Undress your Mind

UNDRESS YOUR

MIND

CONTENTS

49-54 The Big Idea

55-62 The Consumers 55-58 Primary Consumer 59-62 Secondary Consumer

1-2 Birds and the Bees 1-2 Preface

3-20 Sex Education 3-6 Math not masterbation 7-8 Red in the face 9-10 Science not Sex 11-16 Let’s liberate the youth 17-20 Pursuit of pleasure

31-48 Pornography 31-32 Rewiring the brain 33-36 Get hard or go home 37-38 Easy Access 39-44 Eternal erection 45-48 Red herring

67-82 The Brand - Voyage 67-68 Meet the Mentors 69-70 Build your being 71-82 Level 1, 2 and 3

85-103 Route to consumer 85-86 Snapchat filter 87-88 Mashable news 93-94 Messenger stickers 95-98 Bag for life 99-100 Seasonal accessories 101-102 Make a promise incentive 103-103 Collaboration with Durex

107 The answer 107-108 The Conclusion

BIRDS

AND

THE

BEES

PREFACE Fig 1, Birds and Bees Moodboard, 2017

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The current generation of teenagers were born into a world radically different from that of their parents. They remain permanently plugged into their smart phones and become vulnerable to forms of sexting, revenge porn, and other revolutionary, digital dangers.

While the world has modernised and society has embraced new cultures and sexual relationships, the subject of Sex Education in British classrooms remains in the dark ages. Taught by inexperienced amateurs, from outdated textbooks some teenagers are still learning about the Birds and the Bees from crossword puzzles, completely ignoring imperative subjects such as LGBT relationships or female orgasms.

Without an effective programme of education, some teenagers turn to porn as an alternative, creating a society of sexually active teenagers with unrealistic and degrading expectations of women.

The demands placed upon teenagers today is immense. Be it the pressure to fit into a defined social group or to decide which career they wish to pursue in an ever more competitive world. We can and we should lend a helping hand in minimising these burdens and educating them about Sex would make a strong start.

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MATH NOT MASTERBATION Fig 2, Math Moodboard, 2017

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The topic of ‘sex’ has long struggled to enter our culture’s mainstream conversations. Despite a more diverse and pluralistic sexual culture that continues to emerge, the taboo subject remains vocally hidden from our children in fear of sexualising the young. However, by being raised amongst repressed attitudes, they are ultimately being left to fend for themselves both unprepared and uneducated within an alien adult world.

This report aims to investigate the reasoning behind the reticence surrounding sex and the multiple factors that mislead and shape young people’s expectations on this matter.

With schools, government and parents shying away from the harsh realities and detrimental consequences of teaching through a ‘narrow prism’, young adolescents are forced to seek advice through ‘Chinese whispers and the internet’.

The protection of young teenagers from ‘distorted, unbalanced and unrealistic information’ (Liekens, 2017), begins now through this honest, non-euphemistic and informative report.

4

The long overwhelming demand for mandatory Sex and Relationship Education within UK Schools has been recently proven effective within Parliament, as exposed through the Government’s decision to make this a compulsory subject (Elgot, 2017). In theory, it is problematic to fault this encouraging revolution, yet in practice the idea that this acts as a sufficient quick fix to a momentous problem is no more than a derisory outlook.

With this existing Bill being challenged at present, it is uncertain as to what will transpire in the imminent future, though from probing the perspectives of industry experts who are embroiled in this decisionmaking process, apprehensions still endure.

5

An interview was conducted with Jonny Hunt, a Sex Education Consultant, who defined this legislation as a ‘promise’ he has repeatedly accepted and observed before. “Until it is written” he said, “we are in the same boat, unfortunately”; from years of false indications that SRE would undertake meaningful change, one core issue that has resonated with him is the absence of appreciation for the subject. Jonny explained how with a lack of obligation and recognition for SRE within a school’s curriculum, it is somewhat futile for management to ‘touch it’; “If Ofsted aren’t going to give you a big tick for it” he said, “then why would you do it?”.

This underpins the indistinct and extensive journey that is yet to occur; with alterations to British attitudes being perhaps the first hindrance to overcome.

(Appendix, Pg. 47) Fig 3, School Moodboard, 2017

6

RED IN

THE FACE

An extensive component that helps drive a high-quality Sex and Relationship class is conclusively its conveyer. Teachers play a critical part in ensuring young adolescents remain safeguarded both inside and outside the classroom.

Fig 4, Teacher Doris Day, 2007

7

Julian Sturdy, Conservative MP, responded to this perception in writing, stating that the reasoning behind there being no ‘specified programme of study’ is to permit the teachers with flexibility to deliver the lessons (Appendix, Pg. 15). He argued that they are the “best placed to understand the needs of their pupils” and thus need no “additional central prescription”, which can ultimately be interpreted as a somewhat ill-informed and an apathy stance.

Those who are often expected to teach SRE within schools are not specialists in this area, it is prevalently recognised that many find themselves exchanging mathematical equations and decimal points for a talk about the reproductive system.

Sex and Relationship Education consultant Jonny Hunt advanced upon this awareness, as he has long witnessed first-hand the lack of ‘support’ and ‘training’ for staff in relation to this subject. As an advisor for both teaching staff and students, Jonny has overseen countless classes, and expressed the sharp juxtaposition between educating techniques.

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“I’ve been in some schools where I’ve walked into one classroom and they’re having this big debate and throwing ideas around and it’s brilliant”, he continued, “I’ve walked into the next room, who’s delivering the same lesson and they’re sat doing a word search because the member of staff in that room is not confident enough to have that conversation”. It becomes a growing concern that based upon the class in which a young teenager is placed, the extent to what they learn could drastically vary resultant of their tutor’s boldness and sexual sense.

Therefore, it remains fair to argue that the occasional plucky teacher cannot be the sole vindication to trusting that this programme of study is adequate. (Steinfeld, 2016)

SCIENCE NOT

SEX

9

For an excessive length of time now, the educational system has penalised the knowledge of young students by introducing them to a condom and later waving them off at the school gates, allowing them to digress into a daunting and challenging world.

A world full of STIs, sexual imagery, sexting, revenge porn and other countless 21st century pressures.

(Appendix, Pg. 83)

The core guidelines for SRE however, were introduced in year 2000 and have not been developed nor advanced since. (Department for Education, 2000).

Despite the explosive growth of social media and the legalisation of equal marriages and civil partnerships, it has become apparent that these significant social developments and many more, are not yet enough to modernise the guiding principles.

Sex Education has undeniably struggled to adapt to the ever-changing society that we live in today and thus schools are providing information that is outdated and ‘wholly unfit’ to prepare students for ‘the realities of sex and relationships’ in 2017 (ITV News, 2016). Talking to Rachael Maskell, Labour and Co-operative MP for York Central, the importance of change within this programme of study was evident within her expectations (Appendix, Pg. 23).

She stated, “It should reflect the challenges young people face today”, with it becoming apprehensive that adolescents are still scrutinising the ‘intricacies of long-shore-drift and Henry VIII’, (Hobbes4, 2017) while being denied the “skills and knowledge they need to stay safe, happy and healthy in the 21st century”.

Fig 5, Condom Moodboard, 2017

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LET’S LIBERATE THE YOUTH

Fig 6, messy face moodboard, 2017

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Another aspect of Sex Education that can be considered antiquated, is the way in which relationships are discussed.

LGBT identity is mostly ignored as ‘heterosexuality is largely assumed and unnamed within the context of schools’ (Mary, Kehily and Jane, 2002), and therefore prohibits young teenagers the simple understanding of alternative sexual possibilities.

