Issuu on Google+


www.emprobbiedesign.wordpress.com


Contact Information

Bibliography

Special Thanks ...

P. 07791703390 E. leerobertson36@hotmail.com

Hello. My name is Lee Jay Robertson, and I am a multi-disciplinary graphic design.

A Special thanks to Dave Eggers in the reproduction of his material used within the presentation of his tutoring idea:

I have been studying various areas of design including Visual Communication and Multimedia Design on a BA (Hons) Graphic Design course, at the Art Institute at Bournemouth and will be graduating in June 2009. Philosophy A few guiding principles strongly influence my creativity endeavour in every aspect as a graphic designer. I strive for simplicity of values and functions in creativity and aesthetic success. I value and push for truthfulness, personality and substance in design. And above all, I pursue design as a tool to contribute myself as part of the species for the better of the surrounding in which I live and share. Competency As a cursory view of peers’ acknowledgment, my strengths lie in illustration, typography, composition and conceptualisation. I have the technical proficiency and design knowledge for screen design in connection to print and other mediums, as well as touching on interactive design. My design portfolio is strong in illustration, identity, concept ideation and communication. Yardstick I feel that Stefan Sagmeister’s “To touch someone’s heart with design”, as simple as it may sound, I feel it is a honest a worthy cause to pursue in life.

“Once upon a School” I have learnt a lot from your ideals and goals in your pursuit of a one-to-one ratio of student to tutor. You have not just inspired me but many others in this pursuit to help not just the students but finding a creative way of supporting your local schools. A final message which has been with me throughout: “There’s something different and incredibly powerful about engaging directly with real teachers and real Kids” Dave Eggers

Many thanks


The Order . Tutoring Centre Concept EMP - BA ( Hons ) Graphics Design Yr 3 Written and Designed by Lee -Jay Robertson


I would like to dedicate this book to all the people with whom I’ve been fortunate enough to have a chance to work. It’s for all of you who have been helping me through all the tough times and many late nights. I highly appreciate your support and care, but more importantly your friendship. THIS BOOK IS FOR ALL OF YOU.


Contents Introduction Design Process Problem Identifying the Need Discoveries Target Audience Target Areas Realisation Proposed Concept Proposed Logo Proposed Activities Technology Features Proposed Activity Concept Proposed Website Interactive Pen Interface Platform Integration Space Location Philosophy & goals

1-3 4-5 6-7 8-9 10-11 12-21 22-23 24-25 26-27 28-31 32-35 36-41 42-43 44-45 46-59 60-73 74-77 78-81 82-83 84-85 86-89


Kids are different,is aand every Kid start of something big

1


Introduction This book is the result of a journey full of discovery into the ways in which we learn and interact at stages in our lives. The ways in which we work, where and how, highlighting these simplest forms and the processes which denote the notion of playfulness, creativity in connection to productivity and work. Kids are the start of something big, regardless of age. Even as small buds, yet to grow the way in which they engage with the world around them, even at this early stage, demonstrates these amazing ways of unconventional exploration in their pursuit in discovering the world that surrounds them. Preserving this form of exploration and discovery as we progress into our stages of adult hood has shown to diminish from our normal ways of working. This book is a result of this way of working, discovering that these are valuable tools in what ever we do, understanding this balance between play and work, creativity and productivity, where these are all challenges that may become present within our lives at some point within our development.

2

The result......Chaos, Beauty, Future......The Order


3


Design Process Design is a multi-layered process, one that requires a myriad of choices. Where the starting point for this project was based around a concept and a need. Designer George Nelson described creativity as a series of “zaps” that lead to something new. Where its relationship between playfulness and creativity that can stimulate those “zaps”. The visual expresses the various elements I discovered in my process to find something new. A proposal of an established concept in a different contextual environment, realised through the connection and exploration expressed within the visual.

4

This is my design process......


LAYERS OF THE DESIGN PROCESS

5


6


Problem identifying a need...

7


Identifying a need Identifying a need, and establishing a purpose was a goal set in pursuit of at the start . In the first initial stages of identifying a need I discovered that teachers and schools where and still are finding various ways in how to influence and promote engagement and instigate interaction, through the balance of work, role play, building with your hands and playtime. However engaging with the pupils at a responsible level in a way in which it engages with them both before and after school, is what has lesser emphasise but can be of equal importance and can contribute towards the level of engagement within school. Based on the idea by Dave Eggers in a video called ‘Once upon a school’ he talks about how his 826 Valencia tutoring centre became a well known success, which inspired many others to open across America. This video showed two sides of how the physical space can help in engaging and interacting amongst the students, by including the element of fun and play, as well as one-to-one tutoring, which resulted within a better level of engagement and results from the pupils / students.

8

My proposal is to develop this concept and to transfer it within the UK market, as it is only currently based within the US.


9


10


D i s coveries target audience & target areas

11


Target Audience Looking into my findings regarding key stages 1 – 4. The area of interaction in relation to productivity differed considerably, and this is an area I feel that would benefit from one to one attention, ( secondary school level) where the age range is of between 11 and 16. At this stage the focus on results is at its highest and where the aspect of responsibility is most relevant at stages 3 and 4 / age 11 to 16.

12

To challenge the ideals and values of the previously derived concepts, from the Dave Eggers talk entitled “Once upon a School� , example being 826 Valencia and the Brooklyn Superhero Supply store, I conducted tests made up of two parts where students where asked their views on the current concepts.


Source: Dave Eggers “Once Upon a School”

13


Target Audience The first part of the test is based on the idea of instant appeal, using the idea of first impressions in understanding the choices that they made in connection to the tutoring centre examples, 826 Valencia and the Superhero supply store.

14

The results show the connection each key stage and gender have to the examples they were shown, indicating the popularity based on face value, in relation to key stage and gender.


1. Gender / Key stage 3 Male

60

Female

60

1. Gender / Key stage 4 Male

60

Female

60

2. First impressions?

M/F

T

826

20 / 28

48

Superhero

36 / 32

67

4/1

5

Neither

2. First impressions? 826

M/F

T

48 / 53

101

Superhero

1/2

3

Neither

11 / 5

16

1. 60 Male / 60 Female - Key Stage 3 & 4 2. Which one would you use as a place to seek guidance and /or complete relevant pieces of work based on first impressions?

15


Target Audience These set of results correspond to the first part of the instant appeal test, in understanding how and why these certain examples appealed to the certain key stages / age groups and gender. Establishing the reasons for their choices, enabled me to use the idea of ‘first impression’ in my understanding of how these centres communicate by face value and the style and importance to the relevant key stage / age group and gender, which in turn will hold the key for the focus on the proposed UK concept.

16

The results show the reasons for the students choices, and by reason’s I allowed the students to make multiple choices as I didn’t want to limit and exclude any factors which help contribute to their decision making process. The visuals are separated by key stage, showing numbers per reason and proportion male to female.


3. Reasons for choosing ‘826’ - Multiple choices allowed

M/F

T

Different

12 / 13

25

Unusual to school work

17 /17

34

Not associated with school work

9 / 15

24

2/4

6

Mysterious (No Stigma)

3. Reasons for choosing ‘Superhero’ - Multiple choices allowed

M/F

T

Different

8/7

25

Not associated with school work

11 /11

34

Looks Fun

26 / 23

24

Looks Cool

6/2

8

3. Reasons for choosing ‘Neither’ - Multiple choices allowed

M/F

T

I can focus at home

4/1

5

Not of my interest

2/0

2

3. Reasons for choosing ‘826’ - Multiple choices allowed

M/F

T

Different

31 / 46

77

Unusual to school work

21 / 20

41

Not associated with school work

58 / 25

83

Mysterious (No Stigma)

25 / 51

76

11 / 5

16

Looks Cool A place to focus

3. Reasons for choosing ‘Superhero’ - Multiple choices allowed

7 / 13

20

M/F

T

Different

1/1

2

Not associated with school work

1/1

2

Looks Fun

1/2

3

3. Reasons for choosing ‘Neither’ - Multiple choices allowed

M/F

T

I can focus at home

2/4

6

Not of my interest

8/0

8

Not cool

3/2

5

17


Target Audience The second part of the test is based on the idea of a ‘Theme related pre-determined understanding’ . 826 Valencia’s name in comparison to the ‘Superhero Supply Store’ does not reflect the real focus of that was employed within the idea of the centre. The initial idea was to sell supplies to the working buccaneer, the basis to the realisation of the Pirate supply store.

18

This was purposely done to see if the aspect of ‘First impressions’ was either a feature to consider or a key deciding factor in determining the students interest, or whether the style and themes were important factors to consider which can also determine the interest with the students.


Source: Dave Eggers “Once Upon a School” Visuals: Extra images shown in connection to both tutoring centre’s

19


Target Audience These set of results correspond to the second part of the test, based on whether the idea of a ‘Theme related pre-determined understanding’ is related or separate to that of the first test results and if there is any connection to the certain key stages / age groups and gender. This test was run under the same conditions, however with the additional pictures, I was seeing if this effects their opinions. The results show the change of choices compared to before, enabling me to see what features, approach, style and themes effect the relevant choices of the Key stages / age groups and gender. As you can see from the results Key stage 3 students where more attracted to 826 Valencia after seeing more images of the centre, where it attracted more males then females. However there was also a increase in Neither regarding Key stage 3 after this test where there was more of an increase in females to male. The Key stage 4 responses showed the most amount of change where the results show a flip in responses from 826 Valencia to Neither, with only a few remaining to stick with 826 Valencia compared to original choices. In conclusion these series of test suggests to me that there is a strong connection between both the aspect of face value as well as styles and themes within the overall package within the idea. The way fun has been reazlised within these examples clearly appeal to those of the younger age group 11 - 13 years (Key stage 3) then the older 14 - 16 years (Key stage 4). Having such a clear separation in the responses in relation to face value and themes, and due to the original guidelines set for myself I feel that focusing on one of the two key stages will allow me to fulfill and meet the requirements set; Thus I have decided to focus on Key stage 4. As well as Looking into my findings regarding the National Curriculum within key stages 1 – 4, the area of interaction, creativity, fun and play differed considerably, and this is an area I feel that would benefit from these values. At this stage the focus on results is at its highest and where the aspect of responsibility is most relevant, focusing on their progression for their GCSE’s and future progression to the world of work or higher education.

20


2. First impressions?

M/F

T

826

20 / 28

48

Superhero

36 / 32

67

4/1

5

Neither

2. First impressions? 826

M/F

T

48 / 53

101

Superhero

1/2

3

Neither

11 / 5

16

4. Theme related pre-determined understanding?

M/F

T

826

31 / 21

53

Superhero

22 / 31

52

8/7

15

Neither

4. Theme related pre-determined understanding? 826 Superhero Neither

2. Key Stage 3 & 4 Test 1 Results 4. Key Stage 3 & 4 Test 2 Results

M/F

T

7 / 12

19

1/2

3

52 / 46

98

21


Target Areas The results from my target audience investigation highlighted the target areas of investigation, which helped me understand the connection between these areas so that I could now expand, investigate, research, develop and design for my proposed concept. There are various areas that will need to be investigated and developed to allow this concept to be successful within the UK. The areas which are going to inform the design and focus of the centre include the: ‘Target audience, activities, style, theme in relation to the age group.’ However the design and focus of the centre is only the start of a ‘Branding stage’ , the centre still has to work as a centre to help the engagement with the pupils at a responsible level in a way in which it engages with them both before and after school, promoting the awareness of the level of engagement needed within school. The aspects which can effect the use can all depend on the concepts accessibility, availability, location, safety, the current economic situation, how it will function in relation to schools national curriculum and the ease of progression and use in the transition between the two....

22

Areas such as accessibility, safety and availability are all dependant on the location of where it could be situated so looking at possible opportunities in development sites in order to realise this concept and its connection to the three areas within the function, can all effect the centres use.


Visuals: displaying areas of investigation which lead to the overall focus and philosophy of the centre concept.

23


24


Realisation

Proposed Concept, Logo &Activities.

25


Proposed Concept In informing the focus and ultimately the branding of the centre concept, 3 target areas where established during the research stage and working closely with the students these were used in the creation of the identity where each component is a part of the overall realisation, which is the result of purpose driven design. The 3 Areas raised: Goal Theme / Style Face Value These 3 areas are what will determine the visual structure in the way that this concept is displayed, branded, marketed and designed. The Goal of the centre is in promoting the level of engagement and responsibility, combined with the idea of 1 - 1 tutoring. The Themes / Styles of how the centre will be visually established is to try and capture this essence of creativity and play in relation to productivity and function.

26

The Face Value of the centre needs to reflect and reinforce the activities and goals of the centre in the way in which it communicates to the target audience. Trying to reach and engage with as many of these students as possible, including features which challenge the notion of that this age group has many different interests.


27


Proposed Logo The idea behind the logo was influenced by : The Target Audience: having discovered that a theme style learning centre would not target the age group correctly and effectively, The Name: derived from the story and philosophy of the centre: a place for this age group to sort and priorities their work, thus building responsibility. The Icon: represents the centres notion for its creativity and play, with an expression mark, which is in connection to the proposed digital activities of the centre. The first image shows the inclusion of the ‘+ ‘ this is in connection to a part of British history linking to The order of the Garter , however the message that comes through stronger is the idea of building and adding together these responsibilities or ideas.

Features The change within the icon style was brought about by two issues: Adaptablity : the idea around adpatablity was to produce an icon that could easily be adpated for multiple uses, this icon doesn’t have the traditional hands on feel with the use of pens, pencils etc. But has a better link to that of the digitalisation of the proposed activities of the centre. Digital: Due to the digital ideas in connection to the creativity activities, the idea of having an icon as a piece of signage where the message on the front can change dependant on the sessions, ideas etc. This can be changed by the students so there is a way they can change & create there own visuals, that can be communicated to the world.

