I have been doing some further thinking about my project and talking it through with different people and feel like my window idea isn't really that relevant and doesn't actually help the situation that much, and an ad campaign may be the same - not very beneficial so I have been trying to do more ideation.
I've come up with things like:
* an elderly people walking club
* identified areas that are "elderly safe"
* a council based campaign that incorporates these ideas and my original vest idea whereby it is a campaign that has 3 parts to it (identified elderly safe zones, arranged group events for elderly in the city, and vests produced that are optional for the elderly to have and wear when moving about in the city).
* transport/rides on bikes when moving around the city (think croc bikes)
* travelators - this idea to have the moving travelators at crossings was a recurring one that came up with all the different people I talked to and whilst it seems ridiculous it is also a great idea - just not feasible for this brief.
* elderly tour bus
* a need to change the culture - moving billboards in the city which will catch the eye of the younger generation that encourage assisting those elderly who need a hand and give them the "feel good" factor.
* "if you need a hand to cross the street, it's just a chance for us to meer"
* a campaign designed to re introduce respect for the elderly (elderly need a level of respect for youth and younger generations too though!)
Then I came up with this realisation that technology is one of the major barriers between young and old. How do you fix a generation gap???
The problem with fixing one groups issue is that in doing that you can often cause other issues for other groups.
Maybe Wilma's not the issue - society and culture are:
the city is fast paced, noisy, narrow footpaths/roads make it not very accessible, there aren't enough crossing opportunities, it's not sheltered, large numbers of people, city culture promotes self importance, there are a lot of homeless people, youth that just "lurk" with no purpose, parking is stressful, there aren't enough park benches/rest stops.
Elderly like to have a conversation whereas younger people tend to be in a zone where they have more purpose and avoid 'unnecessary' conversations.
Bus drivers are of a low standard, could a tram system improve this?
Elderly friendly cafes/businesses could show this by having a sticker on their windows?
Seafarer's organise for people to be stationed throughout the city in specific t-shirts to help those from the ships move around the city. Maybe we could have people stationed around the city wearing something to identify them as friendly and helpful towards elderly people?
Elderly awareness days:
- flood the city in promotional material about supporting the elderly
- a day where they know they can go out comfortably
- schools station their kids around the city and their job is to be of assistance - the incentive for the kids is credits and looks good on their record, this interaction would also then make its way to the parents of the kids hitting a lot of different groups.
Wednesday, 31 August 2016
Friday, 26 August 2016
Week 6 - Friday
Unfortunately personal circumstances held me back from this studio session again, however I didn't have anything new to present today anyway. I am hoping that over the break I can refresh myself and my ideas ready to kick off second half semester.
Tuesday, 23 August 2016
Week 6 - Tuesday
We started today in the Pit, but weren't there very long as the computer was ka-put. So we shifted up to presentation D for a lecture on ethics. That was fun in that hot little room! Dry but necessary and glad to have it out of the way.
We then moved into studio time and discussed the ideas we had come up with from the 20 in 20 exercise.
Because of the difficulties trying to arrange a time for Hannah and I to both meet with Lee for feedback we asked if she would mind doing it during class. We were super happy that she said yes and here is our feedback:
We then moved into studio time and discussed the ideas we had come up with from the 20 in 20 exercise.
Because of the difficulties trying to arrange a time for Hannah and I to both meet with Lee for feedback we asked if she would mind doing it during class. We were super happy that she said yes and here is our feedback:
Our presentation was deemed “satisfactory”
in grade speak “C+”.
Both students were quiet and not confident
enough when speaking/presenting.
The presentation was really engaging with
the images and simple slides up until the “Ways to Wellbeing” slide where there
was too much text and it felt really heavy.
Video/Image is more engaging for audiences
and we needed more of this.
Whilst
the content was good, the way it was delivered lacked punch.
Our
insight was strong and well-defined.
Keep
it more visual/simple.