This argument may be supported by the research conducted from academics in Birmingham City and Sheffield Hallam Universities who analysed an array of UK Sex Education classes and concluded that ‘teachers almost always depicted young people as heterosexual – despite claiming their lessons were inclusive of sexual diversities’. (Garner, 2015) The effects of this are extremely evident with present happenings as ‘sexually transmitted infections are on the rise’ (Liekens, 2017), a Mintel report specified that the reasoning behind the current increase in STI diagnosis is ‘men who have sex with men’ (Duckett, 2016)

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This consequence may link directly to the lack of education provided at an early age; as with little scrutiny on same-sex relationships within schools, derives the worrying dangers of people making uninformed and naïve decisions regarding sexual health.

As of now, it is not mandatory for teachers to bring to light LGBT sex and relationships (Gray, 2017). This is possibly an ignorant outlook to assume young teenagers are not already exposed to the concept of gender identity.

‘Television, film and the news media all seek out new angles and story lines that include people who have ‘changed sex’, meaning adolescents are being confronted with ‘Trans’ in their daily lives, though are being prevented from the knowledge and positive understanding of this diverse community (Whittle, 2000).

This is slightly disquieting, as the safe and comforting environment that a school is responsible of providing, should realistically be celebrating difference through noticeable manners to prevent any feeling of exclusion amongst pupils (Bertrand-Shelton, 2017).

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Fig 7, Sausage Moodboard, 2017

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In theory, SRE classes have the means to approach this subject and ideally schools should wish to accept and reinforce the ‘democratic values of a diverse Britain’ (Adams, 2015). However, in practice young teenagers are undeniably being shielded from this topic and denied the prospect of questioning and exploring any relatable concerns that they may have.

Fig 8, Boob Moodboard, 2017,

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The HIV and sexual health charity, ‘Terrence Higgins Trust’ conducted a report to help strengthen this argument and found that a concerning 95% of over 900 young people they asked, aged 16-24 were never taught about LGBT relationships. (Terrence Higgins Trust, 2016). Student Pride activist Charlie Mather’s first same-sex experience represented the deficiency of education she once received; uncertain, unaware and profoundly naïve.

She expressed how Sex Education classes lead her to believe that lesbian sex was not ‘real’, and how the lessons defeated the intention of keeping all pupils safe (Mathers, 2017). However, when considering the possibility of introducing LGBT-inclusive SRE, it is perhaps narrow-minded to presume that this will benefit solely this cohort. If all students are given the opportunity to learn about ‘the spectrum of LGBT identities’, not only will this help to accept themselves and others, but it would prepare them for ‘life in modern Britain’ (Bertrand-Shelton, 2017).

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PURSUIT OF

PLEASURE

A pattern that appears to have established itself surrounding Sex Education is the concept of ‘pleasure’ and the way in which it is always disregarded.

Discussion surrounding orgasms appear almost non-existent and instead the guidelines stress the importance of contraception and the human anatomy. It becomes undeniable, however, that young people are highly affected by the behaviours and attitudes they experience during their time at school, (Hughes, 2016) which corresponds perfectly with the importance to communicate and provide truthful information regarding sex, irrespective of how taboo.

Fig 9, Pleasure Moodbpard, 2017

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An interview was conducted with Tamasine Preece, a Head of Personal and Social Education at a Secondary school in Wales (Appendix, Pg. 69).

Acknowledging her ‘deep concern’ for the legislation policy in relation to the school’s curriculum and it’s struggle to meet people’s needs, Tamasine herself draws attention to the topic of pleasure within her classes.

Amongst 12 and 13-year-old boys, when this theme is brought to light, she expressed how none of them have “any concept that girls enjoy sex”. “When we talk about orgasms, this is brand new information” she said, “you can see with some boys, they’re mindblown”. This therefore illustrates the power of selection that adults uphold; to either deny a child of honest and frank information or to boldly provide them with it.

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Fig 10, Orgasm Moodboard, 2017

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It is naïve to assume that adults do not ‘seek to protect’ their children and resultant of this the dangers and consequences of sex blamelessly continue to dominate the classroom (Moyes, 2017).

However, to propose that the pleasurable side of sex be addressed towards the young, does not imply encouragement. Merely the ‘emotional experience’ that sex can offer and the thought of intimacy that a human naturally desires (Sanders, 2008), ought to be made recognisable amongst young teenagers.

If teachers persist on utilising a negative vocabulary when probing the subject of sex, then a detrimental service will ultimately happen, ‘yes, there is a danger in sex – but dealing with danger quickly takes a backseat when you realise how good it is’ (Moyes, 2017).

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WAKE

UP

AND

SMELL THE

CONDOMS

Fig 11, Taboo Moodboard, 2017

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It soon becomes evident that we are existing in a ‘puritanical double standard culture’ (Gallop, 2009) where young UK teens are plagued by naivety, ignorance and silence., Fundamentally, it could be suggested that as a society we have a ‘broken attitude’ towards sex, (Moyes, 2017) in which we still maintain a ‘British stiff-upper lip’ in relation to this sensitive subject matter (Steinfeld, 2016).

This repressed attitude has continually funnelled down, and sex has yet to succeed in becoming accustomed conversation. The uncertainty of society’s acceptance on this topic however is made evident by Dame Jenni Murray who wishes to change the naming and language used around Sex and Relationships Education.

If the word ‘Sex’ was removed, she says “nobody can complain or be upset” (Packham, 2016). This epitomises the ‘funny culture’ that we continue to endorse, where the way in which specific topics are spoken about will challenge people (Sex in class, 2015).

‘Make Love not Porn’ founder Cindy Gallop described It as a place where ‘people believe a teen abstinence campaign will actually work, where parents are too embarrassed to have conversations about sex with their children, and where educational institutions are terrified of being politically incorrect.’ (Gallop, 2009).

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Sweden too withdrew the word ‘Sex’ from their subject name, though contradictory to Dame Jenni Murray’s philosophy, it was not consequential of prudish arrogance but instead a way to stress the ‘social and affective aspects of sexual relationships’ (Gustaf Boethius, 1985)

Fig 12, Barbie Vagina, Own image, 2017

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From this, both the reserved and uptight traits of the people within the UK become distinctly palpable when compared to those from other cultures. Sweden has been immersing its students in compulsory Sex Education classes since 1956, to help embody further its diverse acceptance and sexual frankness. While challenging prejudices they are conscious that sexuality is an ‘integral part of human life’ and that any form of silence becomes an ‘insult to the intelligence and the needs of young people’ (Gustag Boethius, 1985).

Sweden’s flexible demeanour in relation to sex is perhaps the justification for its birth rate among 15-19 year olds being 5.2 per 1,000 women, as opposed to UK figures who sustained a staggering 19.7 per 1,000 (Weale, 2015).

Holland additionally is world renowned for its open mindedness and ‘lurid reputation’ when educating the young about sex (Haasnoot, 2011). Davina McCall voiced her admiration for the teachings she observed when visiting, and interpreted their ‘utterly fantastic classes’ as a ‘lightbulb moment’ to just how illconsidered the British are in response to this matter (McCall and Naik, A). The variance being the way in which Dutch teenagers are sexually conversant within schools from the age of four, while outside of class they remain ‘closely connected’ to parents to chip away and prevent any form of taboos (Orenstein, 2017).

