Upright Process Book by Jayeeta Kundu

>> MFA GR A D UATE THESIS Jayeeta Kundu Website jayeetadesign.com

MFA GR A D UATE THESIS

>> WRITTEN A N D D ESIG NE D BY Jayeeta Kundu Website jayeetadesign.com Email / jayeetadesign@gmail.com Contact / 530.220.5998

>> MFA GR A D UATE THESIS Jayeeta Kundu Website jayeetadesign.com

“Emotions have taught mankind to reason.”

—Luc de Clapiers, French writer and moralist

Upright empowers parents and caregivers with the tools necessary to implement social and emotional learning.

>> The Upright Jour ney

Table of Contents

p 0 02

001 Beginnings

Background, Problem and Goals

p 014

002 Research

Research, Brainstorming and Insights

p 080

003 Exploration

Strateg y and Process

p104

004 Upright

Branding and Visual Identity

p114

005 Development

Design Solutions and Production

p184

006 User Feedback

User Testing

jay e e ta k u n du > m fa t h e sis >> u p r igh t

CHAPTER ONE

Beginnings “You can’t educate the mind without educating the heart”

—Aristotle

ch a p t e r > 01

>> begi n n i ng s

p003

Every moment is changing the brain.

p005

jay e e ta k u n du > m fa t h e sis >> u p r igh t

“The way we talk to our children becomes their inner voice.”

—Peggy O’Mara, Author

ch a p t e r > 01

BACKGROUND

02 03 04

ADDRESSIING EMOTIONS

05 06

>> begi n n i ng s

Opening your heart. Emotions are an essential part of our lives. While growing up when our emotions are understood and valued, they become valuable assets later in life. But, if those emotional experiences are bad, confusing, threatening or painful, we most likely did our best to distance ourselves from them. Being able to connect to all those emotions and having a moment-to-moment connection with our changing emotional experiences is the key to understanding how they influence our thoughts and actions. This ability is best described by whatâ&#x20AC;&#x2122;s called social-emotional learning.

p007

jay e e ta k u n du > m fa t h e sis >> u p r igh t

1.1 BACKGROUND

ADDRESSIING EMOTIONS

Whatâ&#x20AC;&#x2122;s Social and Emotional learning? Social-emotional learning refers to developing the skills and attitudes necessary to manage emotions effectively and build positive relationships. All the latest brain research had found that children will have a strong foundation for their long term future development if they can manage and direct emotions, set and achieve goals, feel and show empathy and build and maintain social relationships.

ch a p t e r > 01

>> begi n n i ng s

p009

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Itâ&#x20AC;&#x2122;s about four essential things.

IDENTIFY

SET, FOCUS

AND MANAGE

AND ACHIEVE

EMOTIONS

GOALS

Self Awareness

Resilience

Self Management

Grit

Self Esteem

Delayed Gratification

Curiosity

Patience

Impulse Control

Optimism Focus

ch a p t e r > 01 02 03 04 05 06

>> begi n n i ng s

FEEL

MAINTAIN AND

AND SHOW

BUILD POSITIVE

EMPATHY

RELATIONSHIPS

Empathy

Social Awareness

Care for others

Responsibility

Kindness

Problem Solving

Listening

Co-operation

Gratitude

Conflict Resolution

p011

jay e e ta k u n du > m fa t h e sis >> u p r igh t

BACKGROUND

ADDRESSIING EMOTIONS

Starting my journey. I became interested in this topic when I realized that a large part of who I am, my personality, my decisions, my outlook for life and even the career path I chose was dictated by the emotional experiences I had as a child. Over the years I met many others like me whose childhood emotional experiences had manifested through their behavior and attitudes in their adulthood. So I started investigating how emotions are related to personal happiness, success and general welbeing.

I wondered, is it possible to direct emotions in a way that would lead people to success?

ch a p t e r > 01

>> begi n n i ng s

p013

CHAPTER TWO

Research “Instead of resisting any emotion, the best way to dispel it is to enter it fully, embrace it and see through your resistance.” — Deepak Chopra, AUthor and public speaker

p015

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 02

>> r e se a rch

p017

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

How does strength of character relate to success and future happiness?

p019

jay e e ta k u n du > m fa t h e sis >> u p r igh t

BACKGROUND

BACKGROUND RESEARCH

Learning from marshmallows.

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Is there any evidence that children who are taught these skills have or will have a better future?

In a series of famous experiments in

Some children gobbled a marshmal-

the 1960s and â&#x20AC;&#x2122;70s conducted by the

low the minute the door was closed,

Stanford psychologist Walter Mischel,

while others distracted themselves

preschoolers were invited to sit alone

by covering their eyes, singing and

in a room furnished only with small

kicking the desk. One resourceful

desk. On the desk sat two marshmal-

child somehow managed to take a

lows and a bell. The researcher told

nap. But here is the part that made

each child that he had to leave, but

the experiment famous: In follow-up

that when he returned, she could eat

studies, children who had resisted

both marshmallows. If she wanted

temptation turned out years later to

one marshmallow before then, how-

be not only skinnier, better socially

ever, she could ring the bell and eat

adapted, but they also scored as

one, not both. Then the researchers

much as 210 points higher on their

shut the door, leaving the child alone

SATs than most of the impatient chil-

with the forbidden marshmallows.

dren in the studies did.

p021

jay e e ta k u n du > m fa t h e sis >> u p r igh t

According to a study by Collaborative for Social and Emotional Learning (CASEL) character building is directly linked with childrenâ&#x20AC;&#x2122;s future positive outcomes

48%

38%

REDUCED

INCREASED

VIOLENCE AND

SELF-ESTEEM

AGRESSION

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

75%

59%

REDUCED

INCREASED

CONDUCT

ACADEMIC

PROBLEMS

ACHIEVEMENTS

p023

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Effective character education reduces future societal costs

$ 124 Billion

Child maltreatment is a global pub-

lifetime costs associated with child

lic health problem. In United States

treatment at $124 Billion.

alone, approximately 6.2 million

An effective character education pro-

children were involved in 3.4 million

gram is a cost-effective approach to

referrals to Child Protective services

increase learning, fostering prosocial

$83.5 Billion Productivity Loss

in 2011. Prevalence of child maltreat-

behavior, and preventing a variety of

ment translates into a significant eco-

$25 Billion Health Care

social problems, than implementa-

nomic burden to the society, cutting

tion of multiple specific school-based

across many different service sectors

programs aimed at influencing par-

including child welfare, health and

ticular outcomes. It ensures econom-

mental care, special education, and

ic efficiency by investing resources

criminal justice. Center for Disease

early and reduce future societal costs

Control and Prevention estimates the

to tackle crimes.

