<![CDATA[EMMA COOKE - Year 2]]>Fri, 04 Feb 2022 23:35:42 +0000Weebly<![CDATA[GRAP5090 | Session 11: Academic Presentation and Havard Referencing]]>Tue, 04 May 2021 23:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-11-havard-referencing5 Essay Writing Tips

1) Use quality ingredients/sources
  • Books
  • Google Scholar 
  • Academic journals/magazines

2) Have something to say
  • You're academic voice; commentary, analysis, insights, with reasoning and examples, and expressed in formal, discipline-specific language
  • Critically evaluate a range of perspectives, perform your own analysis and make a judgement
  • Figure out what you want to say; shape the argument before you plan and write

3) Hone your structure
  • Introduction: 5-10; broad overview and key themes, and signpost how you will answer the question
  • Main body: chain of paragraphs, one main topic per paragraph, referring to literature throughout and linking between paragraphs for flow
  • Conclusion: 10-15%; summarise key points and offer final answer to the question (thesis)
  • Its easier to achieve a well structured review if you plan by mapping out your topic, fleshing it out with quotes and covert it into a bullet-point draft

4) Draft then redraft 
  • Draft, review, edit
  • editing content: answering the brief, using theory throughout, depth over breadth; structure: logical flow of points/topics, paragraphs well formed, coherent intro and conclusion; clarity: being specific, giving detail where needed, concise clear sentences
  • paragraph structure: point, evidence (expand, refer to literature through quotes/paraphrase), explain (offer commentary and critique, contextualise within your discussion, link last sentence to overall discussion and bridge to the next one)

5) Polish your tone
  • Tackle your tone in the second draft when you edit
  • Build a list of key vocabulary from the lectures
  • Avoid the use of first and second person 
  • Aim for the style you see in readings 
  • Use the Academic Phrasebank 

Referencing

​You must reference whenever you directly quote from a source, paraphrase from a source and refer to a visual source. After the main body (images embedded, labelled with creator, year and title), comes the reference list (text-based sources, alphabetical by surname), and then image list (references for images used).

In-Text Reference or Citation
  • Inserted into the main body of the essay 
  • Signposts reader to the End-Text reference
  • (Mayra, 2008, p.76)
  • Surname only or organisation if no author; include page number for quotes from books; either before or after the citation

Paraphrasing
  • Taking the idea of an author and re-phrasing it in your own words, demonstrating an understanding and interpretation of the concepts
  • (Stewart, 2020)

In-Text Images
  • Directs the reader to the image using the notation (Fig. xx) or (Illus. xx)
  • Images should have a caption/citation e.g. Fig 1 Diane Arbus (1974) Xmas tree in a living room [Photograph]

Bibliography 
  • ​Every cited source plus additional reading 
  • Listed alphabetically by surname or organisation 
  • No numbers, no lists by source type
  • Books: Cobley, P. (2014) Narrative. 2nd End, London: Routledge.
  • Edited books: Danesi, M. (2010) 'Semiotics of media and culture' in Cobley, P. (ed.) The Routledge Companion to Semiotics. London: Routledge. pp.xx-xx.
  • Journal articles: Conway, S. and Elphinstone, B. (2013) 'Towards game world studies', Journal of Gaming and Virtual Worlds, 11 (3), pp.547-560.
  • Websites: Grinnell College (2020), Subcultures and Sociology. Available at https:// (Accessed: 4 May 2021)
  • Images from a website: Fig. 1 Arbus, D. (1974) Xmas tree in a living room [Photograph] Available at: http:// (Accessed: 14 October 2018)
  • Images from a book: Fig. 1 Arbus, D. (1974) Xmas tree in a living room [Photograph] in San Francisco Museum of Modern Art (2003) Diane Arbus: revelations. London: Jonathon Cape p.43

My essay writing skills are currently quite rough due to the fact I haven't had to write one in about five years. My initial thoughts as to my writing process is to do the reading, take down notes and quotations, write a brief essay plan, use point, evidence, explain to write my paragraphs and then read it over and make improvements as many times as necessary. 
Aspects of academic writing I would like to improve is my understanding and use of proper language which I will try and develop using any vocabulary used in the lectures as well as the Academic Phrasebank suggested.
I think that writing this essay will help me to develop the skills needed for next years dissertation because it is sort of like a practice run and I can hopefully get to grips with not only using the special language and referencing properly but also sourcing the relevant academic material and actually understanding it enough to paraphrase it.

Notes:
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<![CDATA[GRAP5090 | Session 10: The Research Journey]]>Tue, 27 Apr 2021 23:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-10-the-research-journeyWhat Does Research Mean?