Subsequently, teenagers in Holland, on average lose their virginity a year later than those in the UK. This is reinforced by the data for teenage birth rates which in 2014 was 6.8 per 1,000 15-17-year-olds as opposed to the Netherlands which was 1.3 (FPA, 2016). Although rates of teenage pregnancy within the UK are at their lowest levels, this scarcely serves as reassurance when being compared to practice from other cultures; it is apparent that invitations for young British teenagers to engage in sexual discussion remains somewhat closed.

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HUSH HUSH

25

‘The Sex Myth’ delved into the difficulties of parenting and concluded that the most perplexing part is ‘negotiating what is appropriate in a world where much has changed’ (Magnanti, 2012). Although the notion that specific sex related issues are too taboo to consider and discuss is what drives them to be ‘pushed into this tiny little corner’. (Collection et al., 2015) A boundless hamster wheel of information withdrawal is therefore created as ‘our kids will inherit that and pay it forward’; boosting the reluctant philosophy that we already sustain (Moyes, 2017).

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When speaking to International Education Specialist Dr Helen Wright, the parental role of educating the young about sex was a theme that appeared to overshadow any other. She argued “schools must not take the place of parents” and stressed the importance of maintaining a mutual and active relationship between the two (Appendix, Pg. 29).

The extent of parents’ engagement within this subject however is dubious, as observed clearly on ‘Mumsnet’ when questioning users about Government’s plans to make Sex Education compulsory (Appendix, Pg. 81).

The first response being “I thought it was compulsory already” was irrefutably a daunting and almost alarming reaction, as it strongly highlighted the apathy attitude that many parents can maintain.

In correspondence to this, it could be considered that they depend wholly on teachers to approach this sensitive subject as they themselves become reluctant to confer about the Birds and the Bees.

This perception was exposed also after conducting an interview with Rebecca Jennings, an Age-Appropriate Sex & Relationships Education provider for schools (Appendix, Pg. 61). From her involvement of working with parents, the hesitant and apprehensive attributes they preserve is a pattern that Rebecca has long recognised, as she discussed the ‘panic’ and ‘resistance’ that parents sustain when acknowledging that their child will participate in sexual related talk.

A key reasoning for this as mentioned by Rebecca is that “a lot of parents still think by telling young people about sex, they’re automatically going to go off and try it” though what is rarely reassured is the lack of data that supports this unnerving assumption.

There is no considerable evidence to support this fear; sexual activity does not increase amongst young adolescents when confronted with this taboo, and in truth, many of them have a more ‘balanced and mature approach to modern culture than commentators give them credit for’ (Magnanti, 2012).

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Fig 14, Daddy Moodboard, 2017

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Fig 15, Mummy Moodboard, 2017

As a mother herself, Rebecca related to the necessity of wanting to keep children ‘protected’, yet addressed that schools contribute to the safety of this intention by creating an ‘informed’ and ‘non-judgemental’ environment. Parents however, may still exploit their right to withdraw their child from such classes which generates concern surrounding ethics (Bullard, 2017).

During a Government discussion of the ‘Children and Social Work Bill’, Labour co-op, Stella Creasy, clarified Ofsted’s evidence of how “young people are crying out for this kind of information and support to keep themselves safe” (Parliament, 2017). Therefore, although the decision must conclusively lie with the parents, it seems prejudicial that by being born into a cautious or religious family for example, will determine whether one is taught about the prominence of what forms a healthy relationship.

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This ultimately accentuates the signification of using clear channels of communication between parents and schools, to help create a partnership in the process of educating the young (Bullard, 2017).

Fig 16, Legs Spread Moodboard, 2017

The possible negligence of the government’s approach to Sex Education leaves young teenagers vulnerable to utilizing porn as a means of developing their sexual knowledge. This prevailing culture influences them in a way that can only be described as unnerving.

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REWIRING THE

BRAIN

With ‘60% of students accessing porn for, at least part of it as guidance’ (NUS 2015) it can be argued that their ‘sexual horizons are being conditioned by the industry’s often warped standards’ (Steinfeld, 2016).

The eroticism depicted within porn however is shaped and stylised specifically to achieve sexual arousal for its viewer and thus it is a fantasy, fashioned by an industry that is ultimately ‘hijacking our sexuality’ (Dines, 2011) Though as to whether adolescents can differentiate the juxtaposition between pornographic sex and that in real life, is a thought that seems exceedingly doubtful.

Freud’s sexual theories explore the concept of puberty and how with It comes an ‘accession of libido in boys’ (introductory essay by Steven Marcus et al., 1962).

As a result of this, porn becomes a method to aid masturbation, though in the process it possibly exposes levels of ‘so-called negative and unhealthy forms of sexual expression’ (Mckee and Sullivan, 2015).

For young teenagers, this can be highly deceptive as the cleverly structured and overexaggerated performances have the capability to shape their ‘nascent ideas of love, sex and relationships’ (Love and Sex in an Age of Pornography, 2013). Porn performer Juezz Ventura, reinforced this idea be expressing “there are some scenes that I’ve done, where I’ve never had sex at home as rough as I have in some of my scenes” (Love and Sex in an Age of Pornography, 2013). Though with the tremendous lack of discussion surrounding porn, it becomes ignorant to trust that the young can comprehend the difference and the thought that Pornographic scenes generate sexual misconceptions is one that they are ultimately unaccustomed to.

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GET HARD OR GO HOME

Most alarming is the way in which the porn revolution is quickly moving into ever more hard-core scenes. A study of the 50 most watched pornographic videos made this argument evident as it found that 88% of scenes contained some form of physical aggression, with the majority being directed towards women (Love and Sex in the Age of Pornography, 2013). This undeniably creates an unhealthy surrounding for young males who are easily influenced by both ‘social and cultural messages to act in sexually dominant ways’ (Ann Harris, 2016).

President Trump is a prime example; “When you’re a star” – he said, “they let you do it. You can do anything… Grab them by the pussy� (Lucas, 2017). This demeaning approach from the US President corresponds strongly alongside pornographic scenes, thus young males are arguably being navigated by a ‘mediated culture of sexual entitlement’ (Mckee and Sullivan, 2015).

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Therefore, the prospect of leaving adolescents to grow in a world where they are unequipped with the ‘skills, confidence and information to safely explore their own sense of what’s right’ seems somewhat staggering. (Lucas, 2017)

Fig 17, Boob Exhibition Moodboard, 2017

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Fig 18, Deep Throat Moodboard, 2017

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‘Why I stopped watching porn’ is a raw and hard-hitting TedTalk in which Ran Gavrieli probes the reasoning for ending his long-term relationship with this “male dominated” mechanism. He expressed that “Porn brought so much anger and violence into my private fantasies and this was anger and violence that was not there originally” (Gavrieli, 2013).

As a result, the perception that porn has the capability to rewire the male brain becomes highly visible. Scientists have extensively challenged the construction of the brain and consumed the concept of ‘neuroplasticity’ which identifies its ability to ‘reorganise itself’ (Net, 2017). Neuroscientist Michael Merzenich, highlights the systematic argument of how humans become their own ‘responsible agent’ to maintaining their minds; he states, “it’s under your control, your happiness, your well-being, your abilities, your capabilities; they are capable of continuous modification” (Merzenich, 2004).

Therefore, the incessant viewing of antagonistic and hostile pornographic scenes, that include “one woman and three men, who are pulling her hair, spitting in her face, calling her a whore and a slut”, (Dines, 2015) may frightfully lead young boys to become ‘imitators of what they see’ and thus develop into sexual ‘aggressors’ (Gavrieli, 2013).