$5.5 Billion Special Education $4 Billion Criminal Justice $4.4 Billion Child Welfare

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

â&#x20AC;&#x153;What really matters for success, character, happiness and life long achievements is a definite set of emotional skills not just purely cognitive abilities that can be measured by conventional IQ tests.â&#x20AC;? â&#x20AC;&#x201D; Daniel Goleman

p025

jay e e ta k u n du > m fa t h e sis >> u p r igh t

IDENTIFYING THE PROBLEM

What is actually going on?

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Inspite of overwhelming proof that these skills are crucial, our education system barely includes social and emotional learning time for children.

Society today is turning away from

at home and school because they are

the needs of children. Incredible

not better equipped to handle the

though it may seem, because societal

stress. I found that there are several

development has always implied a

organisations that provide solutions

better future for our children, mod-

for character building but most of

ern society is becoming ever more

them are highly inconsistent in terms

adult-centered. Violence, neglect,

of their expected outcomes, reason

and disrupted homes are exposing

of implementation and the process

children at higher risks for emotional

of implementation. I wanted to dig

stress.

deeper into the topic to know more.

Character education is an important part of social and emotional development of children, but it seems to be vastly missing from society. Children come to school unprepared to learn and face a lot of challenges

p027

jay e e ta k u n du > m fa t h e sis >> u p r igh t

IDENTIFYING THE PROBLEM

Existing academic workload for children pushes character building to a backseat

As children start elementary they are loaded with far too many subjects. The already existing academic workload pushes character building to a backseat. This is one of the main reason why the school communities are reluctant to add social emotional learning as their overall educational goal.

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Social Emotional learning is vastly missing from our schools. According to Character education

Most of the states that mandate char-

partnership, till date only 23 states in

acter education has laws supporting

U.S mandate it in classrooms. While

citizenship, anti-bullying, and posi-

a few others encourage it, the stan-

tive intervention for children. Some

dards vary to a great extent. The lack

schools embrace social-emotional

of legislations supporting it makes it

learning and integrate it into all they

seem more like a non essential part

do, while some see it as the job of

of education.

parents or something only â&#x20AC;&#x153;problem kidsâ&#x20AC;? need, and yet others do implement some program in response to the district or state mandate.

p029

jay e e ta k u n du > m fa t h e sis >> u p r igh t

IDENTIFYING THE PROBLEM

Lack of tools and clear guidelines limit parents from teaching the skills

Parents seem to be hardpressed for time to be worrying about emotional development unless absolutely necessary. To make things worse, there is a huge lack of tools, resources and clear guidelines about developing these skills and helping busy parents start a conversation with their child about character. As a result, character building escapes most parentâ&#x20AC;&#x2122;s overall educational goal.

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Most parents consider character skills very important yet very few can follow through

p031

jay e e ta k u n du > m fa t h e sis >> u p r igh t

RESEARCH METHODOLOGIES

Looking closer I dived into research trying to figure out why character building was so vastly missing from early childhood learning when it seems so crucial for brain development. In order to get the right answers, I conducted several kinds of research including 1. Reading, understanding and connecting. 2. Self exploration and looking inwards. 3. Discussions and conversations. 4. Questionnaires and personal interviews.

ch a p t e r > 02

>> r e se a rch

p033

jay e e ta k u n du > m fa t h e sis >> u p r igh t

METHOD ONE

Reading, Understanding and Connecting

The books I read to know more

However, the books didnt give

my topic were concentrated on

me any insights on why inspite

the huge positive impact of the

of the overwhelming research

social and emotional learning

character building is still a miss-

on early childhood and how it

ing piece in our education sys-

influences the future of an indi-

tem. I knew I had to probe more

vidual. I also studied child-cen-

and the next step for me was to

tered therapy book to under-

talk directly to the professionals

stand the ways social-emotional

in this field.

skills are taught to children who need it right now.

ch a p t e r > 02

>> r e se a rch

p035

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 02

>> r e se a rch

p037

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 02

>> r e se a rch

p039

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Forming connections helped me understand how the topic is connected to the real world and how it will affect different things in our interconnected world. One of the main step in the process of exploration and research was to find connections. This was a major step towards finding unique solutions that will adress the problem. I started this process my laying out my topic in a giant sheet of paper and start writing as many things I could about it. The next step was to draw the connections.

p041

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Who is this for?

ch a p t e r > 02

>> r e se a rch

p043

jay e e ta k u n du > m fa t h e sis >> u p r igh t

METHOD TWO

Discussions

ch a p t e r > 02

>> r e se a rch

p045

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 02

>> r e se a rch

p047

jay e e ta k u n du > m fa t h e sis >> u p r igh t

“All learning has an emotional base.” —Plato

Character building for Children Questionnaire

About you. Please share some information about who you are. The fields marked* must be answered.

* NAME:

* LOCATION:

* AGE:

* DO YOU HAVE CHILDREN?

* OCCUPATION:

* DO YOU WORK WITH CHILDREN?

INCOME:

YOUR BIGGEST STRENGTH:

About Character building Character building, is the effort to develop good qualities or useful traits that strengthens or improves a person’s character. This section contains questions about the topic. This part will help me understand your insights about the topic and how you relate to it. Whether you think the topic can be useful for children’s overall development.

what are the most important character strengths? Patience

Grit

Self-esteem

Resilince

Respect

Tolerance

Responsibility

Self Awareness

Empathy

Curiosity

do character strengths help in personal growth or success?

do character strengths help understand and manage emotions?

do you think character building is essential for children?

please explain why or why not?

should character building be taught in school? why or why not?

ch a p t e r > 02

>> r e se a rch

p049

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 02

>> r e se a rch

p051

jay e e ta k u n du > m fa t h e sis >> u p r igh t

“As a parent, I sometimes feel confused and challenged. We obviously want her to be happy and successful but I don’t really know what I mean by that and what exactly we are supposed to do to help guide her there.” — Sharmistha, Parent

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

03. INTERACT WITH THE WORLD Character building is essential as it helps children learn the correct way of reacting to the world and interracting with the world around them. Building character into children’s hearts makes them strong from the inside out and

01.

gives them what they need to face challenges in life.

EARLY YEARS ARE FOUNDATIONAL The early years in a child’s develop-

04.

ment are foundational. It is essential because it adds up in the future of a

STARTING EARLY

child’s development to handle relation-

Character building becomes more dif-

ships and better.

ficult as we grow up and form permanent habits. Starting at early childhood

02.

increases the likelihood that it will happen. The sooner the better.

