Research & Development - For Graphic Design

RESEARCH & DEVELOPMENT

FOR GRAPHIC DESIGN

ROWAN HUNT

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INITIAL RESEARCH THE BRIEF 6 7 MULTIPLICATION COLOURING 8 9 PROCESSING 10 12 DUOLINGO 14 16 PARABO PRESS 20 22

IDEA PROPOSAL SNOW GAMIFICATION INFOGRAPHICS WHAT KEEPS WOMEN OUT OF TECH?

ARTISTS RESEARCH

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BRADIE PAGE 24 26 TATA&FRIENDS ANTON EGOROV 28 30 DAVID McCANDLESS SETH MACH 32

CONTENTS SURVEY & RESULTING RESEARCH WHAT SHOULD MATHS DO MATHEMATICAL DOMINOES TECHNOLOGY IN THE CLASSROOM DISNEY COLOURING BOOK THE FOREST AURASMA PAPER SAMPLES: FLYER ALARM PAPER SAMPLES

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SURVEY WOODEN DOMINOES ELEMENTS 4D A YEAR WITHOUT WORKSHEETS DESIGNING FOR TOUCH PAPER SAMPLES: MOO SUMMARY 5

THE BRIEF Project Synopsis: This module will establish and inform your major project. Within it you will identify a theme/subject/issue relevant to your practice. The module will re-emphasise the importance of in-depth research, within which you will demonstrate originality, pro-activity and innovation. The context and parameters of this module will be defined by you, through negotiation and ongoing dialogue with your tutors.

Brief: Produce a self-initiated Major project brief and a research portfolio in response to your self-initiated Major project.

Requirements: • Negotiating the focus of your practice.

• Establishing a research strategy and methodology.

• Highlighting the opportunities presented, including any associated risks and ethical considerations.

• Synthesising all researching material to give direction and purpose to the major project.

• Defining and continuously reviewing/negotiating the intentions of the major project.

• Developing presentation strategies for the gathered research material.

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IDEA PROPOSAL I will be focusing my project upon the idea of mathematical education.

Maths is a subject that lots of people find difficult and this can lead to problems in later life when simple arithmetic skills are vital.

For target audience I would like to aim my project primarily at KS2 & 3 children (Ages 8-14) as these are the children I have most experience with. I would be specifically aim this at B, C1, C2 and D children on the NRS demographic scale. Those children who’s parents have enough income to afford technology such as smart phones and tablets but might not consider hiring a private tutor.

Preferably I would like to work with coding as this is an area I really enjoy working in. Also some form of infographic work and printed material really appeals as it’s always nice to have a physical output.

My main objectives are to create a series of educational materials across different media. I would like this to include print work such as posters, flash cards and worksheets. Some digital outcomes I would like to look at are animations, applications and websites.

I intend to achieve this through surveys and interviews as primary research; by looking for examples of maths representation and other educational examples using graphic design, current applications on the market and design and technology in the classroom as secondary research.

This topic interests me because after my degree I would go on to complete a PGCE.

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MULTIPLICATION COLOURING Whilst colouring by numbers is very common this is less so. In this book you have to solve questions in order to work out the correct colour. This is a great way of engaging children in mathematics whilst they’re doing something they love, colouring.

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snowflake

SNOW

Thompson Brand Partners is a branding agency based in Leeds. They created a digitally coded snowflake maker inspired by Wilson Bentley (story right). Two years ago, they sent out a series of Christmas decorations and ever since they’ve wanted to create a digital snow maker that goes some way towards replicating the natural processes that result in this unique phenomenon. This is a lovely idea and it becomes very addictive. The ‘build’ function adds crystals whilst the ‘melt’ function erase them and the ‘kaleidoscope’ function alters the design. You can also send them to your friends.