Overall The overall purpose for the visual style of the logo was to try and capture these essences, by having an image with no pre-determined stigma, where the students could associate themselves with the centre, its values and story, rather then the theme making these specific links to the students.

28

I discovered you would never design a brand that would appeal to everyone within this age range, however my target was to try a reach as many as possible, by including this idea of customisation, a connection to the digital world and activities within the centre, where the icon can be determined by the students themselves.


Visuals from top to bottom: main logo / features / digital mock up realisation

29


Logo Changeable This is an idea based around the notion of the proposed activity for the centre concept, where the centre emphasises the idea of creativity and play within a productive context. Enabling the user to interact with their digital environment in a natural and self-expressive way. The focus on the changeable design of what is on the mark reinforces the idea of self expression, a way of creating an identity having an initial framework that you can build around in your own way, and having the expression mark changeable depending on the students involved.

Features The whole meaning of having this element changeable is that it shows a side which reflects both my overall goal in my pursuit of an identity for the target audience of 14-16 years, as well as using the philosophy of the centre to inform this visual style. From my research having an identity which has a face, style, look that has no pre-determined association, is what seems to work better for this audience. The idea of everyone having different interests is what I didn’t want to exclude within the branding process but rather make this part of it, within this notion of wanting to be included and involved, highlighting the idea of adaptability. The mark denotes the overall purpose of the centre, and with this type of branding strategy I was able to optimise the meaning and value of the ‘expression’ element.

Overall Overall the identity provides a visual platform for change and adaptability as this age group has so may varying interests this is an available space for the students to interact and communicate. The mark has a standard form for general purposes, however in relation to the centre, the overall construction and representation of the identity is the same, except for the way the mark is communicated, allowing an ever changing and free look for each day and to each student.

30

Allowing them to decide the next design, theme, style and look.....


Visuals: a possible logo adaptation / a piece of expression to show the notion and essence of the centre. (inspired by PSP 3000 Adverts - Artwork Andy J. Miller)

31


32


“If you know how to write, you already know how to draw.� Joy Sikorski

This quote highlights the ways in which we communicate even from an early age, where we have not yet learnt the understanding behind the written form where we express ourselves what ever way possible; where we need to keep hold of this way of expression even as we grow older.

33


Proposed Activities You don’t have to draw to be able to draw! In understanding this statement, not everyone is blessed with the talent of being able to draw the way the world perceives it to be. These canvases are areas of expression, whatever forms, shapes and marks that are created. If you take the notion of how we perceive ‘being able to draw’ its being able to realise our ideas the way in which we intended them to be, meaning that everyone can become creative, where it is merely the realisation process where people may fall short.... Where the values of the ideas are forgotten.......

34

So this centre concept captures the notion of that you don’t have to be able to draw to draw your plans, ideas, ideals etc. You make you own mark on your life, where we are all artists, carving shapes into the face of our lives.


35


Technology My Vision is: “To create a revolutionary way of accessing and managing content, enabling the user to interact with their digital environment in a natural and selfexpressive way. A simple stroke of the order pen allows the users to intuitively point at a device, interact with a service, customise, scroll, select, play and move elements. The possibilities would be endless......The User has complete control� In making this vision reality I am in need of some help in form of modern technology. There are two leading companies, which have shown ways of capturing and exhibiting a way of which we can interact within an environment digitally.

36

Showing the potential of endless possibilities, from desk top installations, in house concepts to large scale custom environments; these two companies are Philips and VVVV.


Visuals: Philips & ‘VVVV’ - a multi purpose toolkit.

37


Technology The Drag & Draw concept developed by Philips is a digital painting kit developed with the idea of smaller children in mind, where they are at the stage of exploration and expression interacting and exploring the things around them and their own creativity. This concept uses a light-emitting pen, combined with a laser projector situated within the bucket that will let you make crazy illustrations, notes, doodles on any surface, so you can unleash that fantasy of scribbling up your bedroom wall without doing any permanent damage. The colors are selected using a “paint bucket” of glowing LEDs. It seems to be a small-scale version of the Graffiti Research Lab’s LASER Tag project. Philips describes that with Drag & Draw, “the entire home/space becomes a virtual canvas for expression and play for young children, thanks to a magic brush, a magic eraser, a magic wand, and a laser projection bucket.” Its a self contained product at this current stage within the development process, where the possibility of future integration into other areas and products is an option.

38

The discovery of this idea was what initially gave me the inspiration of having an interactive surface of this kind that students could use to highlight the creativity aspect within areas where the emphasise had become saturated over time, providing an area for this form of exploration and expression, however and whatever way possible.


Visuals: Philips Drag & Draw Concept

39


Technology ‘vvvv’ is a toolkit for real time video synthesis. It is designed to facilitate the handling of large media environments with physical interfaces, real-time motion graphics, audio and video that can interact with many users simultaneously. ‘vvvv’ uses a visual programming interface. Therefore it provides a graphical programming language for easy prototyping and development. ‘vvvv’ is real time. Where many other languages have distinct modes for building and running programs, vvvv only has one mode - runtime. ‘vvvv’ is free for non-commercial use. Commercial use requires a license. There are even many examples of different ways people have gone about using this software clearly showing how versatile this software is with the notion of physical interfaces, and the results that can be achieved is astounding.

40

From surface interfaces to room lighting installments to large building and outdoor space exploration, this software shows that it can facilitate this process in achieving a digital real time audio and visual interactive environment; which is what I am in pursuit of creating within my concept. So this software is one of if not the most valuable tool I have in the realisation of my concept idea.


Visuals from top: Multi Touch interfaces / Multi user interfaces / Ways of creating & displaying data

41


42


Features

Online account, interactive pen , safety, location

43


Proposed Activity Concept In informing the function of the centre, which ultimately targets the use, can be dependant on 4 key areas. The 4 Areas raised: Accessibility Safety Availability Current Economic situation I discovered that areas such as accessibility, safety and availability are connected with the aspect of location and where the concept could be situated within the local community. Understanding the connections between each of the areas in relation to the aspect of location, if not chosen correctly, where any of the three areas are not adequate, can have a great effect on the use of the centre concept. Establishing a good location will give the idea its fundamental feature, determining whether it could be a success or a failure. Accessibility. The accessibility of the centre, for example is it easy to get to? Is it close to schools? Can effect engagement within the attendance of the centre. Being close to schools could be an interesting feature which can have a greater effect catching this movement to and from school. Safety. How will the centre provide this reassurance for the parents and guardians that they have reached the centre safely? Availability. The availability of the centre can effect the aspect of safety where there is no fixed registration time proposed for the concept. Where the initial idea was that the students are able to access the space between the times of 3pm - 9pm. This extended time period should hopefully fit the lives of the pupils / students and the parents and guardians as much as possible, to provide them with the best possible facility .

44

Current Economic Situation. Due to the current economic situation, where of recent has shown the closing down of local businesses, a drop within financial status, where the economy is becoming more and more diluted by the day. The potential for locations and space within this current economic state has provided an opportunity to re-occupy those spaces which where and have been left baron. With this idea raising another number of question within the financial sector, this concept could become locally or governmentally funded, with its potential and focus, if successful the concept could spread throughout the local area in differing locations, across the county and possibly the UK.


45


Proposed Website The reason for this website is that it will act as a medium that will allow for this transition of events, activities and exploration, in allowing the users to manage their content created at the centre anywhere, promoting and reinforcing the values of before and after school and responsibility. For the new users this is the way in which they register to be part of The Order where it includes all the relevant steps in being able to use the account and ultimately use the facilities available. The way in which the online account will function will replicate that of the way in which the interface and activities work at the centre. With this idea the mouse in this instance will replace the pen where a sign in process is still needed, same as the centre, in order to access the facility. For new users the idea of replicating both areas with the same interactive platform, will bring this connection of hand created content within a digital format illustrating that we don’t have to be confined to digital mediums, more a way of using technology as a tool within the realisation process of ideas. The other reason in providing this replicated platform is that it will provide the users with a visual consistency and keep this unique link of what the centre is about. This can also give the new users a starting point to be able to accustom themselves to how the platform will work as well as the way in which the interface works, before they get to the centre

46

The next series of images shows the home screen as well as a sign in process for a new user and how the site will look overall.


Visual: The Order Proposed website in connection with the use of the centre

47


48


Visual: Home Main screen

49


50


Visual: Profile menu screen

51


52


Visuals left to right: Sign in simulation stages 1 & 2

53


54


Visuals left to right: Sign in simulation stages 3 & 4

55


56


Visuals left to right: Sign in simulation stages 5 & 6

57


58


Visual: Sign In Final Screen

59


Interactive Pen The next stage within the realisation and design of the concept is the proposed tool in connection to the activities. The notion of creativity and play has played a huge part within the overall focus and philosophy involved within the design and purpose of the centre. The way in which the user interacts with the environment and experiences the notion of creativity and play comes down to how the interaction is initialised through the tool that they are using. The requirements I have established for the purpose of the pen and how it works in connection to the centre, looks at how the user will engage with the tool in how it will be used in and out of the centre, the idea of portability, safety as well as the practical aspect of how it will work in connection to the proposed interface and activities, the wireless technology and how it gets its power / charging. In informing the idea for the interactive pen and how it will work in relation to the proposed activities within the centre concept, there are 4 key areas which challenge the design and its intention in relation to its use. These Areas are: Technology Intended Use Size Safety

60

Exploring the requirements of the certain areas in the design for the interactive pen in relation to the proposed activities within the centre idea, I discovered that all areas crossed over to one another where the technology in connection to its intended use is fundamental to the overall connection to that of the centre and its function with the intended users.


Visual: Proposed idea of personalisation of part of the design of the interactive pen.

61


Proposed Idea The realised idea explores and displays features and requirements which relate to the key areas, incorporating the notion of personalisation in relation to the philosophy and how the centre has been branded, combined with the intended use both within and out of the centre . Having previously established the notion that every pupil / student is different, in trying to promote this aspect within the tool design I explored ways in how this could form a main part within the design process. However due to the technological requirements needed in relation to the proposed activities, it needed a generic structure for the technology to be manufactured and utilised for its full potential, maximising the functionality of the tool in relation to the proposed activities and the users experience. The other factors in relation to the design was the notion of size and safety. Safety was a main concern shown within my research from both parents / guardians and teachers alike. Having something that the pupils / students would keep with them, something that’s easily portable, discreet, as well as having a style which was not going to be visually leading so not to limit the connection and relationship with the tool, would be a way they could have their own key to the centre. The final realisation in relation to these points is an overall visually generic design, where the main deciding factor has been the technology required for the functionality of the activities. However so not to lose this notion of personalisation, working in conjunction with size and safety the tool has been designed so that it splits into two allowing the top half of the pen to be customisable, personal to every user.

62

This part is smaller then the proposed tools final size, allowing this section to be easily portable as well as it becoming the key to the centre and activities. In connection to the functionality regarding safety a proposed automated registration system recognises their presence within the centre grounds, reinforcing the issue of safety.


Visual: Proposed design of the interactive pen.

63


Interactive Pen Part 1: This part of the tool is what will remain at the centre, where the tool will come in different colour options to allow more choice within the personalisation stage. The most important element of the tool is its functionality and it working to the best of its ability in relation to the activities, giving the best user experience, and in doing so this part of the tool is what houses the main technology required for the tool to work effectively and efficiently. Producing a tool where the pupils / students would have to purchase the whole unit would not to be a financially available option, as well as the technology not be able to with stand the notion of wear and tear that it should to still be able to function correctly on a consistent basis.

Part 2: The second half of the tool incorporates the idea of personalisation where this part is what the pupils / students are going to carry and interact with where the technology needed in relation to the aspect of safety and the centres activities are not of a severity of that of part 1. The technology required in order for this part to carry out the required functions of wireless signal based technology, data storage, GPS are all forms of technology and the basics of what make up most mobile phones, which is one of the most portable technological device we carry, showing that the technology is able to withstand the notion of the fact its portable and wear and tear. The interaction with the environment can only be initialised when the two halves have been connected together, where one is not functional without the other. A new user registration process is done online where personal details and the relevant information required is inputted and the design process of the pen is done at the same stage. Once the pen has been manufactured and received by the user no other registration process is needed, they can use the centre straight away and access their content they create at the centre as well as online at home.

Overall: This idea of two halves targets the area of cost, making it cost effective for the users of the centre, easily portable as the proposed size is the average size of a house hold key and could be kept on a keyring allowing it to be carried to and from school easily without discomfort, where this part now becomes the key to the centre. The first part of the tool would be keep at the centre allowing this part to be maintained to the required standard, where the idea behind the key is that within the required second half the utilities can not be accessed.

64


Part 2.

Part 1.

Visual: Proposed design of the interactive pen and its main features.

65


Interactive Pen The way in which the tool is stored at the centre and charged is a fundamental feature in relation to its functionality. Part 1: This section of the tool, shown within the proposed designs, shows a new possible way in which the unit could be charged & stored where it embraces further technology in the form of wireless charging. Also these units could be combined to make multiple rows of any desired form.

Part 2: This section has two charging possibilities, where an application has been developed called “webjuice� which turns a wireless signal into a charging facility for a device which can received a wifi signal. Due to the centre being run on a wifi network, the centre can make this feature work in a functional way as well as it being financially viable, being able to charge not just this part but the whole unit. And the second by employing the concept of wireless charging, where it brings about this sense of ease and freedom, not being confined the length of the charging cable where some plug units can charge up to 30m. So in reflection to this you could have the charging unit plug in and wherever this part was it would be charging.

