Chia-Lin (Jolin) Ma _ ?er!od. (Period.) _ PPJ

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SelfInitiated

Chia-Lin Ma

Y4

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Content

Discover To p i c b r a i n s t o r m . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Research........................................4 External input 1..............................7

Define Research.........................9 Re s e a rc h Re v i e w. . . . . . . . . . . . . . . . . . . 1 7 Material exploration..........18 S u r vey & Wo r k s h o p . . . . . . . . . . . . . . . . . . . . . . 1 9 Research.....................................21

Develop D e v e l o p m e n t re v i e w. . . . . . . . . . . . . . . . . . 2 3 Concept development...................25 External input 2...................27 Sta ke h o l d e rs / p e rs o n a . . . . . . . . . . . . . . . . . . . . . . 2 9 Concept development.................30 Booklet development.................32 Mood board...............................35 Final review ................................36 Design development.................37 U s e r j o u r n e y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 6 Logo.....................................47

Deliver Cards..............................49 Fu t h e r l e a r n i n g . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1 Product kit..........................53 Final shots.........................54 Po s te r. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 5 Video..............................57 Reflection..............................59

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Brief For the self-initiated project, we were told that we could work on whatever topic we wanted. I thought this was a good practice to develop topics that I've always wanted to. I d e c i d e d to l o o k a t h u m a n - ce nt re d to p i c s a n d c o n s i d e r t h e o u t c o m e to b e e d u c a t i n g p u r p o s e . I plan to explore and discover what topic interested me the most in the first week of the project; after that, I will start researching to find design opportunities for my chosen topic.

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Topic Brainstorm 1 According to all the projects I had done before, I found that my interest lay in topics that put humans in the centre. So for this project, I want to take the opportunity to look at human-centred topics. Start by doing a topic brainstorm around humans, trying to find a design opportunity.

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Topic Brainstorm 2 After doing the first brainstorming, I got interested in topics that children or teens found funny. These are u s u a l l y to p i c s a d u l t s f i n d a b i t embarrassed to talk about with others.

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Topic Why?

Why did I choose this topic?

I’m looking at designing to educate children and pre-teens on body awareness and mainly focusing on menstruation. The main subject of my dissertation is feminism. While I was doing research, I found out that women still feel shame talking about their period in many cultures. Linking back to myself, I remember in middle school and high school, whenever my friends and I were going to the bathroom to change our pads, we would always hide the pads in our sleeves, so the boys in our class won’t see them, and they don’t have any chance to make fun of us. I found those actions really unnecessary when I look back on them now.

What?

What is the influence I want to bring?

For this project, I want to make things that could educate the younger generation, including both girls and boys, that having menstruation is natural, to remove the stigma towards it and normalize it. Aiming at encouraging people to feel comfortable to talk, discuss, and don’t have to hide period product in their sleeves.

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Euphemisms I t h i n k a l l o f u s m o re o r l e s s h ave h a d t h e ex p e r i e n ce o f ta l k i n g o r h e a r i n g a b o u t t h e p e r i o d . B u t m o s t o f t h e t i m e , p e o p l e d o n’t ca l l p e r i o d : p e r i o d o r m e n s t r u a t i o n . Pe o p l e fro m a l l ove r t h e wo r l d c a m e u p w i t h m a ny d i f fe re nt n a m e s fo r i t . A period tracking app named Clue discovered that there are over 5000 euphemisms just for period. Although it is believed that euphemisms can help us to talk about awkward yet important topics, on the other hand, it is hard to reduce stigma without feeling you can speak about it openly.

