https://inkbotdesign.com/environmental-graphic-design/
- Mostly concerned with wayfinding, the ways a human navigates through a space to get from one point to another
- Identity and brand communication, and information flow and design
- EGD is concerned with creating and shaping a real sense of any given place
- It's a multidisciplinary profession that encompasses industrial design, architecture, graphic design and landscape architecture
- It developed from a need embedded into our fact-paced, ever-evolving society
Why the need for Environmental Graphic Design?
- Developed because of the complexity of the environment we move in on a daily bases
- Wayfinding makes sure that people get where they are going faster and without frustration
Monday 5 November 2018
COP3: Research- Environmental Graphic Design Examples
http://designdisplay.com/environmental-graphic-design/
- Environmental graphic design’s purpose is to help make your space more practical, interesting, and easy to navigate in an aesthetic way.
Architectural Facility Design
There are many factors that come into play when designing an architectural space, like a university training center or retail store. For example, your designer must be aware of traffic patterns – how many people do you anticipate to walk through this space, how frequently, where, and via which paths? You must also observe what features already exist within the space – furniture, electrical outlets, windows, etc. A good designer will use an appropriate balance of industrial, interior, and architectural design to help you realise your vision within your space and best optimise the experience for visitors.
Signage and Wayfinding
- Environmental graphic design’s purpose is to help make your space more practical, interesting, and easy to navigate in an aesthetic way.
Architectural Facility Design
There are many factors that come into play when designing an architectural space, like a university training center or retail store. For example, your designer must be aware of traffic patterns – how many people do you anticipate to walk through this space, how frequently, where, and via which paths? You must also observe what features already exist within the space – furniture, electrical outlets, windows, etc. A good designer will use an appropriate balance of industrial, interior, and architectural design to help you realise your vision within your space and best optimise the experience for visitors.
Signage and Wayfinding
Signs that indicate where bathrooms are located and navigational arrows that show visitors how to get from one place to another are essential in any space, indoor or outdoor. Informational signage helps alleviate confusion as well. By implementing innovative tools like panels, touch screens, and old-fashioned posters, you can share relevant information with your visitors. For example, you can inform visitors of your rules and regulations, like “No Smoking” and “No Loitering.” You can also share information about upcoming events and “About Us” or “History Of” information.
Exhibition Design
Another element of environmental graphic design is exhibition design. Exhibition design involves designing and constructing a three dimensional exhibit that shares a particular story or brand message. Exhibition design is collaborative process involving your design expert and your marketing/branding department.
COP3: Research- Signage and Wayfinding Design, Chris Calori and David Vanden-Eynden
A complete guide to creating environmental graphic design systems
- Environmental Graphic Design, that is, the design of graphics in the built environment (pg5)
- Signage and wayfinding- which orients people to a site and helps them navigate it
- Interpretation- which tells a story about a site (about the meaning of a concept or theme or object)
- Placemaking- which creates a distinctive image for a site
- Primary objective of a signage programme is to help people find their way through an environment, whereas effective wayfinding solutions often involve more than signage alone (pg6)
- Wayfinding is an active process, requiring mental engagement and attention to the environment one is trying to navigate (pg6)
- Signage and interpretive exhibits can create a sense of place, as can gateways, portals, gathering points and landmarks (pg7)
- Purpose of EGD to communicate meaningful information via words, symbols, diagrams and images
- Due to this expressed communication function, EGD plays a key and increasingly recognised role in how people use and experience the built environment (pg10)
-EGD is concerned with the graphic communication of information in the built environment, which is just about anything built by human intent (pg 24)
PROBLEM <--> DESIGNER <--> SOLUTION
Methods for defining sign types vary, but the two basic approaches are to type signs by:
Physical characteristics- such as size, shape, material, mounting method, graphic application technique
Communication function- such as whether the sign communicates identification, direction or another kind of information
(pg41)
- All design drawings must be dimensioned (pg52)
- It's wise not to rely on the use of colour to communicate important information (pg51)