66

Overall: This idea of wireless charging really captures the essence of the centre in this freedom to move, these non restrictive values of doing these things, suiting not just yourself but also suiting the tool.


Visual: Proposed design of the interactive pen storage / charging unit

67


Charging Interactive Pen There are two main areas which I have been able to discover which could work in the way in which the device is charged within the centre as well as at home. Plug & Charge: This image is a design by Zune where it is a self contained unit which can receive and send a wireless signal. What I like about this design is that it takes the form of it being just the plug where the unit isn’t a desktop based unit. Its discreet, very much like the purpose of this part of the tool. This unit idea reflects the idea proposed for how the tool is charged within the centre, where you walk in the environment and you are charging. Webjuice: This has been developed by Nakko is for an application based on the Apple iPhone, where if the environment you are in is receiving a wifi signal, this application can convert these waveforms into usable energy in charging the device. Where this concept works on the basis of signal strength to ratio of charge quality. This feature has a certain requirement in relation to the size of the space however due to the power of some signal senders this aspect shouldn’t be a problem, highlighting and combatting these hard financial times we are experiencing within the economic structure.

68

Overall: This idea of wireless charging really captures the essence of ease and freedom, not being confined the length of the charging cable where some plug units can charge up to 30m. You could have the charging unit plugged in and wherever this part was it would be charging.


Visuals from top: Proposed charging unit and the wifi webjuice concept

69


70


Visual: Online pen design facility

71


Design Your Pen This feature is part of the registration process where the user gets deisgn what there section to the overal tool shall look like. Providing this facility was done to try and promote this sense that everyone is different and even though that the tecnology shall govern and need certain requirements, as the centre would, this didn’t have to mean that the notion of personalisation should be lost. This online screen sows a clost up the part of how it would look if you were to have it, a collaborative view of the overall tool, and a deisgn screen with the relevant ools needed to customise. The main features that you can change has been designed to try and allow a limitless idea of what you can design. Allowing you to change the colour, add type, apply or overlay some already designed pieces or upload you own design.

72

The way in which pens are printed onto can be an inexpensive process in relation to requirements required compared to the process within other printed forms. This way of printing doesnt limit the way in which you design your pen, where this idea of limitless is a word which i feel the centre concept is all about.


Visuals from top: Online Pen Design Facility

73


74


Visual: User interface ( at the centre and online )

75


Interface This is the proposed user interface which will work in connection to both the centre as well as the online account. I wanted to create a minimal interface as the focus wasn’t around the interface more on the activities employed. I wanted to allow the user to have the essentials of what was needed so not to over complicate and take attention away from what the centre is and has been designed for. These 4 icons are everything that you need in interacting within this environment and connection to that outside of the centre and school within a practical, functional responsible way. Profile: This allows the user to update relevant information change profile settings etc. Prop Box: This is exactly what it says, a virtual box for your props where this is where all your different virtual tools are situated, colours, styles etc. Folder: This area employs the idea of drag and drop to allow the saving of work and where management of contents is initiated. The way in which the user establishes a name for the piece they have created, can be initialised by how the user interacts with that object in connection to the system. For example a tap and hold. Internet: This is a valuable resource and in this sense is used as a connection to the wider community of the digital form, allowing the freedom of searching, researching, sourcing as well as explorative activities.

76

Overall: This interactive environment can essentially become a digital art board, where it takes the form of a hands on Photoshop, where everything you need is there and can be customised , icons moved to fit your working and personal style. Again as many of the features will in turn be replicated from the centre to the online account, keeping a visual and working consistency


Prop Box

Folders

Internet

Visuals: User interface icons

77


Platform Integration and adaptation This example shows the way in which this concept can be adapted to the way the world is changing in relation to technology. Establishing this kind of connection shown in the example, where The Order takes on the form of an iPhone Application.

78

This idea could enhance the notion of accessibility further more within the functionality of its purpose of before and after school, where its content can become accessible at a completely different level within a completely different context and medium, where the way in which the iPhone interface works highlights a distinctive link between the notion of the centre and the hands on personal style with its touch screen capabilities. Again the features will in turn be replicated from the centre through this application design linking to the online account, keeping a visual as well as working consistency.


Visuals: The Order represented in the form of an Apple iPhone Application

79


80


Visuals: A possible integration of the service on another interactive Platform in this example the Apple iPhone

81


Space These images are of a possible interior arrangement of how the space could look. This example is of a space in Brighton which opens its doors to all types of artists from fine artist, graffiti etc. Where they come to express themselves, exploring ideas and views on things etc. The design and look of the space is simplistic in the forms of allowing the work on which is created on the wall to be decorative forms. Visually the way in which the space communicates highlights a feature within a verbal puns, ‘start with a clean slate’ highlighting this notion of freshness, a new start, new ideas. How the space would work in relation to the technology, looking at the structural features with this space, the lighting structure provides a host of possibilities not just in providing sufficient lighting but and area of providing consistent visual mapping and processing over large areas with multiple users.

82

Split into two halves with a main central area allows an easier way of separating these differing types of activities, where the central space can be utilised for desktop based work. The nice feature about the way in which the space facilitates the activities is that you can work as big or as small as you like.


Visuals from top: An environment created in Brighton to host artist expression event

83


Location In taking this concept a stage further I have looked at how this can be taken from a concept into reality, establishing possible areas of integration within the local community. The location selected in this example is Old Rossmore library. The building is a 1960s-looking building, replaced in 2005 by the new Rossmore Library, and is situated within nursery, primary and secondary school locations, the central of all locations. The location of this facility shows great potential in relation to the concept in its pursuit of maximising the idea of accessibility. The facility is within 5 -10 minutes walking distance between each of the different levels of the schools. Having known that the site has previously been up for sale, I contacted the Property services of Poole Borough Council to enquire about the site. A telephone discussion led to the understanding that it has just recently been taken off the market, where they have been looking into other developmental possibilities for the site; including the use for Education purposes.

84

In establishing the site and hearing the real life proposal for the site in relation to its development, shows real potential for this location which has been established by the council of being a good site to develop for Education purposes; showing the potential of a government funded project in connection to what I have discovered in relation to a need in regards to Education.


Visuals: Possible location for the integration of the concept within the local community

85


86


Philosophy

The meaning behind the name & goal ...

87


THE ORDER If you buy the notion that life is journey, you might also have noticed that, apparently, not all travellers are created equal. There are some who carry a heavy load, dealing with what they are dealt, dreaming of what they are not, all to avoid drowning in the stormy seas of desperation and disappointment that separate the truth from fantasy. Then there are those whose effortless motion and confident action confront us all, causing our jaws to slacken and eyes to widen, and forcing the sharp intake of breath that we then hold while the spectacle unfolds. These people display bravery beyond question, and their actions reveal and limits that, for them at least, imaginary

‘But then there are those of an altogether different Order. In a realm beyond even the masters, we find the Artists.’

At their most straightforward, the artists are special, not because they are somehow more gifted then the masters, but because of their passionate disregard for convention, their deep awareness of what it takes to succeed, and an unnatural compulsion to explore whatever lies beyond reach. They are obsessed with the pursuit of their goal, giving everything they have, overcoming all obstacles, and as they chase down their visions of perfection, we ourselves are rewarded with something truly beautiful, something measured not in degrees, points or awestruck gasps, but in soul. They are individuals and they are often misunderstood. While others may follow them, recording and commenting on their every move, they remain solitary, driven figures, undeterred by the subjective opinions and surface assessment of others, cutting words from those who cannot yet see the beauty, the soul. While the Artists carve new shapes and textures on the face of their lives and the world, not everyone respects or understands them; they don’t know what it takes, or even what it is. Undeterred, the Artists keep going further in every respect, cutting through the dark and fearlessly lighting the way for the rest.

They change the way things are and, as they do, they change us. So what is this essential difference? What name shall we give to this sheer defiance? It is Artistry.

88


Artistry is not the reserve of the supremely gifted of the technical master. There are many talents and technicians who will never be Artists. Artistry demands something more. It belongs to those who make all necessary sacrifices to persistently direct every atom of themselves towards their passion, to those who suffer for their art. True Artistry resides in the thoughts and deeds of the men and women for whom there is nothing they will do for the sake of their art. And while all of this may sound grand and inaccessible, everything that is required to transform us into Artists is present in every one of us. Artistry is born with attitude, not genetics or resources. Yes, in some people it shines more than in others, but only because they make it so. So remember this as you read on and consider the Artists of here and now, of then and there:

Artistry is open to all. Provided you are prepared to earn it......

The Goal This concept targets the notion of before and after school, where this has been the focus point of the transition of this tutoring centre from the US into the UK. Where the outlines set was based on the idea of ‘Designing a system/service that helps school pupils / students, who are unaware and/or struggle with the concept of responsibility and level of engagement, to help them interact and connect in a way in which it can promote the level of intuition and association with our current demanding world of which occurs before and after school. I feel that this concept does just that, it creates a revolutionary way of accessing and managing content, enabling the user to interact with their digital environment in a natural and self-expressive way. Allowing them to intuitively point at a device, interact with a service, customise, scroll, select, play and move elements in a way in which it establishes connection within out of the environment through hands on a digital mediums.

Visuals from top: Multi Touch interfaces / Multi user interfaces / Ways of creating & displaying data

89


The


End


Documentation

Week by week progression through the emp.


WK 1 EMP - Major Project

Documenting practice in Level 6 Week 1 - Newspaper Workshop Here we are on the first week of our EMP, where we have been set a two day workshop exercise. The idea behind this exercise is that it can give us an opportunity to start generating ideas in a way of understanding how we look and engage within a brief, which can help us in finding a possible area focus for the EMP. The exercise consisted off working in pairs with a newspaper clipping. Our task was to derive a brief from what words were present, in our case ‘Two Days’. There was a lot of scope in relation to the words, however in order to channel the direction of possible area focuses, we used a structure which was put into place within our first term within the three 1 week exercises, which was to ‘design a ……. for an audience…..in order for it to do…….? This was the basic structure we employed in order to generate an area of interest in creating a brief which was very user focused, specific for the words present on the newspaper clipping.

This is what we came up with: Two Days: A doctor has come to the conclusion that his / her patient has two days left to live. The task is to design a tool, service or system that will assist the doctor in explaining what this means for the patient. The goal is to assist the doctor in explaining the situation visually, explaining the time left not how to utilise it. Assumptions: The patient is given the news on the first of the two days. Two days is a relative term, not an absolute measure. Try to avoid standard representations of time, such as timeliness and watches. Consider that the outcome is supposed to help the patient, your design should therefore use an appropriate visual language Overall This exercise showed the kind or techniques we used in relation to generating a possible brief, and the type of brief we created, in this case a user focused brief, being specific in connection with words . There are many differing kinds of brief structures, however I have personally discovered that creating a brief for a need is what I tend to do, however the style of brief, whether it is an open kind of brief or specifically structured, the way in which I orchestrate my ideas in general is based on the previous units in the first term. I discovered that I was able to function well on both styles of briefs. However I appreciate pieces of work which explore a mapping process, which was an example of work we used for this piece, however it had a purpose. And a brief with a purpose is what I will be looking to undertake for my EMP.


Visual: A infinite period of time is displayed and compared to a similar instance. Size and rotation represents the ordering of the time units.


WK 2

EMP - Major Project

Documenting practice in Level 6 Week 2 - Boundaries Workshop Our second week of our EMP consisted of our second workshop. This workshop was to be undertaken in 10 different groups which consisted of 6 members.

The ‘Boundaries workshop’, consisted of 10 different areas: Audience Who are designers talking to through their work (this includes clients) Touch points The places and times that users interact with designer presented through varies media such as posters, books, ambient media etc. Interactions How do users interact with graphic artifacts? Sustainability How are sustainability issues addressed Techniques What techniques do designers use to get ideas, and translate them into final designs using software and hardware (this relates also to what skills they have?) Visual Language What approaches do designers take in organising and establishing meaningful relationships between visual elements such as text and image? Materials Which materials are being used and how do they add meaning to graphic communication? Practitioners Who are they, what are they like? Process What kinds of design processes? Messages What type of messages do different kinds of design communication?

The Workshop:

This workshop is intended to help us with one of the requirements of the EMP, which is that we must produce work some of which is at the boundaries of the discipline, and helping us identify where those boundaries lie. Task Our task as a group is to identify characteristics associated with established forms of practice and to contrast those with practice that is new and innovative. Focus Areas As we sorted groups, and assigned the various area topics, our area topic was Visual Language.


Group Work The functionality of the group was in fact a surprise to myself the ability and focus everybody had in relation to our topic area was very productive in relation to the time that was available and our work towards our final outcome. Our presentation was greatly commented on and praised by the tutor’s, on producing a different kind of presentation technique which in turn reinforced the message we were trying to convey in relation to visual language, that visual language would not exist with out the process and having the audience engage within the piece we had produced showed each integral part within the process which in turn contributes and makes up visual language.

Outcome Speech Carl: Visual language can be characterised by the context in which it is placed such as information graphics and signage, branding and identity, political and cultural. Visual language is formed from the following five characteristics, its audience, its purpose, the environment its within, the message its trying to convey and the level of interaction it allows. Lee-jay: We have found it hard to create a design that defines visual language so we have chosen to convey it through the process we believe all visual language is formed from. We would like each of you to place one of these shapes on the poster. (Get them to do exercise.) The purpose of that exercise was to communicate, to you as the audience, our interpretation of the process with which visual language is designed. The message we wanted to convey was that visual language wouldn’t exist without the process of the audience engaging with the design in some way. Cat: We believe through our research of contemporary design practice in visual communication that the main current boundary is to increase the level of interaction designers will develop too enforce the visual language. This is why we chose this exercise to express our findings. In terms of a main case study in current design the aims of the 2012 London Olympic logo wants to engage its audience by allowing them to generate designs for within the logo for use at the time of the Olympics. Overall This exercise showed all kinds of new cutting edge design in all of the various forms. And especially our area focus really provided me with a reinforced understanding of how visual language has this integral connection to all of the various aspects it needs in order for the visual language that is being created is successful in its intentions.


