dys-lexia
UN
covered
PROCESS DOCUMENTATION – No Logo Branding
Ritika Srikumar Srishti Institute of Art, Design & Technology
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Design Brief A brand is more than just a commercial undertaking. Today, a service, a craft, a process, a way of doing things, or even a person can become a brand. Social causes, NGOs, colleges and schools, rock and roll bands and individuals all become brands. This project will question the theories and practices of branding. Students will be encouraged to research and study the principles of branding and strategic thinking and then build on this understanding and knowledge to define new strategies and processes to impact consumers through social and cultural spaces, products, digital media, different sorts of services.
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Research and Analysis PHASE 1
Table of Contents
i. Online Research ii. Field Research iii. Target Audience iv. Insights
Brand Development
Design Proposal i. Position ii. Approach
i. Functional and Emotional Space
iii. Resources
ii. Partners and Resources
iv. Review
iii. Values iv. Brand Essence v. Dyslexia as an Entity vi. Value Proposition
Final Result i. Journey Maps
Research and Analysis
ii. System Map
PHASE 2
Idea Generation iii. Propose Interventions
i. Data Visualisation ii. Posters iii. Brochure: Dyslexia Uncovered iv. Brochure: Guidelines
iv. Final Idea
i. Type Study
Visual Explorations
ii. Colour Palette iii. Mood boards iv. Illustration Styles v. Prototypes
Final Execution i. Outline, Content ii. Layout iii Logo iv. Visual Language v. Illustration
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Reflections i. Reflection Statement ii. Acknowledgments iii. Bibliography
Page
Contents Design Brief
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Research and Analysis Phase 1
06
Brand Development
32
Design Proposal
45
Research and Analysis Phase 2
52
Idea Generation
64
Visual Explorations
84
Final Execution
100
Final Result
120
Reflections
168
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Research and Analysis PHASE 1 i. Online Research ii. Field Research iii. Target Audience iv. Insights
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ONLINE RESEARCH The first phase of research started with understanding the basic concepts about learning difficulties, specifically dyslexia. As we had very limited knowledge about dyslexia, it was essential for us to first understand what dyslexia was, how it occurs, its effects and severity. I looked into various viewpoints about learning difficulties, the types and effects of dyslexia, the positive aspects of dyslexia and current work being done to tackle the stigma associated with it.
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Dyslexia? A learning disorder characterised by diff iculty in reading.
Dyslexia is the most common learning difficulty. One in five people could have dyslexia. It is the difficulty in the use and processing of linguistic and symbolic codes. It is a lifelong condition, it cannot be outgrown. But it can be managed. Dyslexia is most often associated with mental retardation. On the contrary, dyslexia is not related to intelligence.
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Problems associated with dyslexia
Understanding text Connecting letters to sounds Reading fluently Recognising ‘sight’ words
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Positive aspects of dyslexia People with dyslexia often enjoy and excel at solving puzzles. They have excellent comprehension of the stories read or told them. They often have a better sense of spatial relationships and better use of their right brain. They have excellent thinking skills in the areas of conceptualization, reason, imagination, and abstraction. They have a strong ability to see concepts with a “big picture� perspective. They tend to be more curious, creative, and intuitive than average.
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PRIMARY RESEARCH Following our initial research, we mapped out various educational institutions, diagnostic centres and hospitals we could visit in Bangalore that work with specific learning difficulties. We conducted interviews with the doctors, teachers, psychiatrists and observed and interacted with children with various learning difficulties.
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Aurinko Academy Aurinko Academy is an alternative school in Bangalore. It aims at providing a learning environment for children where their core is safeguarded, strengthened and perfected. The school believes in learning by experience rather than the typical text book learning method practiced in most schools.
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Learning through experience
Aurinko has a conducive environment where the teachers facilitate unstructured child-led learning possibilities under the broad framework of their structured curriculum.
Interview with Anoop Keni, Director
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The Brindavan Education Trust is an independent, educational centre dedicated to teaching children with Specific Learning Difficulties. They offer structured learning programmes across a number of areas, following the NIOS syllabus. The centre offers a co-educational day programme for children between 9 and 18 years of age.
Brindavan Education Trust Interview with Rajani Padmanabhan, Counsellor
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Vimarsha Charitable Trust Vimarsha Charitable Trust provides support to students of all ages who are not able to cope in the mainstream schools. They provide assistance for SSLC and NIOS exams. Students learn basics of computers, Interview with Janhavi Lakshminarayan, Trustee
functional academics, life skills and basic english. They also encourage students to pick up hobbies such as making paper bags, notebooks etc.
