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FMP: Developments Supporting Book

After listening back to my formative feedback I decided to explore the idea of having foldout pages within the supporting book. I started to think about how I could get to view it to move their body when reading the book, The project is focused around the unique movements within which mastics I felt that it could be a nice aspect of the project if the viewer had to move their body to read the book. However, after creating a mock up of the book and sketching out ideas of how the foldout pages might look it became clear that there was no need for the viewer to move their body with the foldouts therefore I have made the decision not to have the foldout pages in the book.

I have kept the book with in sections to make it easier to navigate between the different movements (pivots, valances, leaps/jumps, and operators handling). I have also added a section at the start of the book to explain the four layers to the project in relation to my research into dance notation. The four layers are crucial to the animation which The book is meant to support. In order to showcase how the layers work I have created four separate spreads each showing one of the layers. Personally I made this decision so that the viewer could easily distinguish between each layer. The layer that is concerned with the relationship between movement and music has the ability to be scanned by a mobile device which will then allow the reader to watch the animation. The spreads have been based on the animation itself and creating that link between the book and the animation again.

The spreads within the book often have one symbol per page, this was a decision based on the idea that each individual symbol needs space to breathe and standalone by it self. Each symbol is accompanied by a value relating to its worth in terms of the scoring everything gymnastics and a brief description of the movement itself. I thought this was important as some of the symbols within the “notation” aren’t clear indications of what the movement physically is. I would like to develop some of the spreads further using AI technology to allow the viewer to scan the symbol and see the symbol doing the movement which will further reinforce the beauty of the sport. Some of the symbols are supported by photography which has been duotones in photo shop to work with the colour schemes that I have created for each individual element.

As the project is focused around movement I re-visited some earlier ideas about flipbooks and how this could be a way of conveying the movements within the sport. I thought that these would make nice tip ins within the book and allow the viewer to get a sense of movement. The Tip ins would be smaller in size and made of a lighter GSM of paper in order for the viewer to be able to flip quickly and see the movement as if it was happening in real life. I have not included a large amount of these within the book and they are available within each section for 1 to 2 movements.

Overall the book has progressed over the past few weeks and is still developing as I would like some of the spreads to be more experimental. I also think that there is opportunity to include more nuances of rhythmic gymnastics and the movements that happen within the sport. If possible moving forward I feel that use of more imagery would bring the final outcome to a higher standard. This combined with the animation and supporting video content I feel that the project is coming together and really highlights the unique sport of rhythmic gymnastics.


DfRL: Final Developments

Following the feedback I have from the formative assessment point I have been making changes to the project to enhance the final outcome. One of the first points of feedback I have acted on was the idea of colour and how potential by adding more shades of blue to the campaign could bring to light a different tone of voice. I wanted to bring more tone of voice to the campaign because Aphasia doesn’t just affect one type of individual it can happen to anyone who has suffered a stroke. I decided to experiment with different tones of blue but also started to think about other colours. In the end I found that blue worked well in the first instances and continues to work well with the range of tones, adding more variety of colour could cause more confusion.

The feedback also spoke about developing a calming style app animation. At the start of this project I thought about this idea of meditation and breathing as a device to get people to understand the extra time they need to allow when communicating with people who have Aphasia. It was suggested that I explore this using the comma as a visual, these animations could be idents on social media or adverts on TV to try and create more awareness and get people to be paitent waiting – highlighting they need to have patience when speaking to someone who has Aphasia.

Printed Developments

As I had now started to add in new tones of voice through changing the colour I wanted to develop the printed outcomes for the campaign which was mainly information and typographic posters. I am now just keeping the comma rather than introducing the hyphen to the mix as this could confuse the overall message of the campaign that I am trying to get people to slow down and listen – which the comma represents. Below are three examples of how I have developed the posters which could sit anywhere in a shop or doctors just to try and raise awareness of what it’s about. I have also developed the information design posters which also only use the comma as a visual vessel for the information.

Social Media Idents

In terms of developing the social media side of the campaign I have focused on creating idents which will cause distribution to social media and tv channels. By doing this I wanted to grab the attention of the target audience. The current animation I have in the project is focused on educating and is longer containing more information. The idents that I have created are 30 seconds long and aim to get people to listen. The idents relate back to an earlier idea that I was working with which is using a calming style app animation which focusing on breathing to get people to think about how easy it is to slow down and really listen. These idents could be placed across all social media channels create awareness and disturbing feeds forcing people to interact with the campaign.

Interactive Elements

As part of the development of this project I have also create more touchpoint for the target audience to interact with. In my feedback it was suggested to me that I make more interactive elements to the campaign. To start off with I thought that using instagram stories could be a good way to get the audience to interact. Through this elements of the instagram platform you are able to create quizzes and get people to ask questions in order to create that interaction easy. I have mockup some instagram story templates that could be used. This includes a series of stories which could be added into the highlight section of the page to act as quick guide on how to communicate with someone who suffers from Aphasia.

All of these developed have made the project stronger and improved the campaign overall. I have enjoyed working on these developments as I feel that I have been able to change the way in which the target audience is reached and given the campaign a change in tone of voice without changing the entire concept of the campaign with is about slowing down and listening hence the use of the comma.