Cindy Gallop reiterates this idea and delves into the paralysing part of this infantile influence as she claims, “if the only cues you have are from porn, then those are the ones you’ll take, to not very good effect”, (Gallop, 2013). Thus, highlighting the sufficient need to offer appropriate information to young teens, in regard to the explicit content they may find online.

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EASY ACCESS Fig 19, Sexting Moodboard, 2017

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Due to the extensive growth of technology and the age of the internet, there has been a significant surge in new social dangers as well as a change in pornographic nature. Producing and sharing imagery has now converted into a highly quick and easy motion, though with apps such as ‘Snapchat’, young teenagers are being deceived into believing ‘disposable media’ helps keep them safe. (Appendix, Pg. 83) Beyond this, the developments that our world are capable of executing are ensuing technological advancements such as Virtual Reality. With this comes the offering of pornographic sexual experiences, and in theory should provide a physical distance between the act and its watcher. Yet in practice, porn is bringing its viewer closer to the scene than ever, and it cannot be known as to whether the young teenagers who are exposed to these forms of involvements are able to distinguish the difference between the two. (Mckee and Sullivan, 2015).

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ETERNAL ERECTION

The argument that adolescents are uninformed about the juxtaposition between Pornographic sex and that in ‘real life’ was made strikingly apparent from the results of a multiple-choice test which was made up of simple facts and figures to complete (Appendix, Pg. 79).

With the percentage of surgery amongst Porn stars being a staggering 80%, only 40% of participants could answer this correctly and those who didn’t were seen to be responding with a much lower answer.

In addition, only 6% of women regularly ejaculate, yet only 28% of respondents got this correct.

Those who guessed incorrectly had selected a much higher percentage, which may be an indication that the popular ‘squirting’ scenes that have long circulated online emphasise a precise expectancy offline.

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Having interviewed actress Jessica Hoarau for a deeper understanding in relation to this theme, she specified how the Porn industry request ‘Squirters’ explicitly for that category, and in no means, is this ‘technique’ the norm (Appendix, Pg. 41).

This ultimately puts significant weight on the idea that pornography is conditioning a false anticipation for how young adolescents believe others to look, act and sexually perform.

Fig 20, Clean Shaven Moodboard, 2017

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Fig 21, Fake Boobs Moodboard, 2017

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‘Love and sex in the age of pornography’ documented the feelings of young females and males in response to this; one girl exclaimed how women in the scenes had “gigantic breasts and perfectly moulded vaginas”, whereas one male mentioned how “in porn women don’t have a gag reflex, in real life, girls can’t take the whole thing” (Love and Sex in the Age of Pornography, 2013).

These affects undeniably trickle down, and the ‘plastic version of porn’ becomes an enormous distress on young people’s identities (James, 2015) along with the knowledge among young adults being distorted into knowing the ‘difference between a Brazillian and a Hollywood, but not the difference between a Vuvla and a Vagina’ (Mroz, 2017).

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Fig 22, Suck it moodboard, 2017

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Ultimately the Pornification of today’s society, is fuelling stereotypes and reinforcing outdated gender roles. “Lad culture” is suggested to be rising, with a Government report warning that a third of girls aged 16 to 18 having experienced sexual abuse is frighteningly being underplayed by schools and replaced as ‘banter’ (Hughes, 2016).

A handbook of sexual health from 1984, stated how young adolescents ‘measure their masculinity against each other each other in terms of physical strength, athletic powers and genital endowment’ (Handbook of sexual health, 1984). The desire of a young male to assert his manhood is a perception that feasibly exists today, Jonny Hunt described this notion as an ‘expectation’, and stated that many fear if this is not the circumstance then they will be viewed by others as not worthy of being a guy or in some cases even gay (Appendix, Pg. 47).

Porn somewhat brings to light the ‘expectancies’ of men; being sensual, passionate or attentive towards women does not provide one with entrée into masculinity, but instead you are only valued by having a ‘large penis and eternal erection’ (Gavrieli, 2013).

Consequently, the need to unpick these gender dynamics is central to preventing danger and risk, along with helping schools to reframe a place of safety where young adolescents can ‘learn, grow and expand their minds’. (Parliament, 2017).

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RED HERRING Although the harmful and negative connotations surrounding Porn as a means of education have been asserted within this report, it is somewhat important to stress the opposing notion. With young teenagers receiving either no Sex education or the basic minimum, it barely becomes a revelation that Porn is used as their principal source of information to help appease their curiosity.

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‘In front of the children: Manchester’ panellist Paul Burston, recalled porn as being his first visible sign of ‘gayness’ while growing up as a gay man.

As a result, there is a form of testing that can occur, and the suggestion that porn may not be used solely for sexual arousal but instead as an outlet for young teenagers to explore sexuality can perhaps make an authentic angle (Burston, 2015).

This viewpoint was visibly reinforced when speaking to Sebastian Evans, a gay porn actor and model (Appendix, Pg. 37). When probing the concept of Porn being an educational tool, he maintained the outlook that this was notably the case for those who are gay as he stated, “we don’t get any Sex Education at school that is relevant to us”. Therefore, porn may become an adequate role in nourishing and refining one’s sexuality, as oppose to the academic culture who arguably struggles to strive for the same result.

Fig 23, Sperm Catcher Moodboard, 2017

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Porn consequently becomes a Red herring. ‘Public debates and moral panics have largely revolved around children being (involuntarily) exposed to porn online’ (Saarenmaa, Nikunen and Paasonen, 2007), yet little attention is fixated on the thought that young adolescents actively go searching for porn in the prospect of gaining a deeper understanding surrounding sexual experiences.

For some, porn becomes the solution, and it is perhaps ignorant to assume that this is not an alternative to seeking the help of a teacher or parent. Instead the internet may display itself as a less frightening approach for a younger teenager, as it can provide them with the opportunity to be immersive within a somewhat forbidden adult world without any communal discomfiture.

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Fig 24, Legs Moodboard, 2017

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Fig 25, Universe Moodboard, 2017

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THE

BIG

IDEA When merging together the Secondary and Primary insights, the desperate need for an alternative method to teach Sex Education becomes undeniably apparent. With the occurring pattern of expectance for young teens to encounter the concept of sexuality without any tangible sense of how, is a vulnerability that needs addressing.

As a result, this provoked the idea ‘to reform and revive the coming of age “talk”, via an immersive gaming app that empowers its adolescent user to embark on epic, educational and diverse journeys’.

The game is designed to offer the consumer an individualised learning experience, where their acumen, motivational, and somewhat emotional skills will be principally provoked. Although it plans to both challenge and stimulate the mind, this sensation will differ greatly from the one that is received when reading a classroom text book; a sense of self will also be built in preparation of tackling the external transitioning period of age.

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Fig 26, On top of the World Moodboard, 2017

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When testing this idea further, it became evident that both weaknesses and strengths prevailed.

A key concern being that an app-based solution may cause further secrecy between parent and child. Though when dealing with such sensitive subjects it can be argued that the idea of selfinteraction is possibly what one may need.

From speaking to SRE experts and educators a recurring pattern that showed was although young teenagers are requesting Sex Education themselves, it is often that they become shy and embarrassed in front of their peers. As a result, the answer to this problem may lie outside of the classroom walls, where they are able to feel the utmost comfort.

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Fig 27, Gamification world, 2017

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The idea of an app could also help to achieve extended periods of engagement from its user.

