“Education is the manifestation of the perfection already in man” - Swami Vivekananda
PROJECT ONE: DOCUMENT Guide: Tarun Deep Girdher SHANTANU SALGAONKAR Graphic Design, Semester 7 National Institute of Design 2010
CONTENTS PROJECT PROPOSAL - 06
Brief-07 // Client Brief-07 // Client Background-07
RESEARCH - 08
Introduction-09 // What kind of school?-10 // The competition-16 // The survey-19 // And the survey says-22 // The ratings-24 // The other schools-26 // The target audience-42
PROCESS - 46 What is branding-47 // Initial explorations-50 // short-
listed concepts-58 // The final selection-80 // Construction of the wordmark-82 // The visual language-88 // Final collateral-102
CONCLUSION - 118 REFERENCE - 120 THANK YOU - 122
PROJECT PROPOSAL
Brief-05 // Client Brief-05 // Client Background-05 6
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Our first project revolved around the theme of children and health. The end deliverable were to be in the realms of print media. After discussing various topics with my guide. I opted to work on a project which involved designing the identity for a school in Sidhpur, Gujarat. The school believed in experimental, non conventional teaching methods, which will be explained in detail later on. The organization is looking for an identity which will “get their message across to involve other schools in this idea for widespread education.” They are looking for an identity which is “practical, non-commercial and cost-effective”. Hence the final brief was...
“Developing an identity for a school which practices experimental methods of teaching for better understanding of children with variable intelligence”
Client Background Experimental Foundation for Innovative Education is a non profit organization based in Sidhpur, Gujarat. This organization has been testing various teaching methods which would help students learn in a better way and identify their strengths and capabilities. By establishing this school in Sidhpur, the organization wants to set an example and get their message across to involve other schools in this idea of education.
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RESEARCH Introduction-09 // What kind of school?-10 // The competition-16 // The survey-19 // And the survey says-22 // The ratings-24 // The other schools-26 // The target audience-42 8
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Introduction To understand the project I began my researched. I concentrated my research in three parts, so as to get optimum results: • What kind of school is it? • Which schools is it competing with? • What kind of people do you attract? This would help in jotting down keywords for the school in terms of demographics, attitudes, values and beliefs and anything else that affects the image of the school.
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What kind of school? Fabulous Knowledge Park (FKP) falls under the category of an indigenous school which believes in Kinesthetic mode of learning. To understand this concept better we will have to look at education in a detailed format.
Education in the widest sense can be defined as any act or experience that has a formative effect on the mind, character or physical ability of an individual. Educational psychology: To understand the characteristics of learners in childhood educational psychology develops and applies theories of human development. Often represented as stages through which children pass as they mature, developmental theories describe changes in mental abilities, social roles, moral reasoning, and beliefs about the nature of knowledge.
Jean Piaget’s theory of development: According to the theory children mature through four stages of cognitive capability. Piaget hypothesized that children are not capable of abstract logical thought until they are older than about 11 years, and therefore younger children need to be taught using concrete objects and examples. Researchers have found that transitions, such as from concrete to abstract logical thought, do not occur at the same time in all domains. A child may be able to think abstractly about mathematics, but remain limited to concrete thought when reasoning about human relationships. 10
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Fabulous Knowledge Park (FKP) is a school that helps students learn through the kinesthetic module of learning. The aim of the project is that this principle be projected in the identity of the school. Systems of formal education: •Instruction refers to the facilitating of learning, usually by a teacher. •Teaching refers to the actions of a real live instructor to impart learning to the student. •Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.
Learning: There are various learning styles existing today bought forward by various educationalists. Dunn and Dunn, for example, focused on identifying relevant stimuli that may influence learning and manipulating the school environment. Howard Gardner identified individual talents or aptitudes in his Multiple Intelligences theories. Today education can be divided into different Learning modes. Visual: learning based on observation and seeing what is being learned. Auditory: learning based on listening to instructions/information. Kinesthetic: learning based on hands-on work and engaging in activities.