Research seeks the answer to a question or a solution to a problem; it is rooted in theory, and contributes to the existing body of knowledge on a topic. Researching can be carried out through many methods such as interviews and focus groups, surveys, secondary literature, observation and diaries, visual methods and practice-based research. 

The research cycle consists of starting with a problem/idea which generates a research question, defines the research methodology, finds a research outcome and solves the problem/idea.

1. Initial ideas
  • manageable; within the given word count and considers time restrictions
  • original; sheds new light or provides new insights and avoids well-trodden routes
  • relevant; within the field of graphic design, and furthers study or career

2. Framing a question
  • research isn't a vernal exploration of. subject area
  • focused inquiry on a particular aspect or angle
  • locates a specific question about the topic within your research territory to frame the focus of the research
  • considers preliminary reading, takes a fresh angle and keeps the scope narrow

3. Review the literature (books/journal articles)
  • what has been written about the topic to date? 
  • what are the relevant theoretical frameworks?
  • what are the key texts or studies in that field?
  • what methods have been used?

4.Choose your method 
  • the choice of method must fit the research question
  • how well does it measure what its meant to?
  • must. be appropriate to the scale of the project

Three Key Methodologies

Visual
  • study of media and artefacts
  • deconstruction and evaluation of films, comics and graphic novels, games, adverts, or any other visual artefact using theory to frame analysis
  • applying theory is a bit like applying a filter (e.g. feminism, semiotics, narratology)
  • enables deconstruction of visual artefact

Social science
  • approaches used in sociology, cultural studies, psychology etc to understand humans and their interactions
  • quantitative (surveys, counts, questionnaires, represents the whole of target population, roots in sciences, good for snapshots/trends, but cant answer how or why)
  • qualitative (interviews, focus groups, conversations, diaries, deeper insight, recognises complexity of humans in cultures and wider society, values individual perspectives, good for asking how or why, but difficult to generalise)

Practice-based
  • based in the processes of field 
  • the research method is creative practice itself (e.g. critical self-reflection)

Below is an example of a research/topic question with my ideas for methods or approaches that could be used to research it:
Researching the history of the various tools would give a good base to work off to begin the essay, introducing the reader to why they were created in the first place and the intended uses. Getting the opinions of various designers would also inform me as to what they believe are the best tools and whether the tools produce different effects. ​I also believe conducting a practices-based experiment would be highly informative as it would give a working example of not only how the tools are used by different designers but also how those choices might be effected by the designers age, background, design style, and maybe even if it is influenced by the way they where taught design in school. In addition it would show the differences between them based on the outcomes of the brief; whether one method produces a better result than the other. 

Sources:

  • Gray,C. and Malins, J. Visualizing research: A guide to the research process in art and design (pages 9-16)

Notes:
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<![CDATA[GRAP5090 | Session 9: The Critical Designer]]>Tue, 20 Apr 2021 23:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-9-the-critical-designerThe Role and Value of Research 

Research is the search for, and systematic advancement of, knowledge and is an integral part of creative and professional practice. Becoming a critical practitioner means being able to design effective research strategies.

Primary Methods

This method involves carrying out research yourself in the studio or out in the field. Practice led research refers to where knowledge emerges through a cycle of activity and reflection and where theories, issues and interest are investigated by the production of creative works. Approaches may include:

  • mapping
  • experimentation with materials and processes
  • sketchbook or blog-based investigation
  • formal analysis and/or application of theory
  • adapted social-science methods (e.g interviews)

Secondary Methods

This refers to reading and analysing existing published sources, such as:
  • theoretical frameworks or fields of research
  • reading list/locating key texts on your subject
  • literature review and comparison between sources
  • finding useful case studies

Remaking Theory, Rethinking Practice

In Andrew Blauvelts book, 'Remaking Theory, Rethinking Practice', the Japanese-American curator highlights common criticisms against the use of theory. He argues 'overintellectualization' disrupts the artists natural intuition because it's too abstract and vague; theory does not respond to the realities of studio practice, or the commercial world. 
​He also proposes that the 'impasse between theory and design must be bridged' and argues that design is a form of 'social practice', and 'thinking' and 'doing' are two sides of the same coin symbiotically linked. Theory is designed and therefore able to be shaped and used in a creative practice.
He then turns the argument on its head - 'it is important to recognise that design no matter how it is practiced, fashions its own theories about making that help give it meaning, significance, and legitimacy'. He then goes on to argue that theory is designed and is therefore able to be shaped and used in creative practice.
Blauvelts final point refers to rethinking practice within a theoretical framework - 'theory provides the basis with which to ask questions not only about work, but also through work. And if nothing else, what design lacks in terms of interesting work these days is not necessarily more visual variety, but rather more provocative questions and polemical answers'.

