Fmp portfolio

STACEY REEVE EGRD6002 SUMMATION & PRODUCTION

CONTENTS PAGE

- Proposal / Timeline - Research - Development - Advertising - Testing - Final Toolkit - Evaluation - Bibliography

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“The sudden change of ambiance in a street within the space of a few meters; the evident division of a city into zones of distinct psychic atmospheres; the path of least resistance which is automatically followed in aimless strolls; the appealing or repelling character of cer tain places - all this seems to be neglected.” - Guy Debord There seems to be many ways to get around London, such as directions to the main attractions or following a map to a chosen destination.

However, as a newcomer to London, how do you explore the banal, the unknown and the interesting without following a map? I have recently become aware that London is extremely fast moving. People are rushing to work, late for meetings or completing their everyday business. I feel that the quiet par ts of London or the unidentified areas, which could be fascinating, are lost due to this problem.

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I aim to design work with the intention of interaction, in order to create awareness of this issue to investigate par ts of London that wouldn’t be seen by following a map while also exploring the exciting attractions. The use of chance would enable the par ticipant to experience London in another dimension. The notion of the unknown is exciting, but also lies on the edge of unner ving.

As a result of this, I intend to create a fully functional, working activity that could potentially be placed in the game industry for its audience to use and par ticipate in. I propose an activity/club to be created by following the unplanned instructions rolled out by a dice to follow around London. The tube, bus and walking will be the main factors of

PROPOSAL

getting around London to discover the known attractions, the unknown routes and the mysterious findings. I intend for the activity to be aimed at new comers to London, families and people wanting to explore London in a new way that hasn’t been available previously.

Alongside this activity, social media sites such as Facebook would make this activity go viral allowing easy interaction with the public when adver tising the activity. Facebook would allow photographs and experiences to be shared. I aim for the par ticipants to experience the activity in their own way by completing the steps at their own pace, enabling all experiences to be combined together on Facebook.

I propose last semester’s work from brief three (developing a theme) will be a good star ting point to continue from. It will help me iron out the flaws in the developing activity and allow for the project to expand. For this activity to develop fur ther, I need to research where it could be positioned and where this type of activity would fit in within a design job. I will initially research other group activities such as ‘geocache’ and ‘silent discos’ to gain an idea of how they are adver tised and promoted in order for my activity to be designed correctly.

I intend to test out the activity towards the end of the FMP with various different audiences ranging from a retired couple, a London resident and a new comer to London. This is vital to make sure the activity is functional for everybody wanting to interact with London and is simple but exciting enough to work from.

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FMP | TIMELINE

Week One

Week Two

Week Three

Week Four

Week Five

Week Six

Week Seven

Week Eight

3 - 7 Feb

10- 14 Feb

17 - 21 Feb

24 - 28 Feb

3 - 7 Mar

10- 14 Mar

17 21- Mar

24- 27 Mar

Research

Develop and design the activity

Design and Develop design material to support the activity

Print Mock up and make changes Print off game and supporting material Test Activity 16th March Re- print if needed

Portfolio Development

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RESEARCH “Walking allows one to challenge the official representation of the city by cutting across established routes and exploring those marginal and forgotten areas often overlooked by the city’s inhabitants ” Merlin Coverley

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FMP | INITIAL BRAINSTORM

Star ting off my project with a brainstorm allowed me to think directly about the FMP in detail, this enabled me to plan out what I needed to do, how my activity was going to develop and the next step.

The initial problem at this stage was the activity was too large and unrealistic. I had too many ideas which needed pulling together.

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FMP | RESEARCH

GEOCAcHE

Psychogeography

Flaneur

Silent disco

Geocache is something that springs to mind when I mention my activity. Geocache is a group activity to which you follow instructions to find hidden clues. on a small device. The device gives out instructions by telling you which way to go. There are 2,337, 237 geocaching sites worldwide which shows there is an audience for this activity.

Psychogeography allowed my activity to have a purpose. Researching into Psychogeography enabled me to see that my FMP idea wasn’t impossible or was some mad idea. Psychogeography is a way of exploring an Urban Environment by ‘drifting’ around an area through walking. Exploring at a slow pace, enjoying the small intricate details and discovering lost objects discovered by chance. Getting from destination A to B without going the quickest route but by exploring the history on the route while considering everything your eye sees.