FMP: Formative Feedback

At the formative feedback presentation I enjoyed seeing some new project which I haven’t seen before throughout the past couple of weeks. I found my presentation went well and the feedback I received was really positive and constructive in allowing me to move forward and develop the project:

  • looking at the lines on some of the symbols seem to be too thin for the screen.
  • think about how I am animating some of the symbols onto the screen at the moment they are a bit clunky.
  • Think about bring more elegant animations into it so that it shows the characteristics of the sport more.
  • bringing that finesse to the movements – be more playful and experimental.
  • Maybe think about how this translate into text and could you add another smaller layer onto the animation to showcase this.
  • within the editorial outcome could there be opportunities to explore pages folding out.
  • with these fold out pages could there be something in us physically moving out bodies in order to read it – further reiterating this idea of movement.
  • playful maybe folding out using the floor plan visual to do this.

Overall the feedback was really positive and has helped me to see and think of other ways in which I could develop this project further over the coming weeks. I think that all of the comments about the animation where things that I had already identified myself in terms of cleaning the animations up but it was useful to hear these points again to show me that it wasn’t just me over thinking the project. My plan over the next few weeks is to continue to develop this project into the best outcome before the final hand in.

FMP: Tutorial Feedback and Developments


The feedback I got in my 1-1 tutorial on Friday was really useful in allowing me to develop the project ahead of my formative assessment on Monday. I was happy that the project was developing in the right direction and that the outcomes seemed appropriate for my project. This was the feedback I received:

  • animation is beautiful and the choice of music creates the atmosphere.
  • floor plan idea is working and could be applied to more outcomes throughout the project.
  • need to work on the communication when accessing it what it is and what it is about so that people understand.
  • booklet could be more experimental. numbers could be stronger and have a better relationship between them and the symbols for movements.
  • Maybe experiment with using them like degrees – if the legs goes higher than 90 degrees it’s worth more.
  • being more playful with typography within this.
  • Give a page to each symbol to give it the space that it requires as they work as stand alone in the animation.
  • just need to think about guiding the viewer throughout the project – really think about the communication of what the project is about.
  • the supporting videos could be used on loop in a series of three.


Using the feedback I have developed the project further starting off with the booklet. for the formative presentation we had to be selective as to what we chose to showcase and I wanted to give two pages to the spreads of the booklet. Taking the advice I gave each symbol a page to breathe although this has changed the pace to be quite repetitive but I am thinking about adding some nods to the animation throughout the booklet so these spreads might be allow the pace to be broken up. In terms of the relationship between the numbers and the movements using the paths of the shapes I have set the numbers to work along these. With more time I’d like to experiment with this further in order to experiment with being more playful in the approach.

Furthermore, I started to add more layers to animation by adding more handling symbols in-between the main movements to showcase that the apparatus doesn’t stop moving. I thought that this was working well as I have used the same approach throughout with all the apparatus handling symbols when animating them. I feel that the animation still needs a lot of work on and some of the animation aren’t perfect and in the way that I would like them to do but I wanted to be able to show what the final animation will look like at the formative assessment.

I also developed the support videos to give the symbols context to the apparatus movements in real life. As suggested I presented three of these videos looping using the colour coding that I had developed throughout the rest of project to ensure that they were connecting t the other outcomes. The photographs these give the viewer a chance to see the movements in real life and give them a grounding for when they watch the animation.

Even though the project has been developed throughout these past 5 weeks and I am happy with where the project is heading there are still elements of it that need to develop during the easter break and three weeks before the final hand in. I am hoping that with the formative feedback I receive on Monday this will help me to develop it further and create a project which is strong, playful and experimental.

FMP: Outcome Developments


After my group tutorials this week and my research into dance notation I have developed the animation further to try an establish the clear layers that I have found from my research and applied to the sport of Rhythmic Gymnastics. In order to do this and to keep on top of the layers I create a series of compositions each on relating to one of the layers in the routine. As mentioned before I wanted to use this idea of a floor plan to showcase there relationship between the movement and space. To do this I thought that I would be best to animation the lines to create a sense of how fast the gymnast was movements and which direction they were moving in so that by the end of animation you can see the entire pathway that the gymnast has taken. At the points where the gymnast would perform an element I place the generic symbol for that elements group in order to showcase this at the end as well. Using an audio spectrum i was able to animation the line to react to the music this again highlight that relationship between movement and music in a more subtle manner.

In the next composition I animated the symbols to show the body movements which is another layer that comes from dance notation. The symbols appear in the animation where they would be performed within the routine to the music again reinforcing that layer of the routine. I start to animate these symbols where they would be in the routine. I took inspiration from what the movements look like in real life in to how I animate them. As I was colour coding these to highlight difference between the movements I also animated the background colour to change so that the symbols would stand out in their certain colours. I feel that this has started to bring the project together. I then when onto start animating the handling that would happen on each of the elements. Again taking inspiration from how the apparatus moves in real life. This is the 4th layer which I found when applying this idea of layers to rhythmic gymnastics. There is still more work to be done in terms of this layer and showing the movements of the apparatus in-between the main movements.


After my research into type specimen books I thought I would start off my designing a few spreads to show at my 1-1 tutorial to get some feedback on the direction I was heading. As the booklet will follow the colour coding from animation and other supporting material I decided that I would start with just one section to begin with. Using the content from the Code of Points already I was able to add in the value of each movement and what it was called in terms of the code of points. I wanted to think about pace and changing up the spread so that some showcased one or two symbols while others showcases 5/6 different ones within the same group of elements. I also have started to include some of my own photography into this part of the project to show how the elements look in real life giving them more context.