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To get an idea of the influence behind the branding I will have to explain the conventional formal education system. The categorization, of which, is very important to this project. Formal Education is structured into: Preschool Education Primary Education Secondary Education Higher Education Adult Education Alternative Education Indigenous Education I will talk about in detail about three of these since viz. Primary, Alternative and Indigenous Education, since these concepts are important to be understood before getting into the process for branding the school. 12
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Primary Education: Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. The division between primary and secondary is arbitrary, but it generally occurs at about eleven or twelve years of age. Some schools have “middle school” to deal with the transition between secondary and primary. Primary education is compulsory in most countries. Under UNESCO’s “Education for All” program most countries have committed to achieving universal enrollment in primary education by 2015.
Alternative Education: As the name suggests it’s a non-traditional, educational alternative. It refers to all forms of education outside traditional education. Alternative education also includes forms of education designed for students with special needs like teenage pregnancies, intellectual disability, etc. It’s also for the general audience employing alternative educational philosophies and methods. These alternatives, which include charter schools, alternative schools, independent schools, and homebased learning vary widely, but often emphasize the value of small class size, close relationships between students and teachers, and a sense of community.
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Indigenous Education: It’s an alternative model of education within the scope of formal and non-formal education. Non-formal learning is a distinction in learning between formal and informal learning. It is learning that occurs in a formal learning environment, but that is not formally recognized. It typically involves workshops, community courses, interest based courses, short courses, or conference style seminars. The learning takes place in a formal setting such as an educational organization, but is not formally recognized within a curriculum or syllabus framework. Indigenous Education enables communities to reclaim and revalue their languages and cultures, and in doing so, improve the educational success of indigenous students. For indigenous students or learners, and teachers or instructors, the inclusion of these methods often enhances educational effectiveness, success and learning outcomes by providing education that adheres to their own inherent perspectives, experiences and world view. Environmental and land management strategies traditionally used by indigenous peoples have continued relevance. Indigenous cultures usually live in a particular bioregion for many generations and have learned how to live there in sustainable conditions. This quality often puts truly indigenous cultures in a unique position in modern times to be aware of and knowledgeable about the interrelationships, needs, benefits and dangers of their bioregion. This is not true of indigenous cultures, which have been eroded through processes of colonialism or genocide, or peoples who have been displaced. 14
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A prime example of how indigenous methods and content can be used to promote the above outcomes is demonstrated within higher education in Canada. Due to certain jurisdictions’ focus on enhancing academic success for Aboriginal learners and promoting the values of multiculturalism in society, the inclusion of indigenous methods and content in education is often seen as an important obligation and duty of both governmental and educational authorities.
After discussing with the client, we figured what category the school fell into. This helped in realizing the aim of the school which would later help in deriving the mission statement for the prospectus. This was the first part of the research. Graphic Design, Semester 6
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The competition
_Students of Burhani, on thier way home at the end of the day
Its important to understand what the competition is like. This helps to gauge where the school stands with respect to the others. It helps in differentiating the brand values and picking out its unique values. Although the school is looking to expand across Gujarat and then India, their aim is to test the model in a town like Sidhpur first. Hence we looked at the local schools. For this very reason I went to Sidhpur, along with a friend, Rhea Rawat, who helped me in interviewing the locals. We made a 112 km trip to Sidhpur and ran a survey to get an idea of the mind-set of the townsfolk, for what they look for in a school when they are getting admissions for their children.
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(top)_At the construction site with Rhea and the client.
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(bottom)_Workers coming back from the mills.
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_Inside the Burhani School library.
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The Survey
To get started with knowing the competition, discussed my idea of conducting the survey with my guide. Tarun suggested I get on to the field and take the opinions of all sorts of people. Taking these points into consideration I started framing the questionnaires. I prepared two questionnaires, targeting two different audiences. One was meant for parents who had already enrolled their children into school and the other was for people yet to send their children to school. The purpose of this exercise was to get an idea of the most preferred schools. The questionnaires focussed on getting information of what influenced, or will influence their decision, while choosing the school for their children. Also which school has a better public image among others. Personal information was restricted to only to age, gender and occupation. This also gave me a rough idea about the general parent profile in the town.
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Shantanu Salgaonkar Graphic Design, National Institute of Design Ahemadabad.
The School Project
Age
No of children
Gender
School/s children studying in ______________________________
Occupation _________________ What influenced your descision in choosing a school for your children? Peer group Prospectus Public Image Distance Others, please specify _____________________________________
How helpful is the school prospectus? 1
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No
Yes
Does the school provide a diary?