Theory is relevant and useful because it is important to place yourself as a creative and your practice within a broader cultural context. It is also useful in developing a visual literacy and understand how your work is read and understood by the audience.
In addition, theory helps inform your creative practice, to create more insightful and impactful work, as well as helps you design effective research strategies to address a variety of creative briefs. It also encourages lateral thinking, which is important in an ever changing and complex cultural landscape.

I found Blauvelts writing to be quite hard to understand but I've highlighted below areas of the text that stood out to me.

Sources:
  • Bestley, R and Noble, I. Visual Research: An Introduction to Research Methods in Graphic Design (pages 7-240)
  • Blauvelt, A. Remaking Theory, Rethinking Practice in Heller. S. Education of a Graphic Designer (pages 71-77)

Notes:
*no notes due to being absent at the lecture
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<![CDATA[GRAP5090 | Session 8: Post-Modernity and Visual Culture]]>Tue, 13 Apr 2021 23:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-8-post-modernity-and-visual-cultureDefining Post-Modernism

Modernism dates back roughly 100 years, from mid 19th century Europe to late 1970s America. It refers to a sustained period of innovation in the arts, linked to changes in industrial practices, science and media, and overarching political and power constructs such as socialism, communism, fascism, capitalism etc. Key themes of modernism include rationalism, technological determinism over culture, belief in grand narratives and foregrounding of high culture.
Post-modernism is a contested term that roughly dates back to the 1980s to present day, and describes the time we are currently living through. Seductive, fashionable, but disputed and elusive, there is a lack of consensus on its meaning or application because the term is still in the process of being defined.

After-Modernism

'After modernism' argues that modernism has run its course; a complete knowledge and history has been surpassed by a new age so there's nothing left to be modernised. From the 1980s onwards there is increased globalisation activity and a rise in new media/post internet culture. The story has gone because there is no more grand or meta narrative and there is historical fragmentation and disruption of order. The grand narratives have been replaced by localised or individual 'micro-narratives' and technology allows for experimentation with identity and personal narrative. There are also post-truth perspectives and this culture refers to a distrust in fact/expert opinion. Truth is relative, contested, not absolute; replaced by authenticity.

Anti-Modernism

'Anti-modernism' is a complex reaction to the failures of modernism and is anti-foundational; rejection of rationalism, truths, certainties, doctrines and unstable belief systems. There is no universal truth or philosophy. It questions the 'ideological bias' of all history and knowledge, showing scepticism towards the grand political schemes of modernism. Some anti-modernism examples include contradictory attitudes to modern media (fake news), feminist anti 'patriarchal' perspectives, and no more rules/subversion of modernist ideals.

Hyper-Modernism

'Hyper-modernism' refers to modernism as an incomplete project, cyclical, in tandem with post-modernity. In relation to new media technologies it presents technological acceleration, cyber culture and the ideological new, and post-internet acceleration of cultural hybridity.

Visual Culture

Features of post modernity include:

Merging of high and low cultural forms 
Refers to high culture as having depth, high value, is spiritual, elitist, long lasting, serious, unique and politically motivated; low culture is at the surface, has low value, is commercial, popular, transient, gimmicky, mass produced and politically influenced.

Mutations in public space 
​Refers to urban or fantasy architectural spaces; sampling of different period styles, reflecting global/cultural hybridity, hyper-reality and nostalgia culture.

The unstable image
Can refer to the semiotic overload of the hyper-real: proliferation of image signs where we can only read their representations and not their meaning; we can no longer trust images as true representations of reality. The order of the Simulacra refers to the degradation and includes 4 stages representing image-signs:
Stage 1) Reflection of basic reality
Stage 2) Masks and perverts a basic reality
Stage 3) Makes the absence of a basic reality
Stage 4) Bears no relation to any reality whatsoever
Other examples include bricolage, parody and pastiche, intertextuality and double coding, and hybrid genres and use of irony.

Society of the spectacle 
Refers to mediation; life lived on and through a screen and that complexity is the new reality with multi-modal narratives.

What Are You Looking At?

Below I have annotated and highlighted a chapter of the book by former director of London’s Tate Gallery, Will Gompert, looking at 150 years of modern art. 
In summary, the text illustrates some examples of post-modernity. It explains how 'postmodernism can be pretty much anything you want it to be', which is both a blessing and a curse. It can be seen to be a mix of 'bits and pieces of what had gone before, from previous movements and ideas'.
​One graphic designer Gompert references to is the work of Barbara Kruger, who merged her own 'brand identity' of personal pronouns, bold lettering and halftone images with red lettering, an reference to Rodchenkos Constructivist posters, and the Bauhaus font, Futura, always in italic, to acknowledge the Futurists. She mimics the the commercial methods of advertising posters to 'question the commercial practices of the art world', suggesting themes of postmodernity such as 'authorship, authenticity, reproduction and identity'.

