Field Reflection Blog Post

Field, Level 5

For field we have been asked to go back through the last year and feedback on our thoughts and opinions of field within level 5. I have submitted 1500 words explaining field and how i feel that it has helped me as a designer within level 5.

Term 1:

Within Publish I felt that I had learnt a lot about the different ways in which I could create an interesting piece of editorial work. With the large project that we were given we were able to utilize all of the skills that we had been taught in the first few weeks and apply them to our own piece of editorial that we could create, so as long as the publication had purpose. I decided that for the final piece I wanted to create a large piece of editorial. I wanted to be able to show that I can use different techniques to create a full editorial that is interesting and unique. However, within the time frame we were given and alongside other projects we were given the project within quite a short space of time.


As the outcome that I wanted to create was quite full on I felt that the best way to complete this to a high standard would be to form a group to create the piece together. As a group of three we were able to separate and allocate the work out, this gave us more time to be able to change layouts and create something different to the normal editorial. The piece of editorial we decided to create was the graphic communication prospectus, we wanted to be able to ease the mind of new possible students who are looking to come to the university and study graphic design. We wanted a friendlier approach to the topic as we felt that this could really encourage people who are nervous or anxious, to apply.


At the time of submission, we felt that the images that we had used weren’t as good as we had hoped and that we could have created better high quality images if we had been given more time. Our aim before the project was finished was to be able to print using the different paper weights and styles to really show the thought process that we had undergone to create the work that we had originally wanted.


Although the project seemed to be within a short space of time we created a piece of work that we are all proud of and that we feel works well as a piece. If we had been given the time we could have made the changes above within the project. However, since completing the project and reflecting back we have made these changes within our work and created a piece of work that we all feel is worthy of being printed and used.


I really enjoyed taking publish as a topic, I felt that this topic has allowed me to progress within editorial and really understand the elements that go into place in order to create a piece that is a strong editorial. I feel that in the future of this topic terminology could be used further and pushing the boundaries of InDesign. As a graphic communication student taking this topic I found that this was a simplified version of the course as it wasn’t including terminology to the students and wasn’t overly pushing the boundaries of those whom had used the software before. However, I do feel that the course itself allowed for other students outside of graphic design could experience and understand the process in which we undertake within Graphics.

Term 2:

In the significance of information field group, I found that was immediately pushed out of my comfort zone, having never worked with infographics before, however it was apparent that the course would provide a challenging experience using your own strengths and abilities to create the best possible outcome for the project. I found that the course was extremely well laid out and that this was obvious as to where we were meant to be at what time. I felt that the course allowed us to explore new areas of design not only for other members of the school but also to the graphic communication course. It allowed us to research into infographic history and channel new and difficult subjects in which were normally off limits within the design work.  The guest speakers that also were arranged to talk to us allowed us to really understand where we can use infographics and how we can utilise them to create story lines and to instruct someone to do something.

Choosing my topic for the three-week project became extremely difficult when it couldn’t find a piece of work that I felt was narrow enough to take on as my topic. However, after plenty of research I knew that I wanted to create something different to everyone else’s editorials. I wanted to create something that would be different and unique. I decided to look into women’s rights specifically laws that were sexist against women. I wanted to create a piece of work that would be shocking and provoke a feeling. The work that I did create was 20 double sided learning cards that has infographics on one side of the card and the law on the other.

If I was able to do this project again I feel that I would have done another creative editorial, using different paper weights and ways of working to show the versatility within my work as well as my skill set.

I found this project however specifically useful as it challenged my adobe illustrator skills and made me think more about how the images could be perceived. The field project also allowed me to create a large project on its own. I am normally quite scared off when it comes to creating large projects within a short space of time on my own. I feel that I can worry too much about the work that I am creating and whether it is good enough for the project itself. However, after completing this project I feel that I have really grown as a designer and would not be afraid to take on more controversial topics within my work, execute the project alone.