- Environmental Graphic Design, that is, the design of graphics in the built environment (pg5)
- Signage and wayfinding- which orients people to a site and helps them navigate it
- Interpretation- which tells a story about a site (about the meaning of a concept or theme or object)
- Placemaking- which creates a distinctive image for a site
- Primary objective of a signage programme is to help people find their way through an environment, whereas effective wayfinding solutions often involve more than signage alone (pg6)
- Wayfinding is an active process, requiring mental engagement and attention to the environment one is trying to navigate (pg6)
- Signage and interpretive exhibits can create a sense of place, as can gateways, portals, gathering points and landmarks (pg7)
- Purpose of EGD to communicate meaningful information via words, symbols, diagrams and images
- Due to this expressed communication function, EGD plays a key and increasingly recognised role in how people use and experience the built environment (pg10)
-EGD is concerned with the graphic communication of information in the built environment, which is just about anything built by human intent (pg 24)
PROBLEM <--> DESIGNER <--> SOLUTION
 |
| Design Process Model |
Methods for defining sign types vary, but the two basic approaches are to type signs by:
Physical characteristics- such as size, shape, material, mounting method, graphic application technique
Communication function- such as whether the sign communicates identification, direction or another kind of information
(pg41)
- All design drawings must be dimensioned (pg52)
- It's wise not to rely on the use of colour to communicate important information (pg51)
Sunday 4 November 2018
COP3: Research- Design Is A State Of Mind, Martino Gamper
Book notes
- The book was written about the 'Design is a state of mind' exhibition at the Serpentine Gallery
- Designer Martino Gamper worked on the organisation of the exhibition
- His design practice includes, performance, exhibition making, interior design, specialist commissions and the design of mass-produced products for the international furniture industry
- The exhibition was mostly a show of bookcases and storage units
- The pieces represent some of the 'great designers of the last century and bring awareness to the ways in which their designs have shaped our lives'
- It explores the 'intimate relationships we form with objects over time'
- Gamper had an objective for this exhibition and he wanted people 'to be so intrigued by what they find in the show that they question their preconceptions of design and reconsider how different objects and environments affect their behaviour and the choices they make'
- "Hopefully they'll go away with a sense that design can be much more than a nicely designed chair."
- "There are many different approaches to design, it has no given meaning. Thats why I describe it as a state of mind, one that is constantly changing."
- It's important to note that like Gamper says, 'whatever you design has an influence on the space' (important to consider for the practical brief)
- When asked 'what defines good design', he replies with 'good design should combine function, materiality, form and i think it should also respond to behaviour a little bit: what this object does in a social context, how it changes our behaviour, or how it helps our behaviour'
- The book is short, it then goes on to show examples of the work that was exhibited
Exhibition website
- The book was written about the 'Design is a state of mind' exhibition at the Serpentine Gallery
- Designer Martino Gamper worked on the organisation of the exhibition
- His design practice includes, performance, exhibition making, interior design, specialist commissions and the design of mass-produced products for the international furniture industry
- The exhibition was mostly a show of bookcases and storage units
- The pieces represent some of the 'great designers of the last century and bring awareness to the ways in which their designs have shaped our lives'
- It explores the 'intimate relationships we form with objects over time'
- Gamper had an objective for this exhibition and he wanted people 'to be so intrigued by what they find in the show that they question their preconceptions of design and reconsider how different objects and environments affect their behaviour and the choices they make'
- "Hopefully they'll go away with a sense that design can be much more than a nicely designed chair."
- "There are many different approaches to design, it has no given meaning. Thats why I describe it as a state of mind, one that is constantly changing."
- It's important to note that like Gamper says, 'whatever you design has an influence on the space' (important to consider for the practical brief)
- When asked 'what defines good design', he replies with 'good design should combine function, materiality, form and i think it should also respond to behaviour a little bit: what this object does in a social context, how it changes our behaviour, or how it helps our behaviour'
- The book is short, it then goes on to show examples of the work that was exhibited
Exhibition website
COP3: Tutorial Feedback
Possible question:
How can environmental design be used for a positive impact?