While I was researching Psychogeography I came across something called Flaneur. Flaneury is another example that has essences of my game in it. Flaneur means strolling around an urban environment and getting lost. It is about studying and exploring the unexpected things to be found in a cer tain area: roads, objects or buildings. A Flaneur is evolved from an ar t form, allowing oneself to let loose and enjoy the area that is being explored, with no purpose or worry about the destination.

Silent Discos are discos that are organised for groups of people to come together to dance to music through headphones. While the subject isn’t the same as my activity, the activity brings people together with the same interests. I like the way the idea is so simple but can create a lot of fun through the group. Posters and Facebook groups are the simple ways of adver tising to a large audience when the events are happening.

This is something which is similar to my idea. Giving instructions to follow. However Geocaching has a purpose to find something. My idea enables a player to discover par ts of London which haven’t been seen before. Both activities bring families and groups of people together to enjoy the activity.

Geocaching gives my idea a purpose and a position, which enables me to contextualize my idea within and around an activity like this one.

Figures found at: www.geocaching.com

My activity explores London in a similar way, however it uses instructions rolled out by a dice created by chance to determine a route. It has essences of Psychogeography by exploring an area in a different way by seeing par ts of London that are not noticed by a normal journey. However, I have taken this idea a step fur ther by introducing the use of tubes and buses to explore more Psychogeography has enabled me to contextualise my work within an area.

I can relate this idea to my activity. In my proposal I wrote I wanted to create something to answer this question. How do you explore the banal, the unknown and the interesting without following a map? This is something I feel my activity and Flaneury both do, but are done in different ways.

Flaneury has enabled me to see that there is an audience that would enjoy par ticipating in my activity.

This is something that would work really well with my activity. My activity can be played in small groups or large groups. Facebook will make my activity go viral and will adver tise to a larger audience. Posters are another way to adver tise the activity and a good way of promoting how it works and when it can be played. Silent Discos enabled me to help contextualize my ideas through social media sites and demonstrated where it would work once is has finished.

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FMP | ACTIVITY NAME

Taking the name from last semester’s work ‘The Unknown Journey’ was not an option. The previous name sounded like a book rather than an activity.

Creating the name is something I struggled with but after several suggestions at a critique, I was able to brainstorm several more ideas, using a thesaurus to expand on the names. I was able to match different options together that resulted in the name ‘Random Ramblers’. The name needed to be catchy and stand out against other activity groups which were of similar positioning, such as ‘Girl Guides or Epsom Walkers’.

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ACTIVITY DEVELOPMENT -

Logo Packaging Design Box Design Inside Material Screen Print Diary Photobook

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FMP | LOGO DEVELOPMENT

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RAMBLERS The logo design and colour scheme that I chose determined the rest of the packaging. I wanted to explore the logo and develop it to its full potential so it would respond well to its appropriate audience.

Initial black and white vectors were my first stage of development. I explored a range of ideas so that I covered all outcomes. Upon asking an audience their opinion of the logos, the feedback stated that the various ‘feet’ designs looked like a shoe brand instead of the activity that I was aiming to design for.

Deciding not to develop that idea fur ther allowed me to continue with the compass which was more suited to this activity.

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FMP | LOGO DEVELOPMENT

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Expanding on the design even fur ther with typefaces and line thicknesses enabled me to see that something wasn’t quite working. When I made the logo small, the design wasn’t clear, which is something I wanted to avoid. The back to back ‘rr’ needed to be made clearer, simple and plain arrows allowed the design to be seen big or small.

I decided on the typeface ‘Helvetic Neue’ because it was easy to be read in body copy and as a title. I felt the design of the type is more considered than the original Helvetica. Developing the arrows for a final time enabled me to show the randomness of the activity through the design. Initially, I decided on green because I felt it connoted the outdoors, however after experimenting, I realised this wasn’t the correct colour. The activity was designed for a city rather than the countryside and the colour wasn’t representing this.

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Expanding the range of colours resulted in too many to choose from. I liked many of the colour combinations, which made it hard to make a decision. I chose one colour for the final logo and used the other colour combinations to create badges. The chosen badge would be given at the star t of the first activity with another badge given each time the activity was played to create a collection. This is an incentive to play the activity again and would engage with children and encourage them to play.

