At the launch of the new ‘Protest!’ project, we were introduced to the Illustration course and how it differs to the Graphic Communication one. However, we were also shown hw the two courses are similar. Jo and Layla gave a detailed presentation about how the word ‘illustration’ originally comes from the word ‘illuminate’, as the artwork ‘illuminates’ its audience. An example of the difference between the two subjects could be that Illustrators create visual representations of a piece of text, contrasting to Graphic Communicators who create work that’s more contextual.
The combining of the two subjects will give us all an idea for what working within the Graphic Design industry will really be like. My group consists of Me, Georgia (Graphics), Celine (Illustration) and Sam (Illustration). Having an equal number of each subject is nice, so the project feels really balanced. The new brief Protest! states that we need to work within the groups, with a final aim to create a collaborative protest project on something that we collectively feel strongly enough about to protest.
Our first task was to come up with the idea that we feel strongly enough to protest about. Within the group, initially, we each had different ideas about what we wanted to protest about. This was positive for us as a group, as we had a wide range of ideas to both choose from and link together. Our initial idea list consisted of these topics:
• Homelessness – Increasing homelessness in city centres.
• Drug use – Excessive and increasing amounts of drugs in local city nights out. • State School vs Private School – Differing standards of learning support.
We chose to focus on the State School vs Private School – Based on the fact that Private school offers better standards of learning difficulty support for cases of Dyslexia and other educational support.
We discovered many cases of parents moving their children from State School to Private School in order to receive better Learning Difficulty support. For example, the questions ‘Why does is it so difficult for state schools to succeed in teaching children with dyslexia?’ and ‘And if it is so difficult, can we realistically expect ordinary schools to do it?’ are constantly being asked to state schools. Parents are sick of their children not getting the support they need at state school.
We found that state schools are made to follow a system that is demanded by the government, which means following deadlines for the classes and year groups appropriately in order to appear a well developed organisation on a surface level, proven in grades and paperwork online, simply ‘ticking the boxes’. Whereas in actual fact, there is a massive lack of individual encouragement for pupils that need extra support, which then in turn, causes fundamental issues for these individuals later on in their lives.
We decided to make a crane for our manifesto, because this bird is a symbolic animal which represents freedom. This then exaggerates the castration through the ball and chain. The metaphor for the crane is the child, and the ball and chain is the educational system. This visual metaphor shows the lack of nurture and support the current state school educational system provides for the child. The blue colour represents the sadness or helplessness felt within the child, and the red writing shows the bold anger. The reason for this metaphorical stance is to highlight these issues within society, we are protesting to make a change to the system. We recognise that there is a fundamental issue within the divide of motivated children and struggling children. We feel that the state school education system is for the state and is shown off to appeal to the tax payer through grades.