EVERY FAMILY IS DIFFERENT It cannot be garunteed that character building will happen in every home since every family is different. Sometimes parents too are unsure of how to give the child the correct education. It can’t be a process of trial and errors.

p053

The Insights

p055

jay e e ta k u n du > m fa t h e sis >> u p r igh t

INSIGHTS

Character building is not considered an educational priority

LACK OF TIME

ACADEMIC WORKLOAD FOR CHILDREN

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

NECESSARY ONLY

DIFFICULTY TO

FOR KIDS WITH

TEACH WITHOUT

SPECIAL NEEDS

A CONTEXT

p057

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

In a conversation with Rebecca Bauer,

When I interviewed parents, they

the executive assistant at Character

agreed that it is important,

Education Partnership, I learnt that

because no one wants to raise a child

one of the many difficulties schools

with social and emotional problems

face when trying to implement char-

but the educational systems focus

acter education is that parents and

on strict academic standards and

teachers donâ&#x20AC;&#x2122;t believe in it. They are

evaluation criteria for teachers have

unsure that it should be a priority

streered away the focus. Some even

and are unwilling to spend time or

consider character building required

money on it.

only for kids who has problem.

p059

jay e e ta k u n du > m fa t h e sis >> u p r igh t

INSIGHTS

Character education needs to be hands-on and relatable

In an article by the Committee for

must develop in the context of daily

children about integrating social

life as social challenges and other

emotional learning through science,

teaching opportunities arise. As a

the writer says, hands-on lessons

result, schools cannot meaningfully

are best when students are learning

teach and reinforce SEL skills during

to become scientists. Pairing all the

one half-hour per week any more

students up or putting students in

than parents can build these skills

small groups to work together is a

during one weekly conversation.

great idea and using journals before

Some parentâ&#x20AC;&#x2122;s also echoed the same

and after to record their feelings,

thoughts about making character ed-

thoughts and actions like real scien-

ucation more hands-on, and relatable

tists do also helps a great deal.

so that learning has a context.

Even more than academic skills, they

ch a p t e r > 02

>> r e se a rch

p061

jay e e ta k u n du > m fa t h e sis >> u p r igh t

INSIGHTS

What Works

00 01

ch a p t e r > 02 03 04 05

INSIGHTS

>> r e se a rch

To be effective, character education should: Integrate with the childâ&#x20AC;&#x2122;s daily life Extend beyond being just a subject because it is not effective when just half an hour is dedicated to it. Encourage open-ended problem solving

p063

jay e e ta k u n du > m fa t h e sis >> u p r igh t

3% Other

30% To cover content mandated by standards

1% To connect students

19%

To motivate and reward

To give students a break

27% Do not use digital games

16% For formative assesments

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Why teachers use digital games in their classrooms Technology is seeping into children’s

ally and boldly woven into all sub-

education rapidly and many schools

jects. Character in schools must be

and teachers now use it as an import-

foundational, infusing the traits that

ant tool in their classrooms.

behavioral science suggests as the

In an online poll that appeared in

core of all cultures and help motivate

ASCD SmartBrief ED Pulse on June 12,

people to become accomplished indi-

2014, a total of 244 readers respond-

viduals. Each character trait should

ed to the question, “If you use digital

be fully integrated into discussions

games in your classroom, what is

that take place in literature, history,

your primary use?”

social studies and other classes, all

A few succesful character building programs have scripted lessons that can be used by all teachers, irrespective of their location and implement in through technology. Unlike disciplines such as english, math and science, character should not be viewed as one more subject to teach in an already packed school day. Character must become a common thread that is actively, intention-

aspects of school life for that matter. From kindergarten through 12th grade, building character traits must become a part of lesson plans, worksheets and homework assignments — every school day. Every teacher I have spoken to believes in the same. Character works when it doesn’t feel like a chore but more like a natural part of learning. It is also a practical approach that can be followed through.

p065

jay e e ta k u n du > m fa t h e sis >> u p r igh t

â&#x20AC;&#x153;Schools cannot meaningfully teach and reinforce social and emotional learning during one half-hour per week any more than parents can build these skills during one weekly conversationâ&#x20AC;?

ch a p t e r > 02

>> r e se a rch

p067

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Lack of character building toys and products tell us a lot about our educational priorities

I walked into several childrenâ&#x20AC;&#x2122;s stores looking for educational toys or products for social emotional development only to find that there are very few, compared to the vast choices in toys meant for learning core subjects. Some had one or two options, catered mostly to children with special needs or learning disorders.

p069

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Lack of character building toys and products tell a lot about our educational priorities

The exact same thing is true for learning apps. Since the iPad has been introduced into schools, we have seen many thousands of education apps appear. Many of these apps are brilliant and help make learning fun. Interestingly, there are very few apps for social and emotional learning available for school children. Educational resources do not have category for these emotional learning tools.

ch a p t e r > 02

>> r e se a rch

p071

jay e e ta k u n du > m fa t h e sis >> u p r igh t

INSIGHTS

All successful character building programs have some things in common

STANDARDIZED

INTEGRATED

FOCUSSED

ch a p t e r > 02

>> r e se a rch

ACTIVE

WELL IMPLEMENTED

AWARE

p073

jay e e ta k u n du > m fa t h e sis >> u p r igh t

INSIGHTS

For busy parents, teaching character skills can be really challenging. Hereâ&#x20AC;&#x2122;s why.

00 01

ch a p t e r > 02 03 04 05 06

>> r e se a rch

Questionnaires and personal interviews revealed most common challenges parents face. “Finding time” “I am constantly running out of options on how to teach the virtues” “Not knowing what is going to work” “It is difficult to lead by example” “Every child is different” “This doesn’t come easy to any of us”

p075

jay e e ta k u n du > m fa t h e sis >> u p r igh t

INSIGHTS

Play is the language for children

Play based learning is important in

According to a recent report from

early childhood. “Play helps children

Defending the Early Years (DEY), in

work through their emotions and

conjunction with the Alliance for

learn about the world around them.”

Childhood, public schools in Amer-

It helps children interact with their

ica continue to move away from

learning subjects in a fun and less

play-based learning as they push for

tedious way.

early achievement despite plenty of

Play based activities have long been

research documenting importance of

used in children’s therapy because

play in early childhood development.

play is the child’s symbolic language

The problem, of course, is that the

of self-expression, and for children

push for early achievement by way

to play out their experiences and feel-

of literacy and math drilling ignores

ings is the most natural, dynamic,

the fact that young children learn the

and self-healing process through

most when they are engaged in play.

which they can engage and express.

ch a p t e r > 02

>> r e se a rch

p077

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01

ch a p t e r > 02 03 04 05

OBJECTIVE AND STRATEGY

>> r e se a rch

What is my goal?