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FMP | LOGO DEVELOPMENT

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Choosen Logo

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FMP | PACKAGING DEVELOPMENT

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From an early stage in this project I knew I wanted to create a toolkit. Deciding on the type of packaging was key to appealing to the correct audience. A drawstring bag was an easy to carry option. However, after research I was worried that it would squash or ruin the material inside. An app was an option that was suggested to me several times, but I was against the idea from the beginning.

I wanted something that could be held and seen by people passing by as a way of adver tising. An app wouldn’t allow for this to happen and with many sections to the activity it could get too complicated.

A box would enable the family or a group of people to get involved, unlike a phone app.

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FMP | PACKAGING DEVELOPMENT

Mocking up various ideas for the box enabled me to see what worked realistically and what didn’t. I added handles to each one so it would be por table around London. I kept the shape and opening simple because I wanted the detail to be in the design.

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FMP | PACKAGING DEVELOPMENT

Developing my mock up fur ther allowed me to gain knowledge of how the material would fit and feel in comparison to the size of the box. I used rope on this box to experiment to find the best material for the box. The rope is softer and is more durable than the canvas material I used in the previous mock-up, and it is easier to carry.

Alongside the material par t to the activity, I developed and structured the activity itself. The toolkit initially included: rules, instructions, dice net, notepad and a plaque. The plaque was to be held up for a photograph at the end of the journey, however this proved not to be popular so I removed it. I wanted to keep the toolkit simple with not too many components; from this I gained a more organized and thought out activity.

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FMP | FASTENING

The joining of the box was a problem that I needed to sor t out. I didn’t know how to join it or what materials to use. Experimentation into the box holding itself shut didn’t work, it wasn’t strong enough and kept popping open. Velcro was a strong and easy way of closing the box, however the handle kept getting stuck to the material. The magnets worked really well, they were strong and didn’t interfere with the other design elements.

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FMP BOX DESIGN

In order for the design to be pushed to its potential I star ted drawing sketches. From the beginning I was able to see what worked and what didn’t work.

I wanted the design and colours to be bold and attractive, appealing to all age ranges. Aside from the colour, I envisaged the design to connote the activty; I wanted the design to tell a story of what the activity was about. I researched into various games boxes, ranging from the typical board game (such as The Desitnation Game) to something more ambiguous. This helped me figure out what I wanted and helped me envisage my design.

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FMP BOX DESIGN

I chose four designs to develop, keeping in mind I wanted to tell the story. Mocking up the designs first allowed me to see what they would look like in 3D and get an idea as to what it looked like as a package. The designs at this stage were simple and needed various stages of refining and further developing.

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FMP | BOX DESIGN

I asked people from my target audience which design they favoured out of the four options to receive an opinion other than my own. The majority preferred the orange design because they believed it best resembled the activity. Agreeing with my audience I continued with the chosen design. On reflection, receiving other people’s opinions helped to widen the design and push it fur ther.

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FMP | BOX DESIGN

Mocking up the design for a fur ther time allowed me to see that the design needed to continue from the front onto the back of the box. An introductory paragraph explaining what the toolkit and activity was about enabled the user to see clearly what it was without having to open the box. I felt this was needed because the back of the box would be seen while carrying it around London. I added the Facebook page address for fur ther adver tising.

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FMP | FINAL NET

I experimented with various colours but kept the colours the same as the logo. This will keep the cost down when producing, but also keep the design coherent with the logo. I have kept the design solely to the outside of the box; this decision was made because of the price of producing it. I needed to choose between the design inside the box and a tray to hold the inside material. After visiting the printers I decided the tray was a better option. It was suggested at a critique that the bright orange background colour fought with the logo making it hard to see it clearly against the orange. After experimenting with different percentages of the colour, I found that the lighter coloured design looked washed out and didn’t give the appearance I was looking for. Because of this, I kept with the bright orange. The image on the right shows the final design for the toolkit.

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FMP | SCREEN PRINT DIARY

The finish of the toolkit needed to be considered.

I wanted something that would look professional but would be durable. Screen-printing was suggested on several occasions because of the beautiful handmade finish. I used screen-printing to produce four toolkits ready for testing out with the audience. I found it to be a cheap way of producing many toolkits but the process was laborious and hard work. The four colours needed to be split into different layers which, when printed, didn’t line up correctly and didn’t give the high quality I was looking for. Screen-printing produced many of errors, which I circled on the right.