Games signal the release of dopamine in the user’s brain, which is a neurotransmitter that ‘controls the reward and pleasure centres of the brain’ (Roland, 2017). This ultimately becomes an important opportunity made possible by producing entertaining, interactive and beneficial gaming content.

To enhance this, a gaming app is one of few mediums that can be constantly updated by introducing new exciting features such as levels, characters and unlocking schemes to keep its user coming back.

Therefore, the consumer is likely to engage in long-lasting play, both when on the app and in the long haul.

App Annie wrote a report uncovering key trends that drove the app market growth in 2016. They explored how mobile gaming continues to evolve, and as a result the UK remains the 4th largest market for iOS apps and games, ‘both in terms of downloads and revenues’ (Annie, 2017). As young teenagers remain a key driver amongst this growth in the app economy, it remains irrefutable that they are already tech-savvy and would appreciate a technological method of education.

A Mintel report explored the gamification of learning and expressed how when it comes to ‘fun and escapism, consumers are increasingly looking to their smart phones and tablet’ (Flowers 2016).

Ultimately, the merging together of gaming and Sex Education would almost violate the expectations of what one would considering ‘learning’. As a result, it is this scarce nature of the Big Idea that reinforces this statement made above, by enabling an unruly and defiant method of learning.

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THE

PRIMARY

CONSUMER Fig 28, Intrigued Consumer Moodboard, 2017

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The Primary consumer has remained prominent throughout this report with young adolescents being the ones who are frightfully accepting the most damage due to the incessant problems surrounding Sex Education.

All young people, regardless of gender or sexual orientation, quickly become curious about life and soon develop questions in relation to their own puberty. As an undeveloped teenager who is beginning to feel the pressures of having to tackle coming of age issues during a puzzling time of sexting and strong burdens to act in specific ways, an outlet to offer guidance is a dire need.

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Teenage years provide this consumer with new found independence. Their schedule remains demanding, as they juggle school work and a social life, while documenting it all on their phones. When considering their diaries, they spend a significant amount of time at school, and it is here where they are likely to endure the most emotional and physical challenges of all.

There is a major pressure to be perfect as they are expected to excel in sport, top their classmate’s grades, and be a follower of the latest trend.

Despite the strains placed on them by parents and schools, it is perhaps other teenagers who remain the key influencers in their lives. This is heightened by social media, as they become invested in one another’s profiles, daily whereabouts, and the latest gossip.

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Fig 29, Female Consumer Planner Fig 30, Male Consumer Planner

58

THE

SECONDARY

CONSUMER

Fig 31, Religion Moodboard, 2017

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The Secondary consumer group that stands in the way of implementing real change to the Sexual Education of young teens is ironically the group that cares for them the most. Namely their parents.

Unlike the primary consumer group who suffer on mass from the lack of sexual education, parents are more difficult to target and are unlikely to ever agree on just one course of action. They are influenced by many different social-economic factors and as a result diverge into many sub-groups from liberal to conservative and everything in-between.

Parents from a religious conservative background are less likely to engage in a frank and meaningful discussion about the realities of heterosexual sex than atheist parents. Furthermore, they are perhaps incredibly unlikely to engage in any conversation about LBGT sexual relations due to the contradiction of their religious beliefs. This is supported by the government’s decision to allow faith schools to teach sex education ‘in accordance with the tenants of their faith’ (Elgot, 2017). As a result, children of parents from strict Catholic, Muslim or other faiths are less likely to receive a positive sex education from their home and because of the government’s legislation equally unlikely to receive it from their school also.

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It is not just the religious background of parents that can have a negative effect on the teachings of sex education but the financial. Education in the United Kingdom is split into private and state, those parents with large incomes can send their children to private schools such as Eton, while those children from poor backgrounds are required to attend a local comprehensive.

Private schools can invest in their Sex Education lessons and provide the children with modern resources combined with expert opinions. While children from lower socialeconomic backgrounds, are left with out-dated textbooks and generic advice delivered by maths or geography teachers.

The parents who are not fortunate enough to privately educate their children are unable to rely on the school to deliver adequate Sex Education and must deliver it themselves.

Therefore, it is imperative that parents accept this belief in change, and consequently become the Secondary consumer.

Unlike the Primary who maintain mutual daily strains, parents are more difficult to target as they tend to diverge into one of the two conflicting outlooks and lifestyles: Liberal and Conservative.

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Fig 32, Money Moodboard, 2017

Nevertheless, when discussing such an emotionally charged subject, it may be possible for their emotions to merge as they perhaps sustain a common ground when fearing for the safety of their children.

As a result, they may not have the resources, knowledge or confidence to engage in authentic sexual discussion with their child; yet may just agree to recognise and support a gaming app that embodies just that.

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THE BRAND Fig 33, Voyage Gaming App, 2017

63

Voyage is a Sex Education gaming app that empowers its user to explore coming of age issues.

Through a series of diverse worlds, the consumer is presented with topic-specific challenges to complete.

With a charismatic back story of existing as an outer ‘being’, the core aim is to survive all ministories, while in the process gaining pivotal knowledge that one would need to prevail on Earth.

When considering the creative concept for ‘Voyage’, its design soon became a strong metaphor for its consumer. During the transitional period of development into adulthood, young adolescents remain vulnerable within this alien, world. As a result, the game’s space aesthetic is set to portray a figurative representation of an incessant journey.

The eight original worlds are set to explore: LGBT, STIs, the menstural cycle, contraception, pregnancy, consent and healthy relationships, social networking and sexting, and sex myths.

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65

Sense of maturity vs more colloquial language

Voyage thrives from its counterintuitive nature and although it’s key focus is to educate its user, it’s novelty approach does not undermine this principal message. The brand embraces all things weird and wonderful and reiterates this heavily through its fun, quirky and almost outlandish personality.

The serious and ridiculous are fused together however, to help create each mini-game. When providing facts and important sexual related knowledge the tone of voice maintains a degree of formality.

Although the brand aims to share little comparison to a classroom text book, it remains crucial that the consumer can learn from the game, and Voyage makes this possible through a somewhat authoritative and respectful tone of voice when discussing facts.

However, this will not overshadow the more colloquial language used throughout, and in between important, educational information.

The Brand itself is friendly, noneshameful, and aims to make light of such a sensitive subject. As a result, its tone of voice should indeed reflect these attributes.

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MEET

THE

MENTORS

This sense of professionalism vs fun, is communicated through small amiable mentors who offer guidance throughout the game. The user will have the freedom to pick their guide from a selection of three, before embarking on their journey, to help form a stronger narrative.

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Fig 35, Voyage Mentors, 2017

The options will include a nurse, doctor, and sex specialist graduate.

The reasoning behind the specifically chosen characters are that the targeted consumer already view these as authoritative figures and are therefore more likely to appreciate and absorb the information they provide.

However, the book ‘Sexuality, gender and schooling’ reasoned that when encouraging hierarchical structures, an unfitting method of teaching may occur. It explained that by portraying professional educators as ‘holders-of-knowledge’, could give the impression that they are in control and therefore create a highly formal method of learning (Sexuality, gender and schooling).

Voyage aims to break down this barrier and prevent any moments of intimidation. As although the mentors are the consumer’s source of information, their appearance and somewhat casual language will emit personality and warmth to help forge an emotional connection between the two.

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Fig 36, Chosen Mentor, 2017

CREATE YOUR BEING

To echo the games theme of outerspace, the characters themselves closely resemble alien-like creatures.

They are ‘beings’, in which the user is able to customise to their own specific taste. There is no race or sex attached to these vivid animations which stimulates the use of one’s imagination. This ultimately provides a stronger sense of immersion into a fabricated and dynamic game, making each level irresistible to partake in.

