I decided that I wanted to create my own typeface so that I can add a humanist factor onto the campaign. The idea of this is so that it makes the campaign seem friendly therefore making the topic of conversation more approachable. The typeface is geometric with the idea being that I can experiment with colours.
I developed the title ‘CHAT IT OUT’ as the logotype for the project as I felt that it was a strong, literal message of what the campaign is doing. I eventually added the word ‘lads’ so that it was more personal and direct to the audience. I tried a series of different colours and decided to go with orange, blue and black. Blue and black are the colours of the Heads Together logo and since I’m going to be using the logo within the work, I thought it would be appropriate to use. Orange is a loud and bright colour which looks well with blue and black and I felt would work well with attracting the audience.
I developed coaster designs with the idea being that these attract people’s attention and hopefully begin the conversation of mental health. On the coasters, there is information of the organisation, encouragement to speak out and also where to go to get help, including a 24/7 helpline for emergencies which I felt was really important to include.
With a development from the idea behind the coaster, I decided to create a brand of beer. This brand of beer is a extension of the idea about putting the encouragement
of talking about mental health in a normal setting such as a pub. On the packaging of this beer is initial encouragement of not sitting in silence and where to seek help. With people that have mental health problems, it is encouraged that they drink little amounts or even avoid alcohol however this is not advice that is always taken well. Creating a brand of beer that will have a low alcohol intake with an emphasis on talking about mental health will aim to ensure that it does good to the person drinking it and
not induce their worries. Further to this, if a person is drinking alcohol in order to avoid seeking help, then by them having this beer it tackles the issue head on and provides the person with direct advice and information of what they need to do.
In order to reinforce the idea of having a conversation about mental health over the drinking of this beer, these cards with information will be sat at the bar. They will be there for people to take as they please as well as the customer being handed one when they purchase the beer.
Though the primary target is males and within pubs, an advertisement on a billboard will widen the conversation and make more audiences aware of the brand which would ideally encourage more people to talk about mental health.
My initial idea was to create something that makes mental health discussion approachable. One way of doing to was to use comedy as a factor to draw people in. So I thought about using a thought that someone has to do with anxiety and quoting that on a poster. For example, it could be something about over-thinking a situation. The idea being by enlarging that thought onto a poster and making a joke out of it, it would hopefully make a start a conversation between people on their mental health. I continued to explore this idea further through choosing a charity on which to base my campaign upon. Different charities that are already education people on different types of mental illnesses are: Mental Health Stories; Mind Charity and Heads Together. The charity Heads Together is an organisation which describes themselves on there Instagram page as “changing the conversation on mental health because when we get our #headstogether we can achieve great things.” The fact their entire charity is based on encouraging conversations, I think that this is a perfect charity to base my campaign upon which is related well together.
One of my initial ideas was to create a video for the campaign showing a visual representation of someone struggling with too many thoughts. So it could be a video of a group of people around a table, with the focus on one person looking distressed, with the others around them making lots of noise, e.g. banging the table, tapping of the foot, singing,… The person the video is focussed on, then stands up and shouts the room to shut up. The last visual will then be ‘if only it was this easy to shut of your thoughts’. So the idea is that the initial view on the video will be humorous and then they’ll be a shock factor at the end with the narrative.
I spent time researching a potential audience to target my campaign. The charity Heads Together tackles mental health within all age ranges so whichever audience I chose to target it will be fitting with the brand. I decided to go with the target audience of males under 45 because suicide is the bigger killer of this age range; though it is a large audience, I feel that it’s an important topic that needs to be addressed.
Once I’d established my target audience, I began creating initial ideas for the campaign. I decided to create a brand to be put within pubs so that it specifically targets the audience in a place they stereotypically socialise. I started sketching out designs of a typeface using the words ‘chat it out’, trying to create a friendly and approachable design. After a tutorial where I discussed my idea of a film, I was given the idea to move away from that and create products such as coasters to be put into the pub. The idea of this is to create interactive work to start a conversation within the pub on mental health. I explore this throughout illustrations and then after feedback from peers that they liked the name ‘CHAT IT OUT’, I decided to call my campaign this and work around this idea. Ideas for the coasters was to have lyrics from a pub anthem on them so that it catches the attention of people having a drink, leading them to pick up and read about it and then hopefully trigger a conversation on mental health.
The bomb attack on Charlie in France:
Response to the terror attack in Paris, France. I remember very vividly when this attack first took place as it became the first of many attacks on Europe. The response on social media to stand with Paris, France was huge and there was a response from Charlie through posters to show that they weren’t going to let the terrorists win.