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FMP | INSIDE MATERIAL

INSTRUcTION CARDS

From the feedback I received last semester from Steven Parry and Louisa H, by playing the activity I was able to make amendments to the instruction cards. I lengthened the walking times and shor tened the tube/bus times to improve this activity. To appeal to a wider audience I have added extra instruction cards that are limited to the use of one transpor t; walking/tube/bus. This opens up the options and should attract more potential players. I researched into the use of Boris Bikes but with the price of the toolkit, the travel card and the general expenses of the day, I found it to be too expensive. A Boris Bike would also make holding the toolkit much harder.

I wanted the writing to be read easily and clearly while glancing at the card when travelling through London. I have continued with the font ‘Helvetica Neue’ through the toolkit to keep it consistent and connecting all elements together. Research into game cards enabled me to get a feel for the type size, amount of type and the design. Various designs using the same colours were experimented with to see which fitted best with the card.

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FMP | INSIDE MATERIAL

INSTRUCTION CARDS

I printed out the chosen card various times using different font sizes to see which was the easiest to read. Going forward with size 12 font on a card just smaller than A5 so it fitted in the toolkit was clear and easy to read. The cards are read from left to right and then continuing with the next instruction underneath. I wasn’t sure if the design of the type portrayed this. Adding arrows and rules led your eyes to read across the page.

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If the instruction card states ‘tube’, use your map to find the nearest station. If the nearest tube line doesn’t have the correct service with the correct direction, choose the first one you see.

NOTEPAD

At your final destination take a photograph of the group.

Once the instructions have been completed, send off your photograph and your journey details to the stated address by filling in the form provided, to receive your free photo book, which includes a drawn up route you took on your journey.

Check-in at different locations and upload photographs of your experience at: facebook.com/RandomRamblersLondon

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If the bus or tube terminates before the amount of stops required is completed, complete the rest of the required stops on the return service on the same tube line or same bus number.

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If the instruction card states ‘bus’, get on the first bus that is travelling in the direction specified.

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You will need: London travel card – All zones Camera Timer Compass Map of London or GPS (The bottom three can be downloaded onto your mobile phone)

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Objective The objective of the activity is to explore London and its unknown streets, to stumble across mysterious findings as well as the renowned attractions by following the instructions on the cards provided. Each time you play, collect a new badge to add to your collection by uploading photographs onto our Facebook page throughout your journey.

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Things to write down: Bus – The bus number, the bus station at either end of the route, the road names taken while on the bus and the buses destination.

Tube – Tube line, the stations at either end of the route.

Walking – Road names.

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Toolkit Includes: Instruction Cards x 10 Empty Instruction Cards x 5 Notepad Dice Templates x 4 Pencil Badge Photobook Form

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As you follow the instructions, write down the route you take in the notepad provided, only if you desire to send off for a photobook.

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To play the activty, choose an instruction card of your choice and follow the instructions for as long as you want.

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Rules: The activity can be started from anywhere in London and played by any number of individuals.

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FMP | OTHER INSIDE MATERIAL

To recieve your free photobook, please send your photograph and your taken route to: Random Ramblers 42 Lower Court Road Epsom Surrey KT19 8SN Name: Contact Number: Address:

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Continuing with the same design and colours I designed the rest of the material to match the toolkit and instruction cards. I varied the designs to keep it interesting but also to give each piece of material its own design, while keeping in with the theme. The activity instructions enabled the player to understand how it worked, but also told them what they needed to play. The plain dice nets encouraged players to role the dice and make up their own route. On various occasions, I questioned whether this was really needed in the toolkit. Could people be bothered to put it together? Why would they create their own route when some are already planned? I decided on keeping them because it adds another layer of interaction and would appeal to children.

Inside material can be viewed on a larger scale at: http://issuu.com/staceyreeve/docs/final_inside_material_

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FMP | PHOTOBOOK

The photobook is an added extra to the toolkit.

The photobook is a gift that is received once the game is finished, it can be sent off by using the form, along with a photograph and the route written down in the notepad. The photobook stands in as a souvenir, an item that shows the players their taken route one side and a photo the other. It allows the player a keepsake and a reminder of their day. I have designed two shapes, portrait and landscape, to allow for the shape of the route to change according to each group of people so the route fits the medium properly.