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PROCESSING

Processing is a programming language which works in conjunction with another company in order to control electronics. It was started by Casey Reas and Ben Fry both formerly of MIT. It is a tool to get non-programmers started and uses instant visual feedback as well as Java, which allows it to be universally used. Two of his books are available in the library ‘Processing: a programming handbook for visual designers and artists’ is about the basics of processing and how to get started where as ‘Visualizing data’ is more about the application of processing in the world of infographics. Left is an example which uses mouse tracking to create an image. Below is an example that attracts digital fish to your mouse clicks.

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GAMIFICATION

According to Google, Gamification is the application of typical elements of game playing (e.g. point scoring, competition with others, rules of play) to other areas of activity, typically as an online marketing technique to encourage engagement with a product or service. “gamification is exciting because it promises to make the hard stuff in life fun�

It is used in simple everyday things such as rewarding children for completing chores but you might not associate it with things such as reward points like nectar for visiting certain shops. One of the earliest examples of gamification was the use of frequent flyer miles by airlines and their customers. If anything self checkouts have become a type of gamification, whilst they can be extremely frustrating the use of them means people become more interactive when purchasing products and every time I use one a little part of me feels like a child playing shop.

The area I am interested in is the use of gamification within education. I am particularly interested in Duolingo.

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Duolingo

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DUOLINGO

Duolingo is a free online course that allows you to learn a language in a fun and structured environment. It began as a project to translate web pages and turned into an app with over 70 million users. Multiple choice questions, speaking translations into a microphone and typing in phrases accumulate into an engaging learning experience.

You also earn lingots (Duolingo’s virtual currency) which you can spend in their online store to purchase various ‘power-ups’ and additions to the course such as learning how to flirt in your desired language. There are fourteen languages available to English speaking users with an additional ten in the testing phase, including Klingon.

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INFOGRAPHICS

Information graphics or infographics are visual representations of data or information. They are often aesthetically pleasing. They go beyond your boring standard bar or pie chart to create something beautiful. They are perfect examples of how relatively uninteresting information can be made beautiful. Traditionally, public domain infographics such as those seen in newspapers etc. tend to flitter between the bog standard and the amazingly beautiful, if you know where to look, some really amazing examples can cross your path.

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On the previous page is the visualisation of tweets about weather compared to real weather data throughout the year.

Above is the social media patterns of a city for 72 hours depicted in a rosette style.

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Left is a more conventional infographic featuring the suggested wine choices for various foods.

Right is a representational poster of all the trips to the moon from 1958-1969.

The rings depict the kind of mission (rover, flyby etc.) whilst the symbols dictate their success and are accompanied with the date, name and country of the mission.

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We want a more permanent way to experience our photos and we want them to stand out, too. And that’s why we made Parabo.

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PARABO PRESS

Parabo Press is a free photo printing app for iOS and Android. Parabo is inspired by small batch printing techniques which means a wide range of outputs are available. From human-sizes black and white prints to accordion zines there are so many choices.

They are able to give you reasonably priced prints by supplementing it through selling reasonably priced display accessories, some of which were specifically designed for the service.

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WHAT REALLY KEEPS WOMEN OUT OF TECH?

Sapna Cheryan, a psychology professor at the University of Washington, has been studying why girls in high school are significantly less likely than boys to sign up for a class in computer science, or express interest in computer science as a career, and why female college students are four times less likely than men to major in computer science or engineering, even though they test extremely well in maths. Dr. Cheryan and her colleagues have found that female students are more interested in enrolling in a computer class if they are shown a classroom (whether virtual or real) decorated not with “Star Wars” posters, science-fiction books, computer parts and tech magazines, but with a more neutral decor — art and nature posters, coffee makers, plants and general-interest magazines.

The researchers also found that cultural stereotypes about computer scientists strongly influenced young women’s desire to take classes in the field. At a young age, girls already hold stereotypes of computer scientists as socially isolated young men whose genius is the result of genetics rather than hard work. Given that many girls are indoctrinated to believe that they should be feminine and modest about their abilities, as well as brought up to assume that girls are not innately gifted at science or math, it is not surprising that so few can see themselves as successful computer scientists. In another experiment, Dr. Cheryan and her colleagues arranged for female undergraduates to talk to an actor pretending to be a computer science major.