Campaign to get the Uganda world-criminal leader arrested and taken out of power by the end of 2012. I remember this being a huge campaign on social media, there were marches that took place around the UK/world and there was a film that was created that went viral within 24 hours.
Times up / me too:
Response to the outbreak of the news of the powerful sex abuser Harvey Weinstein. Social media campaign of people speaking out about their experiences of abuse. This was about not only taking a stand against powerful men within the film industry but also for woman worldwide to talk about their experiences. Women’s rights – and more recently sexual abuse against woman – has always been a huge discussion and for me growing up I feel that it is a topic that is being fought and discussed continuingly.
Malala Yousafzai: shooting and fight for woman’s education
Young girl shot in the head just for going to school. I was at school myself at the time of this happening and I wasn’t much younger than her so this event was always so prominent in my mind as education is something we take for granted in this country. She was spoken about a lot throughout school and she continued to fight for the right for every child to have an education.
Manchester bomb attack:
Attack on the Manchester stadium whilst Ariana Grande was performing. This was an incredibly shocking attack since the bomber purposely chose this performance for the kinds of people that would be attending. The entire city of Manchester and country united and took a stand against terrorism to show that they weren’t letting the bomber win.
Definition: the unjust or prejudicial treatment of different categories of people, especially on the grounds of race, age, or sex
Once chosen this topic I began to explore different ideas to do with discrimination. Upon research, I came across a lot of ideas relating to feminism and racism and there has been many campaigns created for this. Since there has been a lot of campaigns created for ideas surrounding feminism and racism, I decided that I wanted to go into a different direction. A topic I am passionate about is the education of mental health to relieve the stigma surrounding it, so what I thought would be interesting would be to explore discriminatory ideas surrounding the topic of mental health.
My initial opinion of this topic in relation to discrimination, is that though a mental illness will not discriminate in terms of who it hits, getting help for that mental illness does. For example, in Hereford where I am from, there is at least a 6 week waiting list to be able to get counselling through the NHS and you are also judged on how severe your case of mental illness is in terms of how quickly you get help. This mind set of mental health is discriminatory to the people who can’t afford to pay for counselling right away when they initially seek help, so by leaving them on a waiting list, it is only prolonging the possibility of their mental illness becoming severely detrimental to their life and well-being.
In an initial tutorial, I discussed this idea of discrimination to mental health and I found that others agreed with what I was saying. What was interesting was hearing people’s opinions on mental health so a couple of them discussed that there is a fear surrounding the topic but particular to people who aren’t suffering. So there is more of a worry of saying the wrong thing or upsetting people with a mental illness, which I found interesting because actually it’s this mind set that can sometimes discriminate people that are suffering. This can be because they feel like they can’t speak out or continue with their lives normally in worry they’re being judged. I decided that since there was a good discussion surrounding this within the group, I will continue with this topic about the fear surrounding mental health discussion because it’s clearly an important topic and I definitely think there’s a market it for it.
In Cath’s lecture she discussed the different strategies/approaches for persuasive design. So in terms of a persuasion techniques in design it would be to create a piece of work in a informative approach to make the viewer think or in a emotive approach so make the viewer feel; of course both of these go together. They’re both techniques that are used to inform an stance of an opinion on a debate or argument.
We were shown a series of images that have been created in favour of banning animal testing. These images were examples of different uses of persuasion techniques. The first image shown was a picture of a very cute dog with the text ‘BAN ANIMAL TESTING’ underneath. Without the text, the image would have a completely different meaning because on the surface it’s an image of a cute puppy which you would imagine being in a warm house but then the text underneath gives it a more sinister feel. This is an example of how text can completely change the meaning of an image and questions the relationship between image and text. The next image was from an advert created by LUSH who used emotive and playful language to create an informal approach for banning animal testing. This kind of language is suitable to the rest of their brand identity which is something to be mindful of in regards to my persuasive work if it was for a client. The third image from Society for Protection of Animals, the image does all the talking. It’s an image of a woman in a typical pose for a perfume advert (airbrushed face) however the perfume bottle is a dog. It looks like a very conventional perfume advert as it uses language typical of the beauty industry but by replaces the bottle with a dog it’s reminded you of what the beauty industry don’t want you to see. This could be an interesting persuasion technique to use; so going into the world they’re used to and changing the reference so de-stabling the original public awareness of the industry.
All of these examples show variation of emotive and informative language and how they can work separately or together. I feel that from the examples we were shown above, the ones that work are the more cleverer designs where they have redefined the industry within their design (rather than the more literal examples).