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FMP | PHOTOBOOK

This is the final design for the photobooks. The design has again continued to tie in with the toolkit. I have added the icons of London to keep the design interesting. This could be kept on the mantelpiece at home. Keeping the logo visible was impor tant because of potential players seeing the photobook.

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ADVERTISING - Social Media - Poster Development - Oyster Card Holder - Website

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FMP | FACEBOOK

Creating a Facebook page was impor tant to allow the activity to go viral. Par ticipants can ‘check-in’ at various locations throughout their journey, upload photographs and share their experience with other players. Research into other activity Facebook pages such as Paintballing or Activity Parks allowed me to see how activity games, such as mine, use Facebook as a way of adver tising and interaction.

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FMP | POSTER RESEARCH

A poster was a main factor of adver tising that I wanted to explore. Placing posters on trains would receive at least three million viewers a day.

This would enable widespread adver tising. Email conversations with the train adver tising company to discover the sizes of poster enabled me to get the correct details. This is why the posters are square.

Figures found at: www.networkrail.co.uk/.../ Documents/11865_BritainReliesonRail.pdf

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For more information go to: facebook/RandomRamblersLondon

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Want to discover London in a different way?

Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

For more information go to: facebook/RandomRamblersLondon

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Want to discover London in a different Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

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Four examples of mocked up posters. I wanted a photograph within the poster to show what the activity is about. The photograph I have used in these designs is an example in place of an ‘action shot’ for development purposes. The three designs on the left weren’t working very well. They didn’t work with the rest of my designs throughout my toolkit. The poster on the right worked the best, however the pale background looked washed out.

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Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

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Want to discover London in a different way?

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FMP | POSTER DEVELOPMENT

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FMP | POSTER DEVELOPMENT

For more information go to: facebook/RandomRamblersLondon

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Want to discover London in a different way?

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Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

For more information go to: facebook/RandomRamblersLondon

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Want to discover London in a different way?

Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

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Experiments with various background colours to make the poster stand out against the dull walls of the train.

Want to discover London in a different way?

Explore London by following instructions rolled out by a dice, which enables you to see the banal, the interesting and the unknown.

For more information go to: facebook/RandomRamblersLondon

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FMP | OYSTER CARD HOLDER

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In a critique it was suggested to turn my designs into an oyster cardholder. This could be bought to hold the travel card for the day or for everyday use.

I have designed various options. I decided on the blue design, but after much thought, all four could be included in a collection. The oyster cardholder would be sold throughout London gift shops and as an added extra on the toolkit.

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RandomRamblersLondon

TRACKING

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RANDOM TOUR

An activity club situated in London. Random Ramblers allows you to explore London by the roll of the dice through the use of walking, the tube and the bus.

‘Track my tour’ allows you to track your own route by ‘checking-in’ at various locations along your journey. It enables you to create a map and see the route you have taken while playing Random Ramblers. Each time you play the activity you can add another map on top to compare and contrast each journey.

The objective of the acitivty is to explore London and its unknown streets, to stumble across mysterious findings as well as the renowned attractions by following the instructions on the cards provided. Each time you play, collect a new badge to add to your collection by uploading photographs onto our facebook page throughout your journey.

Once we have seen the photographs we will send you the next badge to collect the full set of ten.

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FMP | WEBSITE DESIGN

GALLERY

BUY TOOLKIT

Click here to track your own route around London

facebook.com/RandomRamblersLondon

I created a design for a website to enable more interactivity between Random Ramblers and the players. This is another advantage to help boost adver tising. I kept the website simple so it is easy to navigate around. The website is the first place to search and enquire and find out about the activity.

The second page is a link to a website called ‘Track my Tour’ I have included this in the website because it enables the player to see where they are going and allows other players to see each other’s routes.

facebook.com/RandomRamblersLondon

http://issuu.com/staceyreeve/docs/website

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TRACKING

GALLERY

BUY TOOLKIT

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FMP | WEBSITE DESIGN

GALLERY

BUY TOOLKIT

ORDER TOOLKIT

To order your toolkit fill in the details below.

Your toolkit will arrive within 3-5 working days.