In all honesty, I think this was fair feedback, however I cannot say I'm not disappointed. This project has felt like a real struggle for me in terms of not being able to do what I would've liked, and then compromising my design for my partner, and therefore compromising my result. Lee did say though, that a strong response in these next 7 weeks will mean that I can keep a solid overall grade.
After that I moved up to work with C & D streams as our studio time didn't seem that beneficial.
I really enjoyed moving up and seeing how the other streams were working. They were in the process of presenting their top 3 ideas to peer groups and then we moved through a "pimp the idea" exercise. So I got involved and helped pitch in with everyone's ideas. My own ideas were not formulated enough for me to share, so after completing that exercise I went away to compact them down so that I could present them for some feedback.
From the 20 in 20 exercise I picked my strongest ideas out as:
- A vest to highlight the elderly to make people aware of them. Kind of along similar lines to this NZ cycling campaign (http://www.nzta.govt.nz/safety/driving-safely/sharing-the-road/share-the-road-advertising/). awareness.
- Windows at the waterfront installation that show how your perspective is different at different ages. appreciation, consideration.
- video/poster ad campaigns depicting the deterioration of the elderly.
The feedback I got was that the windows and ad/video campaign were my strongest possibilities and maybe I can find a way to do both?
The interactivity of the windows is a really good way to engage the audiences.
The 1st idea may still make the elderly feel like a burden - why should they have to wear something to be noticed and respected?
My plan from here is to move on and further develop the 2 strongest ideas from today to present for feedback on Friday.
Monday, 22 August 2016
Week 5 - Friday
Personal issues hindered my from making it to class on time on Friday, but when I arrived Lee was very comforting and helped me get back up to speed on the day's session. My class mates also gave me a hand running through what we'd been up to and were kind enough to stay with me after class to catch me up rather than going to Exchange.
I had already chosen my brief before class which was good as it meant I was able to run myself through the 20 in 20 exercise they were completing when I arrived.
I also checked out the video on the Troy library which was really interesting and was nice to see how differently people can approach things.
I have chosen to move forward with the brief: Wilma in the City.
This brief really interested me as it was really different from all the rest - which was a nrefreshing change as a lot of the briefs from the other streams were all student based. Which is interesting as our stream was told to stay away from student targeted briefs as they were too easy.
Anyway, with my new brief in mind I went through the 20 in 20 exercise, but rather than sketching used it as an ideation session to generate ways to respond to the brief.
1. You only had $10 dollars to make it? (cost)
volunteer handouts of Meet Wilma
2. You had to wear your response? (materiality, performance)
tshirts - "WATCH OUT" I'm Old!
3. It had to be inside a shipping container? (space)
Different sense for people to engage with that showed the deterioration that occurs with aging.
4. The whole digital world collapsed and there could be no digital component? (materiality)
Group sessions/conversations between young and old, somehow incorporating the use of the old school round dial phones.
5. It needed three different touch-points to communicate the one message? (narrative)
Video, device, poster all depicting the deterioration experienced by the elderly.
6. The target audience was 5 year olds? (audience)
Relate to their grandparents - holding hands whilst crossing the road. Safety. Also empowers the children as they see it as helping grandma or grandpa not as I'm being held onto a not responsible enough.
7. The primary colour was orange? (semiotics)
Orange in this context to me would be used to symbolise being unsure. Orange lights are really equal to a question mark and everybody sees them differently - speed up and quickly make that light or stop because I can safely do so?
8. Your audience had 1 min to engage with the project? (time)
Video depicting deterioration.
9. The project had to be viewed from the sky—what is it? (perspective)
Coloured strips at crossings for fast/slow lanes.
10. The project could only be used in the dark? (time)
Same idea of lanes at crossing but lit up rather than coloured paint.
11. You had $1 million dollars to make it? (cost)
Make devices so that people can experience the deterioration of being old.
12. You had to use ten screens? (materiality)
At traffic intersections - mirrored screens to show all the other people waiting at the intersection, try and encourage communication and knowledge of your surroundings.
