Different visualizations, different ambitions
Working through the grounded theory exercise I recognized the importance of acknowledging the breadth of work I have undertaken, while addressing that the project ambitions were quite distinctive. This is my attempt at classifying the projects by identifying three visualization categories for my practice. The categories also acknowledge that there could be different criteria for evaluating the success of the visualization.
RESEARCH PROJECTS // Projects defined by research inquiry.
Projects or exercises that attempt to visualize complex, ephemeral interpretations of design(ing), rendering concepts that are more contingent and/or experiential than concrete and/or fixed. The maps might be quick and dirty sketches or fully refined essays with layered photographic images, but all are annotated with titles, captions, headings or preambles. The challenge of visualizing something not-yet-known or not-visible dictates a reflective and speculative engagement that promotes new insights and further discussion.
The transactional agency of these projects could be evaluated for their facility to engage the designer and audience in critical reflection, speculation and discussion. The content should transcend the situated experience of the designer, invite alternative readings and speak to the open-ended possibilities the new insight(s) have disclosed.
CRITICAL PRACTICE PROJECTS // Projects that influenced research agenda.
Projects or exercises that attempt to visualize complex interpretations of content, presenting concepts that are more contingent than fixed.
The visualizations might be hand-drawn sketches or detailed charts, but all privilege visual communication over writing. The formal challenge of visualizing complex, contingent material ensures an intellectual engagement that encourages a close reading and interrogation of the subject matter.
The critical agency of these projects could be evaluated by their facility to engage the designer or audience in interrogating and advancing one’s understanding of the subject. The content should successfully communicate the complex material in a way that promotes the value of visualizations in contrast to written texts.
EVERYDAY PRACTICE // Projects redirected by research agenda.
Projects or exercises that attempted to deal with material through visual communication. The graphic 2D visualizations might be hand-drawn sketches or detailed charts, introducing simple ideas and/or communicating unambiguous information. The speculative visual thinking process affords the exploration of meta ideas or macro situations by only putting relevant elements in play.
These projects could be evaluated by considering whether a visualization was a more appropriate form of communication than a written text.