Red aunt Girl's stuff

Red sea That

Monsters Holiday

The red

Little red

Big auntie

Guest

Blue day

Red light

Red day

Red army

Lady days

Bloody mary

Tomato juice

Your devils

The moon

Ketchup diet

Aunt flow

Shark week

On the blob

That time of the month

Strawberry week

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Menstruation Experience After doing more research, I discovered how relationships people who are transgender or intersex have with periods are very different from others. Although this might not be the main focus of my project, I still found it quite relevant and important to look at. A transgender artist and menstrual health activist, Cass Clemmer, is working on spreading awareness that periods are not just something that happens to women and how it can be difficult and confusing for young people who are trans or gender-nonconforming. I read an article saying how using a men’s restroom can be daunting for those who have their period. The sound of opening a tampon or pad, or simply carrying one, can lead to unwanted attention. The U.S. Transgender Survey found that nearly 60% of transgender respondents reported being too afraid to use public restrooms due to fear of a confrontation. And 12 % reported being verbally harassed while accessing a bathroom in the past year. Cass Clemmer mentioned in one interview that he had a thing called “the candy bar dilemma”, Which is when he was in a stall in a men’s bathroom and made the crinkly nouse with a tampon when he’s opening it. When others ask him, “What’s that?” He will answer, “Oh, it’s just a Kit Kat!” He said he has to cover it up and figure out a way to hide that and keep himself safe every time he’s on his period.

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“I felt isolated; everything about periods was tailored to girls, yet me, a boy, wa s e x p e r i e n c i n g t h i s and nothing in the world documented that.” - Kenny Jones 6


External Input Day 17th, February, 2022 With Marianne, Robyn, Mafalda, Jay

Slides I used for the input day

I t i s s t i l l q u i te a n e a r l y s ta g e a t t h i s p o i n t . I s ta r t b y g i v i n g t h e p ro fe s s i o n a l s a s h o r t i n t h i s to p i c . M ov i n g o n , I b e g i n to s h a re s o m e o f t h e i n s i g ht s I d i s cove re d w h i l e d o i n g w h o a re t ra n s g e n d e r a n d p e r i o d m i g ht b e re a l l y d i f fe re nt c o m p a re d w i t h ot h e rs . F i n

Key Feedback 1. Could look at the packaging of period products. 2. Public place in Glasgow, who is doing well, and who is not. 3. Gather real-life stories from people. 4. Could look at the experience when one is digging for the pad in their bag; how is that experience. 5. Highlight what is your final design different from all the other existing products/games. 6. Try to talk with the older generation. 7. Do a meaningful co-design workshop and invite people in. 8. Look at examples of exposure. (Both bad and good examples are worth looking at) 9. What does period education looks like now?

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All pictures are taken with consent.

t ro d u c t i o n o f m y c h o s e n to p i c , fo l l o w e d b y b r i e f l y e x p l a i n i n g w h y I c h o s e g re s ea rc h , s u c h a s Eu p h e m i s m s , h ow t h e re l a t i o n s h i p b et we e n p e o p l e a l l y, e n d i n g i t b y s h o w i n g s o m e e x i s t i n g d e s i g n s I c a m e a c r o s s o n l i n e .

What Next? 1. Look at sex education at schools in Scotland. 2. Look at period ​​property. 3. Look at what home education looks like. 4. Example of exposure. 5. Workshop & Survey.

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Shopping Experience I decided to go into stores in Glasgow city centre to see how different stores display period products. The first one I went in was Superdrug; they named it “Feminine Care”, then Boots called it “Towels”, and finally, Tesco, where they’ve placed it in the health and beauty section, but without any other signs for it.

Superdrug

Boots

Tesco

Insights

O n e t h i n g I fo u n d q u i te i n te re s t i n g i s t h a t w h e n I w a s t r y i n g to g et c l o s e r to t h e s h e l ve s , p e o p l e n e a r b y w o u l d g o a wa y, p rete n d i n g t h a t t h ey we re l o o k i n g fo r s o m et h i n g else nearby, but as soon as I left, they would go right back.

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Packaging I put together some of the pad package from Taiwan.

Insights I'm not saying that pink is for girls and blue is for boys, but most people can agree that these packages felt really feminine. And I could already imagine boys, people who are transgender or intersex, feeling uncomfortable purchasing them in a store at the feminine hygiene aisle.

Images were taken by my boyfriend, and are used with his permission.

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Period Poverty PickupMyPeriod App

Scotland: In 2018, Scotland became the first to make period products widely available for free. Starting in schools, colleges and universities, followed by broader access in communities. And this app, "PickupMyPeriod", allows u s e r s to i d e n t i f y l o c a t i o n s a c ro s s Scotland where period products can be accessed for free. It currently links to over 700 venues in many communities w h e re f re e p ro d u c t s a re a va i l a b l e . Social Justice Secretary Shona Robison launched the app virtually with St Paul's High School pupils in Glasgow. Since the policy was introduced, the council has worked closely with students to deliver free period products. Ms Robison said: "This app is a fantastic tool that will help everyone who wants to access free period products for themselves, a family member or friend easily find them in many places across Scotland."