Sources:

  • Sarup, M. Post Structuralism & Post Modernism (pages 129-160)
  • Savage, J. The Age of Plunder article from Looking Closer 3 (pages 267-272)
  • Gompertz, W. What Are You Looking At (pages 350-365)
  • Routledge Companion to Post-Modernism (pages 3-24)
  • Poyner, R. No More Rules (pages 8-17)

Notes:
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<![CDATA[GRAP5080 | Project 3: Information is Beautiful]]>Mon, 22 Mar 2021 00:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5080-project-3-information-is-beautifulBrief

For our final project of the year, we had to design an infographic on a subject of our choice, by assembling data and presenting it in an engaging and informative way.

Research

​I began by doing some general research on some examples of existing infographics to inspire me. I particularly liked the designs with bright colours, vector style illustrations and ones in a long portrait format so more information can be included. I also watched the LinkedIn course we were linked to on Blackboard to understand more about the process. 
​I then began thinking about topics I was interested in and that would have good statistics t include in my infographic. Some of my interests I thought could work include, veganism, animal testing, space, 'Zelda', plants, Harry Potter, and mental health.
I eventually decided on researching about animal agriculture, a topic I'm passionate about. I have been following a vegan diet myself for the last five years after discovering many shocking facts about what really goes on in the world of mass animal farming; how cruel it is, and how it effects your health and the environment. 

Animal Agriculture Research
  • 79 million vegans in 2021 (population of 7.9 billion) ​​
  • If the world went plant based:
  • save 8 million human lives by 2050 (reduction of red meat consumption and increased fruit and vegetable intake)
  • reduce greenhouse gas emissions from agriculture by two thirds
  • lead to healthcare-related savings and avoided climate damages of $1.5 trillion ​(US)
  • Each day, a person who eats a vegan diet saves 1,100 gallons of water, 45 pounds of grain, 30 sq ft of forested land, 20 lbs CO2 equivalent, and one animal’s life​ 
  • If the UK population was killed at the rate farmed animals are killed around the world, it would end in just 11 hours
  • 70 billion farmed animals are reared annually worldwide; more than 6 million animals are killed for food every hour
  • Over a billion farmed animals in Britain are killed each year in slaughterhouses
  • Over 10 million pigs, 15 million sheep, 14 million turkeys, 15 million ducks and geese, 982 million broiler chickens, 50 million 'spent hens', 2.6 million cattle, 4.5 billion fish and 2.6 billion shellfish are killed in the UK each year - over 8 billion animals
  • Since 1970, the collective weight of free living animals has declined 82%. Instead, a small number of farmed animals (mainly cows and pigs) dominate the global biomass. They account for 60% of mammal species by mass, 36% goes to humans, and just 4% are free living animals

Effects of animal agriculture on the environment:
  • Animal agriculture is responsible for 18 percent of greenhouse gas emissions, more than the combined exhaust from all transportation 
  • Livestock and their byproducts account for at least 32,000 million tons of carbon dioxide (CO2) per year, or 51% of all worldwide greenhouse gas emissions
  • Livestock is responsible for 65% of all human-related emissions of nitrous oxide – a greenhouse gas with 296 times the global warming potential of carbon dioxide, and which stays in the atmosphere for 150 years
  • Cows produce 150 billion gallons of methane per day
  • A farm with 2,500 dairy cows produces the same amount of waste as a city of 411,000 people
 
  • Animal agriculture water consumption ranges from 34-76 trillion gallons annually ​
  • 2,500 gallons of water are needed to produce 1 pound of beef
  • 477 gallons of water are required to produce 1lb. of eggs 
  • ​Almost 900 gallons of water are needed for 1lb. of cheese
  • 1,000 gallons of water are required to produce 1 gallon of milk
 
  • 3/4 of the world’s fisheries are exploited or depleted
  • We could see fishless oceans by 2048
  • As many as 2.7 trillion animals are pulled from the ocean each year
  • Scientists estimate as many as 650,000 whales, dolphins and seals are killed every year by fishing vessels
  • 40-50 million sharks killed in fishing lines and nets
 
  • Livestock or livestock feed occupies 1/3 of the earth’s ice-free land
  • Livestock itself covers 45% of the earth’s total land
  • Animal agriculture is responsible for up to 91% of Amazon destruction
  • 1-2 acres of rainforest are cleared every second
  • 1,100 land activists have been killed in Brazil in the past 20 years
 