The activity can be played by any number of indivduals.

Name Quantity Address

Card Detail Name on Card Card Details Security Number

facebook.com/RandomRamblersLondon

facebook.com/RandomRamblersLondon

The third page shows photographs taken by players.

This allows par ticipants to see how it is played and enables par ticipants that don’t have Facebook to still be par t of the interaction. The final page is how to order your toolkit. By filling in the form the player will receive their toolkit.

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FMP | RESPONSIVE WEBSITE

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facebook.com/RandomRamblersLondon

BUY TOOLKIT

facebook.com/RandomRamblersLondon

Website designed for computer, tablet and phone making it responsive. This allows the website to be viewed clearly without too much cluttering up the screen. It is easier to navigate through the different devices.

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TESTING OUT “A stroller is transformed into an explorer or even a detective, solving the mystery of the city streets�

Merlin Coverley

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FMP | TOOLKITS FOR PLAYERS

Four groups of people helped me out by par ticipating in my activity. I tested it out on various people from my target audience. A retired couple, London residents, a new comer to London (who had only visited London once before) and someone that has already played the activity before it had developed. This enabled me to see if my instructions were understood by each person and to see what each person thought of the idea and the activity.

Each group received a toolkit which was a prototype of the final object. However they only received one route so that I could get a wide set of results. One group received walking only, another bus only and two groups a mixture. This was the first time the bus and walk only routes had been tried.

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Various photographs taken throughout the day.

The selected photographs on the left are of the par ticipants in action and reading through their instructions. The photographs on the right are a chosen few from the player’s journeys. It was exciting to look through all the photographs of the places they had been and also how they took each photograph.

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FMP | PHOTO UPLOAD

Screen capture of Facebook page after the activity had taken place. Various uploads of photographs throughout the day so each player could interact and see where they had been.

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FMP | ROUTES

The game consists of writing down where they had walked, what bus number and what tube they had ridden on. This enabled me to drawn up their route so they could receive the photo book. I had stitched the notepad together with orange thread and worried it wouldn’t be strong enough.

However, the notepad worked well and I found the thread to be strong enough to hold it together. I was also made aware that the bus/walk only routes worked really well.

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FMP | DRAWN ROUTES

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11 Route Route

1 . Wa t e r l o o S t a t i o n 2 . To t t e n h a m C o u r t R o a d 3 . P e rc e y S t re e t 4. Glouster Road 5 . L e i c e s t e r S q u a re 6. Knightsbridge Station 7. Holburn Station 8. Bank Station 9. London Bridge 1 0 . L a v i n g t o n S t re e t 11. Blackfriers Bridge

1. High Hoburn 2. Brewer Street 3. Old Bond Street 4. Green Park 5. Grovsner Place 6. Chelsea Bridge Road 7. Chelsea Embankment 8. Royal hospital Road 9. T ile Street 10. Glouster Road 11. Chelsea Embankment 1 2 . Va u x h a l l B r i d g e R o a d 13. Albert Embankment 14. Lambeth Place Road

After the activity I took each toolkit back so I could piece together each groups route. I found it to be much easier if they had written everything down.

Placing tracing paper over a large map enabled me to draw each one out. I have colour coded to show the different routes. The two routes on the right are examples of what would be inside the photo book.

I have kept the route simple and added a key. This shows where they have been and at what point.

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FMP | FEEDBACK QUESTIONNAIRE

Questionnaire

1. Is the activity easy to play?

- Yes x 4 2. Are the instructions clear and understandable?

- Yes x 4 3. What would you change? If anything?

- Winner/Loser - Boris Bike - Nothing x 2 4. Are there any problems you came across during the activity?

- No x 4 5. Do you think it would appeal to families?

- Yes x 3 - No x 1 6. Would you play this activity again?

7. Is the packaging for the toolkit suitable?

- Yes but it needs to be stronger x 4 8. Do you think the toolkit needs anything else?

- Map x 1 - No x 3 9. Is there anything you don’t think is needed in the toolkit?

- No x 4 10. Did this activity allow you to see things you wouldn’t have seen by following a map?

- Yes x 4 11. Did you experience London in a different way?

- Yes x 4 12. Overall Comments?

- Tubes are great for getting around to fur ther places, but you don’t get to see anything while travelling on the tube.