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Bellaku School for Special Children Belakku looks after the special needs of children and make them self-sufficient at day-to-day activities. They provide various programmes and services which includes play therapy, academics for slow learner and learning disability, behaviour modification, speech therapy, physiotherapy, occupational therapy, special education, music therapy, psycho-education assessments, family counselling, vocational and skill training.
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Mallya Aditi International School
Mallya Aditi International School
difficulties at different stages of
is one of the leading schools
schooling. Children identified
in the country. The school
with learning difficulties are
focuses on supporting and
given assistance within their
motivating each individual’s
class through alternate teaching
interests and dreams within
techniques. If required, they
the community. The school has
are also counselled after class
a team of special educators
and given special individual
trained to identify, diagnose and
attention in their learning centre.
support children with learning
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Out Patient Department
National Institute of Mental Health and Neurosciences
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The National Institute of
books on specific learning
Mental health and Neuro
difficulties and published
sciences in Bangalore is the
various research papers on the
primary diagnostic centre
same. Dr. Uma introduced us
for learning difficulties
to various concepts pertaining
recommended by most boards
to learning and language
of education. During our visit
difficulties, causes for poor
to the out patient department
academic performance,
of the hospital, we interviewed
effects of medium and
Dr. Uma Hirisave, Professor of
quality of education on a
Clinical Psychology and Head
child, current perceptions of
of the Child and Psychiatry
learning difficulties and the
Department. Dr. Uma manages
current state of education and
the department that deals with
accommodations provided
identification and treatment
by the government and
for learning difficulties and
schools board for children
other mental issues. She
suffering from dyslexia or
has contributed to several
other learning difficulties.
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TARGET AUDIENCE
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Based on the primary and secondary research conducted, we developed ten distinct personalities to map out our target audience. The personas include people diagnosed with dyslexia, or people associated with a diagnosed dyslexicacross all ages and income groups. The following are brief summaries of all the user personas created.
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Peers
TARGET
Parents
People
diagnosed
Society
with dyslexia
Teachers
Employers
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Alia Sen Alia is a thirteen year old girl who belongs to a conventional middle class family in Kolkata, India. Her younger sibling, Anya has been diagnosed with dyslexia. Although Alia supports her sister, she is not allowed to talk about her sister’s diagnosis to anyone.
Anish Roy Anish is a forty seven year old businessman. His nephew has dyslexia but he has no knowledge of learning difficulties. His idea of an intelligent kid is the one who scores the highest marks in school.
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Janaki Nagarajan Janaki is a thirty-two year old primary school teacher. She teaches english in a low income group school. Although she is aware that some of her students might have learning difficulties, she can’t give them more attention due to the lack of time and overcrowded classrooms.
Manjeet Kaur Sixty-eight year old Manjeet Kaur has a seven year old grand-daughter who is an undiagnosed dyslexic. She takes care of her as her parents have hectic schedules. She feels ashamed and helpless as she doesn’t know how to help the child.
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Namrata Singh Namrata is a high school psychology teacher and counsellor. Prior to this, she had worked in a hospital where she helped disabled children. She helps children with learning difficulties in the school by identifying their difficulty.
Priyanka Mehra Priyanka is a middle aged tuition teacher. She tutors her neighbour’s son Roshan, who has dyslexia. She is not sure if he has a learning difficulty, so she assumes he is ‘dumb’ and ‘stupid’ and tells her friends about her neighbour’s unfortunate situation.
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Rhea Kapoor Rhea Kapoor is a twenty six year old boutique owner. She found out she had dyslexia when she was nine years old. Having been enrolled in an inclusive school, she was given adequate support to succeed.
Sonu Bahadur Sonu is a seventeen year old student who belongs to a lower income group. He has no knowledge of learning difficulties. He bullies people who suffer from different difficulties as a way to vent his frustration of living a tough, congested life.
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Uma Devi Uma is a thirty two year old lady who works as a house help. She had to pull her son out of school so that he could contribute to the family income by getting a job. She believes that government school education is inferior and her son would be wasting time attending school.
Vyshak Yadav Vyshak is a nineteen year old middle class student who is an undiagnosed dyslexic. He had a lot of difficulty in school, and was brutally punished for his poor performance. He portrays himself as rough and cold to shield his fears and insecurities.