After considering the insights, my strategy was to turn daily life situations and activities into character building opportunities by using formats that parents & caregivers are already familiar with. The formats will provide resources and ideas. Promote the importance of play-based learning for children Encourage parents and teachers to teach character by sharing research and communicating its benefits and positive impacts on a childâ&#x20AC;&#x2122;s life, academics and success. The goal was not to make it another subject for parents and children, but to build a lot of little moments to start a conversation about character, while engaged in play.

p079

CHAPTER THREE

Exploration “All learning has an emotional base” —Aristotle

p081

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 03

>> e x p l or at ion

p083

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01 02

ch a p t e r > 03 04 05

VISUAL EXPLORATION

While exploring different illustration

opposed to being very refined and

styles for the project, I fell in love

detailed like childrenâ&#x20AC;&#x2122;s storybooks.

with Oliver Jefferâ&#x20AC;&#x2122;s simplistic illus-

Since I was speaking to a more active

tration style. They are minimal yet

audience, I didnt want them to be too

powerful. Subtle yet expressive and

refined either. Once the pen illustra-

speaks to children in an adult like

tion look was decided, I created a set

way. It is equally attractive for adults

of six characters each representing

and I defnitely connected with a look

different social emotional skills and

that would work with both adults

demonstrate that temperament.

>> e x p l or at ion

Building an illustration style

and children. As I started with the illustrations, I tried simplistic pen illustrations that is slightly rough as

p085

p087

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 03

>> e x p l or at ion

p089

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 03

>> e x p l or at ion

p091

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 03

>> e x p l or at ion

p093

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 03

>> e x p l or at ion

p095

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 03

>> e x p l or at ion

For Moms and Dads

p097

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01 02

ch a p t e r > 03 04 05

UPRIGHT

>> e x p l or at ion

Building the brand

The process of building the brand

look up to and this is where the idea

Upright started with the process of

of the mark came to me. Children love

brainstorming for a name that will

the giraffe and its probably the most

reflect what the brand stands for

tall animal, graceful, fun, inspiring.

keeping in mind its fun and playful

Which other animal can represent my

personality as well.

brand better than Gaby the Giraffe.

This turned out pretty difficult for me because it is hard to describe the core virtues Upright stands for. I was thinking of mascots that kids could

p099

jay e e ta k u n du > m fa t h e sis >> u p r igh t

upright

upright upright

upright

ch a p t e r > 03

>> e x p l or at ion

upright r

p101

jay e e ta k u n du > m fa t h e sis >> u p r igh t

upright

ch a p t e r > 03

>> e x p l or at ion

Standing tall for good

1x 1.6x 1.6x 2x

2x 1x

p103

jay e e ta k u n du > m fa t h e sis >> u p r igh t

CHAPTER FOUR

Upright “The secret of genius is to carry the spirit of the child into old age, which means never losing your enthusiasm.”

—Alous Huxley, novelist, philosopher

ch a p t e r > 04

>> u p r igh t

p105

jay e e ta k u n du > m fa t h e sis >> u p r igh t

UPRIGHT

Final Mark

00 01 02 03

ch a p t e r > 04 05 06

>> u p r igh t

x 2x

¼x

¾x

¼x ½x

½x

x x

COLORS

C M Y K # 7f8283

00 00 00 70

R 113 G 113 B 113

C M Y K # f54552

00 92 60 00

R 238 G 058 B 085

p107

jay e e ta k u n du > m fa t h e sis >> u p r igh t

UPRIGHT

Typographic Voice

CAECILIA LIGHT STANDARD

Narrative TONDO

Compassion

PLUTO CONDENSED

Playful

00 01 02 03

ch a p t e r > 04 05 06

>> u p r igh t

ADDRESSING ADULTS 45 LIGHT

abcdefghi jklmnopqrstuvwxyz ABCDEFGHIJKLMNOPQRSTUVWXYZ 0 1 2 3 4 5 6 7 8 9 “ # $ % & f fi fl ¤ © « ¾ ½ ¼ º

55 ROMAN

abcdefghijklmnopqrstuvwxyz ABCDEFGHIJKLMNOPQRSTUVWXYZ

REGULAR

abcdefghi jklmnopqrstuvwxyz ABCDEFGHIJKLMNOPQRSTUVWXYZ 0 1 2 3 4 5 6 7 8 9 “ # $ % & f fi fl ¤ © « ¾ ½ ¼ º

ADDRESSING CHILDREN LIGHT

REGULAR

abcdefghi jklmnopqrstuvwxyz ABCDEFGHIJKLMNOPQRSTUVWXYZ 0 1 2 3 4 5 6 7 8 9 ! “ # $ % & f fi fl ¤ © « ¾ ½ ¼ º abcdefghi jklmnopqrstuvwxyz ABCDEFGHIJKLMNOPQRSTUVWXYZ 0 1 2 3 4 5 6 7 8 9 ! “ # $ % & f fi fl ¤ © « ¾ ½ ¼ º

p109

jay e e ta k u n du > m fa t h e sis >> u p r igh t

UPRIGHT

Colors

Primary colors for Upright are the

the various tones of illustration. The

brights that work both as bases as

secondary palette is very important

well as the highlights through type,

as they act as neutral bases for the

illustrations and solid fills. These

minimal bright illustrations. The neu-

colors are playful and work well for

tral palette speaks to adults, also the

the primary audience who are chil-

secondary audience for the project.

dren. The brights are paired with light neutrals that tone down the palette and adds a sophisticated feel. The secondary colors are a range of neutrals that come through photography and

00 01 02 03

ch a p t e r > 04 05 06

>> u p r igh t

HIGHLIGHTS # ffe131 C M Y K

00 08 89 00

#fff580 R 255 G 226 B 050

C M Y K

R 255 G 246 B 128

00 00 62 00

# ee3a55 C M Y K

R 238 G 058 B 085

00 92 60 00

# 85b3df

# bfcfd7

C M Y K

46 19 00 00

R 133 G 179 B 224

24 11 11 00

R 191 G 207 B 215

# 6dcdac

# bbe3c8

C M Y K

55 00 42 00

R 109 G 205 B 172

27 00 26 00

R 187 G 227 B 200

# 213f99 C M Y K

00 00 00 80

R 033 G 064 B 154

# d4ccb9

#eae0d7

C M Y K

17 16 27 00

R 212 G 204 B 185

07 10 13 00

R 234 G 224 B 215

SECONDARY COLORS C M Y K # 7f8283

00 00 00 20

R 128 G 131 B 132

C M Y K # cfe9de

C M Y K

18 00 14 00

R 208 G 324 B 223

# fdc3d0

C M Y K

00 29 05 00

R 253 G 195 B 208

# f9ac90

C M Y K

00 39 40 00

R 249 G 172 B 144

# f5625f

00 77 58 00

R 245 G 098 B 095

p111

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 04

>> u p r igh t

p113

CHAPTER FOUR

Design Solutions “You can’t educate the mind without educating the heart”

