 project: Wintergarden 2008 teacher: various date: January 2008 lab: 1, 2 Where does rain start and where does rain end? Is a cloud already a form of rain? Is rain still rain once collected and turned into an amount of liquid? What makes rain rain? Its movement? Its wetness? Its sound? Its direction? How does our inner space relate to the space outside us? Each of us is made up of 90% water... Can it rain inside us? Making Rain was the theme of the Wintergarden, The wintergarden is an experimental project together with the TXT textile and Fashion department. In four weeks 55 students worked together on various subjects: Space, Material, Body and Media. The Wintergarden course Space will explore the relation between urban / rural spaces, their specific users and rain as a stemming maker (an atmosphere maker) herein. In February we exhibited all together in the Asscherbuilding, Amsterdam. gerrit rietveld academie designlab 16

32 project: Wintergarden 2008 teacher: various date: January 2008 lab: 1, 2 Amanda van Sloten- LAB 1 Sjoerd Jonkers - LAB 2 gerrit rietveld academie designlab 17

33 project: Wintergarden 2008 teacher: various date: January 2008 lab: 1, 2 Melina Pyykkonen - LAB 1 Fleur Thio - LAB 1 gerrit rietveld academie designlab 18

34 project: Wintergarden 2008 teacher: various date: January 2008 lab: 1, 2 Marjan van Aubel - LAB 2 Sergio Davila and Tom Tjon A Loi - LAB 2 and LAB 1 gerrit rietveld academie designlab 19

35 project: Nepal teacher: Sophie Krier date: april 2008 lab: 2 onderschrift onderschrift gerrit rietveld academie designlab 20

36 project: Hema Ontwerpwedstrijd teacher: Michiel Meurs date: Spring 2008 lab: 1,2 BoeCO - Amanda van Sloten. In spring 2008, all designlab students took part in the HEMA Ontwerpwedstrijd (design contest). The subject was sustainable design that fits HEMA. Lisette Haasnoot got an honourable mention in the category fashion, with her Hoody. gerrit rietveld academie designlab

37 project: Hema Ontwerpwedstrijd teacher: Michiel Meurs date: Spring 2008 lab: 1,2 gerrit rietveld academie designlab

38 project: Hema Ontwerpwedstrijd teacher: Michiel Meurs date: Spring 2008 lab: 1,2 gerrit rietveld academie designlab

39 project: Hema Ontwerpwedstrijd teacher: Michiel Meurs date: Spring 2008 lab: 1,2 Honourable mention Lisette Haasnoot in the category fashion. gerrit rietveld academie designlab

40 project: Open up to Rietveld teacher: Sophie Krier, Lena Shafir date: March - June 2008 lab: 1, 2 Rosa te Velde made an imaginary portrait of real-life architectural design student Matej. One part of the pitch-project assignment was for the designlab-students to open up to the Rietveld Academy. In order for the students to get to know other departments and vice versa they had to design a portrait of an endexam student of a department of their choice. The portrait had to communicate both the portayed and the portrayer. gerrit rietveld academie designlab 25

41 project: Open up to Rietveld teacher: Sophie Krier, Lena Shafir date: March - June 2008 lab: 1, 2 Ucja Pindor portrayed a graphic design-student, combining his interests with her own. Fleur Thio adopted fine arts-student Saskia van Imhoff s interest for archiving and rearranging and designed a range of associating tools gerrit rietveld academie 26 designlab

42 project: Drawing journals teacher: Sophie Krier & Lena Shafir date: April - June lab: 1,2 In april the students were asked to start a drawing journal. The idea was that for a period of two months everyone would make a drawing a day... gerrit rietveld academie designlab 27

43 project: drawing journals teacher: sophie krier & lena shafir date: april-june lab: 1 & 2 Elena Katsali Sjoerd Jonkers gerrit rietveld academie designlab 28