13. You were only allowed to use headphones? (audio)
Audio that exemplified the deterioration in hearing when you get older, and then clarity.
Or pitch test (at this age you can hear this pitch etc)
14. If the response was an interpretative dance, where is the stage? (placement)
Wellington Waterfront - busy area, how do people manoeuvre around the dancing as appreciation vs when manoeuvring around elderly people there is more frustration.
15. The target audience was an elderly widow? (audience)
Create a buddy system for trips to town.
16. The project was a sign on the side of the road with three words? (distillation)
Age Affects Ability.
Young vs Old.
17. The target audience had a full day to engage with the project? (time)
Base at Wellington waterfront where there is an interactive exhibition with guided walks around the waterfront and activities to engage the young with the old.
18. The project was an installation at the waterfront? (placement)
Windows along the waterfront with signs - view at age 5, age15, age 25, age 40, age 80. The view is the same but your perception at each age changes.
19. You had to use 100 drinking straws in the response? (do they make something? do they bring people together? are they used for drinking or something else?)
??? Stumped me.
20. It was at Disneyland? (placement)
An 'elderly' section, like the kids areas.
After this I also spent some time identifying the opportunities I could see having read the brief and came up with:
* transportation - buses
* connection - young/old interactions, buddy systems
* traffic crossings
* waterfront/around the bay
* magic of youth dissolves, and then returns again when you age
I had already chosen my brief before class which was good as it meant I was able to run myself through the 20 in 20 exercise they were completing when I arrived.
I also checked out the video on the Troy library which was really interesting and was nice to see how differently people can approach things.
I have chosen to move forward with the brief: Wilma in the City.
This brief really interested me as it was really different from all the rest - which was a nrefreshing change as a lot of the briefs from the other streams were all student based. Which is interesting as our stream was told to stay away from student targeted briefs as they were too easy.
Anyway, with my new brief in mind I went through the 20 in 20 exercise, but rather than sketching used it as an ideation session to generate ways to respond to the brief.
1. You only had $10 dollars to make it? (cost)
volunteer handouts of Meet Wilma
2. You had to wear your response? (materiality, performance)
tshirts - "WATCH OUT" I'm Old!
3. It had to be inside a shipping container? (space)
Different sense for people to engage with that showed the deterioration that occurs with aging.
4. The whole digital world collapsed and there could be no digital component? (materiality)
Group sessions/conversations between young and old, somehow incorporating the use of the old school round dial phones.
5. It needed three different touch-points to communicate the one message? (narrative)
Video, device, poster all depicting the deterioration experienced by the elderly.
6. The target audience was 5 year olds? (audience)
Relate to their grandparents - holding hands whilst crossing the road. Safety. Also empowers the children as they see it as helping grandma or grandpa not as I'm being held onto a not responsible enough.
7. The primary colour was orange? (semiotics)
Orange in this context to me would be used to symbolise being unsure. Orange lights are really equal to a question mark and everybody sees them differently - speed up and quickly make that light or stop because I can safely do so?
8. Your audience had 1 min to engage with the project? (time)
Video depicting deterioration.
9. The project had to be viewed from the sky—what is it? (perspective)
Coloured strips at crossings for fast/slow lanes.
10. The project could only be used in the dark? (time)
Same idea of lanes at crossing but lit up rather than coloured paint.
11. You had $1 million dollars to make it? (cost)
Make devices so that people can experience the deterioration of being old.
12. You had to use ten screens? (materiality)
At traffic intersections - mirrored screens to show all the other people waiting at the intersection, try and encourage communication and knowledge of your surroundings.
13. You were only allowed to use headphones? (audio)
Audio that exemplified the deterioration in hearing when you get older, and then clarity.
Or pitch test (at this age you can hear this pitch etc)
14. If the response was an interpretative dance, where is the stage? (placement)
Wellington Waterfront - busy area, how do people manoeuvre around the dancing as appreciation vs when manoeuvring around elderly people there is more frustration.
15. The target audience was an elderly widow? (audience)
Create a buddy system for trips to town.