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If yes, How helpful is it? 1
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What is it used for? ___________________________________________________________________
Rate the public image of the school? 1
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Rate the performance of the school? 1
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_ Questionnaire for people with children in schools.
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Shantanu Salgaonkar Graphic Design, National Institute of Design Ahemadabad.
The School Project
Age Gender Occupation _________________ On what basis would you choose a school for your child? Peer group Prospectus Public Image Distance Others, please specify _____________________________________
Which school would you prefer sending your kid? _______________________________________
Rate the public image of the above school? 1
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What are you looking for in a school prospectus? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
_ Questionnaire for people about to send children to schools.
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And the survey says... I categorised the results to figure out, which were the preferred schools People about to send children to schools.
People with children already in schools.
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MEN WOMEN
MEN WOMEN
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TOTAL PEOPLE INTERVIEWED: 60 from each group Primary occupations of the parents/prospective parents:
10.26%
UNEMPLOYED
41.03%
48.72%
BLUE COLLAR
WHITE COLLAR
OCCUPATION: MEN
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51.85%
HOUSEWIVES
32.10%
BLUE COLLAR
16.05%
WHITE COLLAR
OCCUPATION: WOMEN
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What influenced your decision while choosing a school for your child?
What will influence your decision while choosing a school for your child?
PEER GROUP 10% PEER GROUP 20%
PROSPECTUS 30%
PROSPECTUS 20%
PUBLIC IMAGE 36.67% PUBLIC IMAGE 46.67% OTHERS 23.33% What school have you admitted your child into?
OTHERS 13.33%
BURHAIN 36.67%
AGA KHAN 30%
The rest of the 20% had their children admitted in other schools. Reasons ranging from not getting admission in desired school to distance problems.
SHRI STHAL 10%
BURHAIN 40% Which school would you prefer to send your child?
AGA KHAN 33.33% SHRI STHAL 16.67%
The rest of the 10% had different preferences for various reasons.
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The Ratings Apart from the basic statistics, I also asked the people their view on the schools. I asked them to rate the school on a scale of 1-10, depending on various factors like public image of the school, prospectus and, for the people with children already in schools, public image Vs actual performance.
Ratings by people with children already in schools.
Burhain Aga Khan Shri Sthal Others
Public Image of the school
Performance of the school
8.67 8.78 8.75 8.55
9.00 9.56 8.75 7.83
Ratings by people about to send children to school.
Burhain Aga Khan Shri Sthal Others 24
Public Image of the school
School Prospectus
7.45 8.22 7.00 6.33
7.64 7.44 7.25 7.75
The other schools refer to: MP School Saraswati Shishumandir Gurukul
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Most Preferred Schools After analyzing the statistics, and talking to the locals, I narrowed down on the three most popular schools in Sidhpur. These are the overall ratings, taking into account, not just the popularity of the school , but also the performance of the school as viewed by the parents.
1. Burhain 9.67 2. Aga Khan 9.40 3. Shri Sthal 8.60
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BURHANI SCHOOL
Also known as Saifee Jubilee School. The school is run by the Dawoodi Bohra community, which believes in self-sufficiency. They do not accept donations from outside the community. (Refer to page 42) It’s an English medium school. It has no logo and prospectus. The principal stated religious reasons for the same. The school is popular by word of mouth and according to the principal; there is a “rat race for admissions”. The school derives its discipline from is motto: “Disciple, Clarity and Courage”. Students pay an admission fee of INR 5800 and term fees of INR 900. They also pay a monthly tuition fee of INR 500. 26
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(top)_Teachers outside the Burhani School Library
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(bottom)_Geometric solids used to teach the children.
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(top)_Teachers’ lockers in the staff room
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(bottom)_Burhani supplies notbooks to the children which ensures uniformity
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(top)_Teachers have to maintain a log book to record their attendence.
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_The Burhani School Diary. The notes section is plain with divisions for dates, which I tried to avoid in the diary for this school.
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SHREE STHAL SCHOOL
Owned by a local businessman, the school derives its name from Sidhpur’s other name that translates to “Holy Place”. It’s an English medium school that follows the semester system. The 11th and the 12th are for the commerce stream. I managed to get a copy of their admission form and also the report card. The report card is very systematic and clear when it comes to information. There is hierarchy maintained in the content. Students have to pay an admission fee of INR 1500. After that there is an annual fee of INR 450, which includes Activity fee and Examination fee. There is a term fee of INR 400 and a monthly fee of INR 300.
