Diploma Proposal

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Diploma Proposal

  1. 1. DIPLOMA
PROJECT
PROPOSAL
 Priyanka
Chaurasia
 Visual
Communication
Design
 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
 MY
TOY
FACTORY
 For
this
project
I
will
be
working
with
a
client,
Mad
Rat
Games,
a
company
based
in
Bangalore
 focused
on
bringing
fun
to
learning,
for
children.

 BRIEF
AND
BACKGROUND
 The
project
involves
working
with
children,
encouraging
them
to
build
simple
toys
 themselves
and
teaching
mathematical/scientific
etc.
concepts
through
the
toys.

 At
the
primary
level
the
project
aims
to
propagate
the
"Make
your
own
toys"
ideology
of
Arvind
 Gupta
Toys.
His
website
http://www.arvindguptatoys.com/toys.html
displays
a
series
of
toys
 which
uses
basic
materials
and
simple
techniques
to
build
the
toy.
Most
of
the
toys
aim
to
teach
 the
child
about
a
particular
concept
(maybe
scientific,
for
example:
centrifugal
force).

 I
have
already
attended
and
helped
at
a
workshop
conducted
by
the
client
in
Bangalore.
It
was
 done
at
an
experimental
level
to
test
the
viability
of
the
project.

 The
activities
were
fairly
simple
–
a
“getting
to
know
each
other”
game
followed
by
a
set
of
toys
 that
the
kids
were
taught
how
to
make.
While
they
made
the
toys
the
facilitator
spoke
of
what
 principle
the
toy
worked
on.
Before
they
left,
they
were
each
given
a
kit,
which
gave
them
 instructions
to
make
two
toys,
and
provided
the
material
for
the
toys.
They
also
carried
back
all
 the
toys
they
made
themselves
during
the
workshop.
This
was
to
encourage
them
to
continue
the
 activities
at
home
with
possible
involvement
from
the
parents.



 
 

























 



















 

  2. 2. NEED
 ‐
An
“out
of
textbook”
system
which
can
be
taken
anywhere
and
initiated
by
anyone.

 ‐
The
element
of
interactivity
where
the
child
is
able
to
relate
to
something
better
because
of
 building
it
from
scratch.
A
more
hands‐on,
learning
through
doing
approach.
This
is
likely
to
 make
the
experience
more
educative.

 ‐
The
availability
of
science
through
toys
to
children
at
no
cost.

 ‐
Introducing
children
to
a
more
DIY
culture
possibly
making
them
more
independent
while
 learning.
It
could
also
add
the
element
of
play
to
most
subjects.

 ‐
Propagation
of
this
system
through
sharing
the
ways
in
which
the
toys
can
be
made
and
what
 they
teach
you.
This
would
make
it
more
available
to
every
child,
making
it
seem
less
like
an
 extra
curricular
activity
and
making
it
more
a
part
of
their
everyday
lives.

 ‐
Encouragement
for
the
“young
inventor”
in
children
to
create
from
scratch
something
they
have
 thought
up
completely
themselves.

 ‐
Reinforcing
the
fun
and
satisfaction
in
working
with
tactile
materials.
 
 RESEARCH
QUESTIONS
 ‐
The
existing
methods
of
such
teaching.
The
relevance
of
the
system
of
toys
amidst
these
existing
 teaching
methodologies.
 ‐
The
point
of
what
the
child
is
being
taught
getting
lost
due
to
involvement
in
what
he/she
is
 building.

 ‐Parental
involvement
in
such
a
system.
The
system
working
better
as
an
extra
curricular
activity
 (with
an
outside
facilitator)
or
something
more
a
part
of
daily
activities.

 ‐
The
limitations
of
this
system
with
regard
to
different
groups
of
children.
What
urban
children
 respond
and
relate
to
as
opposed
to
rural
children.

 ‐
My
role
as
a
communicator
in
the
project.
The
language
(visual,
textual
and
verbal)
that
is
best
 understood
and
responded
to
by
children.

 
 
 APPROACH
AND
PROCESS
 The
project
will
begin
with
me
understanding
the
already
existing
simple
educational
toys
(ref:
 Arvind
Gupta
Toys).
They
will
need
to
be
looked
at
with
regard
to
 ‐
The
simple
mechanical
techniques
that
are
used
to
build
the
toys
/
the
mechanical
techniques
 that
need
to
be
kept
in
mind
while
creating
my
own
set
of
toys.

