Final

I am very excited with our final project! It was great working with Anna, and I am so proud of what we accomplished together. This has probably been my favorite project of the semester.

 

Video Progress

For our video, we started to work with the basic layout of the screens in motion. Ideally, these screens will appear in this order. The difference will be that the screens will have much more animation/effects to them, similar to the ones during the beginning.

We hope to add in the live action videos after the vector based imagery. This will show the Hololens and how it applies to the ap.

As we progress in our video, we will also have sound and a imaginary "clicker" to show the viewer the path in which is being taken. 

Filming

We just recently started filming this past weekend. Anna had a few kids that she babysits who were willing to help us out for our video! After a box of donuts and the cold morning weather, I think we were able to get a few shots that will help propel the story forward!

It was such a fun experience! In order to replicate the hololens, we used sunglasses.

Visual Direction Process

After considering our game's goals and objectives we have decided not to pursue the apple watch. Although it would allow for another interface, there would be very limited abilities with the product. Thus, we wondered if there would be a strong enough purpose to having it.

Instead, we are focusing harder on the development of the app it self and how it interacts with the hololens.

We also have created a few story boards for our video we are going to be creating about the game. Below are the two directions in which we are looking into. But after getting feedback from the class, we have decided to go with the second option as it makes more sense to introduce the app first, and then show the hololens afterwords with the kids.

First wireframes | Visual Direction

We started our wire framing with high-fadelity in order to move the process along. We knew that for our video we would need the following screens: loading page, profile, guild screen, key panel, hollowness access, and key objectives.

We also wanted to see what this may look like on an apple watch as shown on the right hand.

Moodboards

For our moodboards, we looked into two different directions. The first deals with organic images and materials such as wood and the use of a pencil. The second direction deals more with vector graphics and bold colors.

For our final decision, we have decided to go with the first moodboard. We feel that this direction addresses the fanciful feel we are trying to accomplish and can be added to the Hololens product we are focusing on.

Final Story Boards

Round 3 Story Boards

Round 2 Story Boards

Story Boards

Anna and I have decided to work in a group to help Chastity break out from being shy, to keep her independence and feel comfortable around other kids.

To start, we have worked on story boards that explain different scenarios she may find herself in. In total we have 10 boards. Together, we worked on the scenarios and what they would be, but then split up the 10 to draw each of them. Below are scanned images of what my boards came to look like along with a brief description under each panel and a "Why" statement at the vary bottom.

During class today, we also thought about Chastity's life in terms of the article “psychological sense of community.” 

Our results are as follows:

While at the Pool:

Membership: 

• who intends to swim based on their attire, while others are merely  are there to watch.
• lifeguards

Boundaries:

• being aware of who can swim independently and who cannot, this is also apparent by swim gear.
• rules according to pool standards
• shallow water v deep water
• lifeguards

Influence:

• helping others in their swimming process
• encourage other children to play a game/race
• teasing whether it is in fun or mean terms

Integration/Fulfillment of Needs:

• having a choice in one’s role at the pool
• being active and participating in a social activity

*This is what Chastity truly needs to work on. She is independent but when surrounded by people she shuts off and her mother fears she will not maintain that sense of independence.

Shared Emotional Connection:

• playing with other members at the pool
• leader v followers

Virtu/Real Relationship Building

For the next project we have been presented with, we are once again working to find a way to better the community. In this case, our targeted audience is a child and his/her parent trying to figure out how a gap or place for improvement can be addressed. This could be to improve the relationship, a safety concern, or goals/dreams they have. 

To start, I chose my particular audience to be based off the lives of:

          kristyn (mom) and chastity (daughter)

To better understand who they are and their lives, desires, wishes and goals, I watched their videos and created mind maps based on their information. The maps, although address four different topics, are all related. This is why we worked on transparent paper, so that when laid over one another, connections could be made.

The maps explain the ideas as follows:

People: Their name, age, knowledge level relative to school and life topics (reading, school subjects). A mind map describing the child and their life.

Places: Where all of the relevant locations this child finds themselves that has a relationship to the mothers concerns.

Objects: Things used or associated with the child

Activities/Social Interactions: What communities the child is a part of. 

Reflection

Compared to typical in-studio projects, how did the realistic nature of this project (for the united way, viewed by the public, a budget, etc) impact your work? (for example, were you more motivated to do good work, or less? were budget and other constraints good or bad?)

Having to keep in mind that the nature of the project was not simply for a portfolio ( a student driven goal) but rather, for the community, was challenging and rewarding in its own nature. As a group of student graphic designers, not used to a budget or public viewing, we had to keep an open mind and remember that we were designing to benefit the community. Their needs and wants came first to ours. And honestly, I loved that feeling: helping others through design. Having the budget put the work, time, and production into perspective. Having to problem solve pushed limits and showed us just how much we could learn to "think outside the box."

How did the content impact you, compared to typical in-studio content? Did Erika’s involvement have any effect on your content understanding beyond your usual research process?

I loved having to approach this project with an open mind - a mind that really was new to the subject. I had to really dig deep to understand the information for myself, to then better communicate to others said information. It was a learning process in more ways than one. 

Having Erika's involvement had a large effect on the content understanding for it created a block to push off of. Her direction was exactly what we needed to better grasp the goals of the project. 

I do wish that perhaps we could have heard from others who were also involved, but overall, having Erika's input was very helpful!!

The finale product

For the final product, we gathered all of our class's information and compiled it onto a single presentation. I collected this information and designed the final pdf click-through. The slides were to be simple, not to distract from our product/exhibit design. 

Below are a few slides explaining our work. We showed a mockup of the 7 sections in the auditorium space, then flat art, followed by a closeup (shown below).

I think that the overall presentation went really well. It was great having Ella, Devon and Liz talk about the class's work - they did a wonderful job!

Overall, I am so proud of the class for bringing everything together. It taught me a lot regarding group work. It is a lot of work, but not only can you work to create a beautiful piece together, you learn to come together over a common goal: to help others and build a respect for all.

These are images from the actual presentation:

A suggestion from the class, I laser cut the Hard Choices title to then show Erika what the titles would look like. It was a great idea, and Hope then brought in cut paper to the size of the boxes in order to show the physical scale. I think it really helped to have this visual representation, for the computer mockups can only go so far to express the size of the displays.