I feel that if this topic was to run again that it could possibly give a barrier in to which you can choose a topic. With the specification being so broad it was hard to pick a topic and made the process of my design quite slow at first leaving me little time to execute the final piece. However,I really enjoyed this topic and it has really allowed me to develop my skills as a graphic communicator. It has made me understand the rules of simplicity and how it is key to differentiate what you are talking about without being too direct.

Overall reflection:

With field this year I feel that being able to choose the topics is a real game changer. I feel that because you can choose the topics that you want to study you are more likely to turn up to lecturers and want to apply the process of the learning to your work within subject. I projected what I have learnt from field straight on to my subject work this year. Taking two graphic communication courses has enabled me to expand my design knowledge and create a large amount of work that can be put within my portfolio.


The work that I have created this year compared to last year has been extremely influenced by what I have learnt in field. After the first year field project I was skeptical of what was to come within field this year as I was worried that it wouldn’t be worth it and that I wouldn’t use the work that I had produced. However, the way in which both of the field subjects that I took have been set out has allowed me to learn new and more interesting techniques that we have not covered within graphic communication so far and has allowed me to expand my knowledge.


The field groups within level 5 I have noticed are better where attendance is concerned, this made small group projects easier and we were able to see a significant amount of work difference from 1st to 2nd year. If I was to change anything from the layout of field this year it would be the first term.


I felt that first term was too much on top of other work, within graphic communication we had two projects on going alongside field, which made finishing the project to a high standard at first quite difficult. As in previous years the first term field is normally on going alone the lecturer for Publish was unaware of the timetable changes and therefore we had a lot more work than we had previously thought alongside a heavy branding project and a live brief. I feel that in the future of level 5 field one, it should be an alone subject meaning that this should be the only thing timetabled in like second term. This would mean that more could have been arranged such as workshops and guest speakers and we could have learnt other techniques that are used within the editorial sector.


Although first term was slightly rushed I feel that field 5 was a necessary part of the year and that this really did help provide new techniques and challenges that would have not been taught within my subject. I felt that the work that I created helped develop my portfolio and inspire me to take on more work as a designer. I look forward to field within third year and I hope the outcome of the work is the same quality as the work within this year. I am looking forward to see what the work next year has to offer.


|The Significance of Information Reflection|

Field, Level 5

In this blog post i am going to be reflecting upon the second term field group, The significance of information, by David Wrene. The last few weeks we have taken part in a number of small tasks and projects within the visualising information sector.

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Within this field group I found that there was a lot of space in order to explore and channel your best abilities to your advantage. Utilising your strengths and pushing yourself out of your comfort zone, became quite quickly apparent within the first few lectures. When it came to picking a topic for the main 3 week brief I was worried. I wanted to create something that was current to the world around us.

I find that when I come up with ideas I normally delve into a broad topic which takes a lot of research in order to find the channel that i officially want to go down, so it was no surprise to me that my idea would change a few times and alter more as time went on. i knew that creating something around the women’s rights movement would be a strong area of research due to its high publicity after the current presidential elections in America .

I knew that the women’s rights movement on its own would be a huge topic to channel, and that I had to narrow down a particular sector that i wanted to focus upon. After looking into the women’s voting rights around the world i found that there wasn’t much to go by that was up to date and only one country still didn’t allow women to vote. from here i decided to look into what laws were mainly sexist towards women, as men within other cultures are deemed as superior i knew that there would be a large scope for me to look at. I decided to compile a list of 20 laws that would sufficiently show the sexist laws that are still current within the world.

My next step then was to source a way of presenting the information I had found, I knew that creating a set of posters would not be sufficient for myself within this project as I wanted to create something more physical and innovative compared to my other projects. I firstly looked into animation I wanted to keep a clear theme running through my ideas of a statement I was told by my lecturer ‘is this s**t still happening?’. This quote was in forefront of my mind throughout my entire project I wanted to create a shocking piece, something that allowed for an education to take place as well.

