Project Zoo 2006

Project Zoo started in 2005 as a partnership between RMIT Industrial Design and Melbourne Zoo. This blog is for the Project Zoo community to discuss ideas, share info or anything we might think appropriate and related to us.

Tuesday, February 28, 2006

What is the ‘background philosophy’ of this Upper Pool Studio?

This UPS uses a participatory approach (Participatory Design). Designing via a participatory approach means to actively involve potential or current users of what you intend to design in your design and decision-making process. This can occur in many different ways and the participation level can vary substantially depending on projects, circumstances, budget, time, involved parties and so on.
Although in Project ZOO you will have the option to decide the level of participation with your clients and to negotiate such levels independently, it is mandatory that you engage in some participatory practice. It is also mandatory that you properly document all your engagements with your clients through a “meeting diary” where to capture what you discuss with them when you do so and why, and your reflections and actions after each encounter.
Typically you will be asked to engage in a number of activities such: as work closely with ‘zoo inhabitants’; test & iterate your designs with the rmit-zoo team; and participate with and initiate community activities at the zoo.
Adopting a participatory approach implies that you (the designer) will not approach your brief with a top-down approach (where you act as a designer hero in charge­ and your end users become passive recipients of your creations) but will instead organise your design activities in inclusive manners and with inclusive purposes.
The capacity to professionally and sensibly manage & enact a participatory practice is fundamental in this studio and it will be heavily considered in the assessment process. To facilitate you with the above we will have a number of in-class activities and discussions around the theme of participation and the tools you can adopt in participatory design.
You will have the opportunity to discuss and negotiate how you would like to proceed and enact some participatory practice at the zoo. However, you will be expected to be independent and experimental while designing your own action-plan. This means that formulas won’t be given to you but you will be rather encouraged and nurtured to actively negotiate and design your own ways of operating.

What is Project ZOO?

Project ZOO started in 2005 as a partnership between RMIT Industrial Design and Melbourne Zoo. This partnership, recently extended to the Zoos Victoria network (Melbourne Zoo, Werribee Open Range Zoo and Healesville Sanctuary), offers to RMIT/ID and the broader community a number of interesting challenges and exciting projects. One of such challenges is this Upper Pool Studio (others include Postgraduate activities as well as publications and special events). In 2005 we worked with the Primate Department at Melbourne Zoo and students developed a number of concepts and activities for the five resident orang-utans and their keepers. This year you might work with the same department or with other sections of either Melbourne Zoo or Werribee Open Range Zoo that require our attention.

What are the core aims of this studio?

This hands-on studio will give you the opportunity to design with and for a zoo environment. One of the key aims of this studio is to collaborate with Zoos Victoria and to design WITH and FOR them a number of artefacts, systems or activities which respond to their needs and primary imperatives.
This means that we will receive a number of possible briefs/requests from zoo staff and such requests might involve different sections of the zoo. However, if through your own observations you manage to isolate other needs that you wish to pursue, you will be supported and encouraged to engage in them provided that the zoo can recognise and negotiate with you various benefits.

Who will I work with?

In this studio you will work and collaborate with a variety of people: RMIT staff, zoo keepers, class colleagues, volunteers and yes: animals. It might sound like great fun – and it is. However, it is a quite demanding and challenging task, which we ask you to consider and respect, with particular emphasis on zoo staff and keepers who are very busy people. In terms of your design studio work, you have the option to work either independently or in a team of maximum 3. In this second case, all team members will have to demonstrate their role in and contribution to the group, by actively engaging in class activities and presenting at peer-to-peer reviews and various assessment presentations.

What type of activity will I undertake over the semester?