-Wayfinding
-Museums
-Orientation of space
-Creating a none functioning space
-Student culture
-Apps/ Graphic design strategies
-Sound scapes
By next week:
-Structure for essay
-Write intro/abstract
-Write practical as a brief
How can environmental design be used for a positive impact?
-Wayfinding
-Museums
-Orientation of space
-Creating a none functioning space
-Student culture
-Apps/ Graphic design strategies
-Sound scapes
By next week:
-Structure for essay
-Write intro/abstract
-Write practical as a brief
Sunday 21 October 2018
COP 3: Research- Mindfulness- Based Stress Reduction (MBSR)
MBSR is a programme that incorporates mindfulness to help people with pain and a range of conditions and life issues that were initially difficult to treat within hospitals. It was developed at the University of Massachusetts Medical Centre in the early 1970's by Professor Jon Kabat-Zinn. The programme uses a combination of mindfulness meditation, body awareness and yoga to help people become more mindful.
MBSR is a group programme that focuses upon the progressive acquisition of mindful awareness, of mindfulness. The MBSR programme is an eight-week workshop taught by certified trainers that entails weekly group meetings (two-hour classes) and a one-day retreat (six-hour mindfulness practice) between sessions six and seven, homework (45 minutes daily), and instruction in three formal techniques: mindfulness meditation, body scanning and simple yoga postures.
Body scanning is the first prolonged formal mindfulness technique taught during the first four weeks of the workshop, and entails quietly lying on one's back and focusing one's attention on various regions of the body, starting with the toes and moving up slowly to the top of the head.
MBSR is based on the following tenets: non-judging, non-striving, acceptance, letting go, beginner’s mind, patience, trust, and non-centering.
It has been shown to reduce anxiety levels by 58% and stress by 40%. In a research study by Oxford University into individuals with 'problematic' levels of stress, a significant improvement in perceived levels of stress over the course of the online mindfulness intervention was found (Krusche et al, 2013). The findings of this research were consistent with other studies, which showed that changes in mindfulness 'precede changes in perceived stress' (Baer et al, 2012).
MBSR is a group programme that focuses upon the progressive acquisition of mindful awareness, of mindfulness. The MBSR programme is an eight-week workshop taught by certified trainers that entails weekly group meetings (two-hour classes) and a one-day retreat (six-hour mindfulness practice) between sessions six and seven, homework (45 minutes daily), and instruction in three formal techniques: mindfulness meditation, body scanning and simple yoga postures.
Body scanning is the first prolonged formal mindfulness technique taught during the first four weeks of the workshop, and entails quietly lying on one's back and focusing one's attention on various regions of the body, starting with the toes and moving up slowly to the top of the head.
MBSR is based on the following tenets: non-judging, non-striving, acceptance, letting go, beginner’s mind, patience, trust, and non-centering.
It has been shown to reduce anxiety levels by 58% and stress by 40%. In a research study by Oxford University into individuals with 'problematic' levels of stress, a significant improvement in perceived levels of stress over the course of the online mindfulness intervention was found (Krusche et al, 2013). The findings of this research were consistent with other studies, which showed that changes in mindfulness 'precede changes in perceived stress' (Baer et al, 2012).
Mindfulness-based stress reduction classes and programs are offered by various facilities including hospitals, retreat centers, and various yoga facilities. Typically the programs focus on teaching,
- mind and body awareness to reduce the physiological effects of stress, pain or illness
- non-judgemental awareness in daily life
- promote serenity and clarity in each moment
- to experience more joyful life and access inner resources for healing and stress management
- progressive muscle relaxation
- mindfulness meditation
COP 3: Research- Jon Kabat-Zinn
Jon Kabat-Zinn is the creator of the research-backed stress-reduction program Mindfulness-Based Stress Reduction (MBSR) and he explains how mindfulness lights up parts of our brains that aren’t normally activated when we’re mindlessly running on autopilot.
He teaches mindfulness, which he says can help people cope with stress, anxiety, pain, and illness. The stress reduction program created, mindfulness-based stress reduction (MBSR), is offered by medical centers, hospitals, and health maintenance organisations.