This is where I came up with the idea of educational flash cards. To have one side with a pictogram visually explaining the narrative of the law and on the other side typographic representation of the law. I think as a concept and design this worked well. This project really allowed me to push myself out of my comfort zone and really see what outcome I could create. I think having 20 cards front and back with the use of iconography and text worked well as a whole.

If I had more time I would like to have had them professionally printed and created the full packaging for the cards to go into. I am happy to have been given the opportunity to utilise and expand my knowledge within the significance of information and be given full rein in order to create an outcome that I wouldn’t have thought of previously. I have widened my understanding and knowledge, which I hope to utilise within my own practice.



|Information and the world- Final Outcome and Presentation|

Field, Level 5

For our main 3 week project, we have been asked to look at the world right now and take in information and present this information within an interesting and innovative manner. We have been given full rein on what topic we can choose and how we would like to present the information. 

Thursday 16th February:

Today was our presentation and final deadline for our work, I decided to print my work out as well as present it on screen in order to show how it would look if it was printed out properly and show a more physical version. I created the images as pdf and printed them out, cutting them with a scalpel on a cutting mat in order to get the most accurate finish.

I assembled both my cards and my booklet together using spray mount as I found that this would hold better than normal glue just for the presentation. the finish of the cards wasn’t overly what I want within my portfolio and if I can before the official hand in date I would like to also create packaging and get them professionally printed to show the full quality and final result in a better and more professional light.

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Within my presentation I expressed the process that i have been through in order to reach my final process. starting with my concept, With womens rights being brought to light due to the recent protests and arguements, fighting back against the new American President Donald Trump. I wanted to look at the ways in which sexism still affects the world and how we dont realise to what extent ludicrous laws and wrong doings are still present within the 21st century.

There are too many laws that make the world a harder place to live if you are a woman. All over the globe women are challenged everyday due to their gender,  from china where a woman is not allowed to carry out any strainuous activity within labour jobs, to india where martital rape is still legal if the wife is above age. Women are still in danger and fighting for their fundamental human rights, therefore I want to make a shocking education pack in order to show the 20 most sexist laws around the world.

I then went onto explain about my journey through the concept and the project. I spoke about my development through the different ideas and they way in which I changed and developed my designs and my layouts in order to show how i got to my final outcome.  I feel that the process I took in order to get to the final piece was quite long winded as my idea changed a few times, however I feel that in the end the outcome was worth the work that was put in. 

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When it came to showing my final outcome I went ahead to explain that this isn’t how I want my final pieces to look at that they are printed prototypes in order to show how they would look. I went on to explain that my the reason behind my idea was to educate and inform people all over the world what they don’t know about laws all over the world and that sexism and inequality is still a struggle within the 21st century.

” Overall, i found that this project allowed me to be pushed out of my comfort zone and challenge myself fully in order to create an outcome that i wouldn’t have originally. I really enjoyed this project and would recommend it again for anyone wanting to expand their knowledge within information design.”



|Information and the world- Part 3|

Field, Level 5

For our main 3 week project, we have been asked to look at the world right now and take in information and present this information within an interesting and innovative manner. We have been given full rein on what topic we can choose and how we would like to present the information. 

After my tutorial my next step was to create my cards and my pack, I wanted to have the icons that represented the country and the action that cannot be done. I started to create the cards using illustrator, constructing them on a4 and breaking the page down into four a6 parts that allowed for the front and back of two cards. I wanted to show the city using flags as i felt that this would be easier to differentiate from country to country.

I decided that the front side of the card containing the visual narrative pictograms would be better having a white background and would look more professional and clean, then having the reverse of the card on a black background having only the outline of the law in white typography. As a back to back card this worked well and I decided to print off the first set with the initial pictograms on in order to show my tutor and see if he had any criticism and changes ready for presentation day on Thursday.