16. The project was a sign on the side of the road with three words? (distillation)
Age Affects Ability.
Young vs Old.
17. The target audience had a full day to engage with the project? (time)
Base at Wellington waterfront where there is an interactive exhibition with guided walks around the waterfront and activities to engage the young with the old.
18. The project was an installation at the waterfront? (placement)
Windows along the waterfront with signs - view at age 5, age15, age 25, age 40, age 80. The view is the same but your perception at each age changes.
19. You had to use 100 drinking straws in the response? (do they make something? do they bring people together? are they used for drinking or something else?)
??? Stumped me.
20. It was at Disneyland? (placement)
An 'elderly' section, like the kids areas.
After this I also spent some time identifying the opportunities I could see having read the brief and came up with:
* transportation - buses
* connection - young/old interactions, buddy systems
* traffic crossings
* waterfront/around the bay
* magic of youth dissolves, and then returns again when you age
Tuesday, 16 August 2016
Week 5 - Tuesday
This morning we had presentations!
They went really well, and it was exciting to see the different interpretations.
I was disappointed because I wasn't sure how to embed fonts into our powerpoint so submitted it anyway and then emailed Tristam to make sure it had worked. He emailed me back and said it was good to go, however when we went to present today our heading font wasn't embedded and therefore made our presentation look really cheap.
As for the talking, I think it went really well despite the fact that I get quite nervous public speaking.
We then went around to get the chance to look at the supporting documents and have a look at those from the other streams.
I am definitely looking at changing to a new brief and was inspired by a couple today so I took down the names of who'd designed the brief's and will look at them closer once they are all released on stream.
They went really well, and it was exciting to see the different interpretations.
I was disappointed because I wasn't sure how to embed fonts into our powerpoint so submitted it anyway and then emailed Tristam to make sure it had worked. He emailed me back and said it was good to go, however when we went to present today our heading font wasn't embedded and therefore made our presentation look really cheap.
As for the talking, I think it went really well despite the fact that I get quite nervous public speaking.
We then went around to get the chance to look at the supporting documents and have a look at those from the other streams.
I am definitely looking at changing to a new brief and was inspired by a couple today so I took down the names of who'd designed the brief's and will look at them closer once they are all released on stream.
Monday, 15 August 2016
Week 4 - post week independent study
Well I had a lot to do this weekend but have managed to get there!
Hannah and I had planned out her illustrations so I was able to mock up most of the document and then wait on her illustrations. I made all the edits needed after our feedback with Lee and despite it being sad to let go of all our research in the "History" section, it definitely made the document a much lighter read.
Once I got Hannah's illustrations, the document started to look really good, and there were only minor tweaks that needed to be made. I sent screenshots through to Hannah and she was really happy with the new style/layout.
We met up this morning to create our presentation and practice for tomorrow's class.
We based our presentation style directly off of our document but a simplified version:
We wrote up what we wanted to say and ran it through for time check and then we were all set.
Hannah and I had planned out her illustrations so I was able to mock up most of the document and then wait on her illustrations. I made all the edits needed after our feedback with Lee and despite it being sad to let go of all our research in the "History" section, it definitely made the document a much lighter read.
Once I got Hannah's illustrations, the document started to look really good, and there were only minor tweaks that needed to be made. I sent screenshots through to Hannah and she was really happy with the new style/layout.
We met up this morning to create our presentation and practice for tomorrow's class.
We based our presentation style directly off of our document but a simplified version:
We wrote up what we wanted to say and ran it through for time check and then we were all set.
Friday, 12 August 2016
Week 4 - Friday
Today was a rollercoaster. I got in to uni early this morning to print off our booklet for feedback when class started. Some of my classmates were also early to class so I got some feedback from them. Their feedback was:
- The paint swishes don't work. They are really fuzzy and aren't the exact same as the brush that has been used for colouring the images. They don't add anything to the pages and actually sometimes make them too busy.
- On the "insight" spread the yellow is too hard to read and it may be better to just use one highlight colour rather than two.