—Aristotle

p115

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Upwords ACTIVITY BOOK

Upboxed LEARNING KIT

Upland EDUCATIONAL GAME APPLICATION

00 01

Parents section / Learning Upwords

02 03

HOW TO USE THE BOOK

ch a p t e r > 05

Activity section / Playing Upwords ILLUSTRATED GAMES AND ACTIVITIES

Reflection section / Worksheets

Workbook

Crayons/Colors

Flash Cards

Stationery

Game

Poster

>> de sign sol u t ions

COLORING PAGES, INTERACTIVE REFLECTION WORKSHEETS

Game/ Main userflow Account / Parent section

WEBSITE

POSTERS

Profile and buddy Rewards / Badge Box p117

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p119

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Upwords Handy resource for parents with illustrated lessons, hands-on, and easy to implement activities for character building at home.

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

WHO IS IT FOR?

Children, Parents and caregivers

FEATURES

Informative Easy to Implement Fun and Active

p121

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p123

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p125

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p127

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p129

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p131

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Upboxed Learning kits with a fun to use product line that promotes each skill and can be used during the character building activities.

WHATâ&#x20AC;&#x2122;S INSIDE One Journal Workbook One Set of Flash Cards One Game One Craf t Activity + Materials One Skill Poster Crayons and Stationer y Items Three pins or badges

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

WHO IS IT FOR?

Children, Parents and caregivers FEATURES

Corresponds with activities in the book. Handpicked games and activities to promote individual character skills Offered also as subscription boxes p133

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p135

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p137

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p139

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p141

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p143

jay e e ta k u n du > m fa t h e sis >> u p r igh t

A series of workbooks for children to develop each crucial character skill

ch a p t e r > 05

>> de sign sol u t ions

p145

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p147

jay e e ta k u n du > m fa t h e sis >> u p r igh t

scared.

the monkey feels

Pogo the penguin feels scared to dive into the deep waters.

What makes you feel scared? What do you do when you are scared? What makes people scared?

suspicious.

the owl feels

Owen the owl feels suspicious that his tree friend is upto something really naughty.

What makes you feel suspicious? What do you do when you are suspicious? What makes people suspicious?

POCKET FEELINGS CARD GAME satisfied. The game takes the child through a series of tasks in

the penguin feels

Mojo the monkey feels happy and satisfied after a great meal.

their chosen adventure. The app records steps and provides opportunities to make decisions and understand the consequences of that step through narrative

What makes you feel satisfied? What do you do when you are satisfied? What makes people satisfied?

mischievous. Mojo the monkey feels naughty and decides to climb up a tree.

What makes you feel mischievous? What do you do when youâ&#x20AC;&#x2122;re mischievious? What makes people mischievious?

the owl feels

00 01 02 03 04

ch a p t e r > 05 06

the owl feels

the wolf feels

the penguin feels

the monkey feels

the penguin feels

the bear feels

the monkey feels

the wolf feels

the monkey feels

the penguin feels

the owl feels

the penguin feels

the monkey feels

the owl feels

the bear feels

>> de sign sol u t ions

the bear feels

the giraffe feels

p149

jay e e ta k u n du > se l ec t e d wor k s

>> v isi bly u n no t ice d

ch a p t e r > 10 >> m fa t h e sis > u p r igh t

p151

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p153

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Upland An educational game app that teaches kids character skills through a narrative gameplay.

SECTIONS GAME PROFILE BADGE BOX BUDDY PARENTS SE T TINGS

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

WHO IS IT FOR?

Children, Parents and caregivers FEATURES

Learn through play Allows parents to track progress Rewards for good and appropriate behavior.

p155

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p157

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Planning the sections

GAME MODE GAME MODE

WIREFRAME WIREFRAME

NOTIFICATIONS NOTIFICATIONS 11:56 AM

AT&T 11:56 AM

AT&T

Choose your avatar Choose your avatar

11:56 AM

AT&T 11:56 AM

AT&T

Choose your adventure Choose your adventure

Tap to select. Click onabout details to know more about your avatar. Tap to select. Click on details to know more your avatar.

AT&T 11:56 AM

AT&T

11:56 AM

AT&T 11:56 AM

AT&T

11:56 AM

AT&T 11:56 AM

AT&T

Choose your adventure Choose your adventure

11:56 AM

Game Completed. Game Completed.

Tap to select. Click onabout details to know more about your adventure. Tap to select. Click on details to know more your adventure.

the cold and dark woods... In the cold In and dark woods... Great Job! Great Job! You found 15 friends! You found 15 friends!

the lonely bear walk.sad. He is cold and sad. Alfred, the lonelyAlfred, bear takes a walk. He takes is colda and hishunting friends and are out hunting All his friends areAllout didn’t invite and him.didn’t invite him. He to needs talk to and is searching for more He needs someone talk someone to and is to searching for more

CONCEPTCONCEPT Game app for that children that Game app for children

helps in character helps in character building building through play. through play.

AT&T 11:56 AM

AT&T

new friends in the woods. new friends in the woods. The Wise Owl

The Wise Owl

The Kind Bear

Bright day at the beach Bright day at the A walk in the lone woods A walk inbeach the lone woods

Bright day at the beachBright day at the beach

youbear helpfind the his lonely bear find his friends? Will you help theWill lonely friends?

notification This notification This will show some will show some additional information about the additional information about the

NAVIGATION NAVIGATION Navigation Gestural Gestural Navigation

avatar adventure avatar or adventure the or user wants the user wants to know more about. to know more about.