Tuesday 14th February:

Today I organised a five minute talk with my tutor to discuss my initial outcomes and how i could improve them before my deadline. Within my feedback we discussed that even though using the flags was a good idea to show the country, within the black and white colour it was harder to see what country it was, therefore we agreed to simplify the flags to typographic use of the countries name, allowing for an insight into the culture before looking at the other pictograms used.

We then discussed that the typography used on the back of the card and within the booklet made could have more work done on it in order to improve it to my standard shown within other pieces of work previous.

These were small changes that were simple to address, I decided to mainly focus my time on the typography, making sure that the type was set the same on each card and reflected the audience age group that I was looking towards. I want to tackle the 12-18 age group, this is one of the most influential times in a persons life and I want to educate and show that the fight for women’s rights, and equality is not just a thing of the past but i present issue that still occurs all across the globe.

‘*Next Step is Presentation and Final Handin’



|Information and the world-Part 2|

Field, Level 5, Uncategorized

For our main 3 week project, we have been asked to look at the world right now and take in information and present this information within an interesting and innovative manner. We have been given full rein on what topic we can choose and how we would like to present the information. 

Monday 6th February:

Within my last blog post I expressed that I needed to define what outcome i was going to create. However after doing research upon the voting system around the world I found that only one country within 2017 still don’t allow women to vote, Vatican city.

After finding out this information I decided that I needed to change my idea again as this didn’t give me a strong enough foundation to build a project of this length on. Whilst researching about voting I found lots of information on different sexist laws from around the world. I felt that this would be an interesting way to show information and shock many people with how ludicrous the laws actually are.

Here are the laws that I found:

  1. In El Salvador women whom suffer a miscarriage or stillbirth are often suspected of deliberately inducing abortions and can be given jail time up to 10 years for murder.
  2. In India non-consensual sex within marriage is not a criminal offence. it doesn’t constitute as rape as long as the wife is above 15 in India and 13 in Singapore.
  3. In Chile, Tunisia and UK a man deserves to inherit more than a woman.
  4. in Iran, Syria and Egypt honor killings are a less serious offence than standard murder, they are used as punishment for bringing shame upon their households.
  5. In Nigeria a man is legally allowed to beat his wife in order to correct her.
  6. In Yemen a woman is considered only half of a witness and therefore it takes two women to testify.
  7. In Saudi Arabia women are banned from driving and are not allowed to own a driving licence.
  8. In Madagascar women are not allowed to work at night.
  9. In Saudi Arabia women are not allowed to go into a cemetery without a man.
  10. In Yemen, wives do not have the right to turn down intercourse with their husbands.
  11. In Russia, there are 456 official jobs that cannot be completed by a woman.
  12. In Israel divorce may only be granted by the husbands permission.
  13. In Vatican City women are not allowed to vote.
  14. In malta a kidnapper is given leniency if he plans on marrying his victim.
  15. In Lebanon, they don’t have codes to cover divorce, property rights and rights of care for children.
  16. In Indonesia, Mali, Algeria, Kenya and Tanzania men are allowed to have more than one wife.
  17. In Iran girls are considered adults at the age of 9 years old and are held criminally responsible from this age, however boys are not until the age of 15.
  18. In the Philippines prostitution is defined as a crime only women can commit.
  19. In China a woman is not allowed to work in the mines or do any heavy duty labor jobs.
  20. In India to punish a woman family for offering insufficient dowry, brides are set alight and murdered by their husband or his relatives.

Tuesday 7th February: 

I started to look at different ways in which I could present these laws in a way that would be interesting yet innovative. I didn’t just want to create a set of posters as I didn’t feel that this would work as there are too many different shocking laws that i feel they all need to be heard.


I set out to look at the different ways in which I could present these ideas, firstly I looked at creating an animation using photography and filming girls with placards protesting and together coming as one to to show that these are still happening and these are not just laws of the past. I wanted to show this through use of colour, possibly using the idea of a monotone look at first and then at the end changing to the colour to show it fully. However when i spoke about this with my tutor we found that this wouldn’t be as effective as it could be and that i should try and challenge myself more.