- The first spread is way too text heavy.
- The script font is too busy for the pull out information.
When class began we hoped to get feedback from our tutors. Mark unfortunately wasn't happy and wouldn't have a discussion with us as we hadn't prepared our presentation. This was pretty frustrating but Gray came to our rescue and offered us some helpful feedback that:
- the "de-stress me" and "engage me" were competing too much with the heading.
- he made really good points about needing to make it really clear who our audience were and to do this it would make sense to put the audience persona first. And also make changes within our text to highlight this (for example in the "insight" bring working mum's in early.
- he also made a good point that it was important to re-think our way to well-being; "connection", as we were suggesting that hands free calling apps could be a good response to this brief when in reality they are too much of a distraction and we don't want to promote driving distractions.
Hannah and I then went somewhere quiet to work on the feedback we'd received.
We made a lot of changes including getting rid of the paint siwshes, re-ordering the document and editing our text. At this stage we thought it'd be best to print the new document for further feedback from a different tutor. These are the major page changes we made:
We took this modification to Lee and she gave us a pretty hard time in her super lovely way. She gave us a lot of really true feedback that we hadn't really thought about but was really valid:
- She told us to get rid of our "History".
- The "needs" don't make sense on the persona page right at the start. (We moved these to the "Insight" page).
- Too wordy in places, simplify it and be clear about what you're trying to get across to people. She came up with using the phrase "me time".
- Looking at the "5 ways to well-being" she made some suggestions as to other ways to interpret them. For "take notice" she brought up taking notice of the space (whether the car is clean or not etc.) and for "be active" she showed us the literal interpretation that fitted our situation of parking a walk away from work to get a little exercise into the daily schedule.
- She also tore apart our images in the nicest way possible. She didn't think they added to what we were saying so Hannah and I will re-think these.
By this time it was the end of class and Hannah and I were feeling a little shattered after Lee's comments.
Hannah didn't have much free time over the weekend which left me feeling super pressured and I am trying to do as much as I can until she can get her new illustrations to me.
- The paint swishes don't work. They are really fuzzy and aren't the exact same as the brush that has been used for colouring the images. They don't add anything to the pages and actually sometimes make them too busy.
- On the "insight" spread the yellow is too hard to read and it may be better to just use one highlight colour rather than two.
- The first spread is way too text heavy.
- The script font is too busy for the pull out information.
When class began we hoped to get feedback from our tutors. Mark unfortunately wasn't happy and wouldn't have a discussion with us as we hadn't prepared our presentation. This was pretty frustrating but Gray came to our rescue and offered us some helpful feedback that:
- the "de-stress me" and "engage me" were competing too much with the heading.
- he made really good points about needing to make it really clear who our audience were and to do this it would make sense to put the audience persona first. And also make changes within our text to highlight this (for example in the "insight" bring working mum's in early.
- he also made a good point that it was important to re-think our way to well-being; "connection", as we were suggesting that hands free calling apps could be a good response to this brief when in reality they are too much of a distraction and we don't want to promote driving distractions.
Hannah and I then went somewhere quiet to work on the feedback we'd received.
We made a lot of changes including getting rid of the paint siwshes, re-ordering the document and editing our text. At this stage we thought it'd be best to print the new document for further feedback from a different tutor. These are the major page changes we made:
We took this modification to Lee and she gave us a pretty hard time in her super lovely way. She gave us a lot of really true feedback that we hadn't really thought about but was really valid:
- She told us to get rid of our "History".
- The "needs" don't make sense on the persona page right at the start. (We moved these to the "Insight" page).
- Too wordy in places, simplify it and be clear about what you're trying to get across to people. She came up with using the phrase "me time".
- Looking at the "5 ways to well-being" she made some suggestions as to other ways to interpret them. For "take notice" she brought up taking notice of the space (whether the car is clean or not etc.) and for "be active" she showed us the literal interpretation that fitted our situation of parking a walk away from work to get a little exercise into the daily schedule.