Select The Friendly Elk

The Friendly Elk

The Lone Wolf

A walk in the lone woods A walk in the lone woods

Select Cancel

HA! ‘EM YOU FOUND ‘EM HA! YOU FOUND

FOUND

Cancel

LEFT

Find 09 more Find 09 more friends to friends to earn theBadge. Kind Bear Badge. earn the Kind Bear

A walk in the lone woods A walk in the lone woods

03 08

02 03

02 02

LETS FIND HIS FREINDS! LETS FIND HIS FREINDS! The Happy Rabbit

The Happy Rabbit

HINTS/ REMINDERS GESTUREGESTURE HINTS/ REMINDERS AT&T

AT&T 11:56 AM

11:56 AM

SETTINGS SETTINGS

Grizzly explores the ocean Grizzly explores the ocean

ACCOUNT ACCOUNT

AT&T 11:56 AM

AT&T

Grizzly explores the ocean Grizzly explores the ocean

The Shy Penguin

11:56 AM

Preferences Preferences

DASHBOARD DASHBOARD 11:56 AM

AT&T 11:56 AM

AT&T

AT&T 11:56 AM

PROFILEPROFILE 11:56 AM

Badge Box Badge Box DANA

DANA

OPEN

Empathy

Empathy Self esteem

8 years 8 years

SWIPE SWIPE UP TO PLAYUP TO PLAY

11:56 AM

Tap the badges to see details Tap the badges to see details

Woohoo! Woohoo! You rocked!You rocked! Woodscompleted! challenge completed! Lone WoodsLone challenge

Character Goals Character Goals

AT&T 11:56 AM

AT&T

Profile Profile

New Score New Score

Account Account

REWARDS_BADGE BOX REWARDS_BADGE BOX 11:56 AM

AT&T 11:56 AM

AT&T

OPEN

Badge Name

Badge Name Name Badge

BadgeName Name Badge

Badge Name Name Badge

Badge Name

Badge Name Name Badge

BadgeName Name Badge

Badge Name Name Badge

Badge Name

BadgeName Name Badge

Badge Name Name Badge

Badge Name

107

Self esteem

Highest score this week Highest score this week

PROFILE

Resilience

Difficulty Level

Practice

Password

You are awesome. You are awesome.

New UserSettings

New User

Statistics Statistics ACCOUNT SETTINGS ACCOUNT SETTINGS

Password

theBadge. Kind Bear Badge. You earnedYou the earned Kind Bear

as kind as a bear You are as kindYou as aare bear Badge Name Name Badge

Badge Name

Settings are cool as a cucumber You are cool asYou a cucumber

LOCKED

Q W E Q RWT E Y R U T I Y OU P I O P

Progress Weekly Record ProgressRecord Weekly Provide result comparisons Provide result comparisons

A S D A F S GD H F J G K H L J K L

Account Settings Account Settings

Z X C Z V X BC N V MB N M

Approve all friend requests Approve all friend requests

ASK

LOCKED

ASK

You are strong You as a are treestrong as a tree

Invites

Badge Name

Badge Name Name Badge

BadgeName Name Badge

Badge Name Name Badge

Badge Name

Badge Name Name Badge

BadgeName Name Badge

Badge Name Name Badge

Badge Name

Invites

Dawn invited the you woods! to explore the woods! Dawn invited you to explore

Badge Box Badge Box

haverequest. 1 New Buddy request. You have 1 NewYou Buddy

Change Change username and username password and password

11:56 AM

AT&T 11:56 AM

AT&T

How it works How it works

Research learning Play-based learning Play-based Guided play

02 01

03 02

04 03

05 04

While research brain development is in its While research on brain development is on in its infancy, it is believed thatinfancy, play it is believed that play shapes thebrain. structural design of secure the brain. We know and that secure attachments and shapes the structural design of the We know that attachments significant aspects of brain development; play provides active stimulation are significantstimulation aspects of are brain development; play provides active thatstrengthening assists in building and strengthening brain pathways. Play exploration that assists inexploration building and brain pathways. Play creates a ‘flexibility brain that and has improved increased potential ‘flexibilityfor andlearning improved potential for learning creates a brain that has increased later in life. later in life. Young children’s playidentify, allows them to explore, identify, Young children’s play allows them to explore, negotiate, take risks and negotiate, take risks and create meaning. The intellectual cognitive benefits of playing have been create meaning. The intellectual and cognitive benefits of and playing have been well documented. Children who engage in are quality well documented. Children who engage in quality play experiences moreplay experiences are more likelymemory to have skills, well-developed memory skills,and language likely to have well-developed language development, are development, and are able to regulate their behaviour, leading to enhanced able to regulate their behaviour, leading to enhanced school adjustment and school adjustment and academic learning. academic learning. Howlearning can quality learning takechildhood place effectively? Early childhood How can quality play-based take play-based place effectively? Early educators know the children andthey families in their centre; they assess, educators should know the childrenshould and families in their centre; assess, document children’s learning and know their interests. Then, together with document children’s learning and know their interests. Then, together with families, carefullyactivities how to use play-based families, they plan carefully how tothey useplan play-based as one tool to activities as one tool to the learning will achieve the EYLF outcomes promote the learning thatpromote will achieve the EYLFthat outcomes

LIKE SHARE

SHARE DOWNLOAD

Empathy

Empathy87

107

More information about BEST the skill. More information about the skill. CURRENT

Self esteem

Self esteem 87

Resilience

Resilience 52

CURRENT More information about BEST the skill. More information about the skill.

DOWNLOAD

CURRENT More information about BEST the skill. More information about the skill.

107

CURRENT

BEST

CURRENT

BEST

AT&T

AT&T 11:56 AM

11:56 AM

Buddy Buddy

Buddy Buddy Make a Wish

Make a Wish

Guided play

11:56 AM

AT&T 11:56 AM

AT&T

Weekly Streaks Weekly Streaks 01

Research

return

11:56 AM

AT&T 11:56 AM

AT&T

@return.

@space.

space 123

123

Delete AccountDelete Account

Ariana

Ariana 85

Aron

Briana

Briana 30

Bridget

Bridget 25

Calvin

CRISTINACRISTINA 7 years 7 years 85

Highest score this week Highest score this week

Cristina is Cristina super! is super!

Calvin 25

25 Cathrine Cathrine

is calm as a river She is calm as aShe river

Cristina Cristina85

is cool as a cucumber She is cool as aShe cucumber

Dawn

Dawn 110

110

Matt

Paula

Paula 25

strong as the oak She is strong asShe theisoak

Badge Box Badge Box

PLAY WITH ME

PLAY WITH ME SHARE BADGE

SHARE BADGE DELETE

DELETE

ch a p t e r > 05

Making paper prototypes

>> de sign sol u t ions

p159

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Initial screens

gesture hint

avatar/adventure locked

game completed

in-game notification

ch a p t e r > 05

gesture hint

>> de sign sol u t ions

start and in-game screen

p161

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Primary Personas THE KINDERGARTNER

“It’s about growing up to become a brave firefighter and help people, just like the one in his picture book.”

goals How cool would it be to save the world like the firefighter he just read about in the storybook! How much fun would it be if he never has to study and just play games!

he wants it because...

features for him

He loves playing games on the i-pad. At school all his friends play together with the teacher and its always fun. Wishes he never has to study math and learn his words but play.