The final par t of the day consisted of a questionnaire. I wanted to know what people thought and if they encountered any problems.

The results are above. The main problem was the toolkits weren.t strong enough. The toolkits were squashed and broken which meant they couldn’t be used again. For the final toolkit, this was something I needed to think about. The testing was a rich day, full of exciting information and photographs. I gained useful information as to using the toolkit to its full potential and increased my understanding of how an activity works when placed within its audience.

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FINAL TOOLKIT 46

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FMP | SIZE COMPARISION

At the beginning of the project in my research stage, I visited and contacted many printers to see which best suited the medium I was producing.

I chose MTA Digital because the range of paper stock was wide, the quality of their work was high and the work they produce was similar to my requirements. When I visited the printers, initially I was unsure of exactly what I needed printing because I was at the star t of my project. However, I left with various options and felt confident in their ability. Prior to printing the final toolkit, I visited the printer with my files and instructions for my work. There were various par ts to the toolkit and I found it was easier to explain in person, rather than by email. Upon picking up the toolkit, I faced many problems - the box was ripped, the cards had blue ink splatters and there were various other problems. I stayed at the printers until the job was done correctly which took many attempts. I am pleased I left enough time to make sure the job was done correctly. This experience has taught me to check the work thoroughly, but has also left me not wanting to use MTA again.

Pictures showing the scale against hands.

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FMP | INSIDE TRAY

Aside from the printing problems, I was pleased with the final toolkit. I think it looks professional and neat. I made a few final changes before print, which tied the components together. I made the notepad corners round and inser ted a foam tray to keep the inside material in place. The major thing I changed was the material of the toolkit (feedback from questionnaire). The card was made thicker and it was laminated in matt. This protects the toolkit from damage and also makes it stronger.

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FMP | PHOTOBOOK

Inside of finished photobook. Example of route and photograph from London residents that took part in the activity.

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‘Interaction adds points of value.’ This quote was taken from Fred Deakin at the Wynkn de Worde talk, which I was for tunate enough to attend. In my opinion this quote expresses the truth and I have continued this throughout my Final Major Project. I have applied this thought to many of the components to enable more consideration when designing for my target audience. I enjoy making my work interactive because I believe that it allows the audience to connect with my work. For my final output and direction, I have chosen a print based physical object, because it reflected the research and investigations that I carried out last semester, which concluded in an interactive activity toolkit.

I felt that last semester’s work was a star ting point for my FMP. I used it as a base for building the project because it had the research and basic material to build upon. In the beginning, I struggled to understand what type of activity I was designing, whether it was a group activity or how it would fit into the real world. The beginning par t of the project left me feeling a little confused and lost. However, I now believe that it was a good thing I felt this confusion as it encouraged me to investigate other activities such as Geocaching and Phytogeography.

Through my journey I have learnt many new skills and processes, which will continue on into my working life as a multiplicity designer. These new skills range from directing a project to working with a print company to produce the correct outcome.

The design skills applied in the creation of the toolkit have advanced since the beginning. Despite never designing something like this before, I have enjoyed the full process of designing the whole look from star t to finish and feel my design skills have strengthened since week one of the project.

Adding many pieces of adver tising material such as posters and the Facebook page allowed me to see how quickly word can spread. I counted many people on the Facebook page that ‘liked’ the activity.

I didn’t know many of these people and this gave me confidence in my idea. Posters and social media sites are powerful mediums that can make a huge difference when adver tising to a wide audience.

I was clear from the beginning that my activity was aimed at newcomers to London, families and people wanting to explore London in a different way. I needed the design and packaging to reflect this. Having a clear idea of my audience enabled this to happen. On completion of my project, I have learnt that continuous development and mocking up, results in a much more thought out and advanced design. It also shows the journey from beginning to the end result. This is something which I will continue doing. I have also learnt that having a strong idea from the beginning helps guide the rest of the project by establishing a clear and well thought out proposal. Producing several prototypes enabled me to see what didn’t work, as well as what worked. For example, the design onto the back of the box, screen-printing and the numerous evolving designs. Without the various stages I wouldn’t have arrived at the finished toolkit I have now.

Testing out the activity was a major par t of my project. The test showed how much it had developed from the initial stages. I received a large amount of feedback from the par ticipants, which I used to push the toolkit one fur ther step to its final printing. This project has made me confident enough to believe in myself and push myself fur ther because I know I am capable of creating design work which other people will get pleasure from.