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Most people cannot look beyond the ‘illness’
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INSIGHTS The education system is characterised by a lack of infrastructure People in India value education, they see it as an investment People with dyslexia are stereotyped negatively and this limits their opportunities Social stigma with being unable to read is of great concern in India Many schools are focused on producing academically brilliant students and would like to get rid of below average students or students with learning difficulties
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Brand Development i. Functional and Emotional Space ii. Partners and Resources iii. Values iv. Brand Essence v. Dyslexia as an Entity vi. Value Proposition
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PARTNERS • Special education teachers • Counsellors • Institutions • Diagnostic clinics • Psychiatrists and psychologists • Support groups • Creative groups • Social groups • Parent groups
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RESOURCES
Government involvement and aid
Online Resources
Boards of Education allow
Educational tools
various accommodations
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VALUES After we compiled all our research, we brainstormed all the characteristics, participants involved, and purpose of our brand as a group. We listed down
the
demanded
various and
values
associated
within the brand which include externally demanded values, internally generated values and traditional values.
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Externally Demanded Values Creativity
Spatial cognition
Right-brain performance:
Visualization
Intuitiveness
Story-telling skills
Inventiveness
Normalcy
Innovativeness
Acceptance
Different perspectives
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Internally Generated Values A feeling of inadequacy
Expressiveness
Helplessness
Creativity
Shame and embarrassment
Sublimation
Anger, hatred Loneliness Secretiveness
Traditional Values Curiosity Innovativeness Experimentation Exploring human potential
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Creativity
CORE VALUES
Human Potential Coping Mechanisms
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BRAND ESSENCE
Disguised Genius
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DYSLEXIA AS AN ENTITY Visualising dyslexia as a person, we
• Always positive
listed down various characteristics
• An element of surprise
attributed to the brand, that could
• Persistent
be associated with a person. We
• Imaginative
connected the characteristics listed
• Curiosity
to those of Walt Disney, who was a
• Altered perceptions
known dyslexic who fought against all odds to spread positivity and joy around the world.
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Functional Utility Cannot read, but can see larger patterns and alter perceptions
Emotional Benefit I feel greatly changed/ elated to have discovered my own/ my child’s/ my student’s unique strengths
POSITIONING STATEMENT A diagnosis of dyslexia is actually a signal that you/your child/your student has a genius that you must discover.
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Diagnosed with dyslexia? You have a gift waiting to be opened.
DESIRED CONSUMER REACTION
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Design Proposal i. Position ii. Approach iii. Resources iv. Review
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POSITION
person that hinders his ability
As a visual communication design
thought process that allows
student, my focus would be to
him to have far better creative
create awareness and initiate
skills than most others.
to read and write, is the same
action towards understanding, assisting and promoting a positive
However, the positive
outlook towards dyslexia and
characteristics of dyslexics are
developing better education
barely known to many. Our
tools for them to learn and work
education system has laid a lot
efficiently. From our research,
of stress on the ability to read
it was evident that the most
and write, making any child less
common misconception about
proficient in them labelled as
dyslexics is that they have inferior
“lazy” or “stupid”. We do not
intelligence and are less capable
criticize a child based on his
in comparison to a typical child.
lack of interest or competency
Through my work, I would like to
in other fields such as sport,
divert the current understanding
music, drawing, etc. The biggest
to the more positive aspects of
problem dyslexics face is the
dyslexia. It is believed that the
scorn associated with it.
thought process of a dyslexic
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A lot of designers around the world have
proposition and brand essence developed
developed campaigns to create a wider
within the group, I identified an individual
understanding of learning difficulties.
position for myself within the brand that
All the projects have been developed
I could take forward for my project.
by designers who have tackled dyslexia
Using the conceptual and technical skill
themselves. While their work has helped
sets I have acquired over the years at
create awareness about dyslexia globally,
Srishti, I would look at developing a
it doesn’t tackle the issue of the shame
system to assist parents and teachers
associated with dyslexia in our society
to provide emotional and educational
and the reluctance to accept it people
support to young dyslexic children.
with this disability. From the values, 47
APPROACH After conducting our first phase of
positive, supportive and encouraging
research and analysis, I noticed a huge
environment for dyslexic children to
gap of knowledge about learning
learn, play and develop holistically.
disabilities in teachers and parents.
There are already certain set routes
When diagnosed with dyslexia, parents
followed by parents after a child is
and teachers of the dyslexic child would
diagnosed with dyslexia. I propose
act as their emotional backbone, to
to tailor this route to the Indian
help him cope with dyslexia and push
context so that I can make parents,
forward and succeed beyond it. Through
the children and other stakeholders
this project, my aim is to promote a
grasp the idea of ‘hidden genius’.
