Intercultural Design Proposal / Field Study / Final Project & Portfolio
5.2.2024 - 29.3.2024 / Week 1 - Week 8
Tan Jian Xin / 0350784
Intercultural Design / Bachelor of Design (Hons) in Creative Media
Lectures / Proposal / Field Study / Final Project & Portfolio
List / Jump Link
LECTURES
Briefing on MIB (module information booklet)
Communicate the essence and the information efficiently and effectively
Figure 1.1: Visual communication
Visuals
- Everything that can be seen
- Wide, all-inclusive including nature (tree, bird, cat)
- Everything produced or created by humans that can be seen
- Produced or created by humans for the purpose of visual representations that has functions, content and communicative purpose
Figure 1.2: Example of visual
Design system (cultural sensitivity)
- Freedom and Spontaneity
- Easily distinguished in their environment
- Physical activity
- Can be physical, involving movement and activity that engages in physical challenges
- Mindfulness and Relaxation
- Encourages people to unwind and enjoy the present moment
- Ex: Tattoos (Sailor, Japanese)
Figure 1.3: Tattoos
- Symbolism and Imagery
- Carry different meanings in different cultures to avoid unintentional misunderstandings or offense
- Color considerations
- May vary across different societies
- Typography and Language
- Fonts and text styles that are culturally appropriate
- Inclusive design
- Inclusive for people from various cultural backgrounds
- User Research
- User testing across diverse groups, gain insights into cultural preferences and behaviors
- Localization
- Adapting deign to specific cultural context
- Cultural awareness training
Design significance
Figure 1.4: Message to convey
Research process
1. Secondary findings
- Published and existing resource
- Wikipedia, websites
- Design sources, inspirations
2. Primary findings
- Sketches of proposed artworks based on research from secondary findings
- Sketches, storyboards, wireframe, (after proposal - on-site observation, interview/survey)
3. Creation of artwork
- Process of final design
- Team contributions
- Instructions, safety & regulations
INSTRUCTIONS
Module Information Booklet (MIB)
Module Information Booklet (MIB)
Proposal
- General theme is “Cultural Sensitivity in Design”
- You are to study a cultural phenomenon, or a particular subculture that is perceived as ‘sensitive’, and “frame” your study within the chosen theme.
- You are to convey this cultural aspect without altering the actual facts but within a presentable interpretation and adaptation that raises awareness from the viewers.
- Produce some preliminary ideas on how to visually express your interpretation using design language. Each idea is to be supported by a short rationale. Conduct visual research to help expand your idea generation
Self research
In week 1, our lectures briefed us on the theme of our module, which is “Cultural Sensitivity in Design”. Then, we were told to study on our own before forming a group in week 2 as there were CNY holidays.
Thus, I browsed through the internet to look for cultural sensitivity in Japan as I signed up to go to Osaka, Japan during Week 4. Below shows some of the ideas I had after doing some research online.
Figure 1.1: Ideas on research topics
After forming our group of 5 members, we then created a Whatsapp group to communicate easier on the topics. Then, we voted on the topics that we were interested in as shown below.
Figure 1.2: Voting for topics
Research
Then, we started to do some research based on the highest votes above in canva (slides) to see which topic has a stronger point.
Figure 2.1: Mind map on geisha
Figure 2.2: Research notes
Figure 3.1: Kanzashi
Presentation slides (Proposal)
Figure 4.1: Manners in Gion-Machi South District
Presentation slides
After assigning our slides from the draft (left), we then created our design for our guide book shown below:
Figure 5.2: Process of creating guide book
Figure 5.3: Alterations in Adobe Photoshop (Ps)
As we did not specify the fonts and color schemes, our design looks like a mess. Therefore, our group leader volunteered to make the whole flipbook with one of our member. However, we contributed more on the theoretical part such as the similarities of both Malaysia and Japan cultures in terms of behavior at their holy area and etiquette.
Final Outcome
Presentation slides (Final)
Throughout this module, I've learnt a lot about Japanese culture and etiquettes. As this module is a group assignment, I was worried that my group mates were not cooperative. However, we've all made some compromises when making a decision on our topic. Besides, I also learnt how to study a cultural phenomenon and frame our study within a general theme of "Cultural Sensitivity in Design".
