Design Principles/ Task 3: Design
6th Mar 2024 - 20th Mar 2024 (Week 5 - Week 7)
Natalie Chu Jing Xuan, 0354589
Design Principles, Bachelor of Design (Honours) in Creative Media
Task 3: Design
What's in this blog?
- Module Information
- Task Brief
- Visual References
- Sketches
- Final Design
- Rationale
- Feedbacks
- Reference Lists
Module Information
This is the module information booklet of this module:
Task Brief
After analysing the design of my choice in Task 2, I will be need to create an artwork that was inspired/influenced by or in response to the previous design that I analysed.
Visual References
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| Fig.1.1 Visual reference 1 |
As shown in Fig.1.1, I started by browsing Pinterest for interesting posters and illustrations about gender equality. When I saw the three images in Fig.1.2, I came up with some ideas about broken mirrors in my mind.
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| Fig.1.2 Visual reference 2 |
I also found some cute storybook illustrations (Fig.1.3), I wanted to come out with something like that.
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| Fig.1.3 Visual reference 3 |
In week 6, after consult with Ms.Jinchi face to face, I came out with the idea of tug of war, so I also found some images related to tug of war in Fig.1.4.
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| Fig.1.4 Visual reference 4 |
*Click for ALL visual references' source
Sketches
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| Fig.2.1 Sketch 1 |
I took inspiration from Fig.1.2, and came out with my first concept: Gender Identity.
In this sketch, a boy is looking in the mirror. Instead of seeing just himself, he sees a girl in the reflection, which is his inner self. But the mirror is broken, demonstrating that society does not accept this. This image shows the struggle that people face when their gender does not match their assigned gender at birth. I want to discuss this and understand that everyone's gender is valid. I believe in a world where everyone is free to be themselves, regardless of what others think, accepting different genders will improves society for everyone.
Besides that, I also had another concept: Careers have NO GENDER.
I came up with this because I was brainstorming ideas and remembered a junior in my high school. He was a ballet dancer, but he faced a lot of discrimination and mock because he is a male who performs ballet. But who set the rules that boys couldn't be a ballerina?
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| Fig.2.2 Sketch 2 |
Then, I drew a very simple sketch, and discussed with Ms. Jinchi face-to-face in classroom. Then, I develop it into 3 boys and 4 girls playing tug-of-war with different career's costume of opposite gender in Fig.2.3.
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| Fig.2.3 Sketch 3 |
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| Fig.2.4 Sketch 4 (Final sketch) |
In this sketch, I drew 3 boys, 4 girls playing tug-of-war in different career's costumes, showing the reverse gender roles in the careers, such as male ballerina, female footballer. Careers should be accessible to everyone, regardless of gender. It challenges stereotypes and biases associated with certain professions, advocating for equal opportunities and representation in all fields of work.
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| Fig.2.5 Visual references used in my artwork |
These are the visual references I used in my artwork. *Click for ALL visual references' source
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Final Design
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| Fig.3 "Defying Norms" by Natalie Chu Jing Xuan (A4, jpeg) |
Rationale
In modern society, people are increasingly aware of the importance of breaking gender stereotypes and prejudices, especially in the field of career choices. Historically, certain careers have been associated with specific genders, perpetuating the idea that some jobs are meant for men or women. This not only limits individual opportunities, but it also worsens gender inequalities in the workplace.
The concept of "Careers have no gender" challenges these stereotypes and promotes equal opportunities in all professions, regardless of gender. It reinforces the idea that anyone, should be able to pursue any career path that matches their interests, skills, and qualifications, regardless of gender identity.
In my artwork, I aim to challenge traditional gender stereotypes and advocate for gender equality by illustrating a scene of playful interaction among seven children playing tug-of-war. Each child is dressed in costumes representing different careers, reflecting the wide range of future ambitions that children may have.
Three boys are portrayed on the left side of the artwork wearing costumes that represent traditionally feminine roles such as painter, ballerina, and chef. On the right side, four girls are dressed as football players, police officers, firefighters, and scientists, representing traditionally masculine occupations. I painted the floor with blue on one side and pink on the other. But, I switched it up - the boys' side is pink and the girls' side is blue. This is to show that colours aren't just for one specific gender.
In conclusion, I hope to convey a strong message about the importance of defying societal norms and accepting oneself. By presenting children dressed in various costumes and colours, I wish to challenge traditional expectations and promote inclusivity, and advocate for the idea that children, regardless of gender, should have the freedom to pursue a variety of career paths. This encourages the development of a society in which everyone feels empowered to pursue their passions without being judged or constrained by gender stereotypes.
Design Principles:
1. Asymmetrical balance: Three boys versus four girls in tug-of-war shows an unbalanced
2. Repetition of colours: Blue, pink, red, and yellow.
3. Movement: The dynamic tug-of-war scene represents the ongoing struggle for gender equality, engaging viewers with its energy while conveying a message of empowerment and resilience.
4. Contrast: The contrast between traditional gender roles in the costumes and occupations highlights the gap between societal norms and diverse career choices.
Feedbacks
Week 6:
- Concepts and ideas are different.
- I am still exploring and learning the difference between these two. Based on my understanding now, idea is a thought in my mind, and something that can be further develop, where concepts are developed version of an idea.
- Why choose broken glass? I link to reflecting inner self, but it does not accept by others.
- Ms. Jinchi suggest that I could develop my second sketch (Fig.2.2) with break the barriers/chain of gender norms.
- Therefore, I come out with idea of children wearing different career's costume while playing tug-of-war.
- The dressing shows the reverse roles of boys and girls in careers, but the facial expressions and action of tug-of-war is like fighting each other.
- Can feature them at ease or playfully enjoy each other's company.
- Changed the title from "Breaking Chains: Shattering Gender Norms" to "Defying Norms: Be Who You Want to Be".
References
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