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Following our brand ideals, I would like to brand this route and map out an experience/ system that parents would follow after their child has been diagnosed with dyslexia. I would need to identify important areas of need or difficulty faced
To tailor and brand a comprehensive system for parents to tackle the stigma associated with learning disabilities and to help unravel the ‘genius’ within each child.
by parents and then design a system that would involve touch
Further, I would develop
points of interaction between
interventions that would support
teachers, parents, counsellors,
this system and help connect key
special educators- keeping in
participants in the child’s learning
mind a range of income groups.
process. They would be designed
As dyslexia is prevalent in all
to actively involve both parents
classes of society, it is essential
and teachers so they have a
to accommodate their varying
better understanding of the
needs within this system.
child’s strengths and weaknesses. These interventions maybe in the form of interactive education tools, resource manuals, talent kits, discussion forums.
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RESOURCES ‘No Logo Branding’ poses an
elements such typography and
interesting challenge for me as a
imagery to be thought about
visual communication student as
in a different light. Unlike us,
it aims to look beyond elements
dyslexics look, understand and
of design such as typography,
interpret letters and symbols very
layout and colour. Studying
differently. This would require a
brand development and strategy
lot of engagement with dyslexic
design through books, videos
children as well as teachers to
and case studies has broadened
understand various mediums that
my understanding of branding.
they work with, and how each
At the same time, working with
of them affects their learning.
dyslexia requires basic design
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REVIEW I For the first seminar, I presented my research, insights and initial proposal. The following is the feedback I received during my seminar: Focus on branding the existing system rather than attempting to conceptualise a new one Narrow approach to focus on branding only one or two touch points Be mindful of time constraints
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Research and Analysis PHASE 2 i. Existing work ii. Typography and Dyslexia iii. Field Visit iv. Insights
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REFERENCE: EXISTING WORK A lot of designers around the world have developed campaigns to create a wider understanding of learning difficulties. Daniel Britton, a graphic designer based in the UK created a typeface to mimic the experience of reading with dyslexia. Sam Barclay created a typographic book creating awareness about dyslexia using different letter treatments to express his feelings about being dyslexic. Where as, ‘Dyslexie’ is a typeface created by Dutch designer Christian Boer to make it easier for dyslexics to read by increasing emphasis on the parts of the letters that make them different from each other.
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All these projects have been developed by designers who have tackled dyslexia themselves. While their work has helped create awareness about dyslexia globally, it doesn’t tackle the issue of the shame associated with dyslexia in our society and the reluctance to accept it people with this disability.
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TYPOGRAPHY AND DYSLEXIA I looked into how typography affects people with dyslexia so I could apply it to my project. I did my research to find out how various typefaces and affects readability in terms of scale, weight, colour, decoration and form.
People with dyslexia prefer words more widely spaced. They find it easier to read words that are not tightly kerned. For example, the word ‘letter’ is harder to read than ‘spacing’.
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Larger type size
They prefer reading with larger text size. Body copy type size should ideally not go below 12 point for dyslexia friendly reading material.
Black text on white paper can be too stark a contrast and may distract people with dyslexia. Coloured backgrounds help reduce the contrast.
italic UPPERCASE
As lower case letters have more
bold
distinct shapes than upper case, people with dyslexia can
lowercase
differentiate letters easier.
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FIELD VISIT National Institute of Mental Health and Neuro sciences In order to have a clearer picture of dyslexia in the Indian context, I requested to revisit the National Institute of Mental Health and Neuro sciences in Bangalore. I studied the hospital with more depth through observation and interviews with the doctors. I discussed various issues concerning learning difficulties in India, the stigma associated with it as well as diagnostic and counselling procedures within the hospital. To understand the mindset and emotional state of children and parents visiting, I observed the waiting area for several hours and talked to the psychologists about the current perception of learning difficulties amongst various classes of society. The following are some observations and insights gathered from the study:
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Waiting Area 59
Gloomy corridors
Doodles on the walls
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Doctor’s office/ testing centre 61
Existing signage, posters
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COLLABORATION Based on my observations, I
but it was not made available
pitched my idea to Dr. Uma H
for people. I proposed to create
at Nimhans. Dr. Uma is a clinical
various forms of data visualisation
psychologist and the head of the
to inform parents and children
child and adolescent psychiatry
about learning difficulties as they
department. From the interviews
have the content and I have the
conducted with her before, I found
skills to present this content.
that there was a lot of information
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Idea Generation i. Journey Maps ii. System Map iii. Proposed Interventions iv. Final Idea v. Concept vi. Theme
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IDEA GENERATION Following the feedback from the first seminar, I began brainstorming ideas using two approaches. First, I mapped out the system followed by mapping out the journey of a child with dyslexia, his parents and his teacher based on my research. I then brainstormed ideas for the touch points identified using mind maps.
