Throughout this Context of Practice module, I have learnt a great deal about the importance of written theory and extensive research within Graphic Design. The research undertaken for this module has helped me learn a great deal about the use of gender stereotypes within advertising, and as a result has made me become more critical of such advertisements. It has taught me the affects these underlying messages about gender can have on consumer societies in guiding people’s buying behaviours to reinforce perceived identities, as well as how they are feeding negatively into children’s career aspirations and skills development. The practical element of this module allowed me then to put this new body of knowledge into practice through producing my own series of advertisements which aimed to raise awareness of the stereotypes typically found in many existing advertisements and their negative impacts. This combination of written theory and practice allowed me to provide strong arguments and justifications of my work, and these links are something I will bring forward, not only in future Context of Practice modules, but also in my own studio practice.
Although plenty of links were made between my written and practical work, these could have been improved through a more variety of resources, as a lot of references came from online content, which may not be one hundred percent reliable. Through Context of Practice 2, I will therefore consider my choice of reference material more carefully to ensure accuracy of information.
The lecture programme has been enjoyable and engaging this year, allowing me to broaden my knowledge in the field of Graphic Design in terms of subjects, such as semiotics, the history of type, modernism, post-modernism and colour theory. All of these subjects will play an important role within future Studio Practice and Context of Practice modules, allowing me to question the intentions of my own and other designers' work in relation to such topics and produce more informed arguments within written work.
Although I have previously studied academic subjects which also required essay writing, I feel Context of Practice has allowed me to continue practising this skill and as a result has improved my essay writing skills. A part of this skill includes Harvard referencing, which I had limited knowledge of previous to this module. In addition, to improve further on this new skill and make the process easier I will remember to keep a record of any sources I have used or found as without them referencing becomes a long and hard process, which could potentially create problems of plagarism if not found.
Overall, Context of Practice has been very engaging, showing me the importance of theory in practice. The content learnt from the lecture programme will allow me to engage more with many aspects of my own overall graphic design practice, as well as giving me to opportunity to form my own arguments and opinions on such subjects.
Monday, 24 April 2017
OUGD401 - Study Task 08 - Outcomes Evaluation
Original intentions for these outcomes were to use completely gender-neutral colours to engage an audience of both males and females, however it was decided to disgard the green and use a lighter shade of yellow to produce the links to gender-neutrality, as well as making the imagery and information clearer to read. Although these posters make use of gender-neutral toys as imagery, the colours of these toys have purposefully been ‘gendered’ in the use of pink and blue. The graphs themselves which are made from these toys do not have any labels to show which column is for boys and which is for girls, however instead the stereotypical attitude that ‘pink is for girls’ and ‘blue is for boys’ has come into play to ‘label’ these columns. These have been used in conjunction with a neutral yellow for the background and the accompanying text which makes the imagery clearer, in order to create a slight contrast that makes the audience engage with the advertisement more, considering its message and how it has been conveyed. For instance, it aims to make the audience question the use of pink and blue, and therefore realise the extent and effect of such gender stereotypes.
However, this can be seen as a complete contradiction to one of the intended messages which aims to shatter gender stereotypes. For this reason, it can be considered that the posters do not completely successfully reach the originally stated intentions.
It was initially stated that one of the main client needs for this advertising campaign would be the use of clear imagery which could be understood by both parents and their children. The use of LEGO blocks and books to produce the columns of a bar graph means that this requirement has been achieved in one aspect, as LEGO is a universally well-known brand of children’s construction toy, which was originally advertised as gender-neutral.
However, it can also be considered that the choice of imagery may not be as easily understandable for children. Although they should be able to relate to the images themselves, it would not be clear for them to interpret the message being conveyed in them, especially younger children who cannot yet read and would therefore not be able to understand the accompanying written information. In this sense, the advertisements are unsuccessful in achieving their originally stated intentions.
Despite this, links to gender and society discussed in critical writing is very clear, showing the impacts of stereotypes portrayed in advertising. For example, themes of beauty directed at young girls puts an early emphasis on their appearance and how society deems them to look. This links to the initial research focus/quote from Jansson-Boyd which stated that “many studies have found that both women and men do not believe that their current body form is attractive… something that is likely to have been reinforced by consumer societies”.
However, this can be seen as a complete contradiction to one of the intended messages which aims to shatter gender stereotypes. For this reason, it can be considered that the posters do not completely successfully reach the originally stated intentions.