  • We are currently growing enough food to feed 10 billion people (7.9 billion in the world currently)
  • Worldwide, at least 50% of grain is fed to livestock
  • 82% of starving children live in countries where food is fed to animals, and the animals are eaten by western countries
Initial Ideas

After doing some research, I began sketching some initial ideas to visually show the data I found; using related objects and cutting them up to show percentages and numbers, using illustrations to represent statistics, etc.
I then tried to sketch out some possible layouts/wireframes to explore how the data could be arranged. My idea is to have a section for each sub-topic; animals killed/percentage of meat eaters vs non meat-eaters, water usage, pollution, land usage and possibly also a section on fishing, so its easier to digest. I thought a long portrait format would help organise the sub-topics in an order but I also thought a landscape poster would work well, possibly as a double-page spread in a vegan lifestyle magazine to give it more context. For example, it could have a main illustration (maybe a map) in the centre, then little graphics and graphs surrounding, or the sections in blocks of colour.
I then looked for some inspiration, specifically for the styling of the infographics illustrations. I wanted it to be digitally drawn with a vectorised feel but look slightly more organic with more texture. I was inspired by how some of the images below were just simply hand-drawn style line art, and even the more detailed illustrations being still very minimal. 
I then thought about colour combinations that I could experiment with; lots of green, blue and orange to represent the environmental theme. I also looked into typefaces. I really like the more handwritten, organic style shown in some of the above posters, but also thought a more simple, serif font would pair nicely with the illustrations and be more eligible. I wanted the whole design to look friendly so that the theme of the infographic didn't make the viewer feel like they were being made to feel bad or being shouted at for contributing to the issues.
Development

Here I started to experiment a little with the styling, using my original sketches and recreating them digitally, first in a simple flat vector style, then trying to add some texture and shading.
I then began experimenting a little with pairing the initial illustrations with the typography to see how it could be laid out. I thought the more sketchy typeface went pretty well with the more vectorised, flat visuals but I also wanted to flip this around and do the opposite; going back to my original pen and paper sketches and pair those with a simple, sans serif font.
I then began trying to develop the whole layout of the magazine spread. Many of the illustrations I tweaked or drew from scratch as I was going so that they would fit perfectly into the spaces and make the whole page flow properly. After a lot of experimenting with type choice, I settled on 'DIN' and 'Palatino', which both had a good range of different weights for variation. I liked how the styling developed into a sort of newspaper style.
Here are the final illustrations for my infographic data visuals. I tried to keep the hand drawn feel, using a textured digital brush on Procreate and used a friendly looking colour palette.
Final Piece

Here is my final design, all mocked up as well as some close ups. Im actually quite happy with how it turned out; I think I managed to keep the charm of my original sketches with the hand drawn, contemporary vibe, even though its a lot different to how I originally envisioned. I did consider changing the bold type to a colour other than black to make it pop more but I felt like there would either be too many colours or the balance would be off so I kept it black.

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<![CDATA[GRAP5090 | Session 7: Global Culture and Ethical Design]]>Wed, 17 Mar 2021 00:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-7-global-culture-and-ethical-designThe Global Village and Trade Without Borders

Globalisation contains two interlinking themes, one of which is the 'global village', the occurrence of the world being connected by means of communication such as the internet. It is thought that this community share a common destiny, containing a mix of local/indigenous culture with global influences. There is also a disproportionate effect of one culture over another, and an economic and technological impact on community relations due to it being a post-traditional community. 

Traditional communities tend to have a sense of roots, belonging, and historical ties, and have fixed local work patterns. They also usually contain a fixed spatial environment of private and public spaces, shared rituals such as celebrations and community events, and a respect for community hierarchy. 
In post-traditional communities, people move around more frequently, either for work or leisure, through the generations. The spatial environment changes to accommodate socio-economic change, and the internet creates a growth of online virtual communities.

Growth in global economies trace back to the 1980s, showing movement in the west from manufacturing to service based, and a collapse of institutional barriers to trade and rise of global brands.

Global Corporations

The Canadian author, social activist, and filmmaker, Naomi Klein, argues that this growth marked the movement from production to branding. Corporations are immortal, accumulating power, wealth and influence, as well as able to change their operation quickly. They are also aggressively competitive, driven by profit and growth and can change their ideology to suit location. 
A corporate brand is a signifier of image, lifestyle, attitude and myth; it includes a designed identity and logotype that is spread via methods such as advertising, celebrity endorsement and product placement.

​The growth of high concept advertising means there's an absence of product and the production process is hidden from view; its not part of the brands construction. The manufacturing process is outsourced, usually from parts of the developing world such as Indonesia, Korea, etc, to minimise labour costs.