Choose + start-up
Firstly, you will need to unfold the range of briefs the zoo will provide us and make an informed decision on which one you (or your team) want to pursue. This year we will collaborate with both Melbourne Zoo and the Werribee Open Range Zoo and deal with various ‘clients’ (keepers, zoo staff, patrons and orang-utans, hippos, elephants…) and their needs. We will have a list of possible areas to investigate and you will have the option to choose which suits your interests best. Besides personal preferences, your choice will be informed by your capacity to physically go to the location (in the case of Melbourne Zoo by tram but in the case of Werribee a car is ideal, so it’s possibly better if you do this as a team).
Observe, capture + share
Secondly, you will have to spend time at your location, learning about what goes on over there, how people do things and why. This requires you to observe, listen, take notes, document activities in a range of multimodal manners (writing, images, video, sound recording, even cartoons if you find it appropriate). This on-site engagement should equip you with a better understanding of the routines, practices, needs and dreams of your clients, besides generating a great collaborative bonding between you and them. This way of operating is typical of Participatory and User-Centred design activities and it is HIGHLY recommended not to underestimate its value and potential to strongly inform and support your design ideas. This implies that design should follow understanding (hence, avoid designing ‘stuff’ for the sake of it from day 1 as it does not make any sense in these circumstances – this is not a styling-fashion studio!).
Create scenarios + choose
Thirdly, you will have to frame up your understandings in a number of scenarios or propositions for potential products and/or services. These propositions will have to be discussed in class as they emerge and with your clients iteratively. A scenario is a way to describe how people might interact with an idea, system or product – similarly to story boards. The use and development of scenarios help focus your designs on clients’ requirements (versus technical or business requirements) and scenarios are typically developed so that they can be shared with and understood by people without any technical background (for instance, your clients). This way your participatory approach can be properly supported. Scenarios are fundamentally about describing your general ideas and their potential from a user’s perspective. To develop a scenario you need a basic understanding of clients (their needs and contexts of use) and of which tasks you would like your design to support. A scenario IS NOT a final design or product, but a story about what your potential design could do and how. Scenarios use simple and accessible language and generally avoid technical or knowledge loaded references.
Design
Fourthly, you will have to shape one of your ideas/scenarios into a more substantial product/service proposition and share it in class to refine it and iterate it through engaging with zoo staff.
Refine + present present
Finally, you will have to refine your design to final piece; Prototype your design when necessary; package your work so that it can be shared with others; present to a panel of assessors; submit the lot and then the portfolio.

How should/could I manage the semester from a general perspective?

Week 1 to 5
Task/s
Visit site/s (it is recommended these continue over the entire semester); unfold and plan methodology; understand and shape brief; spend time at location; capture needs and dreams of clients; document experiences and learning appropriately; capture interactions with clients in a “meeting diary”; iterate ideas with clients (it is recommended these continue over the entire semester).
Key question/s
How do I want to find out about my site and clients? Which participative method should I adopt? What is going on at the site? What do people/animals do and why? What do they need to support or enhance their activities? How can I document what I discover? How is my relationship with my client evolving and being constructed? What can I learn out of such encounters? What does what I discover mean for me?
Week 6
Task/s
Show and discuss what you plan to present at mid-semester seminar. Recommendation and feedback is provided by lecturer and peers in this session.
Key question/s
How can I share effectively and professionally what I discovered? How can I draw from my experiences to shape scenarios?
Week 7
Task/s

>>> Mid-Semester Seminar <<<
The work you will present at this seminar will be worth 20% of your final result.
Key question/s
How can I effectively and professionally demonstrate my work, engagement, learning, discoveries and conclusions so far?
Week 8 to 9
Task/s
Develop a range of scenarios that address your discoveries and what you believe your clients need (need to ask for feedback to your clients to better shape your scenarios and to eventually choose one).
Key question/s
How can I transform what I discovered so far into scenarios I could then develop into products/services? How can I discuss these scenarios with my clients and effectively get their feedback and views?
Week 9
Task/s

>>> Scenarios Seminar (incl. idea about selection) <<<
The work that you will present will be worth 10% of your final result.
Key question/s
How can I effectively and professionally show and discuss my general propositions?
Week 9 to 13
Task/s
Develop design/s which address your selected scenario; present and discuss them in class, via blog or in face-to-face meetings; refine ideas following feedback and suggestions.
Key question/s
What products/services can address the issues/scenarios I identified and develop? How can I share and get crucial feedback? How can I incorporate feedback in my designs? How can I iterate and consolidate my ideas with clients?
Week 13
Task/s
Pre-final Design (if you manage time properly, you might also manage to test in practice some prototypes)
Key question/s
How can present what my plan is with regards to my end of semester assessment? How can ask for and capture specific feedback to better my final presentation? How can I test ideas and implement them?
Week 14
Task/s