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(top)_Most of the classes have a quote on the top of the entarance.
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(bottom)_ A shade for students to have their lunch.
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_The Shree Sthal School progress report is centre stapled, two spread with a thicker cover spread. Its single color offset print. The information is very effectively communicative and the report is easy to archive.
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(top)_I also managed to get a copy of the admission form.
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AGA KHAN SCHOOL
_ This is a picture taken from the prospectus, since photography is prohibited inside the school
The Aga Khan School comes under the Aga Khan Development Network (AKDN) that focuses on health, education, culture, rural development, institution building and developing the economy. The AKDN works in over 25 countries around the world. It employs approximately 60,000 people, the majority of whom are based in developing countries. The AKDN has 10 schools in India. There are 3 each in Maharashtra and Andhra Pradesh, and 4 in Gujarat. The Aga Khan School, Sidhpur being one of them. The identity is a wordmark of the Persian word “ikra” which means, “to read”. Students have to pay an admission fee of INR 2000. After that the term fee is INR 800 and a monthly tuition fee of INR 450.
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_The school prospectus is standard for all the Aga Khan schools across India. The photographs on the cover are of actual students taken by a professional.
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_The school prospectus talks about the various branches and the organisation’s mission statement.
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The target audience
_This monument outside Sidhpur celebrates the agriculture industry.
It is very important to understand who the brand identity is targeted at. Apart from knowing the competition its also important to know who is your buyer. Before the survey I had talked to my guide about this. Tarun suggested I talk to the parents about the survey. Hence I decided the school would be targeting the parents but it is the students who will be in contact with it all the time. Hence it is better to understand the vital statistics of sidhpur and its people.
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Brief background on Sidhpur. Sidhpur is a city and a municipality in Patan district in the Indian state of Gujarat. Sidhpur is an historical place, located in North Gujarat, India. It is located on the bank of Saraswati River, considered to be the branch of lost Saraswati river. The identity is aimed at the parents of children residing in Sidhpur and potential investors who would help expanding the share capital. The school is situated near Shri Hari Cotton mill compound, near the Sidhpur Railway Station. Sidhpur is also known as Sri-sthal or a “pious place”. It is mentioned in the Rig Veda to be existing at that time as the Dashu village. The legend is that the great sage Vyashya had donated his bones to God Indra here at Sidhpur. Sidhpur is also believed to be located at the junction of two rivers Ganga and Saraswati. Even in the Mahabharata it is mentioned that the Pandavas had visited the place while they were in exile. During the 4-5th A.D a large number of people settled in this part. They were Gurjara people from Iran. Around the 10th century, under Solanki rulers, the city was at the zenith of fame and glory. The ruler Sidhraj Jaisingh built his capital at Sidhpur, thus the name Sidhpur which literally means Siddhraj’s town. He built a temple dedicated to Shiva, and also beautiful palaces and one huge tower, some say of 80 metres long. He also brought large numbers of Brahmins from Mathura and had them settled here. During the 12th century Muhammed Ghori destroyed the town on his way to Somnath. Around 30,000 people were killed in the raid, and the Solanki empire was destroyed. During the Sultanate time the place was under the rule of local dynasty ruling from Palanpur. Later on in 15th century the place was brought under the Mughal rule by Akbar. Under the Mughal rule the town developed and flourished.
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SIDHPUR
_Map of Gujarat, showing the location of Sidhpur.
As of 2001 India census,Sidhpur had a population of 53,581. Males constitute 52% of the population and females 48%. Sidhpur has an average literacy rate of 71%, higher than the national average of 59.5%: male literacy is 77%, and female literacy is 64%. In Sidhpur, 12% of the population is under 6 years of age. These facts helped me realize the parent profile of the average Sidhpur resident. Hence the communication in most of the stationary was designed.