​Ethical Design

The anti-corporate movement has been growing since the early 1990s, creating an increase in politicisation, awareness and anti-consumerism. The use of social media creates subcultures and community forums in cyberspace where design is used as a weapon of propaganda, subversion and culture jamming. Some creative resistance strategies include brandalism, detournement (hacking), subvertising, pranksters and interventions, urban environmentalists, virtual communities, and ethical and sustainable design/art practice.
The 'First Things First' 2000 manifesto is a rewrite of the 1964 FTF document, redesigned for a global/corporate age and signed up to by leading designers/artists; design as a weapon for social change. A designers ethical code expresses how responsible you feel you are for the work you put out into the world and how far you should be guided by your conscience as a creative. 

There are many artists and designers who take a strong ethical and/or political stance in their work, one of which is Jessica Walsh, who alongside Stefan Sagmeister, illustrated 40 pins consisting of designs that protest Donald Trump and instead encourage Americans to vote for Hilary Clinton. The idea behind this project came from the popularity of pins among young people and it was thought that it could inspire them to register to vote. It was discovered that in the 2012 election, only 26% of millennial voted, meaning 48 million votes were lost. The designs 'promote love, tolerance and kindness' and encourage voters to 'wear their heart and politics on their sleeves'.
Another artist who takes a strong ethical stance in their work is Benjamin Von Wong, a Canadian artist, activist, and photographer famous for his 'environmental art installations and hyper-realist art style'. His photography 'combines everyday objects with shocking statistics'  to create awareness on plastics, electronic waste and fashion pollution.
There are also many well known graphic designers with strong opinions on ethics/politics, one of which is Milton Glaser. He originally intended to be as professional as he could, but later made the realisation that graphic design is essentially unprofessional; "what is required in our field, more than anything else, is continuous transgression. Professionalism does not allow for that because transgression has to encompass the possibility of failure". In other words, designers can not be sure that their ideas will be successful. 
Herb Lubalin is another American designer with strong ethics; he quit working for a successful agency to set up his own design studio as he didn't like the idea of selling people things they didn't need.

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<![CDATA[GRAP5090 | Session 6: Gender and Identity]]>Wed, 10 Mar 2021 00:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-6-gender-and-identityDefining Gender

'Sex' refers to the biological differences between men and women, whereas 'gender' refers to the cultural roles of masculinity and femininity; they are social constructs. Definitions of gender are specific to time and place and roles change over time to reflect broader social change within media and wider visual culture. Non-binary is a spectrum of identities, and transgender suggests that gender identity does not correspond with a persons birth sex.

The Male Gaze - Laura Mulvey

In this essay, man is said to make themselves better than by making woman lesser than. The male gaze refers to the act of representing women in media from a male point of view, reducing them to objects of male pleasure. The British feminist film theorist, Laura Mulvey pointed to three perspectives; the man behind the camera, the characters in the film and the male viewer. Therefore, women are presented in a way that depicts them as being passive and observed and the men as the active observers; the male gaze projects its fantasy on the female figure. Pleasure from film comes from 'using another person as an object of sexual stimulation through sight', and/or identifying with the image seen, developed through narcissism and composition of the ego. The woman's function is as an 'erotic object for the characters within the screen story, and as an erotic object for the spectator' watching.

Whereas I do agree that in the past these ideas of sexual objectification were very obviously portrayed in the media, I feel a lot has changed since then; we now see a lot more powerful female leading roles in todays movie scene, where they are not as sexualised, but there is still a lot of room for improvement regarding equal portrayal of males and females.


The Power Dynamic

Gender roles suggests that men inhabit the world of paid work whilst women inhabit the world of the home, and are rarely shown in positions of power in the workplace. Men are displayed as active, forceful, reserved and alert whilst women as seen as passive, emotional and tactile; the 'feminine touch'.

Analysing Style Magazines

It is questionable that magazines accurately reflect real men and women and could actually be promoting myths about femininity and masculinity. They occupy the world of leisure/pleasure, selling a future happier self, potentially linking the consumption of content with gender identity. Bignal argues that style magazines amplify differences between masculinity and femininity and draw upon familiar cultural codes.
Mens style magazines seem to be firmly heterosexual in their content, reinforcing outdated, misogynistic ideologies of a society in which men hold all the power. They tend to use unrealistic male role models such as above, suggesting a more serious tone, in conjunction with the article titles and colour palette. 
​This contrasts to women style magazines which tend to link femininity with consumerism and regularly depict different viewpoints on things such as a woman's body image. The above example depicts a posed, airbrushed celebrity; the 'feminine touch', with articles mainly related to fashion, beauty and sex, suggesting women are self-obsessed and superficial. 