- She also tore apart our images in the nicest way possible. She didn't think they added to what we were saying so Hannah and I will re-think these.
By this time it was the end of class and Hannah and I were feeling a little shattered after Lee's comments.
Hannah didn't have much free time over the weekend which left me feeling super pressured and I am trying to do as much as I can until she can get her new illustrations to me.
Thursday, 11 August 2016
Week 4 - midweek independent study
Hannah got her illustrations to me this afternoon so I was able to work on putting it all into our document.
I'm really happy with how it's come out despite the fact that it's not my style.
Tomorrow we will present it for peer feedback and refinement and then will create our presentation from there.
I'm really happy with how it's come out despite the fact that it's not my style.
Tomorrow we will present it for peer feedback and refinement and then will create our presentation from there.
Tuesday, 9 August 2016
Week 4 - Tuesday
Today was another productive session for Hannah and I - once we got started.
I was a little frustrated as we had agreed to have our content printed so that for today's class we would have something to show and be able to present for peer feedback. Unfortunately Hannah waited until 9am this morning to go to print and she couldn't get things to print right or quickly and wasted over half an hour. During this time I discussed my exemplars with my peers and got a document prepared for our dossier.
Once we got to work things started falling in to place, we could see it all coming together.
To our surprise, the brief had been altered and the response section eliminated, and the provocation made less significant. This meant that a large chunk of time we'd spent drafting our thoughts and preparing illustrations for this was frustratingly wasted.
So after discovering this we re-worked our order, shuffling it so that we still began with the History, followed by the Situation but felt that the Insight made more sense coming before the Persona. Then after the Audience Persona a "needs" element was introduced, which would share the persona spread. After that we would have our double spread on the 5 ways to wellbeing, concluding the document with the How Might We provocation and references.
Whilst we were trying to visualise how to lay it out, Hannah chucked together a rough InDesign file so that we could see the basic layout/flow.
It felt really great to see it coming together so then we ran through what we each would work on for the next half hour. I started to create our actual InDesign dossier whilst Hannah read through the information to proof/edit. Together we picked out a font and discussed the layouts as I did them. We then decided to make a list of what we needed to do to get this to a semi-finished stage for Friday's class.
We needed to do:
Our back and front covers - this also meant we needed to think of a name.
Bubble illustrations for the 5 ways to wellbeing spread.
References
We started by thinking about our covers. After brainstorming we came up with the title: THE DRIVING COMMUTE: it's what you make of it.
Having sorted out the title issue we then moved into what illustration would support that and came up with a bumper to bumper traffic scenario with different people having different reactions. I then thought about this further and suggested Hannah does a landscape illustration that we can wrap around the front/back covers.
By then class time was up, and after a last few words from the tutors we parted ways, each knowing what we needed to do and staying in contact via Facebook.
I was a little frustrated as we had agreed to have our content printed so that for today's class we would have something to show and be able to present for peer feedback. Unfortunately Hannah waited until 9am this morning to go to print and she couldn't get things to print right or quickly and wasted over half an hour. During this time I discussed my exemplars with my peers and got a document prepared for our dossier.
Once we got to work things started falling in to place, we could see it all coming together.
To our surprise, the brief had been altered and the response section eliminated, and the provocation made less significant. This meant that a large chunk of time we'd spent drafting our thoughts and preparing illustrations for this was frustratingly wasted.
So after discovering this we re-worked our order, shuffling it so that we still began with the History, followed by the Situation but felt that the Insight made more sense coming before the Persona. Then after the Audience Persona a "needs" element was introduced, which would share the persona spread. After that we would have our double spread on the 5 ways to wellbeing, concluding the document with the How Might We provocation and references.
Whilst we were trying to visualise how to lay it out, Hannah chucked together a rough InDesign file so that we could see the basic layout/flow.
It felt really great to see it coming together so then we ran through what we each would work on for the next half hour. I started to create our actual InDesign dossier whilst Hannah read through the information to proof/edit. Together we picked out a font and discussed the layouts as I did them. We then decided to make a list of what we needed to do to get this to a semi-finished stage for Friday's class.