_It is fun!

his tools

_Learning through games.

_I-pad games

_Modes for playing alone and with friends

_Cartoons and movies

_Easy to use

_Picture books, Story books

_Rewards! Can be earned, shared and owned jointly with friends just by being a good kid.

_puzzles and games at school.

how he does it now He loves practicing his colors with mom and always amazes everyone. He knows now what a trapazoid is. He loves the matching, puzzles and counting. The word making does overwhelm him a bit, but he is getting better at it too. He also loves the game with the firefighter and nurse.

_Opportunities to touch and feel the forms, the shapes, textures, sounds and relate to it. _It is narrative and story like.

why he will love it _A narrative storyline and real-life situations that he relates to. It helps making decisions easier in real-life once he learns it in the game. _Now he can name emotions and knows more things about himself and his friends. _He loves the rewards. He wants to keep playing to earn more goodies and share them with his friends. The best part is to be able to borrow things from other friends too.

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

THE NEW DAD

“It’s about providing a safe environment where a child can grow physically, emotionally and socially.”

goals He is passionate about being the best father he can be and provide all the skills that help the kids to be successful and happy.

he wants it because...

features for him

A great way to teach character skills to young kids through a practical approach, is through everyday activities. If they can relate to what is being taught to them, in an environment that is familiar, thats the best way to learn these skills and apply them.

_Engaging, keeps his hyper toddler entertained and learn through play.

his tools _I-pad applications, websites

_Opportunities to touch and feel the forms, the shapes, textures, sounds and relate to it. _More observation based, like narrative movies that can be watched together with parents. _Doesn’t require too much action/tasks. _Inspirational, easy to follow or immitate _Easy to use.

_Sports _Through picture books, Story books

why he will love it

_Through movies and cartoons.

how he does it now

_A narrative storyline will help him tell much more to his children about good character than intensive complicated activities.

Through honest conversations, setting a good example, giving responsibilities and setting high standards. Watching cartoons or movies with a strong character works very well because children remember them very well, they relate to them and tend to immitate them.

_It is a practical approach to teach character skills in a subtle way. His children will be able to relate to the characters and real life situations and can easily apply the skills. _Character building is a personal activity. It is more effective through self reflection and awareness. It is more about knowing yourself p163

jay e e ta k u n du > m fa t h e sis >> u p r igh t

PROFILE

BADGE BOX

Step 01 / SELECT AVATAR

MAIN USER FLOW / GAME SECTION

BUDDY

Step 02 / SELECT ADVENTURE

ch a p t e r > 05

>> de sign sol u t ions

PARENTS

p165

A gestural navigation provides a tactile experience makes it more relatable and fun.

CHOOSE YOUR ADVENTURES

The game takes the child through a series of tasks in their chosen adventure. The app records steps and provides opportunities to make decisions and understand the consequences of that step through narrative adventures. It is a fun and easy way to learn about feelings and emotions and discuss them.

p167

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p169

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p171

jay e e ta k u n du > m fa t h e sis >> u p r igh t

ch a p t e r > 05

>> de sign sol u t ions

p173

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 01 02 03 04

ch a p t e r > 05

FOR PARENTS

their chosen adventure. The app records steps and provides opportunities to make decisions and understand the consequences of that step through narrative adventures. It is a fun and easy way to learn about feelings and emotions and discuss them.

>> de sign sol u t ions

The game takes the child through a series of tasks in

p175

jay e e ta k u n du > m fa t h e sis >> u p r igh t

YOU GOTTA EARN IT

A reward system that encourages good social behavior and keeps the children motivated to keep learning. Earn badges for every good thing you do. It is stored in the badge box and is worth showing off.

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

Different modes for playing alone and with others where players need to collaborate and help each

p177

jay e e ta k u n du > m fa t h e sis >> u p r igh t

PROFILE

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

Different modes for playing alone and with others where players need to collaborate and help each

p179

jay e e ta k u n du > m fa t h e sis >> u p r igh t

Posters The poster series works as a point of entry pieces for parents to reach the other products that Upright offers.

ch a p t e r > 05

>> de sign sol u t ions

p181

jay e e ta k u n du > m fa t h e sis >> u p r igh t

00 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

about the brand, its ideals, get more information and buy the products.

A platform for parents to learn

Website

p183

jay e e ta k u n du > m fa t h e sis >> u p r igh t

CHAPTER SIX

User Feedback “When awareness is brought to an emotion, power is brought to life.” —Tara Meyer Robson, Author

ch a p t e r > 05

>> de sign sol u t ions

p185

jay e e ta k u n du > m fa t h e sis >> u p r igh t

PROTOTYPE 01

ACTIVITY BOOK

CONTENT | WHAT WORKS

Which activity or game were liked the most? Why? 01_ Finger puppets

02_ Feeling flash card game.

The interactivity and tactile nature of the finger puppet craft was most enjoyable for parents and children to work on together at the same time creating characters that they can relate to.

The emotion cards is a fun and engaging idea for identifying and talking about emotions with a context and relatable. Kids were also more responsive to visuals than words.

Which activity or game were liked the least? Why? 01_ Activities that need lot of preparations Few activities that requires a lot of materials and preparations are time consuming for a busy parents. Unless the tools are provided, it would be better to keep them very simple and use less things.

What was a surprising thing you discovered about your child during the activities?

“Children are able to detect a wide range of emotions — Abishek, Parent even for caricatures.”

ch a p t e r > 05

>> de sign sol u t ions

p187

jay e e ta k u n du > m fa t h e sis >> u p r igh t

FORMAT | WHAT WORKS

The format of a tactile book is appropriate for children this age. The activities make it interactive for both the parents and children, encourages conversations and is a great opportunity for spending quality family time.

ch a p t e r > 05

>> de sign sol u t ions

p189

jay e e ta k u n du > m fa t h e sis >> u p r igh t

OBJECTIVE

To evaluate of functionality and usability of the prototypes and to understand if the directions and flow of information is at par with the audience. WHAT WILL BE TESTED Upright Activity Book

Learning Kits | Self Awareness, Resilience

Workbooks Flash card game DIY Activity Items Website screens and flow

PARTICIPANTS My audience is young families that include 5-8 year old children and their parents. Since the prototypes being evaluated are interactive, and contains activities that parents and children are supposed to do together, I chose to conduct the event at their individual homes.