I then looked into playing with stereotypes, playing upon the saying ‘women should be in the kitchen’ another idea was to take household objects from the kitchen and place the laws around the kitchen and photograph them to create a booklet. I liked this idea, However I felt that this could be conceived in the wrong way. I want the laws to educate people, to show them, to make them understand whats happening within the world and question how this is still happening within the 21st century.

From here I decided to look into education packs, looking into different ways in which I could present the laws within a format that would be engaging and different. I felt that a booklet would have been appropriate, However I wanted to branch out and create something more psychical and unique to my portfolio.

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I decided to start to look at iconography, looking at how I could use imagery to narrate the story of the law without having to write it. I felt that creating a double sided flash card could work as an idea in order to show the pictogram on one side and the written law the other, and see if people can guess through the pictogram. I felt that this concept would be a more effective and engaging experience to learning and add a twist to the other projects my peers were creating.

Creating Icons:

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My Original Icons

I decided to look at the laws and create a list of the events and actions that take place through most of the laws in order to look at creating my own icons. I wanted them to be clear and concise. However i wanted to show the country through the icons. within Stephen McCarthy’s lecture he explained how using stereotypes through icons was deemed as acceptable as long as they were easily differentiated. At first I wanted to try this, looking at how I could tweak the original icon to fit the ethnicity of the country I was trying to present. However when it came to the icons i had created i don’t think this fitted well. I wanted to show that i could create the icons and practice them before my tutorial on Thursday to show where i wanted my project to go and how I wanted them to be presented.

Thursday 9th February:

Group Tutorial Feedback: 

Today we had our group tutorials, I had to show the group my iconography that I had created and explain my idea further and hopefully gain more advice on what i should do to angle my work to the best way possible. My tutor said that the icons I had created could be more simple and keep a running theme, perhaps creating one icon within many different positions that can be used to create all of the pictograms. I felt that this was a good idea and that it could also save time and show consistency throughout my work. He then went on to explain how he liked my headline, ‘Sexist laws that have no place within the 21st century’. This I feel could work well as an explanation on the front of the packaging underneath the main headline.

“* My Next step is to create the cards and the pack, ready for the next tutorial.”


|Information and the World- Part 1|

Field, Level 5

For our main 3 week project, we have been asked to look at the world right now and take in information and present this information within an interesting and innovative manner. We have been given full rein on what topic we can choose and how we would like to present the information. 

For this project I struggled to understand that the project could be on anything. I found that this is such a broad scope that it became quite daunting a first in order to pick the right topic for me and something that I would be able to engage with on a professional level.

I picked a few different ideas in order to see whether I feel that they fit the bill and would work well. The idea I originally had was coffee distribution, I found that this was a topic where I knew there was a lot of information about it and wanted a large scope of information. however I felt that this wasn’t as challenging as it could be for me.

I decided that I wanted to look at a more current topic, something that was controversial and difficult. for this I decided to look at the trending topics on twitter. During the time in which I looked at this topic, Donald trump had just released about abortions within the united states. Women all over the world were talking about women’s rights and going out to protest against Trump. from here I decided that the best way to go about this was to start off with Women’s rights as a larger parent topic and work down from there. from there I also looked into domestic violence within relationships.


Tuesday 31st January:

Today within small groups we were asked to present the ideas that we have and where we would like to take the project further. Within the tutorial we looked through my small list of current issues happening within the world and decided to channel the women’s rights movement. I found that the topic itself was too broad and i felt like the coverage of this would be too much. therefore we channeled it down further as a group and decided to look into women’s voting rights. I found that tis topic had a lot of relevance within the current issues within the united states. Donald Trump portraying his little amount of respect to women and not taking any notice or advice from women, and taking away there rights with there own body leads me to wonder where and how far that this could go.