We needed to do:
Our back and front covers - this also meant we needed to think of a name.
Bubble illustrations for the 5 ways to wellbeing spread.
References
We started by thinking about our covers. After brainstorming we came up with the title: THE DRIVING COMMUTE: it's what you make of it.
Having sorted out the title issue we then moved into what illustration would support that and came up with a bumper to bumper traffic scenario with different people having different reactions. I then thought about this further and suggested Hannah does a landscape illustration that we can wrap around the front/back covers.
By then class time was up, and after a last few words from the tutors we parted ways, each knowing what we needed to do and staying in contact via Facebook.
Sunday, 7 August 2016
Week 3 - post week independent study
I have typed up our notes from Friday's session into a format that we can use for our brief. I have separated each section and highlighted the important moments and will print for class on Tuesday. Hannah has been sending through some illustrations as she does them and they are looking really great. Despite this not being my usual style I am looking forward to putting it all together with Hannah.
As part of our independent study we were requested to bring in an exemplar that shows our intended visual style. Hannah and I already had quite a strong idea for this so it was hard to find stuff that related, however I did find these which demonstrated a colour balance that I liked and the second one also embraced the illustration style imagery that Hannah has been producing:
Looking at these inspired me to start thinking about our own dossier format and so I had a play with some fonts and playing with brush strokes which I will show Hannah on Tuesday:
As part of our independent study we were requested to bring in an exemplar that shows our intended visual style. Hannah and I already had quite a strong idea for this so it was hard to find stuff that related, however I did find these which demonstrated a colour balance that I liked and the second one also embraced the illustration style imagery that Hannah has been producing:
Looking at these inspired me to start thinking about our own dossier format and so I had a play with some fonts and playing with brush strokes which I will show Hannah on Tuesday:
Friday, 5 August 2016
Week 3 - Friday
This morning's lecture clarified a few elements of our Week 5 hand in.
Class time was then super productive for Hannah and I who got together and started really synthesising our research and sorting out what would go where in our Visual brief. Seeing her images gave us a really good directional feel but we have decided to make a slight colour adjustment and remove the red and replace it with a green. We want to stick to only using 5 colours as there are 5 ways to well-being and it would be good to reflect these throughout the brief.
We began by editing what I had written, as what this morning's lecture did reveal was that the exemplars were not text heavy and we may have gone a little bit overboard.
After editing it we were left with a "History", we decided to make the more current stuff I had written our "Situation/Context", and pull some of the information out of the paragraph in a pull out comment style as it matched Hannah illustration brilliantly.
From here we moved on through the other pages and drafted and discussed them as we went. I ended up with pages and pages of notes to distill and right up into snappy little paragraphs. But it was really helpful storyboarding our entire document to get a feel for it's flow.
Going through this all with Hannah we actually identified an interesting insight which seems super obvious but we hadn't actually considered: that commuting in a car has limitations in terms of what you can do with your body, and your eyes, however your sense of smell and hearing is where we can identify opportunities.
We left today each with clear goals between now and Tuesday. I will put together all of today's' notes into the text, whilst Hannah does the illustrations. When we bring these together on Tuesday we will be able to format them into a brochure/document in which Hannah is reasonably happy for me to take control as this is one of my favourite areas to work. We started visualising some fonts styles for our headings today and have also already thought about colour so it is really just a matter of working the text so it looks effortless and neat and clearly communicates our brief.
Class time was then super productive for Hannah and I who got together and started really synthesising our research and sorting out what would go where in our Visual brief. Seeing her images gave us a really good directional feel but we have decided to make a slight colour adjustment and remove the red and replace it with a green. We want to stick to only using 5 colours as there are 5 ways to well-being and it would be good to reflect these throughout the brief.
We began by editing what I had written, as what this morning's lecture did reveal was that the exemplars were not text heavy and we may have gone a little bit overboard.
