Advanced Typographic Design _ ISTD
THE BRIEF
The brief asks for an exploration of "spaces between," considering how they connect or disconnect people, places, ideas, and cultures. It encourages a selective and creative approach, emphasizing the use of typography to express narratives and experiences. The goal is to create a typographic system that conveys meaning in physical or digital spaces, while the presentation should engage the audience and prioritize creativity over constraints.
Relatable, Frustratable, Debatable direct mailer package overview pack-shots
THE CONTEXT
The context of the "the space between" project is centred around themes of typography and literacy, specifically focusing on learning difficulties related to dyslexia, dysgraphia, and dyscalculia. The project addresses the gap between being diagnosed and undiagnosed with these learning difficulties, particularly in adulthood, which can lead to significant challenges, including fear of failure and anxiety. Dyslexia affects reading, writing, and spelling, dysgraphia impacts fine motor skills and writing, and dyscalculia affects the understanding of number-based information and math. Adults with these learning difficulties often face severe anxiety and frustration when encountering type in their daily lives, affecting various aspects such as work and social interactions.
Relatable, Frustratable, Debatable interactive booklet pack-shots
Relatable, Frustratable, Debatable interactive booklet pack-shots
THE CLIENT, AUDIENCE AND COMMUNICATION GOAL
The client for this project is the Learning Disabilities Foundation, aiming to promote universal understanding and support for individuals with learning disabilities. The target audience is employers of adults with undiagnosed learning difficulties, with the project's core foundation centred around this issue. The project's communication goal is to create an emotional connection between the audience and the experiences of these individuals, informing and transforming the viewer's perspective on adult learning difficulties, including dyslexia, dysgraphia, and dyscalculia. The objective is to raise awareness, encourage donations to the foundation, and promote understanding and empathy. The design and typography mimic the way individuals with these disabilities perceive text, bridging the gap between the typical visual experience and the unique perspective of those with learning difficulties.
Relatable, Frustratable, Debatable interactive booklet (cover page and page 2 -4) flat designs
Relatable, Frustratable, Debatable interactive booklet (page 5 -8) flat designs
Relatable, Frustratable, Debatable interactive booklet (page 9 -12) flat designs
Relatable, Frustratable, Debatable interactive booklet (page 13 -16) flat designs
Relatable, Frustratable, Debatable interactive booklet (page 17 -20) flat designs
Relatable, Frustratable, Debatable interactive booklet pack-shots
THE CREATIVE STRATEGY
The creative strategy for the project centres around the concept of "the space between" diagnosed and undiagnosed learning difficulties in adults, particularly dyslexia, dysgraphia, and dyscalculia. It aims to create an emotional connection by illustrating the frustrations, anxieties, and emotional impact of these difficulties in daily life, enabling the audience to empathize with those experiencing them. This strategy focuses on raising awareness and understanding, connecting relatable situations to the emotional consequences of these learning difficulties, helping the audience grasp the daily challenges faced by adults with such conditions. The ultimate goal is to encourage fundraising efforts to support the Learning Disabilities Foundation's mission of providing tools, resources, and a brighter future for individuals of all ages with learning difficulties.
Relatable, Frustratable, Debatable postcard pack-shot and flat design
THE CONCEPT
The creative concept focuses on typography and literacy, highlighting the presence of type in our daily lives and how it affects adults with learning difficulties, particularly dyslexia, dysgraphia, and dyscalculia. It challenges the assumption that everyone experiences type in the same way and aims to shed light on the unfulfilled space in understanding these difficulties in various contexts, including the workplace and social interactions. The concept seeks to evoke empathy and deeper comprehension by portraying the frustrating and anxious experiences individuals with learning difficulties have when encountering type. It uses similes, such as stumbling over a step in public, to draw parallels with the emotional symptoms and consequences of struggling with type, fostering a better understanding of their challenges, including fear of failure, anxiety, stress, low self-esteem, and agitation.
Relatable, Frustratable, Debatable poster mock-up
Relatable, Frustratable, Debatable strategy and specifications booklet mock-up
Relatable, Frustratable, Debatable strategy and specifications booklet flat designs
THE MEDIA & VISUAL STRATEGY
The project's media and visual strategy is grounded in three key visual theories: Composition and grid, Typography, and Gestalt. These theories inform the graphic design language, with Composition and grid theory focusing on grid-based layouts and balance, Typography theory emphasizing the importance of sans-serif fonts and dyslexia-friendly design, and Gestalt Principles guiding attention-capturing visuals. Visual elements include fonts, glitch effects, and text-based representations of frustrating experiences. The art direction draws inspiration from screen glitches, using vibrant colors and dynamic patterns to reflect the disruptive nature of the typography experience. Paper is the primary material for project components, with paper mock-ups used to determine proportions and layouts for deliverables like the direct mailer, booklet, poster, and postcards.