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Insights: After I downloaded this app and used it, I found it quite helpful. It not only shows where exactly in the city provides free period products followed by some more details of the places but there’s also a FAQs section that contains some general questions people might have related to period. However, I am a bit unsure about how people without a smart device would access this service.

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CCA: I’ve followed the App and went into the CCA bathroom and saw how they provide the free period product in their bathroom with a good ra n g e o f c h o i ce s . A n d I ’ ve s p o ke n to t h e i r reception, and they told me that the products a re ve r y p o p u l a r a n d a re g o i n g a wa y fa s t .

Insights: When I was doing research at the CCA, I noticed that although their bathroom is gender-neutral, the fact that they’ve highlighted which one has urinals made me feel it’s not so much “natural”. As a female, I don’t think I will feel comfortable going into the one that has urinals. But the good thing is that they provide free period products in both bathrooms.

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Japan: After doing research base in Scotland, I start to look at it on a global scale. And I found out about “OiTr, (Oiteru)”, a service from Japan that provides sanitary pads free of charge to private restrooms in shopping malls, offices, schools and public facilities. This service first appeared on February 24th, 2021, in a shopping mall. The idea is that everyone who needs it will be able to get a free pad every two hours.

OiTr

Insights: The process requires the user to have a smartphone; again, I am unsure how people without a smartphone can get access or benefits from this service. I first visited their website on the 22nd of February; according to the website, it was available in 71 places throughout Japan and 1020 machines in total. Revisiting the website on the 10th of April, I found out that the number has grown significantly; it is now available in 115 places, with 1426 machines in total.

Images were taken from the OiTr offical website: https://www.oitr.jp/spot/

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Education At school, Scotland RSHP

Then, I start to look at sex education at school. In Scotland, schools teach the younger generation about menstruation from around age 8 to 11. The lessons are designed to be taught to all children simultaneously, although this can differ from school to school and how they choose to deliver.

(Relationships, Sexual Health and Parenthood)

The resource provides a comprehensive set of learning activities in early learning settings, primary and secondary schools, ASN settings, colleges and communitybased learning. The resource is structured in line with Curriculum for Excellence Levels.

Example: Some slides RSHP use to deliver the lesson.

Insights: When I looked at the slides schools used to deliver the lessons, I felt like they were a bit less playful, and when I looked at the slides, I thought that they were targeted at girls and not so much at boys.

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Education At home, UK And then, I’ve been looking at education at home.

Insights: When a dad is out shopping for his daughter, he is most likely to know what food or colour she likes. But when it comes to pads, tampons or any other period product, most dads don’t have a clue. This may be because they have never been taught about periods at school, or they just don’t feel comfortable talking about periods with their kids. Although this may not seem to be a huge problem in a nuclear family, there might be an issue when it comes to a single-parent family or other types of family.

By: Hey grils..., Period4Dad

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Research Review

23rd, February, 2022 Some of the slides I used for the review.

For the review, I shared the key research I did, including e u p h e m i s m s , t h e re l a t i o n s h i p b e t w e e n p e o p l e who are transgender or intersex have with period, Existing products, Shopping Experience in a physical store based in Glasgow, period poverty in Scotland and Japan, and education in school and home.

Key feedback and next steps: 1. Find out more about sex education at school. 2. Interview people ideally from different age groups about Cttheir experience with period. 3. Identify stakeholders and users and the tone of voice. 4. Define the focus area, and make it human. 5. Could look at education outside school, 5..ex: Apps, TikTok, or other learning materials.

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Material Exploration Since I am focusing on designing for menstruation education, I started looking into the materials that were used in pads and tampons, which are also two of the most popular products.

The absorbent core layer

Before absorbing liquid

Insights: During the process, I found out about the absorbent c o re l a ye r i n p a d s . T h e a b s o r b e n t c o re l a ye r can grow up to 60 times bigger after absorbing liquid, which usually causes people to think that they are losing more blood than they really do.

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After absorbing liquid


Survey In order to get more insights, I create a survey, inviting people to share their period education experience and what they usually use when they are talking about period. Finally, a small quiz asks them how much blood, on average, they think one might lose during one menstruation cycle.