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The town also holds importance for the Bohra Muslims, an affluent Muslim community spread all over the world. They have contributed significantly to the development of Sidhpur. Their old Havelis and mansions, some over 100 years old have a markedly European flavor and a walk through the ‘Bohra Vad’ is like a stroll through an England replete with the lamp lighters at dusk. A very massive tract of land abutting the railway station and the Inter-city bus stand belongs to the minority Dawoodi Bohra Community. Dawoodi Bohra is the largest branch of the Bohra. While the Dawoodi Bohra are based in India, their belief system originates in Yemen, where is was a remnant of the Fatimid Caliphate. In 1592, the Tayiyibbi Mustaali denomination divided over a leadership dispute, forming the Sulaymanī and Dawoodi Bohra. The word Bohra itself is derived from the Gujarati word vehwahar, which is interpreted as “trading”. The community is made up of approximately one million adherents worldwide, with the majority of adherents residing in India. There is also a large community in Karachi, Pakistan where many fled as refugees in 1947 following the Partition of India. There is also a significant diaspora resident in the Middle East, East Africa, Europe, North America and the Far East. Dawoodi Bohras have a blend of cultures, including Yemeni, Egyptian, African, and Indian. In addition to the local languages, the Dawoodi Bohras have their own language called Lisanu-l-Dawat. This is written in Arabic script, but is derived from Urdu, Gujarati and Arabic. The Dawoodi Bohra community is known worldwide for their various projects, including philanthropic efforts, hospitals, schools, and renovations and restorations of Islamic and Shia landmarks.
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PROCESS What is branding-47// Initial explorations-50 // shortlisted concepts-58 // The final selection-80 // Construction of the wordmark-82 // The visual language-88 // Final collateral-102 46
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What is branding? Brand is what identifies a product, service or company (name, term, sign, symbol, or design, or combination of them) and how it relates to key constituencies: Customers, Staff, Partners and Investors. Branding can make a huge difference for a school both internally and externally. It ensures that the school’s staff, parents and pupils; know exactly what the school stands for. This consistent, clearly focused and coordinated message would generate a significant increase in enquiries and visitors and in turn greater pupil numbers for independent schools.
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Conventionally, brands were used to identify cattle. The google dictionary defines branding as: “A traditional advertising method used to elicit a latent response from a target based on cumulative impressions and positive reinforcement.� A brand is not just a logo, or a uniform, or a store board, or a badge. Its a culmination of all these which leads to the overall image of the organization. It is something which makes the people working at the organization fell they are a part of it. It helps the customers differentiate between products and services. A good brand would stand out with its uniqueness.
How can branding help a school? Branding is about projecting an individual, distinctive ethos and core values to an internal and external audience. Frequently there can be a big difference between what an organization thinks it is, what it actually is and how it is perceived. Branding can make a huge difference for a school both internally and externally. It ensures that the school’s best ambassadors, staff, parents and pupils; know exactly what the school stands for. This consistent, clearly focused and coordinated message generates a significant increase in interest among prospective applicants. 48
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(top)_Inside the Burhi
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Initial Explorations...
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I began with sketching my initial ideas, which included playing with the acronym and using different symbolic gestures to suit the brand.
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The symbols marked with red dots, are the symbols carried forward for further exploration.
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Shortlisted Concepts
Hence these were the basic concepts I carried forward later. My guide told me to concentrate on concepts and then the form of the symbol. 58
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Initially in one of the concepts, I was looking to create an ambigram for the school, which represented the schools indigenous and flexible approach towards the education system.
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THE FINAL RENDERED FORM
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My second concept involved hands. Creativity is at its best, when appreciated. FKP believes in showcasing student creativity to inspire other schools. Hence this concept involved a child showing us the symbol. Luckily, Tarun was working around the same time on the RTI logo, and had collected samples of symbols involving and shared this with me.
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I also explored various styles in which hands could be drawn. Since the school is dealing with children I wanted a very non formal approach, and hence asked my friends in animation film design, Jasjyot Singh Hans and Kabini Amin for help regarding this. 68
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THE FINAL RENDERED FORM
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My third symbol was a logotype, where I explored the ligature fk and played along with the overall form. I enjoyed this bit and had fun exploring various type possibilities for FKP.
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The initial set of wordmarks created with slight variations. 74
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THE FINAL RENDERED FORM
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The Final Selection
_The client Mr Digesh Vyas, at the school construction site.
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The three options were presented to the client, and he made the selection. In the following pages I will explain the construction of the selected logo in detail. Graphic Design, Semester 6
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Construction of the wordmark
While correcting the form I took care to see that it comfortably sits in the eye of the viewer. The wordmark follows a grid (as you can see above) to compliment its geometric characteristics. I gave the joinery on “k” the extra white to make it look like a pencil along with the counter of “p”. To maintain the geometry, the stroke width has been kept the same. The wordmark fits in a perfect square and is complimented by the circle. 82
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Soon after I selected my form, I began type selection. Judging by its geometric characteristics I shortlisted Avenir and Futura.