WK 2 What was discovered was a kind of philosophy of the meaning of not just at this present time but generally as a whole, how visual language is created. And that if one of those elements has to change, adapt or new things such as technology is moving within that period then the focus of the piece changes and the techniques people use in communicating that visual language is different however the process is still the same. I am very pleased that this was the area that I decided to join the group with, initially it was one of the hardest topic areas in order to understand however it gave me the ability to see and look in all areas of the discipline and get an overall understanding of what it is we are being trained to do, becoming visual communicators.


Visual: Visual Language class interaction piece realisation


WK 3 EMP - Major Project

Documenting practice in Level 6 Week 3 - Idea Generation EMP stage 1 This is it, the start of the investigation into creating a brief for the EMP. Currently at this stage I have had a couple of ideas and/or area focuses, however I would like to expand on those. Areas of interest Areas of interest at the moment, as it was frequently highlighted within the material and processes boundary workshops is ‘Frugality and sustainability’. Due to the economy at the moment, in relation to the recession and our overuse of resources. I discovered a company which label themselves as produces of ecofriendly design, ‘Root Design’. And the other was ‘Community Safe’ which was a topic we touch on within one of the workshops at the start of the 2008 term, ‘To visualise the invisible levels of threats within the local community’. I have had a strong connection with this topic area, as I discovered many things and possibilities within an outcome which could work. Again this kind of relationship has highlighted to me that I have a personal rconnection to things that work, and could be functional in connection to a need.

Week 3 - Idea Generation EMP stage 2 We have had a couple of presentations this week, which has clarified the doubts of what kind of briefs are acceptable as possible EMP’s, and discovered that many have had outcomes with deep thought and investigation, resulting in an outcome of which is a visual mapping process of that experience, event or theory. One presentation outlined the kinds of briefs that have been and are considered acceptable EMP briefs, which is highlighted within the image included. This presentation forms part of the learning agreement which is needed in connection to the EMP. The presentation highlighted the kinds of briefs possible: Structures Brief Similar to that of the D&AD Open Brief Similar to that of RSA User Centered Design Focuses on a need where the brief targets the use of a certain user Graphic Authorship This is expressed through a visual, a possible experience, event or theory The images to the right are only a few of what was shown in relation to examples of previous Art Institute 3rd Years.


Many fall into the category of Graphic authorship, however I feel myself I am still pushed into the direction of creating a brief, where I have to find a problem, and that for me is being able to answer a need and have a purpose. Where as many of these make us aware of an event, experience of theory, which I am not labeling that they are irrelevant, but for myself it is not the route I would like to take.

Visual: Visual examples shown of different kind of brief realisations


WK 3 EMP - Major Project

Documenting practice in Level 6 Week 3 - Idea Generation EMP stage 3 In finding a problem area, I was able to pick up on different kinds of possible problems to build on what I already have. Where one was of a personal level, where I discovered it was a general problem across a wider audience.

Problem idea: Swimming Cramps

This problem is in relation to swimming and the mystery behind leg cramps. Even though the theory behind cramps in general can fall under many different reasons and categories, there are still areas of which can lead to cramps. About Muscle Cramps A cramp is an involuntary and forcibly contracted muscle that does not relax. Cramps can affect any muscle under your voluntary control (skeletal muscle). Muscles that span two joints are most prone to cramping. Cramps can involve part or all of a muscle, or several muscles in a group.

Why do we get cramp? There are three major factors Fatigue: Cramp sets in when our muscles are tired Hydration: We get cramp when we have not drunk enough water, and loss of essential minerals Conditioning: The less fit we are, the more likely we are to suffer from cramp.


Scientists are unsure how much influence each of these areas have, however my focus would look at how and why is the legs affected the most and is there any products or programs to aid this training process. As soon as you get within an aquatic posture your muscles are put within a position they are not used to, thus can aid the effect of cramp.

Problem idea: Frugality

A key point made that I can take out of frugality and our current economic connection with global warming etc. Where Dennis vanEngelsdorp commented that ‘We are losing our connection with nature’. I thought this was a really nice quote, and design at present has shown a strong connection to that of nature inspired design, and that nature inspired and led design can lead to a sustainable future, thus we must preserve natures design. I watched a video on bees by ‘Dennis vanEngelsdorp: Where have the bees gone’.

The complex symbiotic relationship we share with bees couldn’t be more clearly summarised from vanEnglesdorp. Certainly the necessary reconnection to nature by 2014 its protection and cultivation are to be clearly understood. The support we owe to bees and nature is key to our mutual success. A nice quote was said which highlighted the poetic form and job the bees play within there life process. “For the bees, the flower is the fountain of life, for the flowers, the bee is the messenger of love”


WK 3 Problem Idea: School interaction

At schools a lot of emphasis is focused on the interaction and focus of pupils during their time at school, though having a place so distant from the responsibility the world now places on everyone of us, can come to somewhat of a shock. I feel schools for young children should be left a place where creativity and fun is preserved, however is there an opportunity to engage with the pupils at a responsible level in a way in which it engages with them both before and after school, as it does when we go to and from work. I watched a video on TED.com by ‘Schools Kill Creativty.

This question has been developed through personal experience, which I wanted to challenge across many others to see if this was a viable case. The topic also being highlighted within a video by ‘Sir Ken Robinson: Do schools kill creativity?’

Problem Idea: Hitchhikers

I went back to research that was highlighted within the boundary workshop, where I had discovered a photographer, ‘Simon Hoegsberg’ where he had done similar pieces in relation to what has been shown within our presentations. Two in particular called: ‘The Low-Fat Diaries A trip through Europe for 14 euro’ ‘The Thought Project A project about the thoughts we have when we walk alone in the street’


The Thought project provided some interesting quotes and area focuses of what people where discussing but no real problem areas. Where as a comment within ‘The Low-Fat Dairies’ made a real impact on myself as well as my perception of the topic, “Now I know how I’ll treat hitchhikers when and if I get a driver’s license”. This is an area of situation that some of us may have been in whether we are the victim or driver, however our perception of one another as well as our assessment is somewhat effected by varying factors. Safety is a clear one, which was highlighted from both parties, as well as a hierarchal difference we place on hitchhikers when we make a visual connection. The real question is in this instance is ‘what is the relationship between the hitchhiker and the open road?’ Can this relationship be change, build up on?

Visuals from top to bottom: The Thought Project & The Low Fat Dairies


WK 4 EMP - Major Project

Documenting practice in Level 6 Week 4 - Brief Selection The tutorial on the 28th January allowed me to express my current ideas in relation to possible briefs. Examples were shown throughout the tutorial which allowed me to see the possible potential of past projects and relevant levels of inquiry, as well as discussing the viability of my possible briefs as an EMP project. The picture above shows features and meanings that I took from the examples shown that can help with the decision process in deciding which brief I should take forward for the EMP. I have cancelled the four possibilities down to two on the basis of the potential in what is required within the brief and learning agreement requirements. The two I have selected and put forward within the tutorial are: The hitchhiker School Interaction. In order to now decide which one I will take forward, I am trying to employ a similar approach as I did to that of the D&AD and RSA briefs, as I found that this helped me to develop other areas of interest and knowledge, push my personal development in relation to designing by exploring rather then preconceptions, developing myself as a designer in this way; helping extend on my previous knowledge of level 5 and asserting it within level 6. I will also use the experience I was able to gain from the workshops I undertook at the start of the project in relation to my personal aspirations; where having a personal relation to things that work, and could be functional in connection to a need.

Week 4 -Proposed Brief

Having looked briefly into the scope of each one, I feel that the ‘School Interaction’ will provide a real interesting area focus. My current knowledge of the school system is that schools employ a lot of emphasis focused on the interaction and focus of pupils during their time at school, though having a place so distant from the responsibility the world now places on everyone of us, can come to somewhat of a shock. I feel schools for young children should be left a place where creativity and fun is preserved, however is there an opportunity to engage with the pupils at a responsible level in a way in which it engages with them both before and after school, as it does when we go to and from work. The subject area I have decided to look into, which has informed my Extended Major Project focus is: ‘Design a system/service that helps primary school pupils, who are unaware and/ or struggle with the concept of responsibility and level of engagement, to help them interact and connect in a way in which it can promote the level of intuition and association with our current demanding world of which occurs before and after school’.


The first draft of the Learning agreement has been done and handed in (Week 4). Current links which have inspired my views and my understanding of the topic area are found on the ted website entitled:

Dave Eggers: 2008 TED Prize wish: Once Upon a School Gever Tulley: 5 dangerous things you should let your kids do


WK 4 EMP - Major Project

Documenting practice in Level 6

Week 4 -5 Experiments

The next stage is to find ways of interrogating my topic through practice. To do this I will need to locate where my inquiry takes place. My proposed area of investigation is heavily focused on how pupils interact, and where I will be investigating how pupils interact both in and out of school. However for the 5 experiments I will be taking the aspect of ‘interaction’ and the level of inquiry and will look at these areas: 1. 2. 3. 4. 5.

A group of people/pupils I could interview/observe. The physical space of where they interact, activity, forms of behavior, analyse what the space is made from and how it is organised and the rules applied. Understand the levels of how they come to interact, and how parents and teachers affect this. Current techniques used within the system to derive focus and responsibility, and the level of engagement and interaction. Look at the transition of behavior before and after school, what they do etc. Homework? And how they engage after school.

However

Due to the time available as well as current weather conditions (seeing schools having been closed) I have been unable to achieve all areas. However I have been able to investigate four areas out of the five. These are: • • • •

Physical Space Understand levels of interaction Current school structure for primary school pupil. (Acquire other years for comparison) Parenting Book (This is a course run to help parents interaction with their child/children.)

Physical Space In investigation the physical space of which children come to interact with, I discovered a video by Dave Eggers -Once Upon a school. Dave Eggers asks the TED community to personally, creatively engage with local public schools. With spellbinding eagerness, he talks about how his 826 Valencia tutoring center inspired others across America. Physical Space Ideas These few examples show two learning centers that had been opened which have been based on ideas differing from a pirate supply store to a super hero supply shop. The pictures show a clever, funny and quirky use of the space and ideas. However the back of the store opened out into the tutoring area.


Source: Dave Eggers “Once Upon a School”


WK 4 This example showed how elements within a physical space could provide a focus which is what the tutoring center offered where the physical space has been designed to highlight the notion of creativity and play within the framework of the tutoring learning and its ethics. Overall This video showed two sides of how the physical space can help engage and interact, by including the element of fun and play, as well as one-to-one tutoring, which resulted within a better level of engagement and results from the students and pupils Research on ESL students (english as a second language) , including simply asking them how their teachers can help them learn, documents their request to be listened to, talked to individually, and supportively helped ….one on one…. when they have a problem, especially with classwork and homework. Children report that homework is often not done because not only cant parents help, but children often have to instruct their parents on what they think they have to do. As the frustration level of both parent and child escalates, children and teens find it less stressful to just not do homework. So shutting down as a defense mechanism becomes a coping technique, and a cycle of school failure becomes inevitable. The vision, conception, and delivery of this tutoring center in providing teaching, learning, and skill building opportunities are beyond awesome, amazing and action- oriented inspiring. Note: For more about the awe inspiring genius of Eggers to contribute to social justice, human rights, and universal values, read his book “What is the What”, about the extraordinary plight of the “lost boys” of Sudan.

Understanding Levels of Engagement

The next area focus was to look at the level of engagements, on how pupils and children come to interact with the world around them, entitled “Creativity & Play” What was discovered through my investigation into the aspect of creativity and play was how these qualities exist to us as children, how they change as we grow older (as we progress through the educational system), and if there are examples of adult forms of creativity and play; and if there was any relevance to the concept of creativity & play being an integral part of what we should try and keep hold of and use. Areas Discovered Exploration: Go for Quantity Building: Think with your hands Role Play: Act it out


Exploration: go for quantity Kids: what I discovered What is it? What can it do? This openness that kids showed with objects they interacted with showed the beginning of exploratory play. Adults: what I discovered Self edit while they have ideas. The ability to go for it and explore lots of things, even if they don’t seem different from each other, is something that kids do well (a form of play)

Building: Think with your hands Kids: what I discovered As they progress up the school system they lose this stuff that facilitates this playful and building mode of thinking Adults: what I discovered When we get to an average workplace the best form of a construction tool that will have access to might be postage notes.

Role Play: Act it out Kids: what I discovered When children play a role, they follow social scripts. “Project themselves into the experience” Adults: what I discovered Adults already have a huge number of social scripts already internalised through lots of experiences in life. “Leading to productive play”

Tin Foil

These images illustrate all of the three areas, exploration, building and role play. I discovered when adults arrive at new situations we as adults tend to try and categorise these new situations very quickly. However this is an example of Kitchen foil as we now it to be as well as establishing its purpose being used within the kitchen to wrap food etc. However the child in this example has taken a different approach and has explored the material in a way different to our first initial ideas of the material.


WK 4

Visual: Tin Foil exploration example


Adult Play-Physical space This was an exercise experiment to see if we as adults took the aspect of play within our physical space, and I was able to find some examples which showed the aspect of play, not so much play in its nature form, but a reminder that play exist and to still play when possible.