Small image of fox in cage / bold heading saying: “real fur, real torment” / descriptive text using emotive language / “be fashionable, warm and kind”
Text relates to the images; brings out emotions as the fox is trapped in the cage; reinforces the idea that animals are abused. Text next to the image isn’t explicit but enough to be informative; its more descriptive language and plays on emotions – I feel the text is stronger than the image. There’s a repetition of the word “REAL” to create an impact and the word “HER” does the same as it implies they are no different to humans.
The phrase “be fashionable, warm” is often what is used as to why you should where fur so it is a play on this by using the word “be nice” to switch the meaning to why you shouldn’t wear fur by add the human element to it. It has a wide target audience as it doesn’t make you look away but does entice you to read. However, by having a wide target audience, the language and use of imagery is a subtle reasoning as to why you shouldn’t wear fur so it could be said that it’s shocking enough to provoke action.
Says the phrase: “rich bitch, poor bitch” / image of a woman in fur against a dog with blood / small descriptive text underneath image
It’s an illustration so it makes it less graphic than using real images however the imagery is emotive as well as the text underneath. It’s comical in the use of imagery and language of the “rich bitch, poor bitch” but when you look into it more and read the text it has a shocking underpinning meaning. The use of language underneath the text isn’t complicated and manages straight forward and factual at the same time as being emotive. There is a repetition through the framing of the visuals and the language and there’s added shock value by doing this.
They’ve played on the before and after aspect of the images but done it in a way that would provoke thought. There’s proximity within the images: so you feel something based on an identification.
Italic text / soft autumn colours / naked woman with autumn leaves / woman holding tiara
This advert is playing on existing beauty adverts that we are used to by making it a very pure image with feminine text. You’re drawn in by the naked body and then you read the text afterwards which completely changes the context of the imagery. I feel that without text you’d think that it was something else. There is a use of a celebrity which by using a familiar face with the campaign, it persuades the user more. By having a pure body is playing on nature by replicating the pose of an animal and is what animals feel like without their fur; there is a slight vulnerability of the pose that replicated how the animal may be before being slaughtered.
I feel that this design is for a specific market as it is a very feminine advert and can be seen as advertising at predominately girls. Without the use of typography and since a normal viewer would not analyse the image as much as done so above, I feel that the message would not be conveyed in a strong and persuasive manner.
Woman dress in black / holding skinned fox
The woman is stood really tall and is holding the fox as if to say ‘this is what you’re doing, what are you going to do about it’. She dressed all in black and has a strong stare that looks right at you so it’s a very confrontational advert in terms of her expression and pose. Because she is wearing black, the rest of her body is lost within the page so it makes her skin more prominent as well as the fox; they’re emphasising what they want you to see. The woman is also a celebrity so that reinforces the idea of persuasion. The text is minimal but strong and compliments the imagery.
There’s a strong contrast between the imagery and the background. They’ve used strong visual language to convey a confrontational message in a persuasive manner on this topic. I feel that this is a strong example about how an image can stand for itself and convey a persuasive argument without needed any text or just little amount of text.
Woman in gold / wearing fur coat / holding knife with blood on it and blood around her mouth/chair
It’s very much a contrast of scenery with a very glamorous woman dressed in gold, holding a knife covered in blood which is a combination of imagery you wouldn’t normal associate with each other. The composition of the imagery with the description of the animal cruelty and price of coat has been position in a way you would see in a fashion magazine so it is playing on familiar imagery. The imagery shows the woman killing to create the coat so it’s a grotesque image showing greed and showing a very literal representative of having blood on your hands for wearing a fur coat.
The imagery is very literal in the sense of showing ‘blood on your hands’ for wearing a fur coat. I think it’s a powerful piece of imagery and playing on the fashion magazine style it adds more strength to the piece. I do however think that as a piece, there is a lot going on with the added logo’s as it adds too much colour to the piece and it would be far more powerful if the imagery and small piece of text was set as a minimalist piece of work being the centre of the work.
I found this lecture really interesting in looking at different persuasion techniques. When it comes to creating my own work I need to be mindful of the different interpretations of images and ensure that the use of the image is appropriate to it stance in message. In terms of for a client, this would be to make sure I am created an appropriate piece of work for the media they have asked; so to be mindful of where the work will be and whether it’s right for that. Other points from the work we have looked at that I can include within my own design is how I can play on already exist media and ideas on an industry and use it to provide an alternative meaning.