After editing it we were left with a "History", we decided to make the more current stuff I had written our "Situation/Context", and pull some of the information out of the paragraph in a pull out comment style as it matched Hannah illustration brilliantly.
From here we moved on through the other pages and drafted and discussed them as we went. I ended up with pages and pages of notes to distill and right up into snappy little paragraphs. But it was really helpful storyboarding our entire document to get a feel for it's flow.
Going through this all with Hannah we actually identified an interesting insight which seems super obvious but we hadn't actually considered: that commuting in a car has limitations in terms of what you can do with your body, and your eyes, however your sense of smell and hearing is where we can identify opportunities.
We left today each with clear goals between now and Tuesday. I will put together all of today's' notes into the text, whilst Hannah does the illustrations. When we bring these together on Tuesday we will be able to format them into a brochure/document in which Hannah is reasonably happy for me to take control as this is one of my favourite areas to work. We started visualising some fonts styles for our headings today and have also already thought about colour so it is really just a matter of working the text so it looks effortless and neat and clearly communicates our brief.
Thursday, 4 August 2016
Week 3 - midweek independent study
Hannah and I each worked on our individual tasks and then shared them with each other.
The illustrations Hannah has put together are beautiful:
And she sent me through her women in the workforce information which I put together with my information on the modern women to create our kind of introduction. I then put together the rough profile of Jane that we had been discussing.
Our introductory information is as follows:
We will both print these out for class tomorrow and begin working on the other sections.
The illustrations Hannah has put together are beautiful:
And she sent me through her women in the workforce information which I put together with my information on the modern women to create our kind of introduction. I then put together the rough profile of Jane that we had been discussing.
Our introductory information is as follows:
The numbers of women in the workforce in
the Western World have been rising steadily throughout the past 200 years.
The Industrial Revolution of the 18th-19th
centuries and the two World Wars meant that women’s labour was necessary to
fuel an expanding workforce, and their wages were needed to supplement that of
their husbands’. Women found paid work not only in the more traditional areas
such as nursing and domestic service but also in areas such as factory and coal
mining which meant massive diversification of the types of occupations in which
women were employed as well as a sharp increase in numbers of women working
outside of the home ().
This has continued over time with feminist
movements pushing towards the ideal situation of gender equality. However,
increased opportunity for women to excel in professional employment has also
put them in the challenging and often stressful position of having to balance a
demanding career with caring for a family. Being a working mother in modern
society, quite frankly, means taking on two full-time jobs.
With work, often comes the need to commute to the location of
employment, and so becomes an important and significant part of the day. Putnam
(2000) identifies social isolation, and therefore unhappiness, as a consequence
of commuting, where others have actually flipped this perspective into a
positive; acknowledging the precious alone time it provides individuals with.
There are many factors that would influence how a person perceives their
commute including things like time, mode of transport, control. Women are seen to be more
sensitive to commuting as a result of their larger responsibility for
day-to-day household tasks (childcare and housework). Children also introduce another element to the
commute, given their potential to frustrate and distract the driver. Studies
show that higher levels of stress and psychological problems amongst the working population can often
be connected to the ever-increasing demands on time, and the struggle to
maintain a healthy work/life balance (Taylor, 2001). When evaluated beside
approximate commute times, we see an opportunity to use this time productively and relieve some of this
stress for these working mothers.
And this is Jane's profile as at this evening. We are still having discussions and are open to adjusting it:
Jane. 36. Married, 2 kids (8 & 5),
employed full time in the city, spends 1 – 1 ½ hours in the car each day.
Meet Jane. Jane is a working mum from
Wellington. Her mornings are spent getting her kids ready for school, and her
evenings are spent helping with homework, cooking dinner, preparing lunches for
the next day, and getting the kids ready for bed. By then, it’s been a long day
and all she wants is to sit down to a nice hot cup of tea with her husband.
Jane loves fine tea, she finds it comforting and relaxing, but only has time
to make a cup in those precious evening moments. She also loves to keep fit but
struggles to find time in her busy day-to-day schedule.
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