Fig 37, Pick your being, 2017 Fig 38, Accessorise your being, 2017

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Fig 39, Character examples, 2017

70

LEVEL PART

1 1

Fig 40, Level one, 2017

One world is set to delve into the subject of Sexually Transmitted Infections. Many kinds of bacterial and viral infections that can be passed on through unprotected sexual contact will be explored, including how they can be spotted, tested and treated. This concept will be executed through entertaining and metaphoric, miniature style games for the user to complete.

71

One specific challenge will explore information regarding several STIs as opposed to just one. Here the being will be drifting along water in a small wooden boat, while the user is required to tap the numbered fish in the correct order as they swim and swiftly interweave just below.

The fish themselves resemble a diverse selection of Sexually Transmitted Infections, and the gaming concept acts as a metaphor for the way in which one would ‘catch’ an STI. Each larger fish that is selected will provide the user with 5 coins and a small insight into who they are and any other significant information in relation to that STI.

Fig 41, Catch the fish, 2017 Fig 42, Selected fish, 2017

72

LEVEL

1

PART

2

Like many of the other miniature-games found within this level, this section will focus solely on Pubic lice, which are ‘tiny parasitic insects that live on coarse human body hair’ (NHS.uk, 2017). Commonly known as ‘Crabs’, this particular STI enthused the sea life visuals; a theme that will endure throughout this imaginative and influential level.

Fig 43, Crab explanation, 2017

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Being lowered into the world’s water, the pressure of fending off the ‘crabs’ will occur almost immediately for the user, as the crabs continue to rise from the bottom of the screen and closer towards the user’s ‘being’.

The user will then be required to defend the being by flicking each crab and propelling them into the underwater basket, in an almost ‘swiping’ motion.

Fig 44, Under the sea, 2017

To prevent the crabs from escaping, the mentor provides the user with ‘Insecticide cream’. This will have to then be squeezed from the tube and doused over the crabs, to highlight the treatment process.

Fig 45, Destroy the crabs, 2017

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LEVEL PART

2 1

Fig 46, Level two, 2017

One world aims to debunk various sex myths by mocking them in a humorous and none-shameful way. The planet itself is underdeveloped, and as a result the being is left immersed in a factory, facing lots of small hindrances and challenges to partake in.

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Fig 47, Save yourself, 2017

Food works take place in this world’s factory, and the being becomes trapped under a mountain of crisps. The user is required to swipe them away in an allotted amount time to set it’s being free.

Once completed the user is responsible for placing the leftover crisp packet into its correct location: the bin. However, the bin itself was once involved in a factory chemical spill, and as a result grew wings, making it more difficult for the user to aim and succeed. This section of the level explores the falsehood of using rash, condom replacements, such as cling film and crisp packets; which is put straight by the mentor throughout.

Fig 48, Get rid, 2017

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LEVEL PART

2 2 One sex-myth that has long existed is the idea that foods and beverages can alter the taste of sperm, which has since been confirmed by Sexologist, Dr. Carol Queen as she states, “anything we smell or taste on the body is part of an excretory process�.

However, the argument that the taste of sperm can imitate directly that of a specific food or beverage, is a thought that this precise mini-game explores.

Fig 49, Factory Introduction, 2017

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Fig 50, Robots, 2017 Fig 51, Loading bar, 2017 Fig 52, Warning, 2017

The user is faced with small varied robots, who are located within the ‘customisation of semen’ section of the factory. Each is holding a different food or drink which the user can then select to add to their personalised semen potion. The consumer can swipe along to find more random ingredients, and once they have hand-picked five favourites, their concoction will begin to bubble.

While anticipating the outcome of their custom-made sperm, a loading bar will be quickly replaced with a warning sign from the mentor. The mentor will soon clarify how this concept was a myth and that the potion is due to erupt. Consequently, the user will be made to abandon the mission and make it safely out of the danger zone and into the next miniature-game.

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LEVEL

3

One planet will delve into contraceptive methods and its overall gaming concept will toy on the idea of dangers, while verifying the message to always stay ‘protected’.

Fig 53, Level three, 2017

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Fig 54, World explanation, 2017

Each game within this level will focus solely on a specific form of contraception and will be paired with a surprise danger. The user will need to use this type of protection in some way to defend themselves and help stay safe.

Fig 55, Mentor warning, 2017

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For the first miniature-game during this level, the user will have to endure a gloomy setting as a storm is foreshadowed by the mentor. As a method of protection, the user recieves a condom that metaphorically represents an umbrella, and is required to place it over the being in a ‘pinch and pull’ motion.

Fig 56, Protect yourself, 2017

The condom that the user receives is expired and as a result rips; meaning that the rain is able to make its way through the tear and put the bean at risk of getting wet.

Fig 57, Condom tear, 2017

PART 81

1

PART

2

As the being runs from the rain and into the second part of the level, it is confronted by an angry looking monster. To appease the hungry creature, the user must fling the contraceptive pill into its mouth. It soon begins firing back however, and to stay protected, the user must shield its being by bouncing back the sperm with a condom. The mentor will then explain in deeper level these forms of contraception.

Fig 58,Feed the monster, 2017 Fig 59, Defend yourself, 2017

82

ROUTE

TO

CONSUMER

83

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NO VE M B

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Fig 60, Pause screen, 2017 Fig 61, Route to consumer, 2017

84

APR

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SNAPCHAT FILTER Young teenagers thrive from fast communication and as a result Snapchat acts as the provider for this continuous need. They have rapidly become lovers of sharing raw and silly content with one another and Snapchat is also at the heart of this necessity. With the Snapchat filter spectacle and other fun, artistic features that they offer, young adolescents are provided with a new distinctive way of interacting. (Ballve, 2014).

Therefore, the first initial challenge of securing the consumer’s attention, will be from using Snapchat. A filter will be designed in the theme of Voyage, to create early buzz and excitement around the brand.

85

Fig 62, Voyage Snapchat filter, 2017 Fig 63, None-selfie Snapchat filter, 2017

86

SNAPCHAT MASHABLE NEWS

Voyages consumer is an early adopter. They are no longer listening to what ‘older generations’ find cool, and instead thrive from discovering the latest trends and brands by themselves.

13.5%

Fig 64, Consumer diffusion of Innovations Curve, 2017

Late majority

Early majority 34%

34%

16%

Laggards

2.5%

Early adopters

Inovators

Mashable remains a strong presence on Snapchat’s News feature, and has a key responsibility of offering a helping hand in speeding up this process. By bringing the ‘best of tech’ to its viewers snap circle, a guide to Voyage and a behind the scenes story will be told by Mashable and presented on Snapchat.

Fig 23,

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Fig 65, Snapchat news screen, 2017 Fig 66, Mashable Snapchat story, 2017

88

APP RELEASE

Voyage is to be released in September when its consumer is due back at school. Moving into year nine, unsustainable pressures occur. They are required to select their GCSEs, as well as feeling a social demand to become sexually active.