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If the actor wore a T-shirt that said “I CODE THEREFORE I AM” and claimed to enjoy video games, the students expressed less interest in studying computer science than if the actor wore a solid shirt and claimed to enjoy hanging out with friends — even if the T-shirt-clad actor was another woman. The percentage of women studying computer science actually has fallen since the 1980s. Dr. Cheryan theorizes that this decline might be partly attributable to the rise of pop-culture portrayals of scientists as white or Asian male geeks in movies and TV shows like “Revenge of the Nerds” and “The Big Bang Theory.” The media’s intense focus on start-up culture and male geniuses such as Steve Jobs and Bill Gates might also have inspired more young men than women to enter the field.

Men sometimes scoff that if young women let such nebulous factors deter them from careers in physics or computer science, the women are exercising their own free choice, and if girls were tough enough, such exaggerated stereotypes and feelings of discomfort wouldn’t discourage them.

To make computer science more attractive to women, we might help young women change how they think about themselves and what’s expected of them.

But we might also diversify the images of scientists they see in the media, along with the decor in the classrooms and offices in which they might want to study or work.

As Dr. Cheryan points out, stereotypes are only partly true, and women who actually take classes in computer science don’t hold the same prejudices as women who get their ideas from pop culture. At Harvey Mudd College, strategies such as creating separate introductory classes for students with no programming experience and renaming courses (“Introduction to programming in Java” became “Creative approaches to problem solving in science and engineering using Python”) led to an increase in the percentage of computer science majors who are female, from 10 to 40 percent, in four years.

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BRADIE PAGE

Here is the work from last year student Bradie Page and her educational final major project and words from her page of the dsply2015 website.

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Hello! I’m Bradie Page, I am an Illustrator and designer currently based in Leeds. I love to draw, my style as an illustrator combines classic hand drawn illustrations with digital colouring. I have always enjoyed illustrating for children, but after a brilliant year working with the Medical Illustration Department at the Leeds Teaching Hospitals on placement, I have specialised within the area of medical illustration. For my final major project I have taken my love of children’s illustrations and combined this with my new focus on medical illustration, creating an exciting project teaching anatomy to children in a fun and enlightening way.

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These simplistic posters perfectly fit the brief. They are easy to understand, yet extremely informative and are aesthetically pleasing. The fact that they also have a colour scheme running throughout is really nice.

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TATA&FRIENDS

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Spanish Studio Tata&Friends specialise in art direction, brand identity and editorial work.

They’ve illustrated a series of numbers and asked Cuadro Post to animate them. They say:

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Learning maths has always been a pain to us. There numbers represent the new tools for an outdated education system. Complex things can be learned faster is they are taught with stimulating and fun tools.

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These are really great, both in static and moving form. They’re intriguing and they would make great posters or as part of a larger educational video.

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ANTON EGOROV

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I’m fond of simple explanations of complicated things.

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Anton Egorov is a designer based in St Petersburg. He focuses on photo real information graphics and data visualisations as well as CGI for web, magazines and advertising.

He has worked for prestigious brands and agencies such as saatchi&saatchi and adobe and uses photo manipulations, compositing, matte painting, 3D tools and drawing in his work.

His work is extremely intricate and has exceptionally minute detail, a cross section of dirt becomes infinitely precise with the inclusion of roots and bulbs.

David McCandless

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DAVID McCANDLESS

David McCandless is a London-based author, writer and designer. He’s written for The Guardian, Wired and others. He’s currently working as an independent data journalist and information designer. His passion is visualising information with the minimum of words. He has a very distinct style that can’t be confused for anyone else. He loves pie, but hates pie-charts.