- Way of connecting with your life, something that doesn't involve a lot of energy but involves a kind of cultivating attention in a particular way, so they way I define it is it's paying attention on purpose in the present moment non-judgementally.
- Attention is the faculty that allows us to navigate our lives and to know what is happening.
- Allows us to be in a wiser relationship with things that are going on in our lives
- We spend a huge amount of time planning and worrying about the future and a huge amount of time reminiscing about the past.
- The present moment the only time that were ever alive and the only time we could learn anything, express any kind of love or emotion, the only time we could be in our own body, it all gets pushed away by our preoccupation of the past or future.
He teaches mindfulness, which he says can help people cope with stress, anxiety, pain, and illness. The stress reduction program created, mindfulness-based stress reduction (MBSR), is offered by medical centers, hospitals, and health maintenance organisations.
Video notes:
- His definition of mindfulness is that its the awareness that amidst paying attention on purpose in the present moment non-judgementally.
- Service of self-understanding and wisdom, we all take ourselves too seriously because we believe there is someone to take seriously when its only ever ourselves.
- 'Selfing'- mindfulness MBSR has been shown to light up other areas of the brain.
- Attention is the faculty that allows us to navigate our lives and to know what is happening.
- Allows us to be in a wiser relationship with things that are going on in our lives
- We spend a huge amount of time planning and worrying about the future and a huge amount of time reminiscing about the past.
- The present moment the only time that were ever alive and the only time we could learn anything, express any kind of love or emotion, the only time we could be in our own body, it all gets pushed away by our preoccupation of the past or future.
COP 3: Presentation Feedback
- The Power Of Now (book)
- Design For The Real World (book)
- Consider social media, although it can be toxic it can also have a huge positive impact and influence on someone and can be a way of sending out a message
- Look at environmental design and does that contribute to mindfulness and wellbeing
- Motivations of design, what motivates people to create a piece of work and why do they create
- Influence and how to influence positive feelings (mostly through design), look at this through communication, reteric and persuasion
- Design For The Real World (book)
- Consider social media, although it can be toxic it can also have a huge positive impact and influence on someone and can be a way of sending out a message
- Look at environmental design and does that contribute to mindfulness and wellbeing
- Motivations of design, what motivates people to create a piece of work and why do they create
- Influence and how to influence positive feelings (mostly through design), look at this through communication, reteric and persuasion
Wednesday 10 October 2018
Books
Mindfulness & the Art of Drawing: A Creative Path to Awareness
Mindfulness: 25 Ways to Live in the Moment Through Art
The Little Book of Mindfulness
Little Book of Life Hacks
Our Illustrated Guide to Becoming One with the Universe
The Art of Wellbeing: Joyous living inspired by nature
Freud's Model of the Human Mind
Image and Mind, Stephen M Kosslyn
Mind and Art: An Essay on the variaties of expression, Guy Sircello
Design is a State of Mind, Martino Gamper
COP3: Learning Outcomes
KNOWLEDGE AND UNDERSTANDING
6A1: Demonstrate an independent critical understanding of the aesthetic, cultural, historical, technological, social, political or other contexts relevant to individual subject disciplines.
6A4: Demonstrate a critical understanding of the synthesis between the theoretical and practical contexts of their own creative concerns.
COGNITIVE SKILLS
6B1: Evidence the ability to use logic, reasoning and critical judgement to analyse ideas from a range of primary and secondary sources, and employ critical and theoretical methodologies to evaluate examples from the relevant subject discipline.
6C1: Evidence the capacity for undertaking a wide range of independent practical and theoretical research that demonstrates an informed application of critical, effective and testable processes.
6A1: Demonstrate an independent critical understanding of the aesthetic, cultural, historical, technological, social, political or other contexts relevant to individual subject disciplines.
6A4: Demonstrate a critical understanding of the synthesis between the theoretical and practical contexts of their own creative concerns.
- Tutorials: To reinforce individual understanding and ensure that the knowledge learnt is contextualised for the student’s individual subject area.
- Critiques: To enable students to relate their work to current practice and engage with peer group debate as to the relevance of their research.