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JOURNEY MAP Child diagnosed with dyslexia
1. Classroom:
2. Parents question
3. Teachers asks him why
difficulty to keep up
his poor performance
he doesn’t pay attention,
with most subjects
in his exams
finish his work on time
4. He is taken to the
5. The doctor gives
6. The doctor explains his
hospital to get tested
him some tests and
learning difficulty- first to his
exercises to do
parents and then to him.
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7. Parents come with
8. His teacher tries to
9. He stays back after
him to school to talk
help him with his
school to catch up with
to his teacher
studies in class
school work
10. His parents get him
11. He meets the school
12. Once he gets older, he
a tutor to help him over
counsellor from time
gets special accomodations
the weekend
to time to check on his
for his exams (extra time,
emotional well-being
language exemptions)
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JOURNEY MAP Parents of child with dyslexia
1. Parents called to
2. They question their
3. Parents are advised
school to discuss their
child about his lack of
by the school to get
child’s poor performance
interest and poor grades
their child tested for learning disabilities
in his exams
4. Parents take him to the
5. Nimhans Waiting
6. The doctor explains the
hospital to get tested
Room
child’s learning difficulty to the parents and child.
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7. They find it difficult
8. Parent’s research
9. They to try to explain as
to understand why their
online about dyslexia
much as they know about
child has this difficulty,
as they have no prior
dyslexia to their child
and blame each other
knowledge of LD’s
10. His parents get him
11. They take him to
12. They apply for special
a tutor to help him over
the counsellor when
accomodations for his exams
the weekend
they feel like they dont know how to help
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JOURNEY MAP School Teacher
1. The teacher notices
2. She talks to other
3. She pulls the child out of
one of the students
teachers to find out more
class and asks him why he
not showing interest
about his progress
doesn’t pay attention and finish his work
in classwork
4. She makes the child
5. She calls his parents to
6. Parents bring back test
is sit next to a smarter
make them aware of the
results and explain
student to get help
problem and suggests
diagnosis to the teacher
they find help
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7. She has no knowledge
8. The teacher informs
9. She researches alternate
of learning disabilities so
school staff about the
ways to teach and
she does not know how
child’s problem and asks
support the child
she can help the child
for suggestions to help
10. She encourages him to
11. She advises his
ask more questions, and stays
parents to get special
back with him after school for
accomodations for his exams
additional tutoring
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SYSTEM MAP Mapping the actors, flow of information and links formed when a child is diagnosed with dyslexia.
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PROPOSED DESIGN INTERVENTIONS
Pre Diagnosis
Diagnosis
To create awareness; a positive,
To inform parents of the options
friendly environment
they have after diagnosis
Posters and Infographics
Brochures
Hospital/ diagnostic centre
Hospital/ diagnostic centre
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Post Diagnosis (1)
Post Diagnosis (2)
To help the child learn using
A platform to understand,
alternate tools
connect and develop ways to utilise dyslexia as a gift/resource to identify their true potential.
Learning Kit During the child’s schooling
Dyslexia-friendly website
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FINAL IDEA
Design Intent To provide information about learning disabilities, specifically dyslexia, thereby creating a positive, friendly environment
Pre diagnosis
Hospital
Diagnosis
Target
Children getting tested
Parents
or already diagnosed with dyslexia
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Insights • Lack of information • Stress, nervousness • Pressure of hospital environment
Idea With a little extra effort, you can get a lot of extra reward.
Posters and Infographics
Execution
Brochures
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learning difficulty learning differently
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CONCEPTS Not fixing what’s wrong – but working with what we’ve been given Not succeeding despite dyslexia, but because of it Not a learning difficulty, but learning differently
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THEME
Play I chose to work with play as my primary theme as I’m not only looking at providing information, but also altering the environment and making the experience less daunting. Puzzles always challenge and engage the viewer, be it in the newspaper, an exam, in a classroom. The use of games to provide information makes the viewer put in a little effort to understand the bigger picture. 82
Layers I would like to use layers to incorporate the brand essence, “disguised genius�. Using paper cuts and folds, I would create illusions/installations to unravel information at different angles
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Visual Explorations i. Type Study ii. Colour Palette iii. Mood boards iv. Illustration Styles v. Prototypes
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TYPE STUDY Before finalising my choice of typefaces, I conducted an extensive type study of various typefaces that have been recognised as dyslexia friendly. I studied the readability, clarity and legibility of each typeface with varying size, weight and tracking.
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TYPOGRAPHY The following are the typefaces chosen for my project after reviewing the type study:
Aa
Gill Sans
Aa
Brown
(light, regular)
(light, regular)
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VISUAL LANGUAGE: NIMHANS
Use of primary colours mostly yellows with a hint of blue and red.