- General theme is “Cultural Sensitivity in Design”
- You are to study a cultural phenomenon, or a particular subculture that is perceived as ‘sensitive’, and “frame” your study within the chosen theme.
- You are to convey this cultural aspect without altering the actual facts but within a presentable interpretation and adaptation that raises awareness from the viewers.
- Produce some preliminary ideas on how to visually express your interpretation using design language. Each idea is to be supported by a short rationale. Conduct visual research to help expand your idea generation
Self research
In week 1, our lectures briefed us on the theme of our module, which is “Cultural Sensitivity in Design”. Then, we were told to study on our own before forming a group in week 2 as there were CNY holidays.
Thus, I browsed through the internet to look for cultural sensitivity in Japan as I signed up to go to Osaka, Japan during Week 4. Below shows some of the ideas I had after doing some research online.
Figure 1.1: Ideas on research topics
After forming our group of 5 members, we then created a Whatsapp group to communicate easier on the topics. Then, we voted on the topics that we were interested in as shown below.
Figure 1.2: Voting for topics
Research
Then, we started to do some research based on the highest votes above in canva (slides) to see which topic has a stronger point.
Figure 2.1: Mind map on geisha
Reference list for mind map above:
- Britannica. (n.d.). Geisha.
https://www.britannica.com/art/geisha - Japan-guide. (n.d.). Geisha (Geiko).
https://www.japan-guide.com/e/e2102.html - La rédaction. (2020). Geishas, guardians of Japanese arts.
https://www.japan-experience.com/plan-your-trip/to-know/understanding-japan/geishas-guardians-of-japanese-arts#:~:text=Geisha%20only%20wear%20silk%20kimono,for%20an%20older%20confirmed%20geisha. - Curious Muse. (2020). Geisha in 8 Minutes: Myths & Facts.
Geisha in 8 Minutes: Myths & Facts
I did some research on the topic of geisha as it intrigues me the most compared to other topics.
Figure 2.2: Research notes
After doing some research, we decided on the topic of geisha culture after voting on Whatsapp.
Figure 2.3: Last vote on topic (Geisha & Tea ceremony)
Preliminary ideas
As I was doing research on the topic of geisha, I had an idea on designing the hairpin (kanzashi) of the geisha. This is because it does not only act as an exquisite accessory, but it could also develop the appreciation towards traditional Japanese culture of geisha.
As I was doing research on the topic of geisha, I had an idea on designing the hairpin (kanzashi) of the geisha. This is because it does not only act as an exquisite accessory, but it could also develop the appreciation towards traditional Japanese culture of geisha.
Figure 3.1: Kanzashi
Presentation slides
Rough ideas/notes
Presentation slides (Proposal)
Field Study
The students are required to collect visual, oral, textual and tactile artefacts that would be part of their research materials for the ideation in Project 1 (proposal). All collected artefacts and materials must be recorded, kept and documented, accompanied by necessary information such as the type of artefact and material, its purpose, its symbolism, its cultural/historical background, and more, depending on
the kind of artefact and material.
Data Collection Methods:
• Observation study.
• Interview of relevant stakeholders (from the lecture series, you may approach any of the guest speakers for an interview, if you deem their presentation useful for further research).
• Online and/or actual physical material* visual research of the selected culture (the people/arts/symbols/architecture/text/calligraphy etc.)
• Interview of relevant stakeholders (from the lecture series, you may approach any of the guest speakers for an interview, if you deem their presentation useful for further research).
• Online and/or actual physical material* visual research of the selected culture (the people/arts/symbols/architecture/text/calligraphy etc.)
Data collection
We went to Osaka, Japan as well as Kyoto, Japan to collect our data on our project during week 4. We've observed and documented our materials by taking pictures on the Dos and Don'ts in Japan. As an example, below shows how we should behave in the Gion-Machi South District by not blocking the street as well as not touching the lanterns, fences or doors on private houses.
We went to Osaka, Japan as well as Kyoto, Japan to collect our data on our project during week 4. We've observed and documented our materials by taking pictures on the Dos and Don'ts in Japan. As an example, below shows how we should behave in the Gion-Machi South District by not blocking the street as well as not touching the lanterns, fences or doors on private houses.