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David McCandless’ work is extremely informative yet maintains a simplicity. Whilst this means that most of his work contains block colours and the use of silhouettes this doesn’t matter as it makes the information easier to digest. They tend to be more information heavy than other people’s work but this doesn’t matter as it is always so beautifully presented. He certainly has a style, when you see a David McCandless work you instantly know it was him that designed it.

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MATH IS BEAUTIFUL Seth Mach is a visual designer and artist living in San Francisco. For a personal project, he created some hand drawn numbers and then digitised them.

I Love how these feather like numbers resemble old fashioned quills.

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WHAT SHOULD MATHS DO?

All subjects need to evoke intrigue in the learner in order to keep them engaged. I think this is especially prevalent in the teaching of mathematics since in its current form it is considered a very stale subject and children don’t seem to believe it has real world applications. My personal favourite example of this was when my A-level maths teacher was teaching us how to use integrations and Riemann sums to work out or approximate the area under a curve (as seen above). We then had to learn about the volume of revolutions.

If the area under the curve were rotated about the axis. Someone put their hand up and proclaimed it “ridiculous’ that we should have to learn this as it had no real world applications. The best the teacher could come up with was “you could use it to work out the volume of an irregularly shaped vase.” This met a wall of stony silence as I think the whole class contemplated not only in what situation that would be required and if so, why you wouldn’t just fill said vase with water then pour the water into a measuring jug.

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What was/is your favourite subject at school?

Did you like maths at school?

Whilst learning maths , did you think you would ever use it in life?

Do you think maths could have been more interesting?

SURVEY

As part of my research, a survey seemed like a sensible route to pursue.

Although the demographic of the participants are obviously skewed towards females of university age who like art. I think since everybody has studied maths at some point in their lives this doesn’t really matter.

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I decided to start off by asking the simple questions with regards to establish someones gender and age. Then going on to ask specific questions with regards to education, what their favourite subject was and why to establish how many people had maths as their favourite subject. Then depending on whether they said they liked maths or not I went on to ask why they did or didn’t like maths, if they thought it could have been made more interesting and how. Finally I asked if whilst they were learning maths if they thought they’d ever use it and whether now they were right or wrong. Once I received the responses I collated all the data and arranged them into simple easy to understand charts and graphs.

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What I have taken from all these results is the following: • People do tend to enjoy maths which is no doubt why it is the most popular A-Level • Even though people often say they will never use maths they inevitably do • Excluding ‘The Arts’ (due to responder bias) the sciences are the most popular subjects • Many people do think maths could be made more interesting despite others’ scepticism • People tend to enjoy maths because it is logical and there is a right answer • As well as this people seem to like maths when they think they’re good at it so confidence is key • People often blame the teacher when they don’t like the subject because they find lessons boring, difficult and unstimulating.

• To improve this people think an increased use of technology, real life applications and more fun, imaginative and engaging lessons are needed.

In summary, it would seem that people only like maths when they think they’re good at it, therefore I think it would be a good idea to create something that might boost their confidence. I also think examples of real life applications, increasing the role of technology in the classroom and making lessons more engaging would be great things to think about when continuing with my project.

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MATHEMATICAL DOMINOES At school, either in pairs or as a class we would play mathematics dominoes.

Each domino consisted of a maths question and an answer to a different question. The person who starts would read out the question on their card, then who ever had the answer would read that out and then the question on their card. This would go around until the person who had said the first question read out their answer and the cycle was complete. If in pairs, we would lay them out on the table like proper dominoes. It was so fun and got the whole class involved and engaged. Below is an example of some I found on a teachers resource website. Lots of these kinds of resources are very similar and definitely lack diversity.

These dominoes are your traditional laminated pieces of paper you’d expect to find in the classroom. I like the idea of creating something more substantial like the dominoes on the next page. They bring contemporary beauty to a traditional game.