>>> End of semester Seminar <<<
The work you will present will be worth 70% of your final result. Please note that Portfolios contribute to your final result.
Key question/s
How can I effectively and professionally demonstrate my work, conclusions and design propositions?
Week 15
Task/s
>>> Portfolios DUE Monday 12th June <<<
Key question/s
How can I demonstrate and share my process throughout the semester? How can I properly collate and curate my work? How can I communicate my reflections on the challenges, merits, shortfalls and outcomes of my project? How can I provide my lecturers with additional means to review my work? How can I provide my lecturers with my reflection around my experience in this project so they can review its strengths and weaknesses and their teaching practice?

What do I have to demonstrate/submit/share during the semester?

Putting on the side the weekly commitment already discussed, you are expected to:
o Present your understandings about clients and their contexts (week 7, mid semester seminar);
o Present your scenarios and the selection you intend to follow up (week 9);
o Present what you intend to submit at the end of the year (week 13);
o Present and submit your final piece (week 14, end of semester seminar);
o Submit your portfolio, including your “meeting diary”.

What will I have to specifically submit at the end of semester seminar?

You will have to:
o Show and discuss your design process through either a short video, a PowerPoint show, a Flash animation or any other digital mean you find yourself comfortable with;
o Show your final design through a 3D model (full size when possible; high finishes and detailed). If your design is a system or a service, you will have to provide professional digital product that supports and shows the characteristics of your design;
o Show the use scenario of your design (via an A3 sized poster – both in print and saved on a CD);
o Provide any other supporting material that will enhance and deepen panel’s understanding of your work (such as samples of adopted material or any other thing you find appropriate).
PLEASE NOTE that end of semester seminars are a quite serious business and you are expected to present yourself and your work professionally and with great clarity (besides being on time, following the presentation schedule, attending your colleagues’ presentations, and be ready when it’s your turn).

Do I have to submit a portfolio at the end of the semester?

Yes. All students in upper pool studios are required to submit a portfolio document that includes evidence of all of the work undertaken in the studio, including representations or copies of any project proposal, culmination or outcomes. The portfolio is a means for you to both collate and curate your work of the semester and present the process you have undertaken. In addition, the folio should communicate your reflections on the challenges, merits, shortfalls and outcomes of their project work, and so function as a significant way for you to culminate your learning through the studio experience. The portfolio also provides lecturers with additional means to review your work, both individually and as a studio group, and so better review the strengths and weaknesses of the studio and their teaching practice. Portfolios are required to be submitted one week after end of semester review presentations (Monday 12th June) and should comprise:
o 2 copies of a bound portfolio document (suggested A4 size) which collates and curates your work of the semester and presents the learning processes you have undertaken. One copy is for the Program to retain;
o a studio project summary on one A3 page in both digital and hardcopy formats which is a summary of the studio learning experience, including one or two key project images, titles of these images and an approx. 500 word statement about the project;
o a project image archive on digital CD that contains the key elements of the project, e.g. images of the project outcomes or relevant work in progress;
o a learning testimonial in hardcopy format as one A4 page which provides feedback to the studio leader on your learning experience and the teaching practice of the studio leader;
o a completed copyright approval form signed by you on the School of A+D proforma, providing your permission for their project work to be utilised by the studio leader and RMIT for website publishing etc.
o your “meeting diary”, where you kept record of all your interactions with your clients and your related reflections.

What are my responsibilities?

1. Attend and participate to class activities – although these are not compulsory, I highly recommend you come along and actively participate. It is our experience that those not doing so find it hard to have a productive semester. I would like you to make the most of this unique opportunity but ultimately you are in charge of how much you will enjoy and succeed in it.
2. Be on time & be professional – this is a sign of respect (+ maturity and professionalism) for staff, external guests and peers.
3. Be considerate of zoo staff – they are very busy people and, although very gentle and always available to our requests, we should not colonise their work space/time and professionally respect their work at all times.
4. Be considerate, supportive and respectful towards your peers and lecturers – collegiality is very important in the workplace as well as academia.
5. End of semester exhibition (week 14, June 9) – you will be in charge for its success, management and design. Details and alternatives will be discussed in class over the semester but whatever you will choose as a team, you will then have to take it through suitably and professionally.
6. Submit and present high quality work at all times and submit a good quality portfolio at the end of the semester. Please do not arrive on presentation day unprepared, unready, messy, with poor quality work or visuals. Please present your self and your work professionally – as if for a job interview. We are dealing with a corporate partner, so please behave as professionally as possible.