Insights: From the feedback, I’ve noticed that most people learn about periods at home earlier than at school and that most people are not aware of how much blood, on average, one might lose during each cycle. Some claim that they never learnt about it, and they just guess the answer from their own experience.

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Workshop After getting feedback from a more simple survey, I contact some friends asking if they are willing to join a longer workshop. The workshop starts with a more detailed question, inviting the interviewee to share their personal stories, followed by some creative activities. The first activity is an interior section, asking them to map out a room for a person having their period. And a material exercise asking them to imagine what material the product or game will be using. Finally, the colour lab asked them what colour(s) would they imagine being the main colour of the product/service? The purpose of the creative workshop is for me to get some inspiration for the final product or service.

Insights: Everyone chose red or pink for the colour lab because that reminds them of blood; one of the interviewees mentioned that she chose pink because most of the branding related to periods in her country is pink, so pink reminds her of period. Another thing is I found that everyone chose cotton for the material; all of them told me that they had stuffed toys when they were little, so they just made the connection between stuffed toys and children.

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Existing Teaching Maerial Ruby's world Here is an example of existing learning material, teaching girls about menstruation through activity and stories. According to their website, this is designed for girls from age 9 to 17, and they do not recommend using it with boys or other age groups.

Images taken from materials that were open to public.

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Male Menstruation? Testosterone levels While doing more in-depth research, I found that although males don’t have periods and don’t bleed once a month, they will also get influenced by the hormonal changes. They might experience similar symptoms during those times when one’s is on their menstrual cycle. But people are not discussing this topic enough. And I thought it could also be one of my design opportunities.

Link: https://ltmensclinic.com/mans-time-month/

Could think of a more playful way to communicate and visualize.

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Development Review For the development review, I made a research board that used interactive and 3D components to allow the audience to understand the concept more.

Feedback 1. Is it something like a baby box where everyone can get it for free? 2. Maybe the school could be a way to implement it. 3. Support for parents, there could be a teen’s box & parent ’s box. 4. Could think about the dynamics of relationships between people engaging with it. 5. Aesthetics are possibly important for the outcome, childish v.s. adult.

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Concept I am thinking of designing a game like product that allows the user to learn through play. When I looked at the existing products and games related to menstruation, I found that most of them are targeted at a single age group or gender. I want to design something which includes different levels, almost like when playing a video game, the player will go on to the next level when they are ready to. For now, there will be three levels in total.

LV1: includes Books with illustrations for kids to learn about their bodies. Maybe it’s not that related to Period, but I think it is an important entering point for kids to understand their bodies before learning more. The booklet will be using the formal terminology to introduce body parts, with gender-neutral colours and visuals. Linked back to: RSHP (Relationships, Sexual Health and Parenthood) early learning, trans & intersex experience.

LV2: introducing basic knowledge about period and that although biological males don’t menstruate, they will also get influenced by the hormonal changes. They might experience similar symptoms during those times when one’s is on their menstrual cycle. Also, with a DIY activity as a way to introduce Period poverty. Although Scotland is providing period products for free, many other countries still don’t; I think it is important for kids to understand these social issues and that everyone might need help at some point in their life. Linked back to: Period poverty, and sex education.

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L3 includes a Period Product kit; growing up in Asia, we have been told in schools that putting things in our bodies before getting married is taboo. So many people are afraid to try tampons or menstrual cups when they first get their period. After growing up, they found out that those products meet their needs more and regret they didn’t try them out sooner. To avoid this kind of situation, the period product kit allows the user to learn and try out different products at an early age to find out what products suit them the most—followed by a Period product design activity, inviting kids to design the package of the products. This kit is not only for people who menstruate; people who don’t menstruate could also use it as an opportunity to learn about different products. Linked back to: Education at home, trans & intersex experience , and sex education

Since I am thinking of a level system in the final outcome, I thought there should be a way to identify whether one is ready to go on to the next level or not. Usually, in schools, they identify by age. However, kids at the same age might experience these kind of topics differently. To make sure that one is ready to learn more, I came up with this Q&A card game idea. The idea is that there will be a question and a number of the score they could get if they answer the question right, almost like a quiz but more playfully.