It was initially stated that one of the main client needs for this advertising campaign would be the use of clear imagery which could be understood by both parents and their children. The use of LEGO blocks and books to produce the columns of a bar graph means that this requirement has been achieved in one aspect, as LEGO is a universally well-known brand of children’s construction toy, which was originally advertised as gender-neutral.
However, it can also be considered that the choice of imagery may not be as easily understandable for children. Although they should be able to relate to the images themselves, it would not be clear for them to interpret the message being conveyed in them, especially younger children who cannot yet read and would therefore not be able to understand the accompanying written information. In this sense, the advertisements are unsuccessful in achieving their originally stated intentions.
Despite this, links to gender and society discussed in critical writing is very clear, showing the impacts of stereotypes portrayed in advertising. For example, themes of beauty directed at young girls puts an early emphasis on their appearance and how society deems them to look. This links to the initial research focus/quote from Jansson-Boyd which stated that “many studies have found that both women and men do not believe that their current body form is attractive… something that is likely to have been reinforced by consumer societies”.
OUGD401 - Study Task 08 - Outcomes
This series of posters were created as part of an advertising campaign for the Let Toys Be Toys campaign. The campaign focuses on working with toy and publishing industries to stop limiting children’s interests by promoting toys and books as only suitable for either boys or girls, and providing more gender-neutral attitudes towards these. The posters aim to shatter the gender stereotypes and beliefs produced by children from a young age which result from those found in children’s toys and advertising. These stereotypes have been found to be having significant effects on children’s skills development, which can then lead into and limit their future lives and career choices. The use of statistics within this campaign aims to raise awareness in parents of the negative impacts of these stereotypes on their children’s development and make them reconsider what they do and do not let their children play with.
Saturday, 8 April 2017
COP Lecture Series: Programme Summary
VISUAL COMMUNICATION:
- A process of sending and receiving messages using type and images.
- It is based on a level of shared understanding of signs, symbols, gestures and objects.
- It is affected by audience, context, media and method of distribution.
VISUAL LITERACY:
- The ability to construct meaning from visual images and types.
- It involves interpreting images of the past, present and from a range of cultures.
- It involves producing images that effectively communicate a message to an audience.
- The ability to interpret, negotiate and make meaning from information presented in the form of an image.
As visual communicators:
- It is our job is to communicate.
- We solve problems of communication through type, image and motion.
- We are interested in words, language, message and meaning.
- We need to be able to effectively communicate ideas, concepts and content to different audiences in a range of contexts.
Questions to consider for COP 2:
- To what extent does social responsibility impact on the role and function of graphic design?
- Globalisation and core British values?
- How have technological developments in production and distribution affected graphic design?
- How has graphic design constructed our understanding or view of historical events and perceptions of truth?
- Aesthetic 'style' and how this could reflect context, audience and function?
- A process of sending and receiving messages using type and images.
- It is based on a level of shared understanding of signs, symbols, gestures and objects.
- It is affected by audience, context, media and method of distribution.
VISUAL LITERACY:
- The ability to construct meaning from visual images and types.
- It involves interpreting images of the past, present and from a range of cultures.
- It involves producing images that effectively communicate a message to an audience.
- The ability to interpret, negotiate and make meaning from information presented in the form of an image.
As visual communicators:
- It is our job is to communicate.
- We solve problems of communication through type, image and motion.
- We are interested in words, language, message and meaning.
- We need to be able to effectively communicate ideas, concepts and content to different audiences in a range of contexts.
Questions to consider for COP 2:
- To what extent does social responsibility impact on the role and function of graphic design?
- Globalisation and core British values?
- How have technological developments in production and distribution affected graphic design?
- How has graphic design constructed our understanding or view of historical events and perceptions of truth?
- Aesthetic 'style' and how this could reflect context, audience and function?
OUGD401 - Studio Brief 02 - Rationale
This series of posters were created as part of an advertising campaign for the Let Toys Be Toys campaign. The campaign focuses on working with toy and publishing industries to stop limiting children's interests by promoting toys and books as only suitable for either boys or girls, and providing more gender-neutral attitudes towards these. The posters aim to shatter the gender stereotypes and beliefs produced by children from a young age which result from those found in children's toys and advertising. These stereotypes have been found to be having a significant effect on children's skills development, which can then lead into and limit their future lives and career choices. The use of statistics within this campaign aims to raise awareness in parents of the negative impacts of these stereotypes on their children's development and make them reconsider what they do and do not let their children play with.
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