- Private Study: To develop students’ learning autonomy and ownership of the knowledge and information gained during the module.
- Lectures: To introduce the concepts and research methodologies involved.
COGNITIVE SKILLS
6B1: Evidence the ability to use logic, reasoning and critical judgement to analyse ideas from a range of primary and secondary sources, and employ critical and theoretical methodologies to evaluate examples from the relevant subject discipline.
- Tutorials: To reinforce individual understanding and ensure that the knowledge learnt is contextualised for the student’s individual subject area.
- Mentoring: To support studio and relevant placement based practical research.
- Private Study: To develop students’ learning autonomy and ownership of the knowledge and information gained during the module.
PRACTICAL AND PROFESSIONAL SKILLS
6C1: Evidence the capacity for undertaking a wide range of independent practical and theoretical research that demonstrates an informed application of critical, effective and testable processes.
- Tutorials: To reinforce individual understanding and ensure that the knowledge learnt is contextualised for the student’s individual subject area.
- Mentoring: To support studio and relevant placement based practical research.
- Private Study: To develop students’ learning autonomy and ownership of the knowledge and information gained during the module.
KEY TRANSFERABLE SKILLS
6D1: Organise, plan and effectively
manage self-directed projects and
communicate outcomes through
written and other appropriate forms.
- Tutorials: To reinforce individual understanding and ensure that the knowledge learnt is contextualised for the student’s individual subject area.
- Private Study: To develop students’ learning autonomy and ownership of the knowledge and information gained during the module.
COP3: Module Specification
- A synthesised academic understanding of both the context of practice and the nature of practice itself
- A theoretical platform from which student’s Extended Practice module may develop
- To define an individual analytical and evaluative research interest within the study of art and design contexts.
- To develop skills in appropriate written and practical research and evaluative formats that reflect an understanding commensurate with BA (Hons) Level 6 academic practices.
- To employ a synthesised understanding of theoretical and practical contexts of individual creative practices and concerns.
- Tutorials
- Critiques
- Lectures
- Private Study
- Mentoring
- Written outcome: A 5000 word essay using Harvard referencing and containing a bibliography
- Practical outcome: A complete Graphic Design brief documented through 6-8 design sheets that evidence research, idea generation, developments, and outcomes.
- Blog: Should contain no more than 2000 words in total and should document project developments, reflections, feedback, study tasks, and any other related work.
Tuesday 2 October 2018
CoP3: Thinking about ethics
- Disrupt and challenge global narratives
- Ethically aware research and design work enriches the equality of work
- Practice ethical research
- Make careful considerations about what is communicated and potential effects it may have on people
- Areas to think about: sensitive imagery; language; persuasion; research involving participants and questioning
CoP3: Presentation Planning
Things to include on presentation:
Question/title:
- Research question/title
- Practical brief
- What resources have you looked at already?
- What have you learned?
- How will you approach the topic theoretically? (whats the essay about)
- What do you develop/learn from doing this research?
Wellbeing Definition:
'Wellbeing is about people and creating the conditions for us all to thrive. It's quality of life and prosperity, positive physical and mental health, sustainable thriving communities. It's also the measure of social progress and arguably, the goal of good government and charitable activity.'
Mindfulness Definition:
'The quality or state of being conscious or aware of something. A mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used as a therapeutic technique.'
Mindfulness Definition:
'The quality or state of being conscious or aware of something. A mental state achieved by focusing one's awareness on the present moment, while calmly acknowledging and accepting one's feelings, thoughts, and bodily sensations, used as a therapeutic technique.'
- To what extent can design help with achieving mindfulness and wellbeing?
- To what extent can design be used for mindfulness and wellbeing?
- To what extent can design be used for a person's wellbeing?
- To what extent can design influence a person's mindfulness and wellbeing?
- Can design be used to help fulfil a person's wellbeing?
Saturday 11 August 2018
Study Task 07: CoP2 Project Statement
To what extent do picture and storybooks have an effect on children's visual development? The title of my essay was to explore the effects picture and story books have when it comes to the visual development of children. This essay question allowed me to research into factors for both positive and negative effects on picture books to encourage children to read and to also learn.
