1. Task 3: Task 2: Initial Responses – IdeaGeneration
- The under discussed sexualities: Asexuality, bisexuality,
pansexuality, gender queer, transgender, etc. The useof a
symbolto show the social issue in an immediate way. The
symbolwill indicate what I wantto show and then if shown
again peoplewill understand whatis going on. Preferably
showing multipleposters, somewhat like a campaign, to show
morethan oneperspective. I don’t think I’d be able to show the
entire message in one poster because as a whole it’d be dealing
with more than one issuebut puttogether to make one
campaign with onesymbol/ logo to signify all the sexualities
that it’d be talking about/ representing. ‘You don’tlook like a
lesbian’. ‘You don’t very gay for a gay guy’. ‘How can you like
both?’ You either like the same sex or the opposite, that it.’
‘What are you? Frigid?’ ‘Nah, I think it all dependson what
parts you have.’
- Sexual health in schools. Makingit mandatory for school
everywhereto teach studentsfrom 10 upwardsabouttheir
bodies, growth and sex. From protection, sexuality, the
menstrualcycle (taught to both boys and girls), sexually
transmitted diseases, etc. in moredetail and understanding
with modern contexts. Something like, ‘Do you know what this
means?’or ‘Do you know whatthis is?’ then ‘Do you know what
it’s for/does?’ With a block colour background with
contrasting colourswith the fontwith a graphic design, rather
than a photo, of a condom, femalecondom, a term in
quotations, etc.
- Littering and how it’s importantto notdo and keep your
community, and others, clean and respected. Maybehave
images of animals eating, sometimes even chocking, on the
litter that peopleare leaving behind. Above peoplelittering
encouragepeopleto pick up other people’slitter if they can.
Either as a group to do more heavy-duty littering or singular to
puta bottle in a bin.
- Recycling and how it should be morethan just at home. In
schools, dinninghalls, street bins, etc. everywhereshould be
recycling bins for can, plastic bottles, paper, general waste, etc.
Showing the importanceto why we should. How isn’t of
wasting what you’vegot we can re-useit. Maybeshow how
simpleit can be. Tie in the littering campaign with, ‘Weknow to
throw things away so why not take it step further?’Showing a
2. person puttingtheir bottle in a green recycling bin labelled as
‘Plastic Bottles’ next a general litterbin. Basically sayinghow
usinga bin in second nature, easy, simple. So why not do
recycling, which is also simpleand easy but better in the long
run.
- Stop fly tipping. Informingpeopleabout skipsthat are near by
and how it’s better to usethem rather than dumpingyour old
furnitureata clothing bin. Have someone’sfrontor back yard
with a bunchof rubbish from fly-tippingin it with a caption of,
‘Not so easy to ignore now is it?’ Or, ‘When will it be easier to
notice?’ and the growth of a field being over-run by other
people’slitter.
- Mentalhealth. Encouragingtherapy for all. Whether it be from
grief, stress, loneliness, depressiveepisodes, etc. Encouraging
peopleto find someonethey trust, a friend, teacher, parent,
sibling or professionalto talk to so they won’t ‘suffer in silence’.
Especially men because of the stigma behind men being
stressed or saddened by things. Explaininghow important
therapy is for people. How there should be a therapist in
schools, colleges, universities, work environments, etc. for
easier access for help. Peoplelaughing but with another
version of themselves sad merged with them, possibly a
student, female, in uniform sat on a bench (with table) with
friendsbut it’s a muchtighter shot of her laughing and smiling
with the sadder version of herself lookingat her with their
backs together with a caption of, ‘Looks can be deceiving’, ‘You
don’talways know what peopleare thinking, or feeling’.
‘Mental health isn’t as visible as physical health’.
- Learningissues in school. How it’s importantto catch it early
rather than too late and when you’reoutof education. How it
should be tested morefrequently and talked about morerather
than having peoplenot knowinglearningproblemsexist. How
it doesn’tmean you’restupid but justneed morehelp than
others. Catching it in primary to secondary so that they can
learn from a younger age how to copewith further education
and work. ‘Did you study? Yes.’‘How can you know the content
in class but not for the test?’ ‘We’vebeen learning this for
weeks now, why don’tyou get it yet?’ ‘You should be able to do
this’, etc. with images on a failed test, children in class holding
their breath at their desk (looking pensive), etc.
- Men and women’srights. The social norms+ stereotypesthat
need to be broken. E.g. Morewomen in science, more men
3. doing‘creativity based jobs’ such as art, theatre, cooking, etc.
Social normsthat need to be broken. Such as women wearinga
skirt in general is sexual, men not wantingto have sex or be
aggressive is ‘weak’and not what ‘real men’do, etc. ‘Since
when did eating become girly?’ ‘Since when was space for one
person, let alone onesex?’ An image of a skirt, spanner, skin
care, hot chocolate, beer, trouserswith captioning’sof, ‘Is this
for men or women?’
- How importantit is to go to the doctor. Targeted to men more
because they tend not to go out of the fear of being labelled
‘weak’. E.g. prostrate cancer. For women, smear tests. To be
regularly checked for sexually transmitted diseases. Mental
health checks. Also how drugs, pillsand many other formsof
medication aren’talways the answer. There are other methods
to deal with pain and issues. Such as exercise, mental tricks,
therapy, clubs, etc. ‘If you don’twantto be classed as weak
make sureyour health isn’t.’
- The idealistic view for children and teenagers (around 11 to 16
years old)to be moregrown up rather than stay young. How
it’s ‘uncool’to play with toys even though you’rea child, and to
play outside. Social media being the tool to their childhood.
Wantingto be morematurethan they need to be, in the sense
that they want to wear make-up and havesex at youngages
because they wantto be moregrown up.
- Stoppingchildren from havingsmart phones and tablets to
play with rather than colouring, drawing, board games, tables
games, toys, books, etc. Creative mediumsbeingreplaced with
a screen. How it’s stoppingthe developmentof their motor
skills and creativity because they’re just attached to a screen
from a very youngage upwards. ‘Whathappened to the power
of imagination?’with a group of children as fairies, pirates,
astronauts, cowboys, etc. but then on a screen which a child is
holding a smart phonewatching that ad on their screen. An
‘AdventureTime’play area but all the kids aren’t playingwith
the toys or with each other but their sharing tablets and sat
with their parentson watching something on the phonewhile
the parentstalk.
- Encouragingpeopleto read more. Especially in school (from a
youngage up). (10% of British homes don’t have books (or
haven’t read a book. Look up that statistic!)) ‘Let’s not make
the classics history’. ‘I could just watch the film’. ‘Don’tyou
4. wantto see if your interpretation was shared?’‘Read it before
you see it.’ ‘See the story before the movie shows you’.
- Stoppingpeoplefrom taking too many medical drugs to make
themselves feel better (medical drugsto improveyour health).
An image of someonewho does drugswith a lot of pills and a
housewifeof businessman with a lot of pills. ‘Is there a lot of
difference?’Maybehaving peoplesaying, ‘What are they
puttingin their bodies? What are you?’Try exercise, a healthy
diet, sleeping earlier, readingbefore bed, meditation, going for
a walk everyday for 20 minutes, etc. Swap – an images of a
bottle of pills for headaches (or sleepingpills?) – for – an image
book and an alarm clock that read 9:27pm-beforebed.
