On January 18th, the grade 10s had design day. We were introduced to the goal of the project and established the foundation of our documentary development. We were fortunate enough to have local historian John Carroll come to give a presentation that outlined many of the key topics throughout the history of Hong Kong we could potentially base our documentary on to us. My group chose the Japanese Occupation that occurred during world war II from 1941 to 1945 with the research question how did social changes during the Japanese Occupation affect Hong Kong people after the city was returned to British Rule? Our intention for this question was to see how events that occurred back then could have an impact on people living in Hong Kong from the postwar colonial era up to today. However, due to most if not all of our interviewees commenting something along the lines of “the Japanese Occupation does not have any impact on Hong Kong in the present day”, we decided to modify the question to what were the social changes that occurred during the Japanese occupation? This question, while admittedly not allowing us to expand much on the impact of the events, aligned better with the types of information we had collected. I was assigned the editor and sound editor roles, so I was to be in charge of the final audio and video that would appear in our documentary. On February 19th, the grade 10s went on a field trip to the Hong Kong History Museum. Luckily there was one section of the museum completely dedicated to the Japanese occupation, though the exhibit was much more limited than other exhibits. There were also a series of films, however subjectively or one-sidedly produced, available, including films created by the Japanese, the English and Hong Kongers. The bulk of information we had obtained prior was built upon and reinforced by media on display at the museum. My group made several trips to the school library and I visited the Hong Kong University library in order to hunt down relevant informative book sources. The majority of our research however, was online. This included history websites, historical archives, archived videos, photographs, interviews, logs, journals, personal recounts and videos made by previous year’s students. A problem that we faced is that, while I was the editor and was in possession of all the interview footage, I was unable to speak Cantonese and was thus unsure of how to logically and coherently split the video and audio clips. Luckily, both my groupmates spoke fluent Cantonese and were able to translate the interviews for me. Our group shared sources and translations on our Google Doc and we tried to split the research tasks as evenly as possible, even if this did not end up being reflected in our final documentary. While our sources could be seen as very one-sided, I think that they are still valuable in that they show what local people thought of the historical events.
My goals for today are…
(iFolio broke before the goals could be written.)
My key takeaways from today are:
- How to quickly design a prototype contraption given some instruction/restrictions
- How to quickly share and communicate design specifications within a group
- How to quickly create and construct a prototype based on said design
- How to cooperate with a group to quickly create a prototype product
- Make your goals relevant to yourself
If I could do it all again, I would:
- Manage time better
- Try and use more scientific principles rather than spontaneous trial and error
I used to think… Now I think:
- I used to think we could configure the contraption so it would just open and close based on pressure alone, but now I think we would have to make it more like a heart, with tendons and muscles and all, to make it more realistic.
Which elements worked in your first prototype?
This is the 2nd DEAD (Drop Everything And Design) day of the school year, which signals the start of the second Design Cycle unit. This term, our design project will revolve around the subject of mathematics.
We started off the day by being introduced to the project, which was basically this:
Identify a problem/situation which allows for the collection of data from a target population. Using statistical sampling techniques, analyze the data, and using your knowledge and skills with the Adobe Creative Suite, develop a creative professional electronic report in PDF format that contains your research findings, proposed changes and a visualization of the solution.
Basically, we are going to create a PDF report, much like those Annual Reports you see real, professional companies release each year to disclose the way they received and used funds, their mission, and other aspects of the company along those lines. The reports we make will be complete with actual data based on research collected from people around the school and around the city, as well an actual proposal to be passed onto the administration of the school.
Today we did a little bit of learning about Vector graphics, and did a little project involving Adobe Illustrator. I don’t use Illustrator very often, so I learned quite a lot by doing this activity.
Instructions were provided on a template, and by following them we were able to make paths for the letters that make up the word Vector. I later filled them in with shades of purple since I had a little extra time. The activity revolved mostly around the pen tool and related tools, so I only really learned how to use that. I often use the brush and pencil tools for a more familiar interface, since I usually use Adobe Photoshop and usually use brushes instead of the pen anchor tool.
We also learned what a Gantt Chart was and how it could be useful for planning our project ahead. For this example, we tried to plan an imaginary birthday party for an imaginary local celebrity named Bobby Chan.
Something I learned about Design projects from Waste Not, Want Not:
- We have to make the most of our time.
- We have to be able to analyse existing products
- We have to be able to create a product
- We have to be able to identify the good and bad aspects of existing products
- We have to be able to critique our own products based on those aspects.
A personal strength that helped me succeed in the Waste Not, Want Not Project
- A reasonable ability to create designs.
Something that challenged me in Waste Not, Want Not and a strategy to do better in The iBook Project
- Time management – I often ran out of time to do certain tasks
- I should make a timetable or task outline with deadlines so that I will remember to do everything on time
- Organisation – I often forget to do certain tasks
- I will create a task list or outline and check it off as I go along so I remember to get everything done
This is a picture of my completed package!
It’s meant to hold a school waterbottle.
It’s 865 ㎠ in surface area and 1575 ㎤ in volume.
It looks pretty boring but I might have a chance to put the design on later.
Here’s some feedback I’ve received from my peers in class:
I like the height of the shape. It looks powerful. I wish you had not put in that bar in the middle of the two gaps. It seems like a waste of paper. What if you showed me what your logo would look like?
I like how you had an inspiration for your package. I wish you would elaborate more on the math portion of this assignment and included more pictures (e.g. of the finished product) What if next time you explained your calculations more?
Here are a few screenshots from the project from my previous post:
Apple box shape
Apple box with fill
Box with apple in it (not proper net was used)
Our task was to design a secure, good-looking, environmentally-friendly box to contain either an apple or a banana.
For this task, we used Google SketchUp.
I think my design is secure and reusable, provided it was made of cardboard or another strong material. The one I made was intended to be made of cardboard, so it was also recyclable. The design could still use a lot of work, perhaps later on I will replace my badly-made screenshot-edited picture with a nicer one made in Photoshop or Illustrator.