Dinosaur with Flamingos This sculpture/form of expression shows a visual reminder of the unusual collaboration between one of the two unusual and unexpected elements. This is found at the Googolplex in California

Wooden Huts These are wooden huts which are used by animators when they work, different to a normal working setup, however another form and/or style of play being captured and used in conjunction for a need. This is situated at the Disney Pixar studio.


WK 4

Slide This slide illustrates another irrelevant and unpractical piece of communicative, instigating the aspect of play. The object normally in association with a play ground, has made an even more prominent connection to play due to where it is situated. This is found at the Swiss office of Googolplex.

Current school structure for primary school pupil

This investigation/documentation was to try and discover the current situation in regards to the school structures and different levels at this present time. As a starting point I contacted St Josephs Catholic Combined School, and spoke to a member of staff and was referred to the National Curriculum website for initial information to get a general understanding, and can come back to see what is specific to that school.


Current School Structure

The intention of this investigation was to try and discover the current situation in regards to the school structures and different levels at this present time. Due to bad weather conditions resulting in snow, has hindered my ability in being able to make it to a school, where I was only able to briefly make contact with the receptionist of St Josephs Catholic Combined School. Due to these problems she referred me to the National Curriculum website: http://curriculum.qca.org.uk/ index.aspx for initial information to get a general understanding, and that I can come in once the school has been reopened to see what is specific to that school. Due to time and uncontrollable conditions in relation to the presentation, I shall undertake this exercise next week, looking into the national curriculum to start with and then I will try and obtain timetables for certain key stages, looking at how creativity and play is structure within both areas, national curriculum and St Jospeh’s.

Parenting Course

This is a course run to help parents with their interaction with their child/ children with an accompanied book called, “What Can a Parent Do?: Practical Skills to Help Parents be More Responsible and Effective“ by Michael & Terri Quinn. The intention for this investigation into this area will hopefully highlight some personal problems of parents/guardians of situations that occur before and after school; since this is an area focus for me within my initial learning agreement statement. This is an interesting area of investigation, looking at both the parent and school could possibly allow me to broaden my range of understanding and knowledge in relation to differing factors in areas of before and after school, and how they interlink together. The investigation into “once upon a school” showed there was a strong focus in the interaction of the pupils after school in relation to the learning development in life after and before school. In accordance to this I have been invited to attend as many sessions as required, interacting with the people of the course to try and help me establish a connection with pupils in the notion of what occurs after school, what people are trying and problems etc. I shall be evaluating the course, matters discussed and talking to the course attendants about how the course has helped with any form of interactions to help me understand the ways in which interaction is targeted both within a school environment and an out of school environment. Conclusion After what was discovered within the experiments it has shown a different area focus to which I initially conceptualised. I feel at this stage I should broaden my area focus, instead of looking at the aspect of responsibility as a possible main target point, I could investigate more on how both engagement can reinforce the aspect of responsibility. Looking at how we engage as a whole and why theses tools we are taught at our early stages of personal development and why it seems to diminish as we progress to adult-hood could help in establishing this connection of responsibility, engagement, focus and productivity. The aspect of physical space and elements, which effect the concept of engagement and how this is initialised as children as well as adults has an interesting scope.


WK 5 EMP - Major Project

Documenting practice in Level 6

Week 5 - Brief investigation, interrogate and exploration

Reflecting on the presentation and the 4 areas of investigation I was able to interrogate within the ‘5 Experiments’ Investigation, I will be broadening my area of investigation looking into different ways of engagement and levels of interactions. Areas I will be investigating: 1. 2.

3. 4. 5.

The National Curriculum - For Key stages 1-4, looking at what is involved within each one and seeing the difference between the different ages. St Josephs - I will be contacting St Josephs Catholic Combined School to talk about the basic structure employed within the functioning of the school in connection with its values and goals. Looking more in depth into the relationship between work and play. Pre-school Study – I am also looking into how nurseries tackle this concept of work and play and the aspect of interaction, and how this differs if any in connection to the first step into school. Class Environment Interaction – I am hoping to be able to observe the ways in which activities and interaction is used with the classes of the different key stages, within their physical space. Interrogating the Parenting Course – I will be looking further into a course that is offered to parents to help with their interaction between them and there child/children and seeing how this works in an out of school environment, siting in on some sessions, getting a feeling and questioning the attendants.

The numbers within this list will correspond to the numbered labels within Week 5 Investigation, numbers in Week 4 do not relate to these numbers in any way.

Label Key

1.

National Curriculum Findings EMP

2.

St Joesphs

3.

Pre-School Study

4.

Class Environment

5.

Parenting Course

Findings EMP

Findings EMP

Findings EMP

Findings EMP

These are the labels used within Week 5’s investigations, where you can see in blue stated ‘Findings EMP’. As previously stated they do not correspond to the investigation numbers within Week 4 and of those on the opposite page.


1. National Curriculum Findings EMP

Statutory requirements The National Curriculum applies to pupils of a compulsory school age in community and foundation schools, including community special schools and foundation special schools, and voluntary aided and voluntary controlled schools. It is organised on the basis of four key stages. Key stage 1: Ages 5-7 (Years 1-2) Key stage 2: Ages 7-11 (Years 3-6) Key stage 3: Ages 11-14 (Years 7-9) Key stage 4: Ages 14-16 (Years 10-11).

Future Plan - Key Stage 3 - 4

There is a development within secondary education. A new curriculum is being introduced that will enable schools to raise standards and help all their learners meet the challenges of life in our fast changing world. Nationally, the challenge is to create a curriculum that Raises Achievement in all subjects, particularly in English and mathematics Equips Learners with the personal, learning and thinking skills they will need to succeed in education, life and work Motivates And engages learners Enables A smooth progression from primary, through secondary and beyond Encourages More young people to go on to further and higher education Gives Schools the flexibility to tailor learning to individual and local needs Ensures That assessment supports effective teaching and learning Provides More opportunities for focused support and challenge where needed. A new, high-quality National Curriculum has been established, which guarantees an entitlement for all. However, there is sufficient flexibility within this for schools to build their own curriculum that reflects their local context and meets their learners’ needs, capabilities and aspirations.


WK 5 Statutory Subjects Key Stages 1 -2: • • • • • • • • • • •

Art and design, Design and technology, English, Geography, History, ICT, Mathematics, Music, Physical education Science. Religious education

Key Stage 3: • • • • • • • • • • • • • • •

Art and design, Citizenship Design and technology, English, Geography, History, ICT, Mathematics, Modern foreign languages Music, Physical education Science. Religious education Careers education Sex education

Key Stage 4 : • • • • • •

Citizenship English, ICT, Mathematics, Physical education Science.

• • •

Religious education Careers education Sex education

Subjects Dropped - Key Stage 4 Key Stages 1 -2: • • • • • • • • • •

Art and design Design and technology English Geography History ICT Mathematics Music Physical education Science

Religious education

Key Stage 3:

Key Stage 4 :

• • • • • • • • • • • • • • •

• • • • • • • • •

Art and design Citizenship Design and technology English Geography History ICT Mathematics Modern foreign languages Music Physical education Science. Religious education Careers education Sex education

Citizenship English ICT Mathematics Physical education Science Religious education Careers education Sex education

Overall In reflection to my findings into the National curriculum at Key stages 1 to 4, you can see nothing really changes in relation to the topic areas studied in Key stage 3, until the pupils reach Key stage 4. However the addition of Career education, Sex education and Citizenship are included in both key stages 3 - 4. The aspect of choice is provided in Key stage 4 to focus on the pupils desired areas of interest. This has shown that up until the point where career choices can be made the aspect of creativity and play is not removed completely in key stage 3, with the addition of Modern foreign languages, but the way in which it is tackled my differ to that of Key stages 1 - 2; however this is for future development if needed.


2. St Josephs

Catholic Combined school / Poole Contact Information Sancreed Road Parkstone Poole Dorset BH12 4DZ Telephone number: 01202 741932 Fax number: 01202 710593 Pupils Gender: Mixed Age range: 5-12 Number of pupils on roll: 350 Characteristics Description: Primary school Religious character: Roman Catholic Boarding provision: No Specialist status: Not applicable Description of School St Joseph’s is a large combined school which is oversubscribed. It provides before- and after-school care and offers an exceptional number of extra-curricular activities. The after-school care was not inspected. Attainment on entry is below the level usually found. The proportion of pupils with learning difficulties and/or disabilities is around average. A few of the small number of pupils from non-British backgrounds speak English as an additional language. The school holds a considerable number of awards, including for Healthy Schools, Investors in People and the Inclusion quality Mark. St Joseph’s is a good school with significant strengths in important aspects of its work. The key to its success is the exceptional direction provided by the headteacher and her deputy and the excellent support she is given by the senior leadership team and governors. Governors’ contribution to monitoring and development work is outstanding. Description from the 2008 latest Ofsted inspection Ofsted Report available from: http://www.ofsted.gov.uk/oxedu_reports/download/(id)/92442/ (as)/113831_311391.pdf


WK 5 1.

2.

Tables 1. Highlights an overall value added to pupils of key stage 1-2 in relation to their improvements, as well as there performance in each subject area English, Maths and Science. Understanding the level of performance in the core subject matters, could provide an understanding not just for this particular school, but an entire area within the subject areas; in targeting areas that may need extra attention. 2. Highlights Primary schools listed alphabetically in the Poole area. The figures show results from the Key Stage 2 national curriculum tests. This list is a good resource for contacts for future investigation. Understanding Saint Josephs performance and comparing that to others in the area, can help identify similar circumstances, which can not just inform the concept and benefit one school study, but can be implemented across schools within the poole area. Areas of investigation Areas that I could investigate and expand on what I have already discovered in relation to the creative process in adults and children as well as the functioning process, how the physical space and structure effects this could branch into areas such as: Further details in regards to after school clubs? If the school plan/time structure throughout the day differs in connection to Key stages, classroom interaction, as well as physical space. For example: Time for lunch? How many breaks? How long are the breaks? Time in class?


Overall I feel at this stage if I am able to obtain the basic daily plan of key stages 1 - 3, it will give me an other understanding in relation to the physical aspect of play in a ratio to class room activity and if it changes. However for future areas of investigation, the bullet points, I feel this kind of analysis is not relevant at this stage and will become more relevant and a key feature in the developing of my focus in connection to the topic.

3. Tops Days Nurseries Pre-school investigation Contact Information 104-106 Herbert Avenue Parkstone Poole Dorset BH12 4HU Telephone number: 01202 716130 Fax number: 01202 551303 Children Gender: Mixed Age range: 3 months - 11 year and 12 months Number of pupils on roll: 60 Characteristics Opening: 7am - 6:30 PM Breakfast: 7am Break 7am -9am Dinner: 4:15 - 4:45 / 5 o’clock About Tops Day Nurseries Tops Day Nurseries operate ten children’s nurseries situated throughout Dorset, Hampshire and Somerset. The first Tops Day Nursery opened in 1990 in Parkstone, Poole; and they now have settings in Bournemouth (2), Parkstone, Wareham, Wimborne, Taunton (2), Portsmouth, Poole and Winchester. Tops Day Nurseries offer top quality childcare provision benefiting both children and their parents. They provide the environment and the adults to provide the children with as many opportunities as possible to enable him or her to develop. Reason For Choice I chose Tops for the pure fact that they have been established for the amount of time that they have been and the fact they have been able to expand to many offices across the area, signifying there potential in the way they run and work. I therefore decided to make contact to ask them what they are all about, what they get up to, the various things they get up to through out the day as well as the link for the older children and there progression into school.


WK 5 Extra Notes:


4. Class Environment

Catholic Combined school / Poole When looking into class environments and how this works in connection to that of the school structures, I have been able to obtain images from keystage 1 and 2, where I was told that the foundation stage didn’t differ much from key stage 1 in the way in which the environment has been constructed. So in relation I have included photos of a class environment for both key stage 1 - 2 as well as the school structures.