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WOODEN DOMINOES

These dominoes were created by Canadian studio Atelier-D. They’re made in basic or deluxe version from either walnut or maple wood and each domino is hand varnished and sanded with sustainable products. Laser cutters are used to create the beautifully simple hexagonal design and then they’re placed in a simple drawstring bag with ‘Domino’ embossed on an attached leather label.

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Whilst I think they probably do increase student engagement I am rather sinical as to whether this is them enjoying playing on an iPad and whether the novelty will wear off. Whilst I also may wonder what their energy bill is like, I think some really interesting things can come out of the use of technology in the classroom.

TECHNOLOGY IN THE CLASSROOM

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Whilst iPads in the classroom are a common sight at most schools today, some schools take that a bit further. String Theory Charter Schools are a series of four school in Philadelphia. They work in conjunction with Apple products to create what they believe is the ultimate learning experience. They have gotten rid of textbooks in favour of teachers building their own curriculum’s in groups in iTunes U. They claim there has been improved engagement, huge test score improvements and that they save $100,000 each year in resources through not having to purchase your standard textbooks.

Educational apps

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ELEMENTS 4D

Elements 4D uses augmented reality to create an interactive experience. The accompanying blocks can either be printed off as a net and put together or purchased directly from the company in the form of wooden blocks. The app then uses your devices’ camera to detect which side of the block is being shown and then maps a 3D cube of that element onto the image of the cube.

On that AR cube appears the chemical symbol, it’s number on the periodic table and the element in it’s natural form. It gets better though because if two compatible blocks are brought together they form a new compound. So when the hydrogen and oxygen blocks are brought together water appears.

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DISNEY COLOURING BOOK

Disney have used augmented reality to create their own colouring book. The ‘pixels’ in the book convert to pixels on the screen and are mapped onto the character. Parts hidden in the colouring book (the back of the character for example) are filled in using a tool similar to Photoshop’s content aware fill. Whilst it is currently in testing it is only limited to 12 frames per second so can’t handle sudden movements but each character does have a little animation the elephant as seen below can dance. They are now taking this technology and applying it to audio and educational purposes.

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In our resolution, we will take pains to include helpful illustrations, catchy layouts, and educational methodology into each worksheet we craft. Ultimately, it’s not the worksheet that’s the problem. It’s the stultifying design and the over-dependence that we’re trying to dispel.

A YEAR WITHOUT WORKSHEETS 46

Most teachers’ curriculum relies on a textbook which either have worksheets in addition or as photocopiable pages within the book. This means teachers and students rely on regimented worksheets to guides them through prescribed problems. Whilst not all bad, worksheets insist on a one size fits all style of education which doesn’t work in practice. Bad worksheets ask nothing of the teacher. They require nothing more than the ability to make photocopies. It reduces the imagination that goes into a good lesson and completely removes the need for creativity and inspiration.

THE FOREST

In this advert from the U.S. Forest Service. A group of children are given fake virtual reality headsets and are told they are going to test “the most realistic video game in development”.

With the headsets on, the children are led into a wooded area to discover “The Forest”, a game in “HD” and that has “Surround Sound”. Upon removing the headset they discover they are actually in a forest and it is more beautiful, alive and changing than a digital game ever could be.

At the end of the video, a voiceover says, “Maybe imagination isn’t lost after all.

Maybe it’s just been playing hide-and-seek in a forest nearby.”

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DESIGNING FOR TOUCH

Here are interaction designer Josh Clark’s top tips when it comes to designing for mobile touch screens across different devices and operating systems.

Great mobile designs do more than shoehorn themselves into tiny screens: they make way for fingers and thumbs, accommodating the wayward taps of our clumsy digits. The physicality of hand held interfaces take designers beyond the conventions of visual and information design and into the territory of industrial design. With touch screens there are real ergonomics at stake. It’s not just how your pixels look, but how they feel in the hand.