Overall, I really enjoyed the 4 week placement in Cowbridge Comprehensive and I felt like it’s been beneficial as it has confirmed my decision of wanted to become a secondary school teacher. I found it really helpful in terms of my decision to become a teacher or not because whilst I was there, there was some PGCE students at the school so they gave me some honest advice about the course and whether or not to become a teacher straight away or not. In terms of experiencing teaching itself, I found it a brilliant opportunity to gain classroom experience. It was initially hard to see the classroom from a teacher’s perspective however I started to notice more within the lesson and how it was being taught. The highlight of the few weeks being there was when we were able to get into the classroom and work with students on there work; particularly within the art department when we go to advised and help with the students GCSE art work.
In regards to the planning and delivering of lessons, it was great to have the opportunity to teach to a class of students and I became more confident within the classroom which previously was quite a daunting experience. With the product design lesson, we didn’t have a huge amount of support in regards to planning and creating the lesson so we learned a lot about the topic and because we had a lot of time to plan it, we had spent a lot of time on the material – it was real shame when we weren’t able to teach the lesson. When in came to planning the textiles lesson, we were given more support from the teacher and from previously planning the product design lesson, we were in a much better position to plan the lesson. It would have been really useful if we had more guidance on how to structure the lessons however it was a good opportunity to learn how to teach the lessons.
As much as I enjoyed my experience at the school I also found it incredibly frustrating at times. I felt that the design and technology department did not make the most of us being there and for most of the time I felt more in the way of the teachers. For the first week, we had the pupil trail organised and then we were able to create a lesson plan for the product design lesson; from then on, it seemed to be the same routine every day with nothing planned so we had to be proactive ourselves and push to be in lessons. As a whole in the DT department, I felt that we weren’t able to make use of our skillset and we didn’t even observe any product design lessons (which is more to my skillset) only textiles. I would have enjoyed it more if we were able to observe more product design lessons and get more involved in helping with students work. When we spoke to the art & design department, the head of art was so enthusiastic about us being there and said that she would have really made the most of us being there, letting us be apart of the lessons; it would have been great if we could have had this kind of opportunity in the design and technology department.
Originally, I was unsure about whether I wanted to become an art & design or design & technology teacher. I am leading more towards becoming a DT teacher however, the art & design department within the school was so full of enthusiasm from the students and the teachers which is something that the DT department lacks. However, I think that could be more down to the teachers rather than the topic.
In today’s lecture we went over the assessment criteria, discussed our placements and then began creating posters which we will present next week. The posters needed to be 2x A1 posters and contain content that we had collected over the time at the school. Last week we had the opportunity to look at the PGCE students presentations so we had see the level of content they had on their posters. Our posters did not need to be as detailed but it was still good to have seen them to use as a guide. It was difficult to go into as much detail since most of the content that needs to go on the poster will be collected in the last week.
Myself and Lydia also had the conversation about what we were going to do on our last week. We have both been very frustrated about the lack of teaching we have been able to do and would have loved to have been more involved within the department over the 4 weeks. We spoke about both of us bringing our work in and showing it to the students so that we could offer any advice and inspiration to current students thinking about a career in art & design. Matt is always very busy at the school so I sent him an email in hope we might be able to arrange to speak to some of his classes.
Today was the day of teaching our textiles lesson. We spent the morning ensuring that all the materials had been printed and then we taught the lesson in the afternoon. I felt that overall the lesson lacked enthusiasm and was quite slow paced. The students seemed to show a level of understanding with the topic which is good as they were able to complete the games quickly and then answer questions at the end of the lesson. We definitely underestimated their capabilities and did not plan enough content for the lesson – luckily Katie had some material that we could use for the last 15 minutes. We adapted our lesson so that it would be more playful and they would be engaged with it – which I feel that the students were – however I think we made it too focused on the games and should have included more content. Moving forward into the second lesson now, we will definitely have this in mind and ensure that there is enough content to teach. I feel that it may be better to create more work and then if we don’t get through it all it can be something that the students can continue with themselves.
We spent the morning in the school prepping for Thursday’s 2nd lesson. We took on board what we had learned from the first lesson and applied this into the Thursday’s lesson plan. For the second lesson we want them to create revision sheets on CAD/CA/Cutting tools and manufacturing systems, so Lydia created a really helpful revision tips sheet for them to keep with them to help with understanding the topic and how to revise it. We decided that we needed a way to assess the pupils to see if what we have taught has worked and they’d understood it so we created an exam for them to do. It’s not particularly difficult but it includes questions on what we have covered so it will be a good judge as to whether or not the students have understood. We will also show a video in the lesson that will introduce manufacturing systems which is a topic they have not learned yet.
Today, we’d also had the opportunity to go into a year 13 product design lesson. This was a small class mixed with product design and textile students. There wasn’t enough students to take Textiles as an A-level so they were advised to take Product Design A-level instead where they would have to sit the product design exam but could do all there practical work in textiles. I would describe the class as very mixed ability and the teacher described that a lot of them lacked enthusiasm with some of the work not quite being at higher education level. It was still interesting to go round and chat to the students and speak about their work as well as their prospects into further education.