Fig 67, App Release, 2017

89

Fig 68, App Store, 2017 Fig 69, Voyage Bio, 2017

90

APP RELEASE

Fig 70, Mobile app store, 2017

91

Fig 71, Voyage mobile bio, 2017

92

STICKER SET

For young teenagers, discovering new forms of independence is an exciting prospect. They relish in communicating through cryptic forms of message, to place a clear divide between those and adults. The global phenomenon of emojis have allowed them to do just that, as the brevity, wit and metaphorical meanings they add to digital conversations, is limited only by its user’s imagination

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Fig 72, Robot stickers, 2017 Fig 73, Sticker Store, 2017

Although this consumer rarely posts publicly on Facebook, messenger remains a leading communication tool for their social group. Voyage aims to form a brand presence on here by creating a set of stickers that consist of small, assorted graphics from the game. Due to their random nature, the consumer will be able to add them to an array of conversation topics, which will ultimately provide a similar feeling to that of an emoji.

Fig 74, Voyage stickers, 2017 Fig 75, Voyage sticker set, 2017

94

BAG FOR

LIFE

Fig 76, Voyage bag for life, 2017 Fig 77, Voyage character bag, 2017

95

When gathering insights from both primary and secondary research, it becomes evident that parents will need to be targeted in the process of building a reputable brand. Consequential of their diverse backgrounds and lifestyles, finding a common ground between their daily routines is crucial when trying to grab their attention. Therefore, Voyage aims to use supermarkets as a key promotional position.

With the law now requiring large shops in England to charge 5p for ‘all single-use plastic carrier bags’, the concept of reusable bags seems an obvious solution. Voyage plans to design their own unique ‘bags for life’ to be purchased at the till, with all money contributing towards British Sexual Health charity Terrence Higgins Trust.

96

This will ultimately help to promote the gaming app, encourage conversation that surrounds this sensitive subject, and support the law’s intention of reducing the use of plastic carrier bags.

The reason behind using supermarkets to promote Voyage, is that parents will be likely buying food to provide for the family. As a result, the parent will already have the needs of their child positioned in their thought process, and will be more inclined to enquire about Voyage at the end of their shop.

This would therefore help to break down the barrier of such a taboo subject, as the parent is almost obliged to address the nature of the brand. Thus, ticking off one of Voyages core objectives: to encourage comfortable discussion surrounding sex.

The other consideration would be a parent who is shopping alongside their child. By creating visually alluring bags to catch their attention, this could influence the child to be inquisitive about the overall brand.

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These bags will be positioned in Waitrose, Tesco and ASDA to ensure a wide array of parents are reached. They will be released into stores in the month of November; as Christmas approaches this is when supermarkets are likely to be the busiest, with parents shopping in preparation for this popular holiday.

Fig 78, Mentor bag, 2017 Fig 79, Voyage supermarket bag, 2017

98

SEASONAL THEMED

ACCESSORIES

Voyage plans to embrace all seasons by releasing themed accessory packs.

As a good will gesture, and to encourage holiday spirit, these will be free of charge and automatically unlocked for the user.

Other accessory packs will require coins, Fig 80, Halloween Special, 2017

Fig 81, Christmas Special, 2017

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Fig 82, Valentines Special, 2017 Fig 83, Easter Special, 2017

100

MAKE

A

PROMISE INSENTIVE Fig 84, Promise screen, 2017

The user is able to make a pledge in response to a series of diverse sexually related promises. They can do this to claim free coins and in return, it will be shared amongst social media and Voyage will obtain free Brand Promotion.

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Fig 85, Level complete, 2017 Fig 86, Game over, 2017 Fig 87, Score screen, 2017

Having regularly updated incentives that allow the user to receive free coins, is a crucial concept when striving for loyal consumers. Young teens like to be challenged, and with a strong reward system that offers money, accessories and the ability to unlock levels creates a sense of achievement as they continue to advance within the game.

102 1

LIMITED EDITION CONDOMS

By collaborating with Durex, a series of limited edition condoms will be produced to heighten brand recognition and promote sexual health. Durex have over ’80 years of experience manufacturing condoms’ and as a result have already claimed the trust of millions of people across the world who wish to stay safe when engaging in sexual activity (Durex.co.uk, 2017).

Fig 88, Voyage condom, back, 2017

Therefore, it seems a judicious decision to partner with them, as Voyage aspires to influence and benefit both within the gamified method of learning, and outside of it.

103

The condom boxes will have three variations and each will explore the simple yet effective approach. Although the Durex branding will be visually obvious, an overall feel of Voyage will be dominant throughout. The gaming mentors will be a strong, recurring motif, and all packaging will embody the brand’s space theme to help add vivacity and personality to the product. To mirror perfectly the brand’s personality, there will be elements of surprise, as particular text is positioned on the inside of its opening and more quirky, amiable beings are set to be located nearby.

Fig 89, Nurse mentor box, 2017 Download on the App Store now.

Fig 90, Expert mentor 2017 Take off to the worlds of Sexualbox, Health!

Fig 91, Doctor mentor box, 2017 love sex

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One of Voyages key aims is to educate, which includes safe sex. It becomes naïve to believe that a young teen is unaware of sex before having a condom waved at them; ultimately, young adolescents cannot be stopped from engaging in sexual intercourse, though they can be influenced to stay responsible and safe throughout.

Nevertheless, Voyage will not purposely target their condoms towards a younger consumer. Instead these limited-edition condoms will be perfectly suitable Given that the age for of consent in the is 16, as defined the Sexual an older agedUKdemographic whobymay find a Offences Act 2003, it is possible that a collaboration between Voyage and Durex could cause controversy connection with Voyage and wish to play its game. due to its younger target market.

However, societal attitudes have developed in such a way that underage sex is now considered ‘a normal part of growing up’ (Bulman, 2017). This acceptance should be just one of many motives to provide young teenagers with advice, information and forms of contraception. It is critical to achieve this to benefit and protect their health, physical safety and emotional wellbeing (FPA, 2015). This argument is reinforced on the NHS website as it ensures their ‘condoms are available at any age and free of charge’, from sexual health clinics and pharmacies (NHS.uk, 2016).

One of Voyages key aims is to educate, which includes safe sex. It becomes naïve to believe that a young teen is unaware of sex before having a condom waved at them; ultimately, young adolescents cannot be stopped from engaging in sexual intercourse, though they can be influenced to stay responsible and safe throughout.

Nevertheless, Voyage will not purposely target their condoms towards a younger consumer. Instead these limited-edition condoms will be perfectly suitable for an older aged demographic who may find a connection with Voyage and wish to play its game.

105 1

Fig 92, Voyage condom, box, 2017

106

THE ANSWER To conclude, this report strongly evidences the need to provide young teens with an alternative method to tackle coming of age issues. Voyage ultimately becomes the answer, as the consumer is desperate for an immersive, honest, and visually alluring process that will forever offer a sense of escapism.