Visuals from top: Key Stage 1 & Key Stage 2 class room environment


WK 5


WK 5


WK 5 5. Parenting Course

Class session / discussion


I have been able to attend a couple of sessions, and have been getting feedback on the course so far from the attendants and the teacher General Observation I have been listening in on the course to areas being discussed, where it has highlighted some interesting points, from basic ways of communication in forms of ways that sentences are constructed to constructive criticism by not diminishing the effort that has been made even if the full extent to what is required has not been completed, and to acknowledge the efforts. One point in particular which could be a reason why doing work at home can also suffer in terms of productivity, was down to the individuals association of home and school, after being at school if the pupils / students have had a bad time the last thing that they want is to continue at the place they regard as they break place from school. This kind of thing happens with us when we go to work, and where we try to keep work at work and home as home. The interesting thing with these methods put forward for trying to work out these problems is that they can also work on adults, which shows the close relationship in terms of how adults work in relation to children. This is a sign that the notion of the importance of creativity and play is and can be an integral part within the working process. Course Attendants / Teacher Feedback 1. “I was going through a divorce and needed to find ways to help my two girls and find ways to deal with their behaviour, some which was associated with the divorce. My oldest daughter, nine years old could tell I was doing something different. She even commented to me on this. She actually was glad to see the efforts I was putting forth on improving my parenting skills. The ideas were logical and then offered reasoning as to the benefits, which could be observed. I definitely saw the benefits when applying the ideas. The book was easy to follow in steps and as a parent really made me think. Rather than focus on what I thought my wife should be doing regarding the girls, I focused on me and how to improve as a parent and father. Now I plan to get this book for my wife so she can pick up on the ideas. We have finally gone past the nasty stage and now are trying to communicate amicably for the sake of the girls. This book makes you think about yourself and look for behaviour changes in the right areas. It helps the parent to be responsible for his/her own actions or reactions in order to better communicate with their children. Let me stress the communication means both; listening - talking and acting - reacting. Another major key was how I truly saw myself getting better as a parent. The book helped me to focus on common skills, we all have, thereby improving my relationship with our girls. As a father I truly felt I was able to help my daughters with their personal life challenges. Even if I only recognized their feelings. In essence, their challenges were my opportunities. Doesn’t every parent want a chance to be a better parent?�


WK 5 2. “This is the book used we are using on this STEP training, the 7-week parenting course. Where I live, this class is offered through the YWCA, and our school gives a modified version of STEP to all incoming parents. Every day at our school we use the conflict-resolution model described in this book. I can think of two reasons it’s so effective. First, it’s very respectful of children, encouraging them to speak up and have their concerns heard. Second, the process takes so long that they soon learn to streamline it to resolve their issues without adult help. They usually come up with ways to solve problems that are okay with everyone. We use the principles in this book at home, too.” 3. Teacher: “I taught this 7 week course a dozen years ago. I’ve not found anything on the subject of parenting that is more hands on in the years since. In a society of adults who are rapidly losing their ability to parent adequately, this is a must have for parents. You discover how to set reasonable boundaries, create a more cohesive and cooperative family unit. You are able to see your reactions in direct relation to your child’s behavior and help both of you shift to a healthier expression. In this system you look at the motivating behavior your child is showing. You are given clear, understandable directions for responding to your child. You learn the difference between allowing your child enough freedom to fall and learn to get back up and supporting your child to achieve what he or she wants or stay safe. I’ve read all of the STEP books, but this one is where I’d start. I was always amazed and humbled at the growth and change in entire family units after parents dedicated themselves to learning how to parent.” 4. “I recommend this book and course to any parent, whether just beginning the process or several years into the experience. I did not purchase it until my son was five, but I’ve learned a lot from it. Now, instead of panicking every time he challenges me, I remember what I’ve learned and go from there. Wish someone had recommended it to me earlier. I can see myself changing into a more positive parent, instead of a negative one. The book does take it step-by-step as the title indicates. Every page has so much information on it, I still refer back to it again and again...” 5. “Just finished the book through the ‘step’ course. All 18 members agree, this book is great!! We participated in a class for 7 weeks (covering a chapter a week) and it was great. The skills taught really work!! Hang in there...It takes practice but it is worth it for you and your family. What a great gift for any new parent (earlier you star, the smoother your family will run)....” 6. “A gold standard for basic parenting. I have recommended this book to my clients in my practice for over 2 years. Teachers time tested practical parenting skills for every parent....not just ones with difficult children. If readers can also take a class along with reading the book the usefulness of this “how to” parenting book is really enhanced.” 7. We got this book as part of this parenting class we took, our daughter is seven and our son is three. Our son had severe allergies and had recently been restricted to a diet that allowed him very few foods.


Thanks to this book and our wonderful teacher, we learned to express confidence rather than pity--as in “I know you can handle this.” Rather than, “I’m so sorry you can’t have the same thing the rest of us are eating, poor dear!” When our son insisted on going off his diet, we didn’t say a word. Later he got a cold and said, “I’m sick because I ate that graham cracker.” The whole concept of natural consequence had become a part of his thinking. The book creates a model of democracy in the home (using it is very patriotic--prepares children to be responsible individuals). We explained the concept of natural consequences and had family council meetings where we let the kids choose their responsibilities and decide what their consequences would be. If we came up with something that was too wimpy, the kids would say, “no, we don’t care enough about that,” and suggest a consequence they did care about. When my daughter was in college and building trails with high school kids, I loaned her the book and she said it was invaluable to her. So often we parent poorly because we don’t know what else to do and this book is a great help in discovering what else to do. If you can find a group in your community that’s using it, that’s even better. We learned a lot from the school counsellor who worked with us and from practicing before we faced the kids!”


WK 5 Tutorial reflection 13th February 09

Reflection This tutorial was my first real opportunity to express what I had discovered so far. As I had observed and discovered some interesting ways in which we interact and engage, different to that of children. I also discovered how the physical space could be a feature in relation to creativity & play, where the aspect of creativity seems to disappear out of the school structure at Key stages 3 – 4. Going into the tutorial I hadn’t a real purpose or area focus in relation to my topic, where the research reflected this as it was of many areas within the topics of school, creativity and play. The tutorial highlighted that I have a big area of investigation, where I really need to start to channel towards and area focus, as due to the size of the topic I could carry on and get myself immersed within further research. Time is now of the essence and deriving an area focus is needed within the next week to start the ball rolling as hand in time is fast approaching and dependent of what is derived then I am going to need adequate time. The way I have set up the brief is similar to that of a commercial project, which was commented on as a good outcome to focus on as it would highlight what kind of designer I am and reinforce this within my portfolio.

Feelings I was really nervous at this stage as I had found a really interesting topic, I set myself a rough outline to start with, but I needed to interrogate the topic to find potential problems. I have discovered interesting features, which I am going to look at further. However I am going to go back to what I wrote in the Learning agreement, where I will take the idea of before and after school and look into its connection to that of what I have found out within a school environment. This in turn will challenge what was written within my learning agreement and subsequently will change and develop. The tutorial helped in establishing what I had done and if it was of relevance as well as on the correct path in relation to the EMP and myself. This reassurance helped me in feeling more comfortable with the topic I had chosen to investigate, areas I could start to push, and general guidance in connection to time left to get things underway.

Next Stage Like I said I am going to look at what I wrote within the learning agreement, where I mention the aspect of ‘before and after school’ and challenge that to what I have discovered within a school environment, and if further development is needed then I can it further.


Visual: Notes made within tutorial


WK 6 Tutorial reflection 20th February 09

Reflection As previously highlighted I have taken this week to explore the possibilities of looking into before and after school, and challenged that to what I have discovered whilst undertaking my school environment and interaction, experience research. In order to get a focus on this vast topic I looked at the specific problems and issues that the parents have as well as the children/pupils. And when going to speak with them there were many personal issues-differing due to peoples way of life. However I was looking for cross overs in issues where both children/pupils and parents were able to highlight similar features in relation to the before and after school concept. The most prominent two where: 1. Safety and 2. Engagement Safety : Was the key problem that was highlighted as a main concern by parents both before and after school, as safety is not prejudice of age; and can effect anyone. The point made was judging safety and knowing when it was safe, as due to the parents work commitments many pupils were losing the opportunity of taking part in out of school activities due to them being picked up at this one time, and not allowing the option of walking back after. This is a problem area expressed by all, not just parents, the school where they now release pupils on the basis on who is picking them up. This area hasn’t been touched upon where a possible focus could not element danger but educate on the levels to aid that of safety. Engagement: Is an area of which looks at the way in which the pupils/students engage in activities and responsibilities before and after school. Looking at establishing a meaningful relationship between the aspect of responsibility and engagement, which could be linked to homework, or purely down to preparation before and after school. Trying to re-educate and prevent these commitments being put on the “To Do’” list, promoting the idea of that all activities and commitments require and deserve the right amount of engagement and attention in order to complete to its full potential and being able to manage this so this can be achieved. Overall: I feel both are of tremendous value, however in connection to that of my proposed outline within my learning agreement, the level of engagement shows the potential of what I have briefly highlighted as a possible area of investigation; helping them understand and promoting the level of intuition within the future progression. However the element of safety is what allows the overall process to function productively and what was shown was if there was a disruption within the system, safety was sometimes a key element, which determined the outcome, which prevented other events happening. So they both have fundamental significance in relation to before and after school as well as being part of developing and building responsibility and promoting level of engagement. In the Tutorial these were put forward as areas of investigation, they are both relevant areas, however in progressing myself as a graphic design towards my target position within the industry, the idea of the ‘out of school tutoring centre’ idea, has


Highlighted more potential in connection to me as a designer where these two elements could form part of the development into the idea of this Tutoring centre. The key feature of this idea is based on its adaptation for the UK, which brings about numerous variables, as it has only been successful in the US. Now seeing its benefits, for myself and for the EMP, and how this idea can work, including these areas that I have discovered, has made me feel more connection to the idea as at first I initially struggled as my interpretation was I would be replicating what was already done. However it has been set up as a live brief scenario, one that I may be set if and when I am out in the industry.

Visual: Notes made within tutorial


WK 7 Tutorial reflection

New Proposal and Development Reflection In reflection to my Friday tutorial, I have written a proposal outlining areas of interest, elements and requirements. At this stage 23rd Feb. 09, I am going to push forward this week the initialisation and to start to highlight key features in relation to the concept and really get the ball moving as time is off the essence. Feelings Schools should be and remain a place where creativity, fun and work are part of a daily routine. Teachers and schools are finding various ways in how to influence and promote engagement and instigate interaction. However engaging with the pupils at a responsible level in a way in which it engages with them both before and after school, is what has lesser emphasise but can be of equal importance as the level of engagement within school. The subject area chosen to investigate, has informed the Extended Major Project focus: Based on the idea by Dave Eggers in a video called ‘once upon a school’ he talks about how his 826 Valencia tutoring centre inspired others across America to open. This video showed two sides of how the physical space can help in engaging and interacting amongst, by including the element of fun and play, as well as one-to-one tutoring, which resulted within a better level of engagement and results from the students and pupils. My proposal is to develop this concept and to transfer it within the UK market, as it is only currently based within the US. There are various areas that will need to be investigated and developed to allow this concept to be successful within the UK. These areas could include differing locations, audience, age groups, accessibility, availability, safety, the current economic situation, how it will function in relation to schools national curriculum and others. This concept has proven successful as well as showing potential and a model providing opportunity in working in close connection to the school system, by providing an addition school which isn’t a school, to help build this responsibility, level of engagement and interaction, working together as a whole as well as helping future progression to further, higher education and into work; were at times work may occur outside the place of work. Next Stage By Friday the 27th Feb. I would like to have got to the stage where I would have started to tackle areas in relation to: • • •

The concept with its transition into the UK, understanding these basic principles Then to start to investigate in depth into the areas required in connection to the transition. Looking at the relationship this concept has in connection to schools and why it is different to that of a school.

Generally challenging the validity of the idea seeing why it has been successful and how it could be in the UK.


Idea Development Findings EMP

Statutory requirements This week I have made incredible progress from last week, establishing the fundamental elements in the functionality of the tutoring centre concept. Last week I established my area focus and have been working on what I wrote within my proposal. My main focus this week was challenging the validity of the idea seeing why it has been successful in the US and how it could be in the UK. I have been able to establish good points and bad points in my diagnosis of the 826 Valencia concept and others in connection to: • • • • • • • • • •

Space design The goal: an integral component in the purpose which drives the concept Proof of the goal: proof that supports the commitment to the goal The way of interaction How it has helped the aspect of responsibility, Team structure Topics covered Age groups Adaptation of idea Location

My understanding of these areas and how they have been put into practice has given me a basic understanding of the fundamental principles of what effects the other, and I have been able to establish the key features specific to that of the UK. Understanding what has worked in the US and why, has given me the knowledge in being able to focus areas to that of the UK. What I would like to employ within my idea and what I have discovered is: •

I want to keep the before and after school a fundamental feature of my concept: rather then in the example of ‘826 Valencia’ where they started to integrate into schools where I feel it lost a small amount of its uniqueness within its initial idea that it had created, where it was school but not school, with this real conception of no stigma.

Broaden the topic areas covered: ‘826 Valencia’ was driven by the written word, where the key figures within the concept were either editors, journalists, professors within that field etc. I feel that a broader scope of areas covered would be of greater use and could drive the success of the concept as schools cover many subject areas until Key stage 4, where choice deletes certain topics; however a broad range if possible would provide and promote accessibility for students studying varying topics that may need help in other fields.

Age Group: Looking at how the space had been designed within the examples was relevant to that of the target audience, the pupils. The age of the pupils I feel played an integral part in the overall story of the tutoring centre and its message where the age, especially within the UK can play a huge part within the level of engagement the pupils have within itself, which in turn can either attract of detract.


WK 7 I feel the age group will affect the areas: 1. Approach 2. Style 3. Theme 4. Name 5. Way of interaction 6. Space Design The areas that remain the same regardless of age are: 1. The Goal 2. The aspect of responsibility 3. Team structure 4. Topics Covered.

