Seventeenth International Conference on the Arts in Society

Abstract

In this paper we discuss 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 writing studies scholars, we believe that this aim is best achieved through fostering rhetorical awareness in our students. 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 our students’ work, we share the assignment’s design, challenges, and effectiveness.