_Although similarities can be seen between Futura and Avenir, I chose the latter because It was designed by Frutiger and because its drawn better than Futura.
Avenir is a geometric sans-serif typeface designed by Adrian Frutiger in 1988, and released by Linotype GmbH, now a subsidiary of Monotype Corporation. The name Avenir is French for “future,” and takes inspiration from early geometric sans-serif typeface Futura designed by Paul Renner. Frutiger intended Avenir to be a more organic, humanist interpretation of these highly geometric types.
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 0123456789 Avenir LT, Black 14pt
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 0123456789 Avenir LT, Heavy 14pt
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 0123456789 Avenir LT, Medium 14pt
ABCDEFGHIJKLMNOPQRSTUVWXYZ abcdefghijklmnopqrstuvwxyz 0123456789 Avenir LT, Book 14pt
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_Correction detail. Yellow represents the original form and magenta is corrected.
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To bring out these values, I thought of a dynamic identity which would define the school properly. I had attended a workshop by Paul Hughes where he had talked about change with a constant. I tried to work on the same principle. My first exploration was to bring about a fresh look to it, by giving it a photographic treatment as shown here. Graphic Design, Semester 6
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The Visual Langauge After the form had been finalized I started working on the visual language of the brand. It is important to understand the correlation of the brand with its surroundings. Hence I started deriving keywords to narrow down my brief so as to get a clear direction in terms of designing the brand image for FKP.
Keywords for the Brand FKP is a school that aims to bring a change in the current education system by setting an example to new upcoming schools and existing ones too. They aim to bring about change in not only the big picture of education systems but also in the lay man’s perception of education. The school dreams of infusing the students with energy and creativity to make them better human beings and excel in their chosen fields. Keeping these things in mind, I derived suitable keywords to work with to build up the identity.
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CHANGE ENERGY CREATIVITY Graphic Design, Semester 6
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Creativity Creativity is allowing yourself to make mistakes, so that you can grow from them. I was thinking of better ways to represent creativity. I wanted the depiction to abstract so that its not prominent enough with other elements. Hence I thought, the best way to depict creativity was “ink drops� which I simplified further as seen on the following page. 90
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Change The model of education that FKP follows encourages growth in the child. This change could be described as the child’s metamorphosis like that of a butterfly. Hence I thought of no other better depiction than that of a butterfly. 92
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I used the two elements to create a visual language which is flexible and fresh with each variation.
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I tried out the same approach with the photographic treatment as well.
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There were various issues with using a photographic treatment. Hence I decided to go for a basic color treatment to make the identity more distinct and visible. I chose to go with a warm color like the one specified here, since it depicted energy and warmth at the same time.
Technical Specifications: C-0 M-35 Y-100 K-0 Pantone 138 U Stock: Letterhead: Uncoated Built 100gsm Cards: Matt Built 300gsm Prospectus: Uncoated Built 100gsm Prospectus size: Open- 400mm X 200mm Folded- 80mm X 200mm
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Shantanu Salgaonkar
Graphic Design, Semester 6
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Final Collateral
Hence after discussing with the client, this was the final design for the identity. Above is the simulation for the billboard, rest are basic stationary along with a school prospectus. 102
Shantanu Salgaonkar
(above and following pages)_News paper advertisement.
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The Prospectus I received content for the prospectus from the client itself. I edited the content myself to make it more understandable and clear to the parents. Another constraint was to make the prospectus without any pictures, since the school is still under construction. This was the content given by the client: OBJECTIVES Maximum development of creative strength of the child * Inculcation of positive attributes / traits * Elimination of negative features * Spiritual development * Will make his / her life happy and prosperous * Will also dedicate his / her contribution in making the entire society happy and prosperous * Will become the best and competent / efficient citizen. DISTINCTIVE FEATURES Extremely loving, affectionate staff, who can understand the child mentality/ psychology * Requisite changes in the system of education which will be in consistence with properly understanding and accepting the likes and dislikes of the child * Instead of compelling the child learn, the techniques / tricks by which first the curiosity is created in him / her and then he / she would learn with interest * Constant and conscious planning so that the child may freely express his / her thoughts and questions / queries * the teachers who are constantly learning new and latest * Training and guidance according to the aptitude / basic abilities in the child, in accordance with his / her future career * Options as per the convenience and choice of the child and guardian * (Regular time or “ from sunrise to sunset “ school) * Visit as per the convenience of the guardian.