The first level kit will be given to all kids at the same age at around P1~P2, and the aim is for each kid should reach level 3 before they finish P7.

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External Input 14th, April, 2022 With Nicol, Marianne, Luke, Rachael, Mafalda

Some of the slides I used for the input day

I started with a recap of my topic, why I chose it, and what impac research topics that I found important and wanted to focus on. And fin

Key Feedback 1. What works for you might not work for eight years old; make sure to think in their shoes. If it’s hard for you ttto interview a child or parents, you can think about what it was like when you were young. 2. Make sure you look at the sustainable side. 3. It feels like bringing in a new culture. 4. Where will this kit be placed? In public space? Or at home? 5. Could also look at clothes for period. 6. Make sure to link the design back to research and bring out the values. 7. Maybe it could be something that supports teachers in delivering the lessons. 8. Identify the key stakeholders who can get benefit from it? 9. Don’t have to deal with all the research topics/issues; you could pick one you feel most interested in. 10. Different use of language for different ages. 11. Illustrations for all ages, for example, Ikea product assembly instructions. 12. Could also add support for people who’ve started their period. 13. Different ways to learn, use visuals, and not so much text.

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All pictures are taken with consent.

t I wanted to bring. And then, I began to share the key n a l l y, e n d i t by s h a r i n g t h e d e s i g n co n c e pt I c a m e u p w i t h .

What Next? 1. Identify Stakeholders/personas. 2. Start prototyping. 3. Research about the sustainable side. 4. Service map/user journey, how people interact with it. 5. Moodboard.

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Stakeholders A f te r t h e e x te r n a l i n p u t , I d e c i d e d to c re a te p e r s o n a s fo r t h e s t a k e h o l d e r s . T h r e e o f t h e m a r e c h i l d r e n o f d i f fe r e n t g e n d e r, a n d o n e 3 7 - y e a r - o l d d a d d o e s n ’t k n o w m u c h a b o u t t h e p e r i o d . Linked back to education at home, transgender, intersex and gender non-conforming.

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Concept development Lv. 1:

- Booklet introducing private body parts. - Encourage children to observe their own private parts.

Lv. 2:

- What is Period? - When will people get their first period? - Signs before the first period. - PMS and how to deal with it. - Male hormonal changes. + Period Poverty: Key chain DIY activity

Lv3:

- Blood colour - How much blood - Why does it look more? - Further information about period. + Period product booklet

I w i l l b e u s i n g P ro c rea te o n i Pa d to draw and write the illustration and text for the booklets. And use a crayon texture brush to bring in some playful and relaxed feeling.

Main colours for the design

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User journey

(draft)

After identifying the stakeholder, and the design concept, I start to think about the user journey. How do children get access to and interact with the kit? And how can they know whether they are ready to move on to the next level?

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Lv. 1 Booklet Illustrations that introduce people’s private parts, trying to use genderneutral language and visuals. Encouraging children to use a mirror to look at their private parts and remind them that their body belongs to them.

M a y b e i t ’s n o t t h a t r e l a t e d t o Period, but I think it is an important entering point for kids to understand t h e i r b o d y b e fo re t h e y l e a r n m o re Some details of the booklet.

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Card

(1st version) I kept working on the card quiz game I came up with earlier; the cards that I’ve made now correspond to the knowledge delivered in LV1. There is an image of a private body part, and the children should answer the formal name to get the points written at the bottom right corner.

Prototype of the cards

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"For my own children I started talking about this subject when I was first asked a question. For my daughter she first asked around the age of 7 but my son asked much later, around 10." 34


Mood board For the mood board, I used similar colours that I used for the booklets. Adding some materials that bring a playful and childish feeling. And using images that represent the tone of voice gives a sense of softness and nature.

Feedback from friends and peers: “I can’t help myself to touch the beads.” “I like the use of colour, and I would love it if I were a child.” “I think it’s nice that you also include materials that would appear in a pad.”

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Final review

Feedback 1. How to involve parents? 2. What is the name of it? 3. Who is the provider? 4. Need a clearer scenario, interaction or experience. 5. The cards looks not playful enough...?

Next steps 1. Keep producing different levels. 2. Think of a name for it. 3. Rethink the card design.