This particular class we were in, I had been into last week. In the previous lesson they’d created patterns for their designed garment and for this lesson they were using their patterns to cut their fabric. We helped the students with the positioning of their fabric so they were able to cut it accurately. Not being a textile designer myself, I learned a lot about the lesson more than I could probably have taught the students. I didn’t know about patterns and cutting fabric myself so I enjoyed learning from the students and seeing their designs come to life. Some of the students garment designs were really exciting and it was great to see the support from their teacher to be really innovative with their garment designs. Creating clothing is something I see as university level so it was good to see the level of creation at GCSE.
We had tried to speak to Matt these past couple of days about speaking to some students about our work however he was very busy and hadn’t responded to our email so we decided we needed to take action on the matter ourselves. We went over to the art department and spoken to the one of the teachers about coming in on the last day and doing some observations. She was so enthusiastic about us being there and offered for us to come into a few of her lessons tomorrow; one of which is her year 12 class where she said we could spend 15 minutes at the beginning of the lesson talking about our work. I was so glad that we’d came and spoken to her as I felt that she would really use our skillset within the department and we could get stuck into helping students do their work.
With today being our last day, we wanted to make the most of it. We made sure that we had all the material ready for the textile lesson we were teaching and then we went over and worked in the art department. It was Year 11 GCSE art who had just been given their exam questions, had picked there themes and were now at the stage where they were beginning to experiment with idea. One thing I have continued to speak about within my blog about the art department is the amount of enthusiasm and experimentation coming from the students which I think is commendable on the department and teachers. They are clearly very passionate about the subject and that reflects in how the students work. I helped a student with her work who was currently creating very standard observational students on utensils. I helped her with some ideas in ways in which she could make her drawings a bit more exciting so we worked on positioning the utensils in a more obscure composition so that it will give her a different angle to draw from. It was great that I was able to offer some real help with a students work and I only wish that I was given more of this opportunity throughout the placement.
In the previous lesson we had taught them about CAD/CAM so in this lesson we are extending on that knowledge and discussing manufacturing systems. We got them to create posters on CAD/CAM and cutting tools in two groups for 3. They seemed to take quite a while with this task, I think it was more with the lack of enthusiasm in the task rather them then not knowing what they needed to do. I felt that with the nature of the task we should have given them slightly more time but we were conscious of the fact that we had to deliver a presentation on manufacturing systems and allow them time to create a poster on this topic. For this lesson we also had planned for them to sit an exam however the teacher wanted to us to have an opportunity to show our work so we didn’t have time for the students to do the exam. I think the students enjoyed looking through our work and I felt that for them to look through university level work was slightly more important as it gave us a chance to talk to them about further education. For Lydia particularly who studies textiles, she was able to speak to the students about textiles past GCSE level and the students seemed really engaged in speaking to us about what we do.
I think that with the last lesson we didn’t have enough content to teach, it has been the opposite with this lesson where we planned for too much and wasn’t able to teach it all. I felt like we rushed the students with their research and I don’t think that they actually learned anything in this particular lesson – other than about us and what we do at university. It was a shame we weren’t able to do the exam as I think this would have been a real judge for us as to whether or not they’ve understood our lessons. We spoke to Katie (textiles teacher) and she said that she’d be happy to give them the exam in the next lesson so that we would have the results for then.
If I were to have taught the lessons again, I think I would have split up the content more. I think we tried to teach too much in the 2 lessons we had and instead it would have been much better to split up the topics and to have created more activities on one topic. So we tried to teach CAD/CAM, cutting tools and manufacturing systems in the 2 lessons but instead I think we should have stuck with just CAD/CAM and cutting tools and given a lesson for each. We could have created more activities and maybe given a practical task for the students to do to keep them more engaged in the topic.
This was the same lesson that we observed last week however this time we were able to have 15 minutes at the start of the lesson to speak to the students about our experience at university and show them our portfolio of works. These students are nearing the point where they are choosing what they’d liked to do after they leave school so I think that at this age it would have been useful to speak to us. They enjoyed looking through our portfolios and there was a few students who were interested in continuing with art & design so we spoke about the level of work we do on our course and what is expecting of you in university. I liked talking to the students about our work and future education prospects and I felt that from everything we did throughout our time at time, it was at this point that we were able to have the opportunity to make a real difference and offer some really useful advice. I’m happy the art department were able to give us this opportunity and I would have loved it if we were able to have done more things like this.