PARENTS Subha Majumdar

Parent, 2 and 6 year olds

Engineer

Union City, CA

Abhijan Majumdar

Parent, 2 and 6 year olds

Pediatrician

Union City, CA

Sandra Isla

Parent, 2, 5 and 8 year olds

Instructor

San Francisco

Krishnapriya Dutta

Parent, 5 year old

Student

San Francisco

Abishek Dutta

Parent, 5 year old

Engineer

San Francisco

Monique Jhonson

Parent, 4 and 8 year olds

Art Director

Mill Valley, CA

Ayan Majumdar

6 year old

2nd Grader

San Francisco

Pusya Dutta

5 year old

1st Grader

San Francisco

CHILDREN

00 01 02 03 04 06

“I like the flexibility and ability to customize the skills and difficulty levels based on my child’s age and need. That is one of the best features I would use as parents”

>> de sign sol u t ions

— Sharmistha, Parent

ch a p t e r > 05

“A lot of times children’s learning are based on context. It is easier for them to relate to difficult situations and feelings with examples. If that happens through a game that they enjoy, its the best of both worlds”

“The best part about this “The navigation hint is fun is the adult login section and playful. I would love where I can actually track to see it come alive when what the child is learning it’s animated. I am really which is not common looking forward to play for the educational apps the actual games” available for children. — Monique, Parent I would definitely use it on a regular basis.” — Mohammed, Parent

p191

jay e e ta k u n du > m fa t h e sis >> u p r igh t

PROTOTYPE 02

LEARNING KIT | SELF AWARENESS | WORKBOOK

WHAT WORKS Interactive format

Open layouts for drawing

01_ Perfect for short attention spans

03_ The prompts and illustration.

The interactive format of the workbook is perfect for younger children as they have shorter attention spans.

The prompts and illustrations are interesting, playful and fun. The pages that prompt children to draw are more succesful than the ones that ask them to write. While some of the children like to write, most children will enjoy drawing and doodling.

02_ Self reflective. It is very self-reflective which needs to be a part of childrenâ&#x20AC;&#x2122;s development.

HOW TO MAKE IT BETTER More drawing. Less writing

More informative for parents

01_ All children enjoy drawing

02_ What is my child learning from it?

The age group includes very early writers who have limited writting skills. Including more space for drawing than writing will make it more appealing to children.

Adding the scope of learning for the child through each activity gets the parents more interested and intrigued about it. Making the prompts more reflective would help the children become aware of their emotions.

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

“My 5 year old is barely writing. She can write only limited amount of words but she enjoys drawing.”

— Sandra, Parent

p193

jay e e ta k u n du > m fa t h e sis >> u p r igh t

CHARACTER BUILDING AT HOME

Most parents try to practice some form of character building at home. Most popular among them are setting a good example, honest communication, rewards and punishments, giving responsibilities and setting high standards. Some teach through literature, sports, apps, gadgets and online tools. LIMITATIONS

“I often find myself running out of options on how to best teach them when I see instances where my kids could’ve been more confident.” — Subha, Parent What makes the current methods difficult to use? 01_ Difficult to lead by example

03_ Limited resources

For busy parents, its extremely difficult to lead by example. For busy parents, its extremely difficult to lead by example. For busy parents, its extremely.

There are very limited options and resources available for parents to refer when teaching kids these skills, so most parents run out of ways to implement it even when they want to.

02_ Difficult without context. Teaching character skills without context is difficult which is why most of it is usually situational. It is very important to have a context to start a conversation.

04_ Kids change frequently Kids change frequently, sometimes from day to day. It’s difficult to know what works and what doesn’t at any given time.

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

WHATS BEING TESTED

UPLAND GAME

CONTENT / WHAT WORKS

What did you most like about the app? Why? 01_ Narrative Storyline

02_ Illustrations

A narrative storyline provides context in a fun way and tell much more to children about good character and helps them apply themselves to the world than intensive and complicated activities.

The fun and playful illustrations used in the app is really engaging for children as well as adults. Using the animal characters going through the same situations is far more interesting than seeing actual life situations.

Which sections do you like the most? 03_ Badge Box

04_ Adult login and preferences

The badge box section is great for children because they are motivated to play for rewards which actually allows them to learn more things. I like that they can share the badges and borrow them from friends.

The adult section would be very useful for parents to track progress, set parameters and customize based on individual children. The option to create multiple profiles for more children is a great choice.

p195

jay e e ta k u n du > m fa t h e sis >> u p r igh t

It is a practical approach to teach character skills in a subtle and playful way. We canâ&#x20AC;&#x2122;t avoid screen time for children at this age but if I know they are learning things while they playing I am happy. HOW TO MAKE IT BETTER Buddy Section

The buddy section need to have a easier flow.

Locked games and sections

The locked games and layers need to be more prominent

Including animations

Animations would make the navigation easier

00 01 02 03 04

ch a p t e r > 05 06

>> de sign sol u t ions

DIRECTIONS

The directions, language and illustrations are age appropriate and easy to understand and navigate with minimal help from adults.

p197

Thanks

TO MY FAMILY Mom, Dad, and Prantik for the unconditional love and support. Thank you for believing in me and giving me the strength to achieve my

goals. I love you. TO MY INSTRUCTORS Phil Hamlet, Dave Gottwald, Sandra Isla for inspiring me, guiding me and pushing me to take this project to where I wanted to. TO MY CLASSMATES Amal, Alberto, Adriana, Hugo, and Hillary for being in this journey with me and sharing all the crazy moments. This journey wouldnâ&#x20AC;&#x2122;t have been possible without friends like you.

p199

MFA GR A D UATE THESIS

>> WRITTEN A N D D ESIG NE D Jayeeta Kundu Website / jayeetadesign.com Email / jayeetadesign@gmail.com

PRINTER Graphic Imagery

Contact / 530.220.5998

396 Forbes Blvd, South San Francisco.

ILLUSTR ATIO N

BIN D ERY

Jayeeta Kundu

Cardoza and James Binding 2325 3rd St. Suite 221, San Francisco.

SCH O OL Academy of Art University The School of Graphic Design

PAPER 100# Mohawk Text

79 New Montgomery Street, San Francisco, California. INSTR U CTORS Phil Hamlet, Dave Gottwald, Sandra Isla, and Bob Slote T YPEFACES Pluto Condensed Light / Regular Tondo Regular / Bold Caecilia Std. Light/ Regular Proxima Nova Soft

SOF T WARE Adobe Creative Suite Adobe Lightroom >>