I decided to look upon the Women’s rights movement within the UK first, to gain knowledge of when it became legal for women to vote and the process it took to get to that point. The information i found was this:

  • 1832: Mary Smith presented the first women’s suffrage petition to Parliament
  • 1866: A women’s suffrage committee was formed in London
  • 1867: Lydia Becker founded the Manchester National Society for Women’s Suffrage
  • 1897: National Union of Women’s Suffrage Societies (NUWSS) was founded
  • 1903: Women’s Social and Political Union (WSPU) was formed by Emmeline Pankhurst and two of her daughters. Mrs Pankhurst was arrested, tried and imprisoned on a number of occasions over the next decade
  • 1907: Women’s Freedom League founded by Charlotte Despard and Teresa Billington-Grieg
  • 1909: Hunger strikes and force-feeding began
  • 1914: First World War begins and WSPU and NUWSS cease campaigning
  • 1918: Representation of the People Act passed allowing men over 21 and women over 30 to vote.
  • 1919: Nancy Astor is the first female MP to sit in the House of Commons
  • 1928: Representation of the People Act is amended and allows everyone over the age of 21 to vote
  • 1970: Equal Pay Act – men and women get the same wage for same job

After gathering the information I felt that the best way to go from here was to draw out small images in order to show them within the tutorial on Thursday as well as be able to show the information. I found drawing the images directly into a sketch book was the best idea to fully see the work out in front of me. I decided that the best way for me to show the data would be in a timeline format. this would allow for all of the information to be read properly and in order.


I am still unsure of how I would like to show the data, my original idea was to create a video/animation or a newspaper booklet to reflect the idea that its history and important.


Thursday 2nd February:

Today we had group tutorials again, this time round we are asked to present our findings and visual ideas onto paper/sketchbooks. We were then asked to present our ideas to our group in order to gain peer feedback. When it came to my turn to present i found that my idea could work well but it needs more scope.

My tutor liked the use of imagery with typography and found the use of the timeline worked efficiently. However he found that i needed to make a set decision on which way i want to angel the information. We spoke about the current feminist protests that have been taking place and i decided to make the information on a much broader area.

I have decided to look at where in the world women can’t vote and whether this is a much bigger problem than we originally thought. The way in which i want to portray the main focus of my project is “this shit is still happening?”. I would like a form of narrative to show that yes women have been given the right to vote in many countries especially the UK and because of that it all seems fine. However there are other countries that still don’t have the right. I want to look at these countries and see if there are any common laws, common ethnicities, religious views and show this through my work.

My next step: 

My next step is to decide whether to do it as a newspaper format or to carry out and use stop motion as a video. 


|Pictogram’s with Stephen McCarthy|

Field, Level 5

We have been given the opportunity to have a one day workshop with Stephen McCarthy, Stephen McCarthy is currently the head of design for a programme of work called Government as a Platform. The idea of the programme is to build a set of shared products that make services a lot easier to create and become cheaper to run. 


pictograms an introduction:

We were given a lecture by Stephen McCarthy, explaining the use and need for pictograms around the world. pictograms are used for signalling and directing. normally put in place in order to instruct people and to get people to do things. an example of this would be the female and male icon on the outside of the toilet doors. this allows for us to categorise ourselves and allocate ourselves in to the rightful toilet for our gender. the use of icons allows for clear instruction across all platforms. this allows for the process to be free from the limits of language, and therefore the icons are classed as international symbols.

“Pictograms are the helping language; they help to instruct and direct people”

sometimes the icons can be put with typography, this tends to give more information than just the icon and allows for a greater understanding overall. however most of the time there is an art of implication. this is where the viewer of the icon will unintentionally fill in the gaps, and create their own meaning.

normally icons are developed over time in order to be consistent. subtle changes to the icons can be made in order to represent other qualities. an example of this is representing a teenager through icons. this can be done by adding a cap and backpack to the original stickman icon. this is significant to the age group, as this is the qualities that we most associate with that age group. it is found that stereotypes, however not always true can be beneficial when creating the icons. across broad ranges of countries we tend to create a stereotype that fits across all of them and is helpful and thought of within the creation process.