Next Step Having now established the key elements in regards to the functionality and success of the concept, areas of which I need to target and the main features which will run within the concept. I have been able to establish a key feature, which is linked to many of the others, which is Age. In establishing a target age group, I will in turn be able to focus on the story of which to inform the concept where I can start the design process. In establishing and understanding the target audience, will in turn provide the focus needed for the concept and understanding that in relation to the UK market. Extra Notes:


The Order

Idea Development Reflection Looking back at my research into key stages 1 – 4, an I area I feel could really do with this one to one attention, where the focus on results is at its highest and where the aspect of responsibility is most relevant are stages 3 and 4. This is the secondary school level, where the age groups of between 11 and 16. I haven’t discovered, even in the example tutoring centers, this form of facility targeted at the age range 11 – 16. The examples show pupils ranging from roughly 8 – 10 years, this can benefit these pupils a great deal at this early stage of development, however in this fundamental time in the lives of the pupils 11 – 16 in situations like their future deciding choices and their future are areas which could really benefit from this kind of facility, a facility highlighting what it takes to succeed and understanding the challenges life has with them at the moment. Especially in the UK this is an untouched market, there are your usual library’s and youth centres, however these are the kind of stigma’s I am trying to stay away from, I want to create something that will communicate at the pupil / students level where they can associate themselves to it through the message it is conveying rather then it being a pre-determined message/theme where the place instantly associates itself with them. The idea I have created focuses at the Age group 11 – 16 (Key Stages 3 – 4). Due to this age group, where a quote by Yves Behar, stated when he was about 15 – 16 “Like all Teenagers, we just want to do what we love and what we believe in”, this bold statement really gave me the backbone, as it shows the way in which the concept shall be communicated. At this stage, they become very much attuned to themselves, expressing what they are, what they are interested in and what they believe in, becoming an individual or part of something with their own ideals and values, shown by the responsibility and activities done within schools and of that within the educational structure at this level. This target audience having now established the key fundamental features, which are: 1. A vast amount of differing interests 2. Different outlooks and interests 3. Individual or group association 4. Own values and beliefs Has helped in pre-determining the starting point of the features require for this target audience. I am approaching this concept idea in connection to the target audience by creating an idea with its own stigma (no predetermined). Due to the vast amounts of interest and future outlooks, a pirate supply store is irrelevant for this target audience, due to this feature of: • Varying interest • Future outlooks


WK 7 Has given me the idea of creating a place of which inspires the notion of ‘ its ok to want to do these things, anything even, however to do these things you need these key words in what ever you do, from now and in the future’. These key words are: • Focus • Energy • Drive From these words and the nature of responsibility, I have derived a possible name – “The Order”. This name doesn’t have any pre-determined stigma’s it is a general name in relation to that of the focus in connection to the target audience, where the pupils / students can create there own story / idealisation in connection to the name. The passage below was written to express the story attached to the name, purely for expressive purposes, however it could become an integral part within itself at a later stage.

THE ORDER If you buy the notion that life is journey, you might also have noticed that, apparently, not all travellers are created equal. There are some who carry a heavy load, dealing with what they are dealt, dreaming of what they are not, all to avoid drowning in the stormy seas of desperation and disappointment that separate the truth from fantasy. Then there are those whose effortless motion and confident action confront us all, causing our jaws to slacken and eyes to widen, and forcing the sharp intake of breath that we then hold while the spectacle unfolds. These people display bravery beyond question, and their actions reveal and limits that, for them at least, imaginary But then there are those of an altogether different Order. In a realm beyond even the masters, we find the Artists. At their most straightforward, the artists are special, not because they are somehow more gifted then the masters, but because of their passionate disregard for convention, their deep awareness of what it takes to succeed, and an unnatural compulsion to explore whatever lies beyond reach. They are obsessed with the pursuit of their goal, giving everything they have, overcoming all obstacles, and as they chase down their visions of perfection, we ourselves are rewarded with something truly beautiful, something measured not in degrees, points or awestruck gasps, but in soul. They are individuals and they are often misunderstood. While others may follow them, recording and commenting on their every move, they remain solitary, driven figures, undeterred by the subjective opinions and surface assessment of others, cutting


Words from those who cannot yet see the beauty, the soul. While the Artists carve new shapes and textures on the face of their lives and the world, not everyone respects or understands them; they don’t know what it takes, or even what it is. Undeterred, the Artists keep going further in every respect, cutting through the dark and fearlessly lighting the way for the rest. They change the way things are and, as they do, they change us. So what is this essential difference? What name shall we give to this sheer defiance? It is Artistry. Artistry is not the reserve of the supremely gifted of the technical master. There are many talents and technicians who will never be Artists. Artistry demands something more. It belongs to those who make all necessary sacrifices to persistently direct every atom of themselves towards their passion, to those who suffer for their art. True Artistry resides in the thoughts and deeds of the men and women for whom there is nothing they will do for the sake of their art. And while all of this may sound grand and inaccessible, everything that is required to transform us into Artists is present in every one of us. Artistry is born with attitude, not genetics or resources. Yes, in some people it shines more than in others, but only because they make it so. So remember this as you read on and consider the Artists of here and now, of then and there: Artistry is open to all. Provided you are prepared to earn it. LEE JAY ROBERTSON


WK 8


WK 8 Logo Ideas / EMP Presentations Friday 6th March 09

Reflection Within the 2 areas highlighted, British heritage and features in connection to the target audience, I have also been inspired by the story behind the name and focus of the concept. Type Choices The next stage that I took was trying to development the visual style for the logo, and the area I have decided to test, is to look at typography within the medieval period, and the style of fonts used within that periods in time. I may not necessarily use the fonts I discover however understanding the visual style I can add of take away features required in relation to the visual style I would like to achieve. Style I want to achieve The reason for my decision for choosing British heritage for the starting block for a visual style is that it will give me a visual that I can see the reaction in connection to the audience and what the centre is all about. However being the first one in the UK I wanted to try and see if I could employ something iconic for both the UK in connection to the ‘order of the garter’ and that period in time; seeing if it would work for this purpose. Type Discoveries Having looked at the styles mentioned with the “Influences of Renaissance and Medieval Typography and Book Design Issues” online article. I was able to discover typefaces similar as well as some suggestive ones which had that link to that period in time however was styled slightly different to that of the ones mentioned. Liking the Softness of Minion Pro, the ‘R’ shape in Ski Regular and the overall weight of Georgia, I decided to the create my own collaboration of styles; for the purpose in making it more iconic for that period. Logo Realisation The first thing you notice for me in the design is the irregular size of the D, having previously discovered the differing meanings that people can take and associated themselves within the word, I was basing it on the irregularity and the notion of putting things in order, where this clearly seems out of order. It isn’t displaced but visually unusual and unconventional to the type of that period. The Core values of what was employ and taken from the story behind the name is there to remind the person of the values it employs. Being inspired by: * History * The story * And name Overall Overall my feelings in relation to the logo produced, links well to that of the areas I have used as inspiration, highlighting the story and name differently.


Visuals from top: Current discoveries of type in relation to British history and heritage & the proposed logo realisation .


WK 8 However my only concern going into the presentation is that being heavily informed by these areas, for the purpose the overall visual is quite forceful and by having the words underneath, makes it feel like it’s a place dictating its core values and rules, which in a sense could be perceived similar to school, which is what I am trying to avoid. Another area is that my investigation into creativity and play is non-existent within this piece, which I am starting to build as the basis of my centre concept, so it has no connection to the basis of the centre, more to the story and history of the word. The story can adapt but I have made the overall impression quite dark. Presentation The presentation of ideas proved to highlight my feelings of the visual appearance and the lack of connection to the focus of my centre, age group as well as losing the notion of creativity and especially play; logo not exactly playful. Next So in connection to the comments raised and my own judgments, I have decided to drop the heavily style medieval type as this is strongly dictating the visual voice of the piece. I will still look at ways of included UK heritage, but on a subtle level however i shall look more at the creativity and play, and a softer visual.

Logo Development 7th - 8th March 09

Moving on from my presentation, I discovered some books and videos, which really helped within the conceptual understanding and development process in relation to my proposal. Books 1. Logo Design 2. The graphic designers guide to effective visual communication 3. Corporate Identity 4 Videos 1. Yves Behar “Creating objects that tell stories” 2. Gever Tulley “5 Dangerous things you should let your children do” Product 1. Y-Water I have included my exploration spreads, in relation to all of the found resources above located on: http://emprobbiedesign.wordpress.com/2009/03/14/logodevelopment-7th-8th-march/

Presentation

After comments from the presentation session, there was one which needed some focus, and that was the progression in the logos development and speeding up these experiments. So I am using this weekend, to develop my logo, in preparation for my tutorial on Monday. Taken Forward As highlighted: ‘I will still look at ways of included UK heritage, but on a subtle level however look more at the creativity and play, and a softer visual’.


Here are some tests, accompanied by captions indicating font choices:

THE ORDER 1. Font: Georgia (regular)

order

ORDER

2. Font: Georgia (regular)

the order

ORDER 3. Font: Kozuka Gothic Pro (L)

order

4. Font: Kozuka Gothic Pro (L)

5. Font: Kozuka Gothic Pro (L)

6. Font: Kozuka Gothic Pro (L)

7. Font: Chalet Paris (1970)

8. Font: Chalet Paris (1970)

9. Font: Chalet Paris (1970)

10. Font: Chalet Paris (1970)

11. Font: Chalet Paris (1970)

12. Font: Chalet Paris (1970)

Overall This test showed a range of ideas, starting with the shape and style being inspired by British medieval history with the style of font and the icon. The Icon used throughout is in connection to the Order of the Garter, ( the highest order of British knighthood.) The changing between both, ‘Order’ and ‘The Order’ was trying to establish whether or not ‘Order” is too strong for the purpose of the logo and its intentions. Chosen Logo The selected logo I will put forward (number 11) within my (9/3/09) tutorial is a completely different style to that of my previous, dramatically changing the overall feel, in relation to the audience by trying to make it softer in appearance, allowing the name and symbol to communicate. The final symbol has been created from two fields: 1. 2.

Inspired by ‘The Order of the Grater’ And an expression mark: in relation to the philosophy of the center, to trying sum up creativity and plan


WK 9 8 Tutorial Reflection Friday 6th March 09

Reflection This tutorial was scheduled 2 Days after my presentation where I spent the weekend developing my identity from the medieval font style that it was into something which still incorporated the feature of a connection with the UK but not so strongly within the sense that I had discovered and displayed previously. The focus this time was based more on the idea of an expression mark: in relation to the philosophy of the centre, trying to capture the essence creativity and play. The tutorial was more positive showing the progress that I had made and also that the features and areas I had discovered were relevant but the situation was that some were showing through more then others, and visa versa other features where not showing through enough, thus miss communicating the message of what it was trying to communicate. Name The overall image was of a subtler nature where even though the name ‘Order’ was still a quite empowering word, it had been represented in a much softer way. However the isolation of the word ‘Order’ was still questioned on its overall power. And extending it to ‘the order’ could bring it down a tone where the emphasis is not the sole word but the overall impression of the statement. Message The overall message I want to employ is rather then someone following a kind of statement put across by the word ‘Order’ that you have to comply with, its more a place where you can organise your priorities, whatever they may be, where help is available if needed. Mark The mark itself I feel could do with exploring further into the idea and notion of the expression mark and what it means and stands for within this idea. I could explore the visual representation of the icon in relation to the idea of creativity and play, overall being a form of expression. I am not sure if the logo shown within the tutorial is either to tight to communicate the aspect of creativity, it’s not expressive enough? Or whether that there needs to be a standard solid structure in relation to the mark where exploration can expand out of the structure, embracing the meaning. Overall - What to do next Anyway the next stage is to explore those areas highlighted, looking more into its connection to the centre concept and purpose, seeing how the logo can capture these areas. Develop and collaborate the notion of creativity and play, employing the values discovered in determining the way in which the mark communicates.


Visual: Proposed logo crit sheet


WK 9 8 Logo / Idea / Folder Development Formative Assessment 13th March 09

Reflection Due to the formative assessment being on Friday 13th march I will be using this week to summarise areas of my investigation to try and portray the stage I am currently at within my development process. I won’t be able to put all my primary research in, as many of the levels of investigation is either still on-going or it hasn’t been finalised completely ready for the folder work. Due to the folder work not being completely up to date, I am trying to portray the stages I am at within the idea / development process in relation to the proposal. What I have been finalising in relation to my current situation in my development process is using my primary investigation results, trying to come to a realisation in the form of an identity and ways in which the centre will work. What I want to achieve by for Friday 13th March is to address the points raised within the tutorial on Monday, looking at how the mark, message and the name can come together in communicating the centres concept and purpose, seeing how the logo can capture these areas; developing and collaborating the notion of creativity and play, employing the values discovered in determining the way in which the mark communicates. Below and opposite are the spreads I have created along with the folder work that I have already created, and explaining that the stage I am at in relation to the folder work, showing what I have yet to include. Highlighting that I have made these developments but have yet to lay it out within the folder work due to time and having to progress on so quickly.


Visual: Spreads viewable at: http://emprobbiedesign.wordpress.com/2009/03/14/logo-idea -folder-development-formative-assessment-13th-march/


WK 10 Logo Change & Development 14th - 15th March 09

Reflection During the time where I had handed in my required pieces of work / folder work, after my evaluation on my current logo design within my logo spreads for the formative assessment, I have identified areas of the logo which need further development to further define what message and focus I am trying to convey more effectively. In doing this I produced an A3 spread which explores all the features I feel is involved within the areas of both the Focus of the concept and the features in relation to this, as well as the Function exploring what could denote the concepts proposed purpose and ultimately the use. Logo Change Looking further into the mark, message and the name and how it can collaborate and come together, communicating the centres concept, purpose and proposed activity in relation to the target audience. Exploring how the logo can capture these areas; developing and collaborating the notion of creativity and play, employing the values discovered in determining the way in which the mark communicates. Logo Overall In reflection to the new proposed identity I feel compared to the previous design and in relation to the values above and in connection to the concept I feel it captures the essence, especially with the idea of the expression mark visually being an area of expression for the students in their way of communicating outside of the centre. I think that this logo has now become this non-stigma based identity which reinforces the values the meaning of what the centre means and stands for in its goals as well as activities, where this resolution has come about by understanding the target audience and their current situation within their studies; ‘ purpose driven design’ These spreads explore the areas I am in pursuit of……


Visual: Spreads viewable at: http://emprobbiedesign.wordpress.com/2009/03/20/logo- change-and-development/


WK 10 Formative Assessment Feedback

Pre-Feedback Initially I was a bit worried as I hadn’t been able to put all my primary research in, and hadn’t been completely up to date with the folder work so it didn’t reflect the stage I was at completely. However I tried to portray the stages I was at with the idea in relation to the proposal. Really this assessment was only a test run, which was going to help me by highlighting areas that needed more attention where the level needed to be raised. Feedback Reflection In receiving my feedback I was pleased to find that I have received no referrals in any of the areas, however the Knowledge of contextual and theoretical issues area was down within satisfactory, which I had expected due to me not being able to include everything at the stage for the assessment. Overall I am very pleased with the marks I had received, even at this stage within the project I had established all areas well and to the level in order for the project to pass. This has given me confidence within my level of work in connection to the learning agreement as well as still having loads to develop, making me optimistic in improving the certain areas required. Overall However there is no resting on these comments and marks, I shall continue to employ the same method I have been following so far, with my goal being to provide a solid coherent and consistent project with a clear proposal, relevant to that of my learning agreement, where everything is completed to the best it can be, so I shall optimise all available time to achieve this goal.