The texts and articles that I have read to help inform this essay have been helpful as it allowed me to gather arguments and quotes for both for and against the question and give an informative and knowledgeable answer based on what I gathered. The two articles that I found whilst carrying out my research were really helpful when it came to writing the essay, one article was in response to another therefore they both had good solid arguments for and against and the articles were incredibly informative and backed up with solid points. It was difficult to find more literature books to help with quotes and reasons to back up the essay as not many books I found talked about the use of picture books so it did become confusing at times.
Moreover, this research and essay was helpful to establish a brief for the practical project as I had all of the information there, it was just a case of deciding how to put it all together and produce a design piece relating to the written aspect of the module. It references my written piece of work as I have used direct quotes from my essay and referenced the texts I have used.
Overall, I think the cross referencing and the links between both the written and the practical of this module both work alongside each other as the practical is a direct response to the essay and works for the positive side of the argument.
Moreover, this research and essay was helpful to establish a brief for the practical project as I had all of the information there, it was just a case of deciding how to put it all together and produce a design piece relating to the written aspect of the module. It references my written piece of work as I have used direct quotes from my essay and referenced the texts I have used.
Overall, I think the cross referencing and the links between both the written and the practical of this module both work alongside each other as the practical is a direct response to the essay and works for the positive side of the argument.
Practical: Poster Proposal For Schools
What to include:
- Why they should put these up in school
- Why they should hand the posters out as leaflets to parents so they read them
- A bit more information to why its beneficial
- Why having a poster up will encourage children to read
To whom it may concern,
This poster has been created to encourage parents to let their children read and interact with picture and story books as it will help them with their visual development. There are many benefits to picture books and it should be known to parents that children do not need to be giving them chapter books at such a young age. This poster is purposely colourful and informative for parents therefore appropriate for a school environment.
- Why they should put these up in school
- Why they should hand the posters out as leaflets to parents so they read them
- A bit more information to why its beneficial
- Why having a poster up will encourage children to read
To whom it may concern,
This poster has been created to encourage parents to let their children read and interact with picture and story books as it will help them with their visual development. There are many benefits to picture books and it should be known to parents that children do not need to be giving them chapter books at such a young age. This poster is purposely colourful and informative for parents therefore appropriate for a school environment.
Practical: Final Poster
This is the final poster design for studio brief 2. I have decided with this design as I feel like it works best and like how the final design looks.
The poster works well for the target audience of children and parents as firstly, it is bright and colourful which will engage children and encourage them to read the poster but secondly its informative for parents as they have some quick points as to why picture books are important for their children and should hopefully encourage the use of them.
The practical outcome element for this part of the module is also a good link and response to the written aspect as it is encouraging the use of picture books which was concluded within my essay.
Practical: Looking At Colour For Poster
For the colours used on the poster, I wanted them to be made up of block solid colours and primary colours.
Practical: Poster Development
These images show further development of the poster design, I have played around with the colour and layout of the posters to see which works best. It was important to keep in mind how these posters would look as they will be placed around schools therefore need to be child friendly and exciting so children will be encouraged to look and read them. It also needed to be well informed for the parents.
Practical: Poster Initial Design
-Simple
-Include points from 'How picture books play a role in a child's development'
-Quote from 'Way's Of Seeing'
-Few illustrations
-Bold colours
-Bold typography
-Include points from 'How picture books play a role in a child's development'
-Quote from 'Way's Of Seeing'
-Few illustrations
-Bold colours
-Bold typography
Initial small illustrations that could be used on the poster.
Practical: Video Research
Infant sensory video's
Video description:
"These videos are a great way to encourage eye co-ordination and focus in babies in the formative months of their lives. It is a well known fact that that while babies are very young, and their sight is developing, their vision is much more attuned to black and white, and high contrast images. Babies love bright and sharp images. You can see their eyes light up and their interest is visibly raised when presented with these strong images. Add to that the extra dimensions of movement and sound, and your baby will be suitably impressed!"