How will my work be reviewed, supported and assessed?

Fundamentally in five manners, through:

o Mid-semester Seminar (review, advise, 20% of final mark);
o Scenarios Seminar (review, advise, 10% of final result);
o End of Semester Seminar (critique, assessment, 70% of final result);
o Cyclical Crit-Discussions (support, review and reflection); and
o Community blog (support, documentation and reflection).

All Seminars are open door reviews – a rich opportunity for our community to learn on a peer-to-peer basis and to generate potential learning from participation in seminar’s conversations. During these seminars a panel will review and discuss your work. The panel will include your studio lecturers and at least two of the following: a staff member of the School of Architecture & Design (or equivalent); an external invited critic (including zoo staff); and a student undertaking the studio course. The composition of the panel will be discussed in class so that you can recommend people.

Mid Semester Seminar - This will occur in week 7 (on April 11) and is intended to ensure a moment of clear communication regarding the progress of your learning through the studio. Students who are at risk of gaining an unsatisfactory result in the studio will be clearly advised at this point.

Scenarios Seminar - This will occur in week 9 (on May 2) and is intended to ensure you have generated a clear vision of your context and related action plans.
End of Semester Seminar - This will occur in week 14 (June 6) and is intended to share the work resulting from the studio with a larger community of interest and generate further understanding of the studio work’s significance, relevance, achievement, shortcomings and its further potential. A final assessment and related feedback and recommendations are developed after this presentation.

Cyclical Crit-Discussions - In these face-to-face meetings we will:
o discuss your project to provide overall feedback about how you are engaging with it;
o provide key comments on strengths and weakness of your work with the intention of highlighting how the key strengths and weaknesses can be used to inform future projects;
o solicit your feedback and experiences (as any resulting input is reflected in future project outlines);
o discuss and collaboratively evaluate how effectively the course is tracking with respect to your expectations, projects and expected outcomes; and
o engage in reflections around projects, implications, the broader issues.

Community blog
This will depend on our goodwill and engagement as blogs are effective if a critical mass participates in its discussion. Assuming we will enjoy and see the benefits of this tool during the semester, the blog will enable us to have one extra resource and space where to weekly discuss issues and fundamentally share ideas and materials we will collect on the way.
The blog will also act as a documentation tool (enabling us to ‘depict’ the story of the semester as we go), a reflective tool (so we can re-discuss and unfold issues we started in class and during visits), and a community support tool.

Through which criteria will my work be assessed?

Work submitted for assessment will be typically assessed against the following criteria:
Objectives
does the work clearly state the objectives? Has the project brief been understood and addressed properly?
Creativity
is the work a novel idea? Does it involve a novel approach to an existing context?
Sensibility
is there evidence of social, environmental, cultural sensibility? Is there sensibility for composition, space, volume, emotion? Is there evidence of participatory and inclusive practice?
Knowledge
does the student demonstrate evidence of knowledge in the area specific to the project? Is there evidence of analysis, interpretation and synthesis of research information?
Critical analysis and Synthesis
is there evidence of a philosophical basis and a logical rationale?
Is there evidence of clear decision-making?
Communication
is there evidence of appropriate technical, visual, verbal, 3D communication skills?
Is there evidence of clarity, conviction and coherence?
Management
is there evidence of appropriate time/resource management?
Concept Viability
was the work an appropriate idea to start with? Is there evidence of a viable outcome in relation to objective?
Endeavour
is there evidence of steady work throughout the project? Is there evidence of sufficient work invested in the project? Is there evidence of extra care put in the project?

What are the available course grades?

