Feedback:
_What’s my scope? Environmental graphics, Event?
_How can I actively engage international audiences?
_Semiotics, signs, symbols, things indicating culture
_Outlets? Walking into environment? A Moment in time? Picket fence? Floor?
_Looking beyond letterforms?
_Tim Parkin, How does Te Papa deal with non-English Speakers?
What I presented:
We are interpreters – not merely translators between sender and receiver. What we say and how we say it makes a difference. If we want to speak to people, we need to know their language. In order to design for understanding, we need to understand design.
— ERIK SPIEKERMANN
ISSUE
Language is a gateway into understanding culture. NZ is in a unique position, where in recent years there has been an explosion of immigrants and tourists. We are lucky to live in such a multi-cultural nation, with our spoken identity as a common denominator of locality. I would like to visualise the spoken identity of NZ culture to inform international audiences of existing and emerging dialects and language quirks. In addition to this, I want Kiwi audiences to embrace and celebrate this aspect of our identity.
Connectivity, Globalisation,
Social Learning
_Sphere of communication
_Cultural evolution
_Visual theft
_Different languages poses
a barrier of cooperation
Everyday, Conversation,
Informal, Local
_Dialogue
_Accent
_Slang/Jargon
_Interaction
_Transnational
_Characteristic
_Formal teaching vs.
Informal situations
Verbal, Visual
_Educate
_Discover
_Group
_Textbook
_Literacy
Structure
_Kinetic, Visual, Audio
Experience, Reality,
Expectation, Celebrate
_Authentic
_Create opportunities
_Adapt
_Cultural cringe
_Inside/Outside/Self-belief
OBJECTIVE
My objective is to aid international visitors with an authentic experience of New Zealand culture. By using language and its subversive power, I would like to better communicate our distinct and unique attributes to international audiences coming to New Zealand. Visitors are able to actively engage in New Zealand culture as well as genuine and meaningful experiences through the use of language and pure, simple and undressed conversation. C.P Communication design can be used to educate overseas visitors on our unique way of speaking, in order to provide them a gateway into New Zealand’s identity through everyday conversation.
Currently as my target audience I’m looking at international visitors, short or long term, coming to NZ. I would like to introduce NZ culture through words and language as a gradual process of adapting into our way of life. I have segmented my audience into three attitudinal groups, this is based on desired educational experiences:
-The Explorer
-The Sprited
-The Achiever
-The Explorer//Children’s book
Curious, Informal, First Connection
Why?
Expose, familiarize, informed, recreational
-The Sprited//Romance novel
Reality based, Improve current experience, Former knowledge
Why?
Enhance, Stregnthen, Upgrade
-The Achiever//Scholarly article
Goal orientated, Factual, Scholar
Why?
Seeking, Pursuing, Examine, Enquire
I would like to design an informal educational outlet where those unfamiliar with NZ culture can embrace our identity through our spoken language.
As a secondary audience, I think it’s important that the outcome is one, which Kiwi’s can also celebrate.
[Tone]
Real
Approachable
Fresh
Honest
Funny
Bold
Inviting
HOW
Scholastic Inc. is a book publishing company. It is the world’s largest publisher and distributor of children’s books as it is known for publishing educational materials for schools, teachers, parents, and children. English Language Development (ELD) is the systematic use of instructional strategies designed by Scholastic to promote the acquisition of English by students whose primary language is not English.
ELD focuses on four skill areas:
Function, Form, Fluency and Vocabulary.
I would like to appropriate the ELD learning strategy, with particular focus on Function and Vocabulary. Functions are the purposes of communication. This includes social conversations, jokes, and inquiry. Vocabulary is key as the development of wide and varied vocabulary is essential. English language learners should be taught key vocabulary, or brick words, prior to a lesson in order to assist them in their language development. For example, whatever concept you are teaching, it is recommended that you include vocabulary words that will make the content more comprehensible to the learner.
Te Papa Conclusion
I have considered Te Papa as a means to explore the concept of pitching my project with Te Papa as my client.
Te Papa is our “national museum, renowned for being bicultural, scholarly, innovative, and fun. Their success is built on our relationships with and ability to represent our community.”
Te Papa is somewhere for Kiwi’s and visitors alike to experience, play and be educated on our culture and others. My major project resonates with it’s quoted ethos. I went with the intent of seeing if their was gap in their permanent ‘Slice of Heaven’ exhibition which introduces it’s audience to the rich history from 20th Century New Zealand and onwards.
There was a distinct change through each of the three sections, The Colonial British Era + Maori = Kiwiana. I was specifically looking at the transition from Colonial to Kiwiana.
Physical
Layout
Display
Experience
Visual, Audio, Tactile
Atomosphere
Formality
Generic vs. Unique
Factual/Historical vs. Social/Cultural
I believe my project has the potential to fill a missing gap in the Slice of Heaven exhibition. At first glance, it appears as if it could be in the midst of Kiwiana, but Kiwiana is centered on particular items and icons from our heritage. However, there are similarities, as it celebrates the proud national identities of the country and provides plenty of Aha! moments creating a recognizable and relatable experience. I am focusing on our spoken identity and how it creates a sense of nationhood among Kiwis and how those unfamiliar can experience this. There is currently no medium which celebrates our quirky reinvention of the English language.
Lived in, social, inviting, conversation provoking, informal
Theoretical Authentication
Raymond Williams, Dominant, Residual, Emergent
Major Project 