I thought it would be a good idea to watch small bits of a video like this because it can give me an idea of the colours used among these kind of videos so that they could possibly be used within the poster designs.
Video description:
"These videos are a great way to encourage eye co-ordination and focus in babies in the formative months of their lives. It is a well known fact that that while babies are very young, and their sight is developing, their vision is much more attuned to black and white, and high contrast images. Babies love bright and sharp images. You can see their eyes light up and their interest is visibly raised when presented with these strong images. Add to that the extra dimensions of movement and sound, and your baby will be suitably impressed!"
I thought it would be a good idea to watch small bits of a video like this because it can give me an idea of the colours used among these kind of videos so that they could possibly be used within the poster designs.
Study Task 06- Write A Brief (practical)
BA (hons) Graphic Design
Context of practice 2: Practical brief template
Name
|
Ciara O’Callaghan
|
Brief title
|
Picture books with Parents
|
Brief (outline the general aims of the project)
|
Produce a poster/series of posters to encourage/educate parents on the importance of picture books in order to progress their child’s visual development. It should have a positive focus on encouraging the use of picture books and the reasons and benefits to why they have a helpful impact on children’s visual development.
|
Background / considerations
|
Deliverables
|
-Poster design
-Proposal/letter to schools to distribute to parents and to put up around schools
-x6 design boards
|
Mandatory requirements (essential requirements that must be followed)
|
-Key focus on the target audience- Parents
-Ensure the poster is also child friendly
-Bright and bold colours
-Ensure the poster(s) are informative
-Link back to essay
|
Research: references to reading (essay)
|
Calabrese, L. (2010). How Picture Books Play A Role In A Child’s Development. Available: https://www.thechildrensbookreview.com/weblog/2010/11/how-picture-books-play-a-role-in-a-child’s-development.html. Last accessed 8th August 2018. |
Practical: Initial Ideas
-Poster
-Book
-Magazine
-Website
-Leaflet
-Campaign
-Adverts
As I do have a limited time to complete this brief, I will need to think practically and sensibly about what will be realistic to complete in this time without it becoming too much or something rushed.
As this practical brief should basically answer the question of the critical writing piece, my initial thought is to create something which encourages parents to encourage the use of picture books.
-Book
-Magazine
-Website
-Leaflet
-Campaign
-Adverts
As I do have a limited time to complete this brief, I will need to think practically and sensibly about what will be realistic to complete in this time without it becoming too much or something rushed.
As this practical brief should basically answer the question of the critical writing piece, my initial thought is to create something which encourages parents to encourage the use of picture books.
To what extent do picture and storybooks have an effect on children's visual development?
Question I need to answer above.
Design piece needs to be:
-Immediate theme of picture books
-Discuss visual development
-Child friendly
-Educate parents
-Explain efficiently
Practical Brief
PART 2 (visual investigation):
In part 2 of this studio brief you will develop a graphic design response to your chosen question. Your practical work will build on your knowledge established through your critical writing and explore through practice the creative, practical and pragmatic issues and circumstances surrounding your chosen topic and question. In this way, your practical work should endeavour to "answer" your chosen question through practical means. Since you will be producing a graphic design response, your work must show that you have an increasingly advanced understanding of the purposes and processes of graphic design practice. That is, it must have a clear brief and a thoroughly documented and assessable design process.
Your practical outcome will be documented through design boards in the same way as is required from other studio modules. Be sure to cross reference information learned and established through your critical writing in the development and documentation of your practical response.
Friday 10 August 2018
Practical Research: Lane Smith
It's A Book, Lane Smith
Playful and lighthearted with a subversive twist that is signature Lane Smith, It’s a Book is a delightful manifesto on behalf of print in the digital age. This satisfying, perfectly executed picture book has something to say to readers of all stripes and all ages.
Reading Level: Age 6 and Up
This book was recommended by the previous article and is for a different age range, its recommended at ages 6 and above, again it is quite like 'Dogs' in the fact that its heavily illustrated and only uses a small vocabulary range. This book is more on the jokey side as it mocks modern society for using things like kindles and iPads for children to read rather than the physical book itself. This could be an interesting point to consider as this will draw away from a child's full development and reading skills.