 ‐
The
age
groups
that
are
most
receptive
to
these
toys.
 ‐
The
content
that
intended
to
be
taught
through
the
construction
of
these
toys.

 ‐
Topics
that
are
not
touched
upon
through
these
toys.
I
will
be
compiling
a
list
of
such
topics
 which
seem
relevant
(through
talking
to
teachers
who
teach
these
age
groups).
This
list
will
help
 me
to
fix
on
areas
that
I
wish
to
concentrate
on
while
creating
my
own
set
of
toys.

 This
initial
research
will
provide
the
base
for
three
directions
that
I
will
be
concentrating
on
 through
the
project;
 
 (a)
Coming
up
with
my
own
set
of
toys
that
teach
principles
/
concepts
that
I
feel
are
 lacking
in
the
already
existing
toys.
Ideation
will
include:
 ‐
Exploring
areas
that
could
be
touched
upon
through
this
medium.

 ‐
Using
simple
everyday
materials
to
ideate
upon
and
build
these
toys.

 It
will
help
me
look
at
a
more
hands
on
and
experimental
approach
to
problem
solving.
It
will
 also
be
challenging
as
a
communicator
to
match
the
intent
of
the
toy
with
what
the
child
learns
 from
it.
These
toys
will
be
tested
through
introducing
them
in
the
workshops
that
I
will
be
 ideating
upon
and
conducting
in
the
second
phase
of
the
project.

 
 (b)
Creating
workshop
modules
for
these
toys
to
be
introduced
to
children.
Research
for
 this
will
be
through:
 ‐
Looking
at
the
way
certain
extracurricular
activities
are
conducted
in
and
outside
school
for
 children.

  3. 3. ‐
Looking
at
already
existing
workshops
for
children,
centered
around
toys.
 ‐
Analyzing
and
deriving
from
the
workshop
already
conducted
by
the
client
as
an
experiment.
 ‐
Looking
at
the
market
and
audience
for
these
kinds
of
workshops.

 Through
creating
these
modules
I
will
be
exploring
the
potential
for
such
a
medium
being
viable
 for
a
child
to
learn.
The
workshop
modules
will
be
put
to
test
with
me
being
a
co‐facilitator
 (alongside
the
client).

 
 (c)
Communicative
documentation
of
the
project.

This
could
lead
to
three
kinds
of
 compilations/products.

 ‐
A
kit,
which
would
contain
the
materials
to
construct
the
toy
along
with,
illustrated
instructions
 for
building
it.
I
will
be
breaking
down
the
process
of
building
the
toy
into
simple
coherent
steps,
 illustrating
them
and
providing
easy‐to‐follow
copy.
This
kit
would
be
primarily
for
the
children
 but
may
call
for
parental
involvement.

 ‐
A
manual
(which
I
will
design)
containing
the
workshop
module
along
with
the
DIY
 instructions.
This
would
be
of
use
to
any
outside
teacher/parent/facilitator
who
may
want
to
 conduct
these
sessions.
It
would
also
act
as
a
archive
for
them
to
refer
to.


 ‐
A
publication
(which
I
will
compile,
illustrate
and
design)
driven
by
a
narrative.
The
narrative
 would
string
together
scenarios
where
the
principle/concept
(taught
by
the
toy)
comes
up
using
 characters
and
props
(the
toys
themselves
maybe).
The
DIY
instructions
for
the
toys
would
also
 be
strung
into
the
narrative.

 
 
 
 
 
 
 

  4. 4. AUDIENCE

 The
audience
at
the
primary
level
is
the
children
of
different
age
groups
for
whom
the
toys
are
 used
as
teaching
tools.
The
kits/publication
would
also
be
directed
at
them.

 At
a
secondary
level,
parents/educators/facilitators
of
such
a
system
are
the
audience.
The
 compilation
would
be
an
archive
for
their
reference.

 
 PERSONAL
STATEMENT
 I
am
drawn
to
this
project
due
to
an
inherent
interest
of
working
with
children
and
gaining
some
 experience
in
the
area.
As
a
designer,
understanding
the
importance
of
the
element
of
play,
the
 scope
of
the
project
is
exciting.
The
role
of
a
communicator
in
this
project
also
opens
up
the
 possibility
of
looking
at
the
subject
through
the
lens
of
a
narrative
where
the
compilation
could
 turn
into
a
completely
new
product.

 
 
 
 

 
 
 
 
 
 
 
 

 
 
 
 
 


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