HD D – High Distinction (80 – 100%) Outstanding work featuring originality, excellent critical analysis and thinking, detailed research and investigation and clear comprehensive coverage of relevant issues. Structured, grounded arguments and discussion. Evidence of creative and solid work in terms of comprehension, application and analysis with synthesis and evaluation. High standard of presentation and layout.
DI D – Distinction (70 – 79%) Superior work featuring originality, solid research, good critical analysis and synthesis, and well substantiated arguments. Evidence of creative and solid work in terms of comprehension, application, analysis and some synthesis. Good standard or presentation and layout.
CR C – Credit (60 – 69%) Above average work demonstrating an understanding of the concepts and issues and their application. Good research and evidence of basic synthesis. Solid evidence of comprehension and application with perhaps some analysis. Acceptable level of presentation and layout.
PA P – Pass (50 – 59%) Work at or just above minimum standard. Tends to be more descriptive than analytical. Arguments not strongly supported. Some appreciation of subject matter and issues; work generally lacking in depth and breadth, analysis and with little or no synthesis. Basic presentation and layout.
NN N – Fail (40 – 49%) Work below minimum standard or failure to meet guidelines specified. Disorganised and with a lack of clarity in the arguments presented. Poor research, analysis and no synthesis. Poor presentation and layout.
DNS – Did Not Submit – FAIL (0%) None of the required, assessable work was submitted for assessment.

What is plagiarism?

Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Examples of plagiarism include:
o Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
o Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
o Piecing together text from one or more sources and adding only linking sentences;
o Copying or submitting whole or parts of computer files without acknowledging their source;
o Copying designs or works of art and submitting them as your original work;
o Copying a whole or any part of another student's work; and
o Submitting work as your own that someone else has done for you.
Enabling Plagiarism is the act of assisting or allowing another person to plagiarise or to copy your own work.

Can I discuss my work with staff outside class time?

Yes. Daria will be available weekly (typically each Wednesday) for private supervision sessions. These will have to be negotiated and booked via email (please don’t rock up without appointment). Deanne will be available for extra supervision sessions each Thursday from 10 to 11.30am. If you book an appointment, please arrive prepared, with key questions to ask and issues to discuss. Please do not book our time without clear aims and please DO NOT just “skip” a booked meeting without cancelling it – please respect our time!

What do I do if I need help with deadlines or have become ill?

Specific program guidelines and procedures are documented in the School of Architecture & Design Handbook published each academic year and available from the Program. For any issue, please contact immediately Daria Loi so we can discuss issues and negotiate alternatives. Please come and speak with me if you are experiencing any problem – better to discuss and figure out things before they get too messy!

Sunday, February 19, 2006

A day in the Primate Department

Melbourne Zoo's great keepers 'doing BE daily activities' and some of the zoo's guests in 'action':














Some students 'loading a jigsaw' at the zoo:

Behavioral Enrichment for Nonhuman Primates

This is an article by: Leif Cocks, Christine Baker, Grant Harris, and Fleur Butcher from the Perth Zoo Primate Section