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Eleanar Reilly N0571429 Fashion Communication and Promotion FASH 30108 108

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ILLUSTRATIONS Fig. 1 - Reilly, E, (2017) Birds and Bees moodboard [Digital]

Fig. 19 - Reilly, E, (2017) Sexting moodboard [Digital]

Fig. 2 - Reilly, E, (2017) Math moodboard [Digital]

Fig. 20- Reilly, E, (2017) Clean Shaven moodboard [Digital]

Fig. 3 - Reilly, E, (2017) School moodboard [Digital]

Fig. 21- Reilly, E, (2017) Fake Boobs moodboard [Digital]

Fig. 4 - Chaps, C (2017) Teacher, Doris Day [online] Found at: http://jccc1.blogspot.co.uk/2007/04/who-is-stupid.html

Fig. 22- Reilly, E, (2017) Suck it moodboard [Digital] Fig. 23- Reilly, E, (2017) Sperm Catcher moodboard [Digital]

Fig. 5 - Reilly, E, (2017) Condom moodboard [Digital]

Fig. 24- Reilly, E, (2017) Legs moodboard [Digital]

Fig. 6 - Reilly, E, (2017) Messy Face moodboard [Digital]

Fig. 25- Reilly, E, (2017) Universe moodboard [Digital]

Fig. 7 - Reilly, E, (2017) Sausage moodboard [Digital]

Fig. 26 - Reilly, E, (2017) On top of the world moodboard [Digital]

Fig. 8 - Reilly, E, (2017) Boob moodboard [Digital] Fig. 9 - Reilly, E, (2017) Pleasure moodboard [Digital]

Fig. 27- Reilly, E, (2017) Gamification world moodboard [Digital]

Fig. 10 - Reilly, E, (2017) Orgasm moodboard [Digital]

Fig. 28 - Reilly, E, (2017) Intrigued consumer moodboard [Digital]

Fig. 11- Reilly, E, (2017) Taboo moodboard [Digital] Fig. 12 - Reilly, E, (2017) Barbie Vagina moodboard [Photography and Post Production]

Fig. 29- Reilly, E, (2017) Female Consumer Planner [Digital] Fig. 30 - Reilly, E, (2017) Male Consumer Planner [Digital]

Fig. 13 - Reilly, E, (2017) Baby moodboard [Digital]

Fig. 31 - Reilly, E, (2017) Religion moodboard [Digital]

Fig. 14 - Reilly, E, (2017) Daddy moodboard [Digital]

Fig. 32 - Reilly, E, (2017) Money moodboard [Digital]

Fig. 15- Reilly, E, (2017) Mummy moodboard [Digital]

Fig. 33- Reilly, E. Reeves, V (2017) Voyage gaming app [Collaboration]

Fig. 16 - Reilly, E, (2017) Legs Spread moodboard [Digital] Fig. 17 - Reilly, E, (2017) Boob Exhbition moodboard [Digital] Fig. 18 - Reilly, E, (2017) Deep throat moodboard [Digital]

Fig. 34- Reilly, E. Reeves, V (2017) Voyage Mentors [Collaboration]

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Fig. 35 - Reilly, E, Reeves, V (2017) Voyage Mentors [Collaboration] Fig. 36- Reilly, E, Reeves, V (2017) Chosen Mentors [Collaboration] Fig. 37 - Reilly, E, Reeves, V (2017) Pick your being [Collaboration] Fig. 38 - Reilly, E, Reeves, V (2017) Accessorise your being [Collaboration] Fig. 39 - Reilly, E, Reeves, V (2017) Character examples [Collaboration] Fig. 40 - Reilly, E, Reeves, V (2017) Level one [Collaboration] Fig. 41 - Reilly, E, Reeves, V (2017) Catch the fish [Collaboration] Fig. 42 - Reilly, E, Reeves, V (2017) Selected fish [Collaboration] Fig. 43 - Reilly, E, Reeves, V (2017) Crab explanation [Collaboration] Fig. 44 - Reilly, E, Reeves, V (2017) Under the sea [Collaboration] Fig. 45 - Reilly, E, Reeves, V (2017) Destroy the crabs [Collaboration]

Fig. 50- Reilly, E, Reeves, V (2017) Robots [Collaboration] Fig. 51- Reilly, E, Reeves, V (2017) Loading bar [Collaboration] Fig. 52- Reilly, E, Reeves, V (2017) Warning [Collaboration] Fig. 53 - Reilly, E, Reeves, V (2017) Level three [Collaboration] Fig. 54 - Reilly, E, Reeves, V (2017) World explanation [Collaboration] Fig. 55 - Reilly, E, Reeves, V (2017) Mentor warning [Collaboration] Fig. 56 - Reilly, E, Reeves, V (2017) Protect yourself [Collaboration] Fig. 57 - Reilly, E, Reeves, V (2017) Condom tear [Collaboration] Fig. 58- Reilly, E, Reeves, V (2017) Feed the monster [Collaboration] Fig. 59 - Reilly, E, Reeves, V (2017) Defend yourself [Collaboration] Fig. 60- Reilly, E, Reeves, V (2017) Pause screen [Collaboration]

Fig. 46 - Reilly, E, Reeves, V (2017) Level two [Collaboration]

Fig. 61- Reilly, E, Reeves, V (2017) Route to consumer [Collaboration]

Fig. 47 - Reilly, E, Reeves, V (2017) Save yourself [Collaboration]

Fig. 62- Reilly, E, Reeves, V (2017) Voyage snapchat filter [Collaboration]

Fig. 48 - Reilly, E, Reeves, V (2017) Get rid [Collaboration]

Fig. 63 - Reilly, E, Reeves, V (2017) None-selfie Snapchat filter [Collaboration]

Fig. 49 - Reilly, E, Reeves, V (2017) Factory introduction [Collaboration]

114

Fig. 64 - Reilly, E, (2017) Consumer diffusion of Innovations Curve [Own image] Fig. 65- Reilly, E, Reeves, V (2017) Snapchat news screen [Collaboration] Fig. 66 - Reilly, E, Reeves, V (2017) Mashable Snapchat story [Collaboration] Fig. 67 - Reilly, E, Reeves, V (2017) App release [Collaboration]

Fig. 78 - Reilly, E, (2017) Mentor bag [Own image] Fig. 79- Reilly, E, Reeves, V (2017) Voyage supermarket bag [Collaboration] Fig. 80 - Reilly, E, Reeves, V (2017) Halloween special [Collaboration] Fig. 81 - Reilly, E, Reeves, V (2017) Christmas special [Collaboration]

Fig. 68 - Reilly, E, Reeves, V (2017) App store [Collaboration]

Fig. 82 - Reilly, E, Reeves, V (2017) Valentines special [Collaboration]

Fig. 69 - Reilly, E, Reeves, V (2017) Voyage bio [Collaboration]

Fig. 83 - Reilly, E, Reeves, V (2017) Easter special [Collaboration]

Fig. 70 - Reilly, E, Reeves, V (2017) Mobile app store [Collaboration]

Fig. 84 - Reilly, E, Reeves, V (2017) Promise screen [Collaboration]

Fig. 71 - Reilly, E, Reeves, V (2017) Voyage mobile bio [Collaboration]

Fig. 85- Reilly, E, Reeves, V (2017) Level complete [Collaboration]

Fig. 72 - Reilly, E, Reeves, V (2017) Robot stickers [Collaboration]

Fig. 86 - Reilly, E, Reeves, V (2017) Game over [Collaboration]

Fig. 73 - Reilly, E, Reeves, V (2017) Sticker store [Collaboration]

Fig. 87 - Reilly, E, Reeves, V (2017) Score screen [Collaboration]

Fig. 74 - Reilly, E, Reeves, V (2017) Voyage stickers [Collaboration]

Fig. 88 - Reilly, E, Reeves, V (2017) Voyage condom, back [Collaboration]

Fig. 75 - Reilly, E, Reeves, V (2017) Voyage sticker set [Collaboration]

Fig. 89- Reilly, E, Reeves, V (2017) Nurse mentor box [Collaboration]

Fig. 76 - Reilly, E, Reeves, V (2017) Voyage bag for life [Collaboration]

Fig. 90- Reilly, E, Reeves, V (2017) Expert mentor box [Collaboration]

Fig. 77 - Reilly, E, Reeves, V (2017) Mentor bag [Collaboration]

Fig. 91- Reilly, E, Reeves, V (2017) Doctor mentor box [Collaboration] 115

Fig. 92- Reilly, E, Reeves, V (2017) Voyage condom box

116

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