EVALUATION

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FMP | GRID LAYOUT

Creating this por tfolio allowed me to gain knowledge into how a baseline grid worked within design. I have found it has kept my type neater and flows through the por tfolio to keep the story of my work continuing.

I used the grid to section my work into four columns across the page. It was designed as a double page spread so it worked with my grid, however I expor ted it as a spread to fit the medium of a computer screen. As well as keeping the design consistent throughout, I kept the heading at the top of the page in the same place and the page number at the bottom. This gave the page structure.

Page Number

FMP | GRID LAYOUT

I researched into many layouts and looked at various books explaining about layouts. The above images are some spreads which inspired me. I wanted a clean and simple layout that showed the work off to its best. I placed many pages in a horizontal line to guide the eye across the page and changed the height of the line so it is varied.

Variations of full bleed images and other spreads, which broke the grid, make the por tfolio interesting which differed the design throughout.

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BIBLIOGRAHPY Gallerys visits and talks

websites

Books

Al-Ani, Jananne (2014) Excavations. London: Hayward Gallery Project Space

Awwards (s.d )Awwards. At: awwards.com (Assessed on: 14/3/2014)

Ambrose, Gavin and Harris, Paul (2008) Basic Design Grids. Switzerland: AVA Publishing Sa

Bowman, Paul (2014) Wynykn De Worde - Trust Lecture.

London: St Brides

Britians Walking Charity (s.d) Ramblers. At: http://www. ramblers.org.uk (Assessed on: 11/2/2014)

Ambrose, Gavin (2005)Basic Design Format.

Switzerland: AVA Publishing Sa

Brownies (s.d) Brownies. At: http://www.girlguiding.org.uk/ brownies/ (Assessed on: 15/2/2014)

Atkins, Marc and Sinclair, Iain (1999) Liquid City.

London: Reakton Books Ltd

Facebook Adver tising. (1999) Lochter Activity Centre.

At: https://www.facebook.com/LochterActivityCentre (Assessed on: 4/2/2014)

Currier, Danielle and Volk, Larry (2010) No Plastic Sleeves. Oxford: Focal Press

Chapman, Ollie (2014) Wynykn De Worde - Trust Lecture.

London: St Brides Clapton, Girls (2014) Everything is Moving. London: Cinema Cafe and Bar. Deakin, Fred (2014) Wynykn De Worde - Trust Lecture.

London: St Brides

Flaneur (s.d) Flaneur Society. At: http://flaneursociety.org/ guide.pdf (Assessed on 12/2/2014) Geocashe (2000) Geocache. At: http://www.geocaching. com (Assessed on: 11/2/2014) Girl Guides (s.d) Girl Guides. At: http://www.girlguiding. org.uk/home.aspx (Assessed on: 11/2/2014) Lowe, Rachael. (s.d) Destinatio Board Game. At: http:// www.destinationboardgames.com (Assessed on: 4/2/2014) Mayhem Paintball(s.d) Paintball. At: http://www.mayhempaintball.co.uk (Assessed on: 6/2/2014) Paintball(s.d) Paintball. At: http://www.paintballgames. co.uk (Assessed on: 5/2/2014) Silent Disco (s.d) Silent Disco. At: http://silentdisco.com (Assessed on: 11/2/2014)

Coverley, Merlin (2006) Psychogeography. Harpenden: Pocket Essentials Hurlbur t, Allen (1982) The Grid, UK: John Wiley & Sons Knit and Glaser (2005) Layout - Making it Fit, London: Rockpor t Publishers Myers, Debbie (2009) The Graphic Designers Guide to Portfolio Design (Edition 2) New Jersey: John Wiley & Sons Perkins, Sean (2002) Experience - Challenging Visual indifference. London: Booth-Clibborn Editions Samara, Timothy (2005) Making and Breaking the Grid, London: Rockpor t Publishers Tang, Roger (2005) Epxerimental Formats 2, London: Rotovision

Walk it (s.d) Walk it. At: www.walkit.com (Assessed on: 16/2/2014) Website Designs (s.d)) Best Designs At: bestdesigns.co.uk (Assessed on: 14/3/2014))

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