At Perth Zoo, we integrate a daily and weekly schedule of behavioral enrichment for our orangutan colony, in order to maintain the animals' natural wild activity levels and therefore benefit their long-term mental health. The correct social environment, whether a large social group, a monogamous pairing, or a solitary lifestyle, is the best way to assure well-being for captive primates. They get the best stimulation and are less stressed when their social needs are taken into consideration. Foraging for food is the next most important factor. A large part of any primate's day in the wild is spent foraging for food; in captivity that source of activity is frequently removed by providing food once, twice, or three times a day, in large amounts. Variety of foods, textures, and tastes is as important as presentation. Variety and presentation in as close to the natural state as possible can be an important part of behavioral enrichment for nonhuman primates. One of the objectives of any behavioral enrichment program is to ensure that natural levels and times of activities approach the wild situation. It is critical to observe the levels and timing of activities, and to evaluate the success of any behavioral enrichment program by comparison to wild levels, if known. There are four main types of behavioral enrichment to consider: * complex environment; * indestructible toys; * destructible toys; and * "work for food rewards". Positive reinforcement training is a separate category that can have immense benefits. A complex environment involves functionally complex structures, using a variety of textures and diameters in climbing furniture, with vertical and horizontal components; movement of structures; platforms, nesting sites, and appropriate nesting materials; and ground covers and substrates. Indestructible toys should be non-toxic, cheap and contain no lethal parts. To maintain their novelty, they should be rotated regularly. Examples include heavy duty plastic chairs, bin lids, crates, and boomer balls. One indestructible toy, often available free, is the industrial hard hat. Companies dispose of these regularly and, once the inner padding and strapping is removed, these are versatile toys for any type of primate, whether fixed as a hanging basket or loose. Destructible toys should be cheap and readily available, and may often be donated. Examples include cardboard rolls, inserts, and boxes (from local stores), old telephone books (with popcorn inserted into pages and taped in), magazines (sachets removed, perfume sample pages left in), pine cones stuffed with popcorn, paper sacks rolled up and tied, and burlap sacks. "Work for food reward" items should be low-calorie, small, and not ruin the animals' appetite for their main diet. A large variety of different treats can be alternated daily, such as raisins, popcorn, puffed wheat or rice, nuts in the shell, mixed dried fruit pieces, mixed nut kernels, sunflower seeds, and maize. The orangutans most prefer treats presented in puzzle boxes and dip tubes. The puzzle box we use is a steel box bolted to a climbing platform, with a welded mesh top, slots on one side and a steel maze inside. Treats are placed inside before the orangutans come out in the morning. They are given a 30-cm bamboo stick, which they use for the puzzle boxes and the dip tubes. We expected them to manipulate each treat through the maze and out through the slots. However, their ability to manipulate tools and solve problems has meant that they either spear each item and lift it through the mesh at the top, or herd all of the treats into one pile and take them through the maze in one operation, rather than one by one. The "dip tube" is a length of steel pipe welded to the orangs' climbing frame, with a padlocked screw-off cap at the base. The base holds honey, peanut butter, or a different flavor jam each day of the week. They dip for this with the bamboo stick in the same way that they dip for termites in the wild. One exhibit has a naturalistic-looking termite mound, made of sprayed-on concrete, with seven plastic tubes inserted and protruding into the internal chamber. The cap can be screwed onto a different tube each day. The orangs' browse feed is a source of much activity, and signals the end of the midday siesta (which seems to echo their wild patterns of activity). Later in the afternoon we throw sunflower seeds into the tall grass, which keeps them busy for an hour or so. Weekly activities include: * ice blocks in three layers: two layers of different flavored cordials, middle layer water with mixed dried fruit bits frozen within; * treat boxes: five cardboard boxes within boxes (like Russian dolls) taped up with three walnuts (or similar) inside the smallest; * giant bamboo cut into pieces, alternating one length sealed at both ends with one length open at each end (this utilizes all of the bamboo). The sealed sections have 3 or 4 holes drilled along the length and sunflower seeds poured in. The holes are plugged with dried apricots or figs. The unsealed sections are packed with a mixture of flour, water, and lots of sunflower seeds or maize kernels, which then sets very hard and must be picked out bit by bit. One item we sometimes use when orangutans need to be kept in the night quarters (e.g., while maintenance is carried out on the exhibit) is the PVC workstation. This consists of four PVC pipes about 2.5" in diameter, suspended horizontally one above the other, separated by about 10 cm. The pipes are bolted to two brackets, which are permanently fixed to the outside of the night quarters' wall mesh. The top pipe has wide holes drilled in the side facing the enclosure for primates to reach jam with a bamboo stick; the other three are a "move along and drop" series vertical maze. The device is mounted over the feed chute, so that the treats fall into the chute once the maze has been completed. This workstation would be suitable for any indoor quarters that are made of mesh. Positive reinforcement training is a labor-intensive activity for animal handlers and keepers, but has many positive outcomes. The relationship developed is one-on-one; it only involves positive reinforcement; the behaviors encouraged can be used for medical treatments; and it adds to the challenging environment that stimulates mental activity in primates. Behaviors we have trained include: * opening the mouth on command for inspection of teeth and gums; * presenting the shoulder or rump to accept an injection (we have used this successfully for a diabetic orangutan); * presenting a hand and accepting a lancet prick for a small amount of blood; * presenting the ear and holding still for a thermometer.

2005 Exhibition

Last year Project Zoo displayed all designs at an exhibition (at the zoo), where everything was designed by the team, including the invite (below, design by Luca Abate). Lots of people came along that night [I must admit: I had fun!].