Final Outcome Proposal Development

My final Outcome for this investigation into this new tutoring centre concept and its integration into the UK market, with be constructed in a way of a proposal, which will be more likely realised through a printed medium ultimately book format. However in connection to the centres notion of digitalisation I will be looking at publishing it online as well, where there will be choice of being able to download it as a PDF. The way I feel the book outcome will work at its best in the form of the proposal theme is by having the book split into two. The first half of the book can have the required elements that helped in the realisation process within the final outcome, where the second half will have further in depth investigation and evaluation through out the development process, highlighting the level of enquiry; which will subsequently reinforce the proposed outcome. The deeper level of documentation will also work in connection to that of the online blog and the folder work, reflecting all areas for the requirements for the EMP brief; giving the concept maximum accessibility and maximum exposure.


Next Having established the format and features of how all these elements are going to work together to achieve maximum effect for the nature of the outcome, being a proposal, the next step is to start investigating and researching into book design, and the separation of information / sections within the book.


WK 11 Book Design Development

Pre-Feedback This week was the start of the book design having got the main design pieces for the proposal formulated I really need to start. Having never designed anything for print on a personal basis, before I could start I needed to find out if there were any areas which I needed to be aware of so not to fall into those traps, as time wouldn’t allow me to crawl out of those holes. Having discovered this small booklet called: Stock, Format, Stock, it highlighted many features to take into consideration in the final piece allowing me to see features I had to keep in mind when designing. At this point in time I had an idea of what I would like the idea to be produced as. A book I had on my shelf provided the inspiration for the binding process, style and finish, however I had some specifics both within the design as well as certain finishes which I needed to challenge the printer with. Print finish questions: 1. 2.

Embossing Spot vanishing

Design Ideas The second half of the book is proposed to be reverse so each cover (front/back) would become the start of each section for ease of use. The reason for this is that both halves of the book would form documentation and the proposal. Printer After having talked to the printer I was able to establish that the binding method I had chosen was able to be done and my enquiry into how the second half of the book could be reversed, and this was indeed possible but within the design process I need to design it with everything the right way up and that he would reverse it within the binding process, However my goal is to hopefully go in with the finalised design as well as a hand made mock to show him exactly what is required. However due to time fast closing in and my task in bringing the folder work up to date, linking it to blog and organising it correctly. I might not have time available taking on board my proposed printing time of a Week. Looking through the Ambrose / Harris serious, the books: Layout, format and print finishes have been so valuable in this process and have both inspired and guided me within this unknown area. These books have enabled me to make the advances I needed at this time as fast as I have seeing who and what is able to be produced, features you can combine, page details – signatures for example etc. In understanding the whole process. Things to keep in mind for the printer: 1. 2.

3mm bleed all the way round. Measure covers exactly and produce it on a solo spread accompanied with the reverse side.


3. 4.

Add 2mm onto the thickness of the pages for the spine to allow for binding, glue etc. Have the main document from the starting to final page in a separate document than the cover.

Contents I have done a rough contents page of what elements I will be including within the book, apart from the blog section: Introduction Design Process Problem Identifying a Need Discoveries Target Audience Target Areas Realisation Proposed concept – Overview Things that have informed the concept in its direction Proposed logo and its features Proposed Activities Proposed integration, adaptation, and realisation Features Proposed activity concept Interactive pen Safety Website Applications Space Location Centres Philosophy and Goals. Present I am currently at the realisation stage of the book. And now am going to catch up on the folder work within week 12 and hopefully depending on how well I get on carrying on with the book towards the end of week 12. I have only been able to get to this stage as I have been really focusing on discovering a consistency throughout the whole book, and executing each page to the best of my ability at this stage, as well as it being my first book based design and discovering areas, which as taking longer then expected. My proposed outcome will hopefully be of print based realisation however I am also going to be designing for a digital purpose as well so an online book which will be available to view and download as a PDF if required.


WK 11 Ambrose / Harris Collection Book Design Resources

About the Authors Gavin Ambrose is a practicing graphic designer whose client base includes the arts sector, galleries, publishers and advertising agencies. He has written and designed several books on graphic design, branding and packaging. Paul Harris studied at the London College of Communication and has gone on to become a freelance writer and editor. His work has appeared extensively in magazines and journals on both sides of the Atlantic, including style bible Dazed & Confused. Titles in the Basics Design series: Format, Layout, Typography, Image, Colour and print & Finish. Format Description BASICS is a new series for AVA Publishing. There will be five books in the series: Format, Layout, Typography, Image and Colour. The five titles together form the fundamental elements of graphic design and will provide the reader with a comprehensive reference tool. Aimed at design students and anyone with an interest in creativity, this series will prove indispensable for anyone wanting to acquire a thorough knowledge of the building blocks of creative design. Format concerns the physical dimensions of the product and the space one has to present the graphic elements of a design. This book will explore how the shapes, sizes and fold patterns can be used in the creative design process to achieve differentiation. Format is predominantly concerned with print media though certain aspects can be applied to the design of website panels, pop-up boxes and other on screen components. Layout Description Layout is the arrangement of the elements of design in relation to the space that it occupies according to an overall design scheme. It could also be called the management of form and space. The objective of layout is to present the visual and textural elements that are to be communicated in a manner that enables the reader to receive it with the minimum of effort. With good layout, a reader can be navigated through quite complex information in both print and electronic media. The second title in the Basics Design series Layout addresses the practical and aesthetic considerations of the job in hand such as where and how the content will be viewed, regardless of whether the final format is a magazine, website, television graphic or bottle of bubble bath. How the content will be used is also discussed. The use of a grid, for example, allows quick and accurate placement of items and ensures a consistent visual identity from page to page, or item to item across a range of products. This book will prove indispensable for anyone wanting to acquire a thorough knowledge of the building blocks of creative design Print & Finish Description An introduction to a variety of printing techniques, such as letterpress and litho as well as a range of finishing techniques, including varnishing and embossing. Printed on a series of seven different paper stocks allowing the reader to see the results that can be achieved from creative stock selection. Demonstrates advanced printing techniques via the use of three special colours to show how metallic, fluorescent and pastel inks can be used to great effect.


Visual: Ambrose Collection


WK 12 Folder progression

Finalising Final Designs About the Authors This week has been a collaboration for both folder work and the blog to come together. The idea behind this is that the blog works in conjunction with the folder work and that each section of the folder corresponds to a sections/periods of time within the blog, represented by labels, detailing the related week, topic area and link to blog. Blog The blog has been used as a basis for a deeper amount of self-reflection and analysis, where the folder has been the main framework in the expansion of ideas, progressing towards the final outcome. The plan for the blog is that it will form the second part of the final proposed book, where the first half consists of the proposal of the concept, where on the back half of the book, it explains more about the process that was taking in achieving this solution. This Week This focus of this week has been mainly about establishing those connections of the folder work to that of the blog, keeping it up to date in connection to my current status. For me this is very important because from past experience with projects development of ideas and final outcomes etc. Move on so quickly that it takes longer to document this process and in doing so takes longer as you go along. So regardless of the amount of time I have left I have been sticking to my main structure of how I document each part of the project in order to keep the folder work at its ultimate point, working with the blog as well as deriving a solid final outcome linked to both. I have found from previous experience that if I had not employed this sense of structure the final stages of the folder work would have been rushed and unclear, and not consistent in its structure as well as in connection to the blog. The blog would have subsequently become saturated towards the end due to advances made within the project and lack of time. Goal So my main goal overall, was to provide a solid coherent and consistent project with a clear proposal, relevant to that of my learning agreement. The only way I have been able to keep on target for this is to use every available time I have allocated to me within the time scale. Initially when you first look at it 3 weeks is a long time, however in relation to what needs to be done within that time, it is going to be tight, which is why I have pushed so hard for so long to make sure I am on target to achieve all those areas set out for the project, as the problems I have highlighted are areas I have fallen victim to in the past. Aim My aims by Sunday leading into week 13 is to have updated both blog and folder at the current levels of investigation, so not to have it fall to far behind, also to have continued on the design of the book especially some ideas on the cover as this is quite a big part due to its communicational values in terms of me as a designer as well as the proposal.


I am also hoping to have been able to visit St Josephs school again, to look into the idea of space, as this is the point within the project and the book which is an area slightly touched upon where I have previously established that this can be such a fundamental feature within the idea of the concept. Giving examples of how the space would operate I feel it is the best way of understanding and portraying the idea I have as the whole overall purpose of the brief is to provide a proposal, how it would work and that the features could become reality based on its application. Going into interior design would be irrelevant and impractical at this stage due to time and that I have no solid place to design for, merely features and requirements of the space. Location In relation to the space and the reality, I have identified a space situated within the local community with access from local schools both primary and secondary. I was going to investigate and propose that this could be a possible place where the concept could be realised, and in obtaining more information about the site I shall contact the council to find out the proposed plan for that site as it has not long ago been recently taken off the market.

Visual: Proposed list of remaining items and features for folder work and book


WK 13 Folder Finalisation / Book Design Development

Pre - Week At the start of week 13 I am looking at finalising my folder work as much as possibility in relation to my documented research and investigation; and can continue designing the book as the main goal for the end of this week. Also I am hoping to get back in contact with the council in regards to Old Rossmore library, where I was made aware of the proposed use for the site, and considering the time and investigation process, I am hoping that I will be able to help and put forward my investigation and findings. If this becomes possible then the whole intention of the project, in creating a brief in the form of a proposal, would have been a success because the whole purpose was to come to a solution of a proposed concept within the UK, where now I have a real life opportunity to optimise what I have discovered, which in turn is helping me focus my outcome.

Week Reflection In reflection to week 13 my main achievement was in being able to bring the folder work further up to date in relation to my current development situation. In undertaking the folder work I took my time in establishing a good consistency within the development process, as well as connecting it to the relevant digital reference online. The reason why this week has been so folder work driven is that I was able to achieve my goal of making up the difference in relation to my current stage of development, however features and areas of discussion needed for the book has not been finalised completely within the development stage, so due to this I have decided to spend more time within the folder work and development process of the final stages in relation to the proposal documentation for the book. In my previous experience the folder work takes time and attention as this is the documentation of my development and in order to keep a consistent and coherent progression of development running throughout where it doens fall short at the end. In order to break apart the work load I am switching between the two so to try and keep at the top of each area, as well as the blog.

Aims Week 14 Week 14 is really the final stage of bringing the book together ready for print, the blog is up to date as well as the folder, where I will now delegate this final week in finalising the last 1/4 of the proposal section and start work on bringing across the documentation for the second half of the book to form the deeper level of enquiry section.


Visual: Folder work completed in relation to the EMP brief investigation A3 20 sleeves


WK 14 Folder Finalisation / Book Design Development

Pre - Week This week has been a collaborative effort between the final stages of the development areas within the folder work presenting it for the proposal section within the book. Within week 12 and 13 I was able to get the basic lay outs where I made good progress within the proposal section of the book however this is only half of the proposed book. The second section of the book is bringing together the documentation in connection to my documentation throughout the project via the online blog. My aims for this week is hopefully have fully finalised the over book design, where both sections have been completed. Where hopefully I can produce a mock up the book ready to take to the printer and get it printed. Also for my final hand in, I have been developing a way of presenting the book when it has been printed. Rather then it just being a book box I wanted to have a feature which relates to that of the proposal, which gives it an overall sense of realism which can reinforce the proposal and ground it in terms of it being achievable. One of the most predominant features within the centre concept is the tool in connection to the proposed activities. I feel having a realised object in reference to the centre that I have been investigating could provide a nice visual link to that of the centre and how this main tool could look like, its overall size etc. This idea of this unit including the finalised book box as well as part of the tool will also reinforce the idea of how a new user would receive there part of the tool if they were to register, where in this instance you received the information book and the most important tool in relation to the functioning of the whole centre in regards to the user. Week Reflection In reflection to week 14 my main achievement was in being able to finalise the book where I have a couple of days to finalise the cover for both sides of the book deign. I have been able to achieve this where now all that is left to do is the final touches of making the presentation box and bringing it together for the hand in. This week has been a hard and long process, however I am happy with the finalised outcome, where the content is the whole package of a 14 week self created brief in one. The choice of having two sections of the project for me does two nice things, one the way of having an overall package where one sides denotes its focus in communicating the finalised solution, where the second half consists of the investigation and progress made during the realisation process of the finalised idea. The second part is that normally a book has a stigmatised view of a start and finish where for this purpose it would be irrelevant. There is no finish line, there is more yet to be explored, where the centre is where the idea can be the branching point of both sides where more can grow. In writing these final few words I shall leave you with a thought which I discovered through my development which I shall keep with me. “All kids are artists, however it is remaining an artist as we grow up� Pablo Picasso


The Order is here to encapsulate and celebrate this gift for human imagination, we have to be responsible and use this gift wisely, by seeing our creative capacities for the richness that they are and seeing these children for the hope that they are. And the task is to educate their whole being so they can face this future, we may not see this future but they will and The Orders proposed job is to help them make something of it.................

Visual: This Book has no start or finish merely a point where the ideas can grow or flourish



The Order