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01. Rule of thumb Place primary tap targets in this thumb-thumping hot zone. When holding a phone in the right hand, for example, the thumb falls naturally in an arc at the bottom left corner of the screen. The screen-bottom rule of thumb, however, applies no matter what hand you use, and it gives you hints about how to organise the visual hierarchy of tap targets. Frequently used buttons should occupy the bottom of the screen for easy tapping, while other controls should be nudged out of harm’s way. It’s a convention in iOS, for example, to place Edit buttons at the top right, within easy view but just enough out of reach to make accidental changes less likely.

Sinking primary controls to screen bottom isn’t just a matter of thumb comfort, but also the simple fact that fingers obscure the screen. The bottom is where hovering hands are least likely to cover content. To keep content in clear view, position it above your app’s controls. This is a familiar, common-sense layout that applies to most physical devices: iPods, calculators, cell phones, bathroom scales, you name it. Content on top, controls on bottom.

02. I, Robot Stacking controls in a touch interface should always be avoided, especially at screen bottom. Unfortunately, that means Android apps should have their controls at the top of the screen to avoid crowding the system buttons. It’s not ideal: this puts navigation outside the thumb zone, and when you tap a button, the hand covers the entire screen. But it’s better than the alternative, which invites fat-finger errors. For Android, app navigation and controls should float to the top. This is the reverse of the convention for iPhone, where the Home button doesn’t create the same kind of competition as Android’s buttons. Compare the Foursquare app for Android, right, and for iPhone, to see the resulting difference. Web experiences should lead with content and limit primary navigation to screen bottom.

03. Tablets, take your corners The rule of thumb still applies to the iPad, except that the thumb zone is different because we hold it differently. The iPad grip depends on your stance. Standing up, you have to use two hands to tap away. Sitting at a table, you’re likely to prop it with one hand and tap with the other. Sitting in a chair, you tend to rest it in your lap and tap with the other hand. Lying down or reclining, you rest the thing on your stomach, propping it with one hand, tapping with the other.

Unlike phones, primary controls and buttons should typically go at the top of iPad apps. Specifically, they should stake out the top corners, where thumbs typically hover when you hold the iPad. Instapaper and Twitter for iPad show good placement. Avoid placing controls at the top centre, however, since that means your hand will cover the content when you use those buttons. Controls should never go immediately above the content they aim to affect, so nudging them to the corners is a useful pattern.

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04. The bottom line • The iPad’s top corners are ideal for navigation buttons and one-tap tools for actions like sharing, favouriting or deleting.

• The bottom of iPad apps is best for controls that browse or preview content in the canvas above.

05. Too big to fail If the way you hold the device dictates the place of controls, it’s your finger size that decides how big those controls should be. Touch designers need to make tap targets too big to fail, chunky targets that people can tap without an eye-crossing level of focus. Just how big is big enough when it comes to tap targets? Well, what’s the size of a fingertip? All the platforms offer guidance here, but as usual Apple is the most opinionated, insisting on what I consider the best guideline for all mobile platforms: make tap targets a minimum of 44 points, or about 1/4” or 7mm. For the web, a 44px minimum also works well.

When limited space puts the squeeze on tap targets, here’s the rule I’ve found works best: as long as a tap target is at least 44 points high or wide, you can squeeze the other dimension as small as 30 points if you really must. That means: the practical minimum size for any tap target is 44 x 30.

06. Don’t crowd me The closer you squeeze buttons together, the larger those buttons should be. Consider a pair of VoIP calling apps for iPhone, Skype and Call Global App. Both shoulder their keypad buttons close together, but they compensate by making them much larger than the 44x44 minimum. Despite their close proximity, the buttons remain easy to hit. Design with fat fingers in mind.

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AURASMA

Aurasma is an augmented reality platform created by the Cambridge software company Autonomy (now owned by Hewlett-Packard). It was first demonstrated in early 2011 and quickly took off. It is available for iPhone and Android and is able to recognise real world images on things such as posters and t shirts and overlay media on top of them with animation, videos, 3D models and web pages.