Some resources

Second Nature: Environmental Enrichment for Captive Animals by David J. Shepherdson, Jill D. Mellen (Editors)
Wild Mammals in Captivity : Principles and Techniques by Devra G. Kleiman, Mary E. Allen, Katerina V. Thompson, Susan Lumpkin (Editors)
Environmental Enrichment For Captive Animals by Young, Rob J. Young, Robert John Young
A Different Nature: The Paradoxical World of Zoos and Their Uncertain Future by David Hancocks
Reading Zoos: Representations of Animals and Captivity by Randy Malamud
Zoo Culture by Bob Mullan, Garry Marvin

Project Zoo - Upper Pool Studio

This hands-on Upper Pool Studio will give you the opportunity to design with and for the Zoo. Last year we worked with the Primate Department and students developed a number of concepts and activities for the five resident orang-utans and their keepers. 1/3 of those projects are currently being negotiated for commercial implementation with the zoo. This year you will have the opportunity to either work with the same department or to engage with other sections of the zoo that require our attention. If you participated to this project last year and wish to continue your investigations, this is possible. This UPS uses a participatory approach and you will be asked to: work closely with ‘zoo inhabitants’; creatively use various media to collect & share data about everyday activities; test & iterate your designs with the rmit-zoo team; participate with and initiate community activities at the zoo.

  • when: Tuedays, 1.30-5.30pm
  • where: bld 87 lev 4 room 18
  • who: Daria Loi (in class + private supervision sessions via appointment) and Deanne Koelmeyer (supervision sessions only: Thursdays 10-11.30am)
  • requirements:
    1. full commitment, including availability to spend extra time at the zoo;
    2. availability to work in teams when needed;
    3. active contribution to the project (incl. peer-reviews and team-assessment);
    4. contribution to design + set-up of an end-of-semester exhibition.
  • what is provided by us:
    > free access to the zoo for the semester;
    > private supervision sessions (outside class time); and
    > the opportunity to have a memorable experience!

James and his Durian Orb

In Project Zoo 2005 James O'Halloran designed and then managed to test his Durian Orb... Hee a sequence of the test...


Project Zoo in the News

An article about Project Zoo was recently featured in the Higher Education section of The Australian (date Feb 3, 2006). ...yes, more (interesting) text, less (much less)picture and a better title would have been better but... at least now the general public knows about us..!

Project Zoo 2005 - RMIT Website

African groove at Werribee Zoo

Cool African beats. Warm summer nights. Mesmerizing wildlife. Experience the best of Africa as the sun goes down at Werribee Open Range Zoo's Rhythm of Africa every Saturday and Sunday evening from Jan 1st until March 5th. Featuring an exceptional line-up of traditional and contemporary performers, every evening is a soul-enriching experience that's guaranteed to have you dreaming of Africa. It all takes place in a savanna village where you'll discover irresistible African cuisine, dancing, drumming workshops, hair braiding and so much more. Arrive early and head out on a guided safari tour and experience the sights, sounds and smells of the African Savanna (Last tour departs 7.00pm).
There's no need to book. Just turn up. For more info call (03) 9731 9600.
When: Every Saturday and Sunday. From Jan 1 to March 5
Time: Music commences at 5.30pm. Arrive early to experience an out of Africa safari tour (no additional charge)
Admission: Normal zoo entry applies. No need to book, just turn up!
Where: Werribee Open Range Zoo, K Road Werribee. Melways reference 201 D1
Transport: Shuttle Bus available from the Arts Centre daily. For Bookings phone (03) 9748 5094

Wednesday, February 15, 2006

Welcome to Project Zoo 2006!

Project Zoo started in 2005 as a partnership between RMIT Industrial Design and Melbourne Zoo. This partnership will continue in 2006, offering to RMIT/ID and the broader community a number of interesting challenges and exciting projects. One of this challenges is the Sem 1 Upper Pool Studio. This hands-on studio will give you the opportunity to design with and for the Zoo.
This blog is for the Project Zoo community to discuss ideas, share info or anything we might think appropriate and related to us. So, if you're part of Project Zoo, please start now contributing to this community!