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METHOD Most of the studies through activities, experiments, experiences and games * Development of logical and scientific approach * Optimum use of audio- video media * Planning by which the observation, analytical and grasping / gripping powers or the child may develop FACILITIES Computer with internet connection right from the first year * Library with books according to the liking and interest of the children, which constantly enhance the knowledge of teachers * Persistent visits of experts of different subjects and child psychology * Hostels with warm atmosphere and facilities and amenities just like home for the outstation students * Facility (optional) of transportation between house and school. SUNRISE TO SUNSET In which the child will gain “no - burden education “ in real sense will learn while playing by remaining in school only during the day * The child accepting this option will get all the facilities like breakfast / snacks, meals etc. during the day * With the total responsibility, such child will be made to do all the activities of homework, additional study etc. in the school itself.
Shantanu Salgaonkar
The Condensed and Edited Content Our objectives : Enhance your child’s creativity. : Help him grow spiritually : Inculcate a positive energy in him : Help him become a good citizen of this country. We promise : Unique and innovative teaching methods and caring staff. : To understand the interests of the child. : To encourage the curiosity in the child for better learning. : Freedom of expression to the child to express his thoughts. : To identify the basic aptitude of the child, at the grass root level, and help him build a career of his interest. : Options as per the convenience of the guardian and the child. Method We believe in teaching through activities, experiments, games, etc. and hence develop the child’s scientific and logical approach. With the help of audio-visual media, we will help your child improve analytical skills, whilst improving his observation. Facilities : Access to computers with Internet connection. : Library, with a collection, developed keeping in mind what interests children. : Visiting experts on various subjects including children psychology. : Hostels with facilities just like home. : An optional transportation facility for the children. ‘From Sunrise to Sunset’ For the first time in Sidhpur, an option where your child will learn while playing. A child that opts for the ‘Sunrise to Sunset’ will avail of facilities like breakfast, snacks and other daily meals during the day. Teachers will take responsibility of the child and his activities, homework, etc in the school itself.
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First Dummy
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Final Prototype
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The final prototype which is in the actual size and paper was created by splitting the original file into four A4 format sheets and then pasting then together to get the original size meant for production.
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CONCLUSION
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Shantanu Salgaonkar
This project was a great learning experience for me. My guide, Tarun Deep Girdher, helped me to understand the various aspects of branding and handling real life client situations. I understood the importance of user study and pragmatic analysis, which helps in understanding the target audience. This in turn helps in creating a user oriented identity for the client. Overall this has been a great learning experience and I have now raised my standards in terms of my work and understanding of graphic design.
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REFERENCE
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Thomas, Gregory. (2003). How to design logos, symbols or icons Kilvington, Paul. (2010). Can branding help your school stand out from the crowd? Mitchell, Vince. (2010). Independent Schools Branding: Communicating excellence excellently Bierut, Michael. (2007). 79 Short Essays on Design http://www.flickr.com/photos/paulhughes/ http://forum.howdesign.com/tt.aspx?forumid=3 http://www.graphicdesignforums.co.uk/ http://www.logodesignlove.com http://www.springerlink.com/content/n176w2104h3q8kv3/ http://www.learningandteaching.info/learning/piaget.htm
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Thank You
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Shantanu Salgaonkar
This project would not have been possible without the guidance of my guide Tarun Deep Girdher. My clients, Digesh Vyas and Tapan Bhatt for giving me this opportunity. Paul Kilvington for his inputs and Vince Mitchell for his presentation on school branding. Paul Hughes whose workshop I attended on Design Thinking. Also Rajesh Dahiya and Mohor Ray Dahiya for their valuable feedback and support. Last but not the least, Rhea Rawat, fellow Exhibition Designer for her expertise in interviewing people and managing surveys. Also Jasjyot Singh Hans and Kabini Amin for their help in illustrating the hands. I would also like to thank my batchmates and my friends at NID for their support. Mom, Dad, Siddhu and Misty
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