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COLOUR PSYCHOLOGY
• Calm
•
Better focus
•
Directs attention
•
Visual language
• Optimism • Energy
•
Warmth
• Friendly
• Comfort • Soft • Inviting
•
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Reduces contrast
FINAL PALETTE The final colour palette was chosen keeping in mind the visual language of the hospital along with the colours connecting the emotions I want to invoke through my project.
C M Y K
0
70 50 0
0
C
70
M
65
Y
0
K
90
C M Y K
10 25 75 0
C M Y K
60 25 0 0
85
C
55
M
0
Y
0
K
91
C M Y K
60 55 40 30
MOOD BOARDS
Existing work
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Interaction
93
Visual Language
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PROTOTYPES Following the theme of ‘play’, I looked at various forms and visual explorations that were relevant to dyslexia. I also explored with layers, as the theme supports the brand essence, ‘disguised genius’. Although, the circular typographic piece was the most effective, it would not be practical to execute as it is very delicate. On the other hand, the lenticular typography experiment was just as effective, and simple to replicate if damaged.
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Top left: Spinning wheel Top right: Unravelling layers Left: Lenticular typography
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REVIEW II The following is the feedback I received for my second seminar (work in progress): • Study space in terms of lighting, seating, scale. • Simplify illustration style, more clarity of each element. • Control level of interaction to maintain durability. • Explore various material to print on keeping in mind the space, crowd, interaction levels and durability.
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MATERIAL EXPLORATION Based on the feedback I received from my seminar, I researched various durable materials I could print on, including fabric paper, mount board, sun board, etc. I chose to print my info graphics on sun board as it is extremely sturdy and durable, will not bend and cannot be torn.
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Final Execution i. Map and Outline ii. Content iii. Layout iv. Logo: Dyslexia Uncovered v. Visual Language vi. Illustration vii. Paper Craft viii. Print Production
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OUTLINE
Interactive Data Visualisation
Posters
Brochure
Create awareness
Tackle the stigma
An aid to answer
about learning
associated with
doubts and give
difficulties
learning difficulties.
parents some direction for their way forward.
Waiting area
Entrance, waiting area, corridors
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Doctor’s office
CONTENT The content for the project was finalised after multiple visits and conversations with Dr. Uma at NIMHANS. I compiled information from the research conducted at the beginning of the project along with the books and research papers published by NIMHANS. The following is a summary of the contents of each intervention:
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Infographics Causes for poor academic performance Introduction to learning difficulties Understanding dyslexia Coping with dyslexia Kinds of intelligence
Posters Creating awareness Motivating and encouraging people with learning difficulties Correcting misconceptions
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Brochure What is dyslexia? Positive aspects of dyslexia Frequently asked questions Way forward
Guidelines Manual About the project Tone of voice Instructions for each intervention
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Route Map
Entrance Goes to the reception to enquire about testing
Waiting Area Child and Adolescent Psychiatry Department
Testing Centre Child asked to take certain tests to diagnose SLD
Waiting Area Parents return to waiting area while the child completes tests
Engage Exit/ Further consultation Return home/ school or go to other department for consultation 107
Inform Assist
LAYOUT The layouts for the project were designed keeping in mind the target audience. As my primary target includes children and their parents, I had to maintain a balance of colour and fun with a level of seriousness for the parents to take it seriously. Following the theme ‘play’, the infographics were designed as a series of board games. In order to understand the topic, you have to play the game with your children.
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Interactive Data Visualisation A set of five panels Size: A0 (1189 mm x 841 mm) Theme: Board Games
Posters Three Sets Each set consists of four posters Size: A3 (420 x 297 mm)
Brochure: Dyslexia Single sheet brochure Size: A3 (420 x 297 mm) Theme: Gifts of dyslexia
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Logo Explorations
LOGO Following the brand values and the themes chosen for my project, I chose to brand the project as ‘Learn (difficulty) differently’. As the project focuses primarily on dyslexia, the sub-brand is titled, ‘Dyslexia Uncovered’. 110
Final Logo
Logo for the all-inclusive campaign for learning difficuties.
dys-lexia U N covered
Logo for campaign for specifically focusing on dyslexia.
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VISUAL LANGUAGE The visual language created is to be used as a pattern for brochures, cards, and other printed material where applicable. I created a set of five patterns based on different clusters of talents and interests. Each illustration can be extracted from the pattern and used as an individual icon as well. In addition to this, illustrations of hand gestures are to be used either to show an action/ emotion or used as a directional tool in all printed material.