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Lv. 2 Booklet

(1st version)

Explain what period is, when people might get it, signs b e fo re g et t i n g t h e i r f i rs t p e r i o d , PMS , h ow to d ea l w i t h PMS , a n d f i n a l l y, t h e m a l e h o r m o n e c h a n g e s . U s i n g Q & A w a y to deliver the knowledge to encourage children to ask questions.

Prototype of the booklet.

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Lv. 2 DIY activity

(1st version)

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Card

(2nd version) Af te r ta l k i n g w i t h a fr i e n d o f m i n e w h o i s a n i nte r n s h i p e l e m e nta r y s c h o o l te a c h e r, s h e t h i n k s t h a t t h e c a rd g a m e s would work the best. She recommended rethinking the layout and language on the cards, making them less like quiz cards.

After rethinking the layout of the cards, I transferred them into conversation cards. The idea is that each child would get a few random cards, and they could use them for trading and talking about it with their peers or adults around them (teacher or parents). They would get a stamp on their point card when they finished the conversation. After collecting enough points, they would be able to decide on their own whether or not to go on to the next level.

A sketch example of the point card.

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Point cards Instead of a dull rectangle point collect card, I want it to be more fun. So I designed two different types for each level, and the designs a re re la te d to t h e i n for mat ion they will be learning at that level.

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Lv. 3 Booklet The level 3 booklet gives the users some further information about period, linked back to topics I researched earlier on, such as the euphemisms and the amount of blood a person might lose during each cycle. Also, add in some information related to health, encouraging people who menstruate to observe the colour of their blood and ask for help if something looks wrong.

Prototype of the booklet.

"Flip to see the answer". - Adding some interaction part in the booklet.

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Lv. 3 Products

(1st version)

A booklet introduced different period products; growing up in Asia, we have been told in schools that putting things in our bodies before getting married is taboo, so many people are afraid to try tampons or menstruation when they first get their period. After growing up, they found out that those products meet their needs more and regret they didn’t try them out sooner. To avoid this kind of situation, the period product kit allows the user to learn and try out different products at an early age to find out what products suit them the most.

When the user open up the booklet, the back part of it will be a poster that introduces environmental issues around one-time-used period products. Not forcing everyone to use reusable products, but letting them be aware of the problems.

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Lv. 1& 2 Booklet

(2nd version)

After the tutorial with Sneha, she recommended I add a title on the cover to summarise what is taught at the level. And I decided to rearrange the pages and add in some more "asking question" images to encourage children to ask questions and that it's okay to ask questions related to the period.

Same with the 1st version

Same with the 1st version

Same with the 1st version Add a short title on the cover to summarize the level.

Same with the 1st version

Add a short title on the cover to summarize the level.

Same with the 1st version

Same with the 1st version Add images of children asking questions.

Same with the 1st version

Add images of children asking questions.

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Same with the 1st version


Lv. 2 DIY activity

(2nd version)

When I talked with the internship elementary school teacher friend, she also pointed out that from her experience, children might say inappropriate things sometimes. Maybe they don't mean to hurt others, but people who hear it might get hurt. So instead of the "I need help" and "I can help", which might bring unwanted attention or lead to unexpected outcomes for those who need help. I decided to change it to "I am willing to fight against period poverty."

Same with the 1st version

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Lv. 3 Products

(2nd version)

After the tutorial with Sneha, she recommended I rea r ra n g e t h e Leve l T h re e p ro d u c t s b o o k l et . To a l l ow t h e a d d i t i o n a l l e a r n i n g booklets to stand out from the primary ones.

Same with the 1st version

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User journey

(final version)

After developing the booklets and concepts and looking back at the user journey, I found it a bit unclear. The audience might not be able to understand it. So I decided to redraw it.

All kids will get the kit at school in their second year of primary school (around age 6~7). The lessons in Lv1 correspond to the knowledge delivered in the national RSHPE(Relationships, Sexual Health and Parenthood) resource. To identify whether they are ready to go to the next level, kids are invited to join the conversation card games. They will be able to go on to the next level when they collect a certain amount of points; it is also okay for them to stay on the original level if they don't feel ready yet to be in charge of their own learning.

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Name & Logo Now that I decided on most of the designs of the products, I think it is time for me to decide on the name. When I asked a few friends about recommendations, many told me euphemisms for periods. However, I aim to remove the stigma on periods and encourage people to "just say period" I think those names are unsuitable. So I decided just to use the word period.