An example of this in action is when the app is held over the reverse of a £10 note a video is overlayed featuring the humming bird and Charles Darwin talking about Aurasma bringing the real and virtual worlds together. If you were to click on this video it leads you to the Darwin Centre web page of the Natural History Museum.

Another example is this Doctor Who t shirt. A stone arch is overlayed and a dark corridor in which a stone statue gradually sneaks up on you. Finally Budweiser worked with Aurasma so that when one of their promotional 2014 Football World Cup cans was hovered over with the app it turned into a trophy.

Whilst the quality of the graphics isn’t necessarily brilliant at the moment as it grows in popularity and applications I’m sure it will improve exponentially. This could have really interesting educational applications as children could become more interactive with their learning.

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Paper Samples: Moo Moo is an online print and design company specialising in creating beautiful, expertly crafted business stationery and promotional materials.

They’re main product is business cards which come in many varieties including business cards+.

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What are Business Cards+?

Good question! They’re MOO high quality printed Business Cards, embedded with an NFC chip that triggers digital Actions.

With one tap of a Business Card+ (against an NFC enabled device), you can display your chosen information – like your website, or online shop or downloadable app.

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Sophie and I ordered their sample pack to take a look at the different materials and applications available. It contains designs for a fictitious baking company and everything is beautiful.

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PAPER SAMPLES: FLYER ALARM Flyer Alarm is another online print company and we also received some samples from them. It came in the form of a little spiral bound book and featured varying weights and finishes of paper.

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We also ordered some papers from G.F Smith but sadly they never arrived.

SUMMARY I have learnt quite a lot from my research and it has certainly helped with my idea generation.

Educational design doesn’t have to turn away aesthetics in favour of information, it can easily have both as is prevelant in Bradie Paige, Anton Egorov and David McCandlesses’ work. It can be fun as seen with the multiplication colouring and can even give you rewards for learning evidenced by Duolingo. Learning can be simple, rewarding and engaging.

Information can be beautiful.

Everyone has easy access to great print and design facilities such as Moo and Parabo Press so it is easier than ever to incorporate your own ideas into designs and get it printed.

Maths doesn’t have to be scary is can be fun as shown by Thompson Brand Brothers and Tata&Friends. Resources don’t need to be laminated bits of paper, they can be amazing and tactile like the wooden dominoes.

When it comes to maths education people need a bit of a confidence boost and need to be assured that it is possible to be great at maths. Learning experiences need to be individul, creative, interactive, innovative and stimulating. Real life applications bring a sense of necessity to the subject and will help children understand how useful maths really is. A better use and understanding of technology is required in order to expand horizons and use it to it’s full potential, however going back to basics, as shown in ‘The Forest’, is fine too.

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PAPER SAMPLES

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100gsm Gloss Art Paper

135gsm Gloss Art Paper with UV Varnish

250gsm SilverstarŠ

260gsm Matt Plastic Film

290gsm Board With Metallic Effect

300gsm White Linen Paper

300gsm Matt Coated Paper With Flat Hot Foil Stamping Silver

300gsm Matt Coated Paper with Glossy Relief Varnish

300gsm Natural Off-White Paper

300gsm Matt Coated Paper with Glossy Laminating

300gsm Matt Coated Paper with Matt Laminating

390gsm Wood Pulp Board

120gsm Original Letterhead

130gsm Luxe Letterhead

200gsm Matte Square Flyer

200gsm Matte A6 Flyer

300gsm Gloss DL Flyer

350gsm Original Matte Postcard

350gsm Original Gloss Postcard

350gsm Original Gloss Business Card

400gsm Soft Touch Super Square Business Card with Gold Foil

400gsm Soft Touch Super Business Card Raised with Spot Gloss

600gsm Luxe Square Business Card

600gsm Letterpress Business Card

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