Sources:

  • Gauntlett, D. Media, Gender & Identity (pages 2-15)
  • Mulvey, L. Visual Pleasure & Narrative Cinema (pages 9-20)
  • Neale, S. Masculinity as Spectacle (pages 833-844)

Notes:
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<![CDATA[GRAP5090 | Session 5: Subculture and Style]]>Wed, 03 Mar 2021 00:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-5-subculture-and-styleWhat is Subculture?

Subculture goes back to the 1800s and early studies refer to it as as deviant groups or urban underclass. It is also associated with post 1945 youth subcultures, defined as a 'group' who rebel against the mainstream; their beliefs don't always align with those of wider culture.
Mainstream culture is the organisation of a society into hierarchical structures shaped by politics, media, social and corporate interests and reflects the interests of powerful social groups which can only operate through agreement/consensus. "A subculture...signals a breakdown of consensus" as it involves a refusal to participate and desire to disrupt elements in mainstream culture (Hebdige). According to Ross Haenfler, those within a subculture share an identity and see themselves different to others, and 'many subcultures feature connections to particular music styles and fashions. Both serve as vehicles of self-expression and collective opposition'.

'New Age' Subculture


One example of a subculture is 'New Age', consisting of groups that share enthusiasm for creation of a new era full of harmony and enlightenment. They believe that a heightened spiritual consciousness and social/personal transformation can eradicate hunger, sickness, poverty, racism, sexism and war.The movement grew popular during the 1970s and 1980s through the teaching of people such as David Pangler, an American spiritual philosopher and self-described "practical mystic", and originates from ideas such as Hinduism and Buddhism.
Those a part of the new age subculture practice physic readings, tarot cards, yoga, mediation, astrology, reincarnation, crystal healing, natural healing and traditional medicines such as acupuncture, herbal therapy, natural foods. A lot of the music in this genre is instrumental and electronic, creating visions of a better future and world; celestial and ambient. Style usually includes long hair and dreadlocks but also short and brightly dyed with bright eccentric clothing such as Indian pyjamas panned and nomad tops.

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<![CDATA[GRAP5090 | Session 4: The Graphic Code of Comic Books]]>Wed, 24 Feb 2021 00:00:00 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-4-the-graphic-code-of-comic-booksComic books consist of a set of unique graphic signs that artists use to tell a story, and these are easily accepted and understood by most readers. They consist of gutters, panels, speech bubbles, sound effects, symbolic icons and character abstraction. McCloud believed more abstract, the more the reader projects their own persona onto the character. 

Encoding and Decoding

Encoding involves cognitive reasoning in the selection, arrangement and layout of textual and visual elements that comprise the narrative. Decoding relies on the reader to read and understand the connections between textual and visual information and follow the actions from one panel and another. 

In a comic book, past, present and future is shown at the same time and occupies the same space. This can cause erratic eye movement because the reader has to constantly transfers and rewind across the page. Various 'reader control' strategies are used by seasoned comic strip artists to avoid this, such as page layout, strip ellipses, panel co-ordinates, page breaks/cliffhangers, negative space, reader closure and transition types.

Control Strategies

Page Layout
The pages skeleton or multi-frame of a page; they encourage an appreciation of the creative process. The page can be approached by the level of the page, strip and panel.

Panel Co-ordinates
A panel has relation to the panels next to it as well as others in the multi-frame. Significant coordinates on the page include entry/exit and centre and are used to punctuate he narrative over a number of pages.

Negative Space
The drawn page only represents a portion of the stories content; the negative space in the margins and gutters functions as a surrogate for the omitted parts of the story. The reader has to use their imagination.

Transition Types
Scott McCloud suggests six transition types used in comic strips:
  1. ​Moment to moment (small lapses in time; little closure needed)
  2. Action to action (different actions/same scene; some closure needed)
  3. Subject to subject (different subjects/same scene or idea; needs more reader involvement)
  4. Scene to scene (changes geographic location/significant movement of time/space; deductive reasoning needed)
  5. Aspect to aspect (scene setting/no apparent shift in time; shows different aspects of the same scene)
  6. Non-sequitur (no logical relationship between panels)
I decided to look into the Canadian comic book artist Fiona Staples. She's best known for the comic book series 'Saga' but is also illustrated comics such as 'North 40', 'DV8: Gods and Monsters', 'T.H.U.N.D.E.R. Agents' and 'Archie', from which she has won many awards. Born in Calgary, Alberta, she attended the Alberta Collage of Art and Design. 
'Saga' is a fantasy comic book series written by Brain K, Vaughan and is about a husband and wife from two different worlds at war with each other. The story is occasionally narrated by their adult daughter who is born at the beginning of the series; it depicts the couple trying to flee from the authorities during the galactic war, while caring for their new born baby.
The above scene is from the second book in the 'Saga' series and shows an alien family spending time at the beach. I annotated on the pages what transition types I think were used by Staples to illustrate the scene. I believe the anchorage is interdependent as the words and images work together whilst contributing information separately.