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ILLUSTRATION The project required illustrations for the five panels to make them more appealing visually and to trigger engagement and interaction. The above illustrations are the first iteration of the style. After the feedback I received from my second seminar, I tweaked the style to work on isometric illustrations.
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Characters The character illustrations were made for the infographics and stickers for intelligence types. The characters were illustrated keeping in mind the primary audience it was targeted at- children, to be able to grab their interest without discriminating and scrutinising one character from another.
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Isometric Illustration
Illustration about Musical Intelligence
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I created a set of nine isometric illustration creating landscapes based on the characteristics pertaining to each type of intelligence. I also created isometric illustrations to visualise the eight causes of poor academic performance.
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PAPER CRAFT In order to incorporate the element of interaction, I chose to work with various kinds of folds and cuts. I experimented with various kinds of folding for the Dyslexia brochure to symbolise the idea of a gift envelope rather than a document or file you pick up from the hospital. Similarly, the guidelines brochure focuses on care and support.
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PRINT PRODUCTION
Welpac Products & Systems Pvt Ltd Printing infographics on sun board. Cost: Rs. 150/sq.ft
Kolor Kode All printed material on paper including brochures, posters, stickers, cards. Cost: Starts at Rs.35/sheet
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Final Result i. Data Visualisation ii. Posters iii. Brochure: Dyslexia Uncovered iv. Brochure: Guidelines
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DATA VISUALISATION A set of five panels would be installed in the waiting area to address and inform parents and children visiting the Child and Adolescent Psychiatry department about learning difficulties. The panels would help parents and children decode the basics of learning difficulties, and break down the misconceptions about them. By making them more informed, the project aims at creating a more positive, friendly environment. The layout for the panels have been designed in line with popular board games to engage the audience and create a more fun and friendly environment.
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Indicators of Poor Academic Performance
Illustrations
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Learning Difficulties The infographic explains the five kinds of learning difficulties in the form of the game ‘scrabble’.
Cards A set of six cards have been designed and stacked at the base of the infographic. Parents and children can pick up these cards to take away with them. It gives them a basic idea of each learning difficulty.
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Understanding Dyslexia The infographic takes you on a journey of understanding the various aspects of dyslexia through the game ‘snakes and ladders’
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Multiple Intelligences The infographic introduces the nine different types of intelligence through isometric illustrations. When a person relates to one of them or wants to know more, they can flip the illustration to read more about them. Stickers are placed at the bottom of the infographic for children to pick the one they relate to the most. This excites children and keeps them occupied, and at the same time gives the parents a hint to where their child’s interests lie.
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Use of layers to build interest and engagement. The magnetic paper keeps sheets from flying/ tearing out when kept outdoors.
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Coping with Dyslexia The last infographic has been designed in the form of a journey that takes you through different steps to cope with dyslexia, as a parent or a child. When you get to the right step you can process further, but when you pick the wrong choice, it takes you back to the beginning. The game symbolises the fact that dealing with dyslexia is not a one stop fix but it is a lifelong condition and needs to be dealt with patiently.
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POSTERS Three series of posters have been designed to tackle the stigma associated with learning difficulties. The posters are to be placed across different touch points that the patient would pass during his hospital visit. The posters aim at : a) Creating awareness b) Motivating and encouraging people with learning difficulties c) Correcting misconceptions
Set I The first set of posters are designed in the form of a maze. Taking forward the idea of games and play from the infographics, the maze shows you different unique ways for a person to get out, none of which are wrong and thereby encourages you to make your own decisions and follow your unique journey.
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Set 1
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Set II
Dyslexia Difficulty Difference Diversity The second set of posters focus on creating awareness about dyslexia and correcting the most common misconceptions about the learning difficulty. Using layers, the posters follow the brand essence, disguised genius. It symbolises the idea of unravelling layers, similar to unwrapping a gift and finding new, unexpected things.
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Set III The third set of posters looks at different perceptions. Using two themes, the posters focus on the idea that ‘different’ does not mean wrong, and we should celebrate diversity and not hide from it. I used lenticular typography as my form as it could be related to dyslexia. When you first look at the poster, it might not make sense. But when you change your perspective, you are able to read and understand the message.
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Theme 1
Theme 2
There are multiple ways to reach your destination. Multiple routes to success.
It’s all about changing your perspective.
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Theme 1 152
5+ 4 = 9
6+ 3 = 9
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Theme 1
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He wants to grow up to be a musician
She wants to grow up to be a entrepreneur
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Theme 2
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Half full?
Half empty?
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Theme 2 158
Don’t avoid your problems
Find your strengths
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BROCHURE: DYSLEXIA After the child has been diagnosed with dyslexia, the doctor can brief the family using the brochure as an aid to answer their doubts and give them some direction for their way forward. The brochure will be handed over to parents by the doctor after explaining the diagnosis. It can be taken home for them to read and understand later.