After writing it down, I notice that "?!." might be a b l e to b l e n d i nto Pe r i o d .

After deciding on the design of the logo, I used illustrator to transfer it into a more refined version.

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Adding the crayon-like texture on the logo.

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Card

(3rd/full version) T h e s e a re a l l t h e d e s i g n s o f t h e ca rd s . Ea c h k i d w i l l o n l y h a ve s i x ra n d o m c a rd s fo r e a c h l e ve l . E n c o u ra g i n g t h e m to trade the cards and to open up the conversation.

Level 1

Level 3

Level 2

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Futher learning

(Opportunity of further development) Sneha told me that some people are arguing that there are too many resources for elementary/primary school students and not enough for the older kids. So she recommended thinking about further learning and how could the lessons be developed.

Middle school: What is sex? LGBTQ Relationship More about puberty (ex: change of voice)

High school: Safe sex (what in porn isn't real) Masturbate Birth control Consent sex

For the further learning lessons, I want to deliver the message that: A lot of physiological phenomena and understanding of our bodies are built, shaped and influenced by society and media.

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Product Kit (level 3) Growing up in Asia, we have been told in schools that putting things in our bodies before getting married is taboo, so many people are afraid to try tampons or menstrual cups when they first get their period. After growing up, they found out that those products meet their needs more and regret they didn’t try them out sooner. To avoid this kind of situation, the period product kit allows the user to learn and try out different products at an early age to find out what products suit them the most. This kit is not only for people who menstruate; people who don’t menstruate could also use it as an opportunity to learn about different products.

Since I don't own any menstrual cups to put in the period product kit, I do not want to purchase one just for this project and throw it out later. So instead, I use a found object from home that looks similar to a menstrual cup to represent the product.

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Final shots

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Poster I t h i n k i t i s i m p o r ta n t to s h o w h a n d s o n t h e p o s te r. I n s te a d o f a s p e c i f i c s p a ce , I to o k i t i n a w h i te s p a ce . Children-led was a bit part of this project, so I d i d n' t wa nt to l i m i t w h e re t h e m a te r i a l s co u l d b e u s e d . I t c o u l d b e a n y w h e re t h e u s e r w a n t s i t to b e .

I tried it out in both landscape and portrait, a n d I t h i n k t h e p o r t ra i t o n e w o r k s b et te r.

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Video Since I'm not from Scotland, finding children to film with is hard for me. So I decided to film it in a first-person view, so I don't have to find a child for filming. For the content, I did make the video similar to an introduction video, almost like a video the children would watch when they received the kit.

Screenshot o

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of the video.

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Reflec

I'm really satisfied with the final outcome. I think it lo period. Although, due to the pandemic, I couldn't obs with any children to test the kit. Alternatively, I've co elementary school in Taiwan several times. Although different from Scotland, I believe that having advice f really help me develop this project. She gave me a lot with this experience, I would feel more comfortable co

My final outcome is a children led learning k up to the user when to move on to the nex own children, I started talking about this s And I believe that it is important to ensure t

I found this project really interesting to work along I was not familiar with all the medical terms at all. that I was using the correct terminology. Before thi on any project related to health, and I thought I wo initiated project. But ended up enjoying this topic passionate about data visualisation, making dull wor

To s u m u p, I a m ve r y h a p py to h ave t h i s p School of Art. And I want to thank everyon

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ction

ooks playful but also allows the user to learn about serve any lessons in an actual school or get in touch ontacted a friend of mine working as an intern at an the education system and cultures might be slightly from a person with an educational background could of advice which I had never considered before. I think o-design with people from different fields in the future.

kit that includes three levels, and it is totally xt level. A quote inspired this idea: "For my subject when I was first asked a question." that children can control their own learning.

g. As a designer whose first language isn't English, I was constantly looking up phrases and ensuring is project, I thought I was not interested in working ould not choose a health-related topic for the selfa lot. During this project, I also realised that I am rlds and numbers into easily understood illustrations.

p ro j e c t a s my f i n a l p ro j e c t a t t h e G l a s g ow ne that gave me advice during this project.

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Glasgow School of Art Product design Year 4

Chia-Lin (Jolin) Ma 63