Advocacy Projection Mapping
Time-Based
As identified in Myra and David Sadker’s essay Missing in Interaction a world of gender segregation exists in K–12 classrooms that lead to both the formation and perpetuation of gender roles in a vicious cycle. As written by Sadker “ The ‘Okay’ Classroom IS Not,” In essence, this statement speaks to the passive and submissive responses teachers often give to you girls in response to their questions or comments. This response often manifests itself in neutral words caring little constructive value such as ‘okay, sure, maybe, alright.’ These accepting answers may have well meaning intentions but kill with kindness. If young girls do not hear when they are right or wrong and have constructive feedback on how to move forward they empirically tend to become less engaged in the classroom setting and overpowered my there male peers.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
Click to see more the introduction pages and some more spreads of the book
Here is an example of the civics templates CUBS provides to educators, club advisors, and students the resources they need to teach relevant themes around democracy in the classroom. The design is an extension of the brand an intends to be informative, playful, an easy to use
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
One deliverable for the campaign was establishing a social media presence and templates for future social media posts. The social media profile was determined to be more of a point of reference for potential voters seeking to learn more about Strand rather than a platform for campaigning
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
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The top left part of the final animation consisting of the ‘O’, round thought bubble, and the words ‘Hear It’ were the formal elements of the group design that I constructed and animated. Seeking to align with our problem statement of creating awareness of the subliminal sexism in k-12 education, I wanted to focus on the need to actively listen to young girls and to hear their thoughts. Moreover, emphasizing that “Okay” is the least helpful form of feedback teachers can give. The animation alludes to sound waves originating from one source and then received and heard by another source–created through the repetition of ripple-like lines. Furthermore, The circular sphere of text is meant to draw the eyes' attention to the way in with Okay is the least helpful form of feedback. The repetition of the text is intended to overwhelm the viewer, similarly to how hearing submissive responses by a teacher gradually becomes overwhelming in time to young girls.
Printed from the original ATF 30 Point Yonkers Typeface
Digital trace of the Yonkers letterpress to create Bezier vector
Refined Yonkers to a more functional typeface, Montankers
Comparison of Montankers over Yonkers Digital Trace
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