Lucy Norbury

Industrial Design

Lucy Norbury is an Industrial Design Honours student with a minor in Environmental Sustainability. Lucy came to study Industrial Design through a lifelong habit of taking objects apart to see how they work and a natural flair for creativity. She is passionate about environmental issues and long-lasting versatile design, which is reflected in her work. Lucy was lucky enough to participate in the Professional Industry Experience program in 2020, working for Sakimoto, where she still works today. Gaining technical design knowledge of lighting has been the inspiration for her Capstone Honours Project direction.

Lucy's Capstone project looked at strengthening the connection that children have to their imagination and play through a product. The outcome ‘Archi’ consisted of two arced lights joined together with a locking hinge that can rotate and lock into multiple positions up to 180 degrees. The locking mechanism was designed fully from scratch by Lucy herself and contains a fully functioning spring and gear operated locking mechanism. The aim was to create a product that provides children with a strong tool to stimulate and enhance their imagination. Based on user feedback from children in Lucy’s family, this has been successfully achieved.

Archi, a wall mounted light

Archi, a frame for a blanket fort

Archi, a reading light for kids

Floren, a versatile flatpack solution

Benny, a sustainable solution for groceries

Acknowledgement of Country

The School of Design and Architecture respectfully acknowledges the Wurundjeri peoples of the Kulin Nation as the Traditional Owners and knowledge-keepers of the lands, waters and sky that surround us, where we work, learn, create, communicate and make place. We recognise that sovereignty has never been ceded and this always was and will always be Wurundjeri Country. We pay our respects to Elders past, present and to all Aboriginal and Torres Strait Islander people who continue to make a better world through design.

We extend our acknowledgement to the Aboriginal and Torres Strait Islander staff, students, alumni, real-life clients, and knowledge keepers, who have contributed to our own education diversity and growth. We will continue to ensure that staff and students respectfully honour ancestral connection to Country and Place in everything that they do.

We are dedicated to the notion of design to make a better world and we acknowledge that making tools, shaping place, sharing stories, making meaning, wayfinding and collaborating have long been and continue to be both central and integral to First Peoples' cultures. We recognize that Aboriginal and Torres Strait Islander Peoples’ cultural contributions have continued relevance to design practice and commit to: reconciling ancestries of design and contemporary practice as well as pursuing culturally and professionally appropriate ways to engage with a diverse population of colleagues, industries and clients. In a time of treaty-making and voice we understand that there are overlaps between caring for Country and the sustainable production of goods, services, experiences, products and buildings.

Guided by the principles of respect, reconciliation, and reciprocity we undertake to indigenising and decolonising design practice by dismantling colonial structures and challenging biases that have marginalised Indigenous voices and design.

As students of SoDA you will be given opportunities to both engage with and educate yourself in Indigenous creative practices and cultural protocols through a lens of inclusivity, diversity, respect, mutual understanding, inter-cultural dialogue in all aspects of design practice. Indigenous people have been telling stories, making tools, and connecting to Country through visual media, placemaking and place marking for more than 60,000 years and these practices are part of an ongoing, evolving and live tradition.