Practical Research: Article
https://www.teachingenglish.org.uk/article/picture-books-all
Reading the picturebook
After reading
It's clear that the teachers are focusing on the visual and encouraging their students to talk about the impact this has on their understanding of the picturebook's message. They help the students focus on the puzzles they find within, and also reinforce the fact that there is no right answer. They provide opportunities for discussion, which later lead into structured supported writing activities. I would say this collection of activities is very appropriate for older students, wouldn't you? It's real communication in English for real reasons.
There are a number of picturebook titles that can be used in a similar way with older students in an ELT context and at the end of the month I hope to publish a list, made up of some of my suggestions and yours too. For the time being here are four possibilities and if you want to know why I think they are appropriate for older learners, ask me!
Browne, A. (1986) Piggybook, Julia London: MacRae/Walker Books
Erlbruch, W. (2007) Duck, death and the tulip Wellington: Gecko Press
McKee, D. (2006) Tusk, Tusk London: Andersen Press
Smith, L. (2010) It's a book New York: Roaring Book Press
These are their ideas for using The red tree:
Before reading
- Complete a word search activity with emotion words.
- Elicit further emotion words.
- Show and discuss the cover and opening picture entitled ‘Dawn’, which is part of the peritext.
- Ask the students questions, help them think about how the girl feels and predict what happens in the picturebook. “How do you think she feels?”; “What do you think the story is about?” etc
Reading the picturebook
- Read and show the picturebook, ensure you leave plenty of time for the students to look at the illustrations.
- Read the book again, and if you have a class set, let students look at their copies.
- Talk about the illustrations, but don’t forget there is no right answer to anything.
- In groups, ask them to make a list of the images that represent positive and negative feelings. (There is a supportive handout for this.)
- Follow up with students sharing their ideas with the rest of the class, give plenty of time for further discussion.
- Read the picturebook as many times as you feel necessary.
After reading
- Create a red tree of hope: Give students red leaf shapes. Ask them to write positive emotion words on the leaves, place the leaves around a brown trunk.
- Make a class poem book: Ask students to complete a poem, using feeling words. (There is a supportive handout for this.) Students can also illustrate their poem. Put the poem sheets together into a class book.
- Self-evaluation sheet.
It's clear that the teachers are focusing on the visual and encouraging their students to talk about the impact this has on their understanding of the picturebook's message. They help the students focus on the puzzles they find within, and also reinforce the fact that there is no right answer. They provide opportunities for discussion, which later lead into structured supported writing activities. I would say this collection of activities is very appropriate for older students, wouldn't you? It's real communication in English for real reasons.
There are a number of picturebook titles that can be used in a similar way with older students in an ELT context and at the end of the month I hope to publish a list, made up of some of my suggestions and yours too. For the time being here are four possibilities and if you want to know why I think they are appropriate for older learners, ask me!
Browne, A. (1986) Piggybook, Julia London: MacRae/Walker Books
Erlbruch, W. (2007) Duck, death and the tulip Wellington: Gecko Press
McKee, D. (2006) Tusk, Tusk London: Andersen Press
Smith, L. (2010) It's a book New York: Roaring Book Press
Practical Research: Emily Gravett
Emily Gravett is a children's book illustrator and author. Her work was suggested to me from the previous article about being informative picture books for children.
Her website is incredibly interactive and child-friendly as the home page allows you to take a tour, showing you how to navigate around the website.
This is the bookshelf of all of Emily Gravett's books, you can arrange them by title but also by age, they rang from 0-8.
Dogs
Dog's is the first book that comes up recommended for ages 0-2, I don't own this book but I have done some research online about the pages that are included to get an idea of what they are like. As shown in the images above, there is very minimal text on the page and they are mostly filled with illustrations of dogs. I am assuming this kind of book would be read out to a child rather than them reading themselves at the ages of 0-2. I also wouldn't class this as the most informative kind of picture book that could be used to be teaching a child, it is more for their enjoyment.
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