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<![CDATA[GRAP5090 | Session 3: Decoding Advertising]]>Tue, 16 Feb 2021 17:47:22 GMThttp://emmacookedesigns.grillust.uk/year-2/grap5090-session-3-decoding-advertisingPicture
Advertising and Myth

Advertisements have currency; they are of the now and are particular to time and place. They reflect the current political/social ideals and cultural trends. Adverts reinforce particular cultural 'myths' presented as natural but represent a cultural norm or ideology.
For example, adverts showing family units, such as the shown late 50s American advertisement, represent cultural norms and ways of behaviour; typical mother, father and kids living the American dream. Other ads might show a representation of gender, class and ethnicity and reinforce attitudes towards consumerism and status. Adverts reflect a target customer and aspire to plant the 'seed of need' without showing production or economic structure.

Magazine Advertisments

​The advertising business is highly professional and competitive; a lot of money is spent on advertising and constructing brand identities in the service sector. Those who work in the industry are usually very creative and well educated, and aware of current cultural trends as well as the use of semiotics to convey messages (there is even a British advertising agency called 'Semiotic Solutions').
Magazine adverts are relatively self contained and the product is differentiated for a target audience. The use of encoding presents a constructed message to the viewer and the meaning of ads are designed to shape our experience of reality.

Barthes argues that magazine ads are a mix of linguistic and image signs that form these messages, and close analysis reveals any myths contained. These linguistic and iconic signs at first sight indicate the things the image represents but these signs also have connotations that come from our culture.

In his book 'Image, Music, Text', Barthes analysis's the French magazine ad for 'Panzani'. The ad has non-coded linguistic messages such as the labels on the produce, 'Panzani', and the tagline below, 'the luxury of Italy') in the French language. These both have a connotation of 'Italianicity', giving the message that it is a French advert for an Italian food company. The word 'luxury' also suggests it is a high quality brand and a knowledge of the French language is needed suggesting the target audience is French middle class.
The image in the advertisement denotes a photograph of an half-opened bag of produce spilling out, with red, green and white colours. The food stuff, such as the tomatoes, denotes a non coded, literal signification of a tomato; the signifier and signified is essentially the same. The half opened bag creates connotations of abundance and a 'return from the market'; this requires an understanding of what a shopping bag represents and 'local shopping culture'. The collection of objects suggests a total culinary service and creates a link between the factory produce and the organic/natural produce. Both the types of produce and colours used signifies 'Italianicity' as they represent the Italian flag, and the composed photograph is reminiscent of a still-life painting; a work of art.
Overall the advertisement sends the coded message that Panzani provides fresh, homemade, authentic Italian meals with an image specific/dual message anchorage and presents the cultural myth of normalising a cultural stereotype.
Another advertisement that can be analysed is the advertisement for 'SK-II' which has non-coded linguistic messages such as the quote, tagline and information at the bottom as well as the emphasis on the name of the brand, mostly in a serif font.
​The quote, 'I prefer to reveal than conceal' from the face of the advert has the connotation that it is a skincare brand made to enhance natural beauty rather than cover up. The word 'essence', as apposed to 'abstract', has the connotation that it is a high luxury brand. The stylised typography gives off connotations of luxuriousness too as its a common style used for high end brands. 
The images in the advertisement denote a black and white photograph of the celebrity, Cate Blanchett; white ethnicity, middle age, showing her head and shoulders. Image hierarchy draws you to her eyes at the top of the page, in a zig-zag motion to the quote, bottle, and more text below; it has dual message anchorage. The photograph seems to be studio lit and digitally enhanced, with the product bottle superimposed, which creates connotations that the scene is non-spontaneous. The lack of colour creates a clean look, suggesting a clean product and accents of red give impressions of a high end, professional brand as the colour is linked with power and confidence. Her posed body language and seductive gaze creates a code of intimacy and direct engagement with the viewer. The fact she is a well known celebrity creates connotations because it transfers her own qualities, such as health, polish and natural beauty, onto the product, signifying a myth of 'feminine beauty' over to the bottle.
Placing the sign of the woman and linguistic signs of the name of the product constructs a relationship between them, so to posses the product is to buy into the myth and possess some of its social value. 

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