this isn’t always a solution however as a case revealed in India is that the universal women symbol used to signify women’s cubicles and other occurrences of the icon created uncertainty within the culture as the symbol didn’t culturally represent them within their own attire and appearance. this was later changed to eliminate any further confusion and subtle changes were made to the icon in order to create the original effect. the use of the sari and earrings helped culturally represent the female form, the biggest problem with these icons is that they can be ambiguous.

text and language: 

Images often need text alongside them in order to fully reciprocate the icons purpose and the intention for them. the typography is normally there to help to tell a narrative, the words are not crucial but they help with the imagery as well as other symbols to help create a sense of understanding and importance of the imagery. this then acts instead of the textual elements.

creating visual narratives

Within visual narratives, pictograms can be used as modes of reporting rather than instructing. this can be interpreted through a story, a day in time or over a period of time (example of this is a month). Within a section of Stephens own work he has created a visual narrative using pictograms in order to show the story of the London riots and through use of other headlines from popular newspapers. this worked well keeping the images simplistic yet effective and creating imagery that was easy to follow and show the full story.

  • pictograms as modes of reporting rather than instructions.
  • outcomes- story, day in a time, period of time over a month
  • the story- London riots:
  • the newspaper- picking tabloids can be an interesting idea for future work.
  • the headlines: picked headlines from large newspaper publishers and created pictograms from their headlines over three days.

Stephens Media: 



For the workshop we were split into pairs in order to create a booklet or spreads in order to show the narrative that we were supplied with. the idea was to show the story through pictograms where the story can be easily followed and understood. the story that myself and my partner was given was the budget cuts for nursery schools across the UK and the closures of more than one in ten. at first i found the article a bit dry compared to some of the others given out within the class. i found that reading through our article that there was a lot of data shown within the article which would be hard to visually represent. so we went ahead to go through the article and pull out the important information that could be used to show the full story.

after looking at the article a few times and pulling out the key parts of information, we found that the story didn’t really have a start or end, and that the it was more of a factual on going story that hasn’t ended. this was hard to deal with as trying to portray that through imagery was hard to show in little detail.

The details we decided to pull out were: 

  • more than one in ten nursery’s facing closure
  • closures happening across the UK
  • high quality early education for deprived and vulnerable children.
  • budget cuts to nursery schools all over the UK
  • labour MP Lucy Powell stands up to the cuts
  • the first few years are damaging the children’s development for their future.

Out of all of the the information we found that this was the best and helped tell a story without being too obvious or too abstract. We decided to go ahead to start drawing up the icons to represent the story. we started up trying to visualise a nursery. at first we looked at a cot format however this was too broad and could be misconstrued as an article about cot death or cot sales. instead we looked at educational symbols that represent the years and we felt that blocks with the alphabet on them seemed relevant to the age group as well as the level of learning that would be apparent within that setting.

Throughout the icons the rest of the imagery was developed using this image, across a map of England we portrayed it as lots of different nursery’s closing down using the icon with a red dash across it symbolising closure or no entry. again we used it in the form of an infographic. to show the data of more than one in ten nursery’s closing. this helped keep a running theme and proved to be quite effective when presenting in front of the class.

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Our final piece was a good set as together they told the story, however one of the images we had chosen to create had made the story take a turn. we wanted to show valuable education, and found the idea of it quite hard to represent. we decided to take the idea of the stars as in a 5 star rating education however it swayed the rest of the class to thinking about the european union instead. once we had explained this concept in more detail the rest of my colleagues understood, next time i feel that we could do it different where in we could position the stars better or find another way of representing the information more clearly.

Overall i found the project specifically quite interesting and made me think more into not just how i think about visuals but allowed me to take into consideration how other minds work and how we each perceive information differently. Working with Stephen McCarthy has been inspirational and working with people within industry has been valuable to learn more and develop my knowledge for what my course can entail.