The folds symbolise the idea of a gift envelope rather than a document or file you pick up from the hospital.
Size: Single sheet, A3. Printed full colour, not to be scaled down.
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The logo is used as a tab, thereby ‘uncovering’ the information within.
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BROCHURE: GUIDELINES The guidelines brochure has been created for the doctors and other staff within the hospital. The brochure introduces the project, it’s purpose and tone of voice. Further, it breaks down the project into three sections and provides guidelines on where they are to be placed, action required, etc. It also provides a typical route map of a patient’s journey through the hospital and marks the points where my project will intervene. Size: Single sheet, A3. Printed full colour, not to be scaled down.
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Route Map- mapping the journey of a patient
Brochure Front Page
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Reflections i. Reflection Statement ii. Acknowledgements iii. Bibliography
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REFLECTION STATEMENT We usually associate brands with commercial enterprises. Developing a brand for a social cause posed an interesting challenge as it was a new experience. Branding a mental difficulty was a compelling and demanding task as it cannot be seen and is not easily understood by society. My experience in branding has been limited to commercial work, this project gave me a chance to explore branding for social causes, and delve into how branding can be used as a tool to initiate change. This project gave me the opportunity to apply the skills I have learnt so far and challenge myself further to create a comprehensive system within the hospital to improve the environment and make a positive, lasting effect on people coming for diagnosis.
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This project gave us the opportunity to work intensively within groups as well as our individual interventions. It was
Being given the opportunity
a good learning experience
to collaborate with Nimhans,
to undertake various levels of
Bangalore
research and work on different
project being applied to a real
methods of design-thinking.
world scenario was extremely
The project really taught me how
motivating
to move away from designing
gave me insights on how to
for only myself, to keeping the
accommodate and accustom
end user in mind and putting
design to not only be visually
myself in their shoes at every
appealing but also engage and
step of the design process.
alter perceptions of people
and
and
seeing
fulfilling.
the
It
within minutes. It brought to light the scope and impact that visual communication tools can have on society.
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ACKNOWLEDGEMENTS First and foremost, I would like to thank to our project guide, Mr. Pandrang Row for the valuable guidance and advice. He inspired us greatly to work in this project. I also would like to thank him for engaging us with different aspects of branding and communication that broadened our perspective to work on our individual projects. I would like to thank my mentors, Mrs. Urvashi Jalali and Mrs. Yamini Temujin for their inputs and encouragement during the course of this project. I would like to thank Dr. Uma Hirisave, Professor of Clinical Psychology and Head of the Child and Adolescent Psychiatry department at the National Institute of Mental Health and Neuro sciences, Bangalore for providing me with valuable information, cooperation, facilities, support and direction to complete this project. In addition, I would like to thank Mr. Anoop Keni, Director- Aurinko Academy, Mrs. Janaki Lakshminarayanan, Trustee-Vimarsha Charitable Trust, Mrs. Rajani Padmanabhan, Counsellor- Brindavan Education Trust and the special education team at Mallya Aditi International School for their valuable information and support for our research. Finally, an honourable mention goes to my family and friends for their understanding and support in completing this project.
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BIBLIOGRAPHY Books 1.
Malcom Gladwell, David and Goliath: Underdogs,
misfits and the art of battling giants.
2.
Abhijit V.Banerjee and Esther Duflo, Poor Economics
3.
Ronald D. Davis, Gift of Dyslexia
4.
Chip Heath and Dan Heath, Switch: How to change things
when change is hard
5.
Gavin Reid, Dyslexia and Inclusion
6.
Lucie M. Curtiss, Douglas C.Curtiss, Dyslexic and Unstoppable
7.
Manuals by Dyslexia Association, Scotland
Newspaper and online articles:
1.
Including special children in regular schools, by Chitra Iyer
URL: http://bangalore.citizenmatters.in/articles/2025-inclusive-schooling-
for-special-children 2.
Identifying dyslexia, by Meera Bhardwaj
URL: http://www.newindianexpress.com/cities/bengaluru/
article603639.ece 3.
The upside of dyslexia, by Annie Murphy Paul
URL: http://www.nytimes.com/2012/02/05/opinion/sunday/the-upside-of-
dyslexia.html?_r=2
4.
Common signs of dyslexia
URL: http://www.beingdyslexic.co.uk/pages/information/general- information/common-signs-of-dyslexia/am-i-dyslexic.php
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Process Documentation Name: Ritika Srikumar Project: No Logo Branding January-April 2016