Besides, we should not take pictures on private road. If we failed to do so, we have to pay a fine up to 10,000 yen.
Figure 4.2: No photography on private road
Figure 4.2: No photography on private road
Other than that, there are indicators to the passengers in taxis and buses to fasten their seatbelts at all times.
We also could not eat while walking.
Figure 4.4: No eating while walking
There are indicators to where to stand on the train station.
Figure 4.5: Train indicators
Besides the data collected above, we've compiled our pictures in a google drive here: Data Collection.
Figure 4.3: Indicators to fasten seatbelts in public transports
We also could not eat while walking.
Figure 4.4: No eating while walking
There are indicators to where to stand on the train station.
Figure 4.5: Train indicators
Besides the data collected above, we've compiled our pictures in a google drive here: Data Collection.
Presentation slides
Presentation slides (Field Study)
Final Project & Portfolio
Students are required to create visual design solutions that represent their understanding and interpretation of "Framing" using the information gathered from the research trip, balancing their design knowledge with cultural and aesthetic considerations. Various directions and approaches can be engages in, such as experimental art/design with the use of manual/digital or combination of both media.
Progress
Then, we created a mood board in canva before starting our design on the guide book.
After assigning our slides from the draft (left), we then created our design for our guide book shown below:
Figure 5.2: Process of creating guide book
Figure 5.3: Alterations in Adobe Photoshop (Ps)
As we did not specify the fonts and color schemes, our design looks like a mess. Therefore, our group leader volunteered to make the whole flipbook with one of our member. However, we contributed more on the theoretical part such as the similarities of both Malaysia and Japan cultures in terms of behavior at their holy area and etiquette.
Figure 5.4: Online discussion
Then, we listed down the contents of the guide book
- Introduction on Malaysia
- Introduction on Japan
- The differences of Social Interactions between Malaysia and Japan
- Public Etiquette in Malaysia and Japan
- Public Transport Etiquette in Malaysia and Japan
- Eating Etiquette in Malaysia and Japan
- Restaurant Etiquette in Malaysia and Japan
- Housing Area Etiquette in Malaysia and Japan
- Cultural sensitivity
- Practical advice
- Conclusion
Presentation slides (Final)
Final outcome (online flipbook): Try either one if one doesn't work
FEEDBACKS
Proposal
We should tweak our topic on how to best behave in Kyoto like manners when approaching a working geishas or entering temple etc. For our project, we should come up with a visual guide apparently or a magazine and we can use geisha as the mascot/representative to inform the viewers. When we are there to collect data, we can observe the etiquette or even ask their opinion on how to behave in Japan. Navigating Japanese Manners: A Guide to Dos and Don'ts for Cultural Etiquette. This should be our project title.
We should tweak our topic on how to best behave in Kyoto like manners when approaching a working geishas or entering temple etc. For our project, we should come up with a visual guide apparently or a magazine and we can use geisha as the mascot/representative to inform the viewers. When we are there to collect data, we can observe the etiquette or even ask their opinion on how to behave in Japan. Navigating Japanese Manners: A Guide to Dos and Don'ts for Cultural Etiquette. This should be our project title.
Data Collection
We have to narrow down a little bit more as we intended to make a magazine. Think on how it benefits us as students. State the intangible, the things that we couldn't see like the discipline aspect. Why is it important? Make a student guide on the values such as control, respect, and others. It is not necessary to have to make a magazine.
Final Project & Portfolio
After proposing our data collection, we don't have to make our project based on Japan only. We could write a guide based on our experience as a tourist in Japan or the dos and don'ts in Malaysia using Japan as an example.
REFLECTIONS
ExperienceObservations
I really enjoyed travelling to Japan to collect primary data as it requires us to be more observant to the culture and etiquettes. I liked how the lecturers guided us from one place to another, despite the large group of 74 students. Well, it's always fun, as long as we do not get lost. I also realized that people in Japan have more discipline and self-control in comparison to Malaysians. There are a lot more traffic lights in Japan compared to Malaysia, as Japan has a walkway on its streets. Findings
In this module, I've learnt how to think in a student perspective as well as a tourist perspective. For instance, in what way will it be beneficial for us as students/tourists? Besides, I've learnt how to communicate in a group setting. 
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