The document describes the design process for a toy called "Bug Heads". It involved research on children's play, workshops to explore ideas, and multiple iterations of prototyping. The goal was to create a toy that teaches children about insect anatomy and environments in a fun way. Early prototypes using materials like paper and metal got children curious but were not wearable. Later prototypes added softer, flexible materials and more details inspired by insect features. User testing provided feedback on interactions and how well it conveyed its educational aims. Areas for improvement include more strongly representing natural environments and traditions to further engage children in learning.

1. DESIGN PROCESS: “BUG HEADS”
Pallavi M
Visual Communication Design
Srishti School of Art, Design and Technology

2. Research
Research done in the beginning of the course made
us understand the concept of play and affordance,
while we studied children from different socio-
economic backgrounds.
We understood the role that playing has in the
growth and identity of a child. The research
gathered helped us gain insights about various
kinds of playing, their strengths and drawbacks
and a range of opportunities.

3. Research
Research done in the beginning of the course made
us understand the concept of play and affordance,
while we studied children from different socio-
economic backgrounds.
We understood the role that playing has in the
growth and identity of a child. The research
gathered helped us gain insights about various
kinds of playing, their strengths and drawbacks
and a range of opportunities.

4. Dirty Prototyping
This was interspersed with short workshops with
designers and field visits where we explored dirty
prototyping, mechanics and building toys out of
junk and everyday objects. The dirty prototyping
stage was a way of quickly developing ideas for
testing.

5. Dirty Prototyping
This was interspersed with short workshops with
designers and field visits where we explored dirty
prototyping, mechanics and building toys out of
junk and everyday objects. The dirty prototyping
stage was a way of quickly developing ideas for
testing.

6. Dirty Prototyping
This was interspersed with short workshops with
designers and field visits where we explored dirty
prototyping, mechanics and building toys out of
junk and everyday objects. The dirty prototyping
stage was a way of quickly developing ideas for
testing.

7. Workshops
A couple of workshops with the children of
Mallya Aditi international school gave us a great
perspective on how children think; create and
imagine. Our workshop was conducted around the
theme of Superpowers. Drawings and craftworks
gave us an inkling of what is possible and what is
appealing to this section.

8. Workshops
My toy generated from the idea of role play. I was
fascinated by the manner in which costumes and
masks help transform children, and give them a
sense of power, a different perspective by stepping
into different shoes. Thus, the idea of ‘hybrid
heads’ arose. This was initially a set of “retrofitted
helmets” that made children play different kind of
characters with different superpowers.

9. Ideation
While doing a little bit of scouting around, I was
highly inspired by the book ‘A Smaller Majority’ by
Piotr Naskrecki and his intention of “reinforcing a
child’s interest in the natural life of caterpillars
or frogs, or perhaps encourage someone to kneel
down, look and discover the world around our feet.”
This thought triggered off the idea of introducing
to children this world of insects: their survival
skills and environments in a way that drives fear
towards these organisms away, and to see value in
conserving it.

10. Quick Prototyping of the Idea
My first step towards developing this idea was a
quick prototyping and user testing stage. For this,
I used material like metal and paper. The result of
this test: the children refused to wear it, but it got
them curious about what it was.

11. User Testing
My first step towards developing this idea was a
quick prototyping and user testing stage. For this,
I used material like metal and paper. The result of
this test: the children refused to wear it, but it got
them curious about what it was.

12. Final Prototyping
Thus, I further explored ways in making it
more children friendly and interactive. I opted
for textiles and materials that were soft, easy,
more eco friendly and reflected a certain Indian
aesthetic. I built the basic helmet with papier
mache, cloth and Velcro. This made the basic
frame light and flexible.

13. Final Prototyping
Thus, I further explored ways in making it
more children friendly and interactive. I opted
for textiles and materials that were soft, easy,
more eco friendly and reflected a certain Indian
aesthetic. I built the basic helmet with papier
mache, cloth and Velcro. This made the basic
frame light and flexible.

14. Final Prototyping
The other parts of the toy were designed
in accordance to the anatomy and defence
mechanisms of certain beetles, like the wings,
the shells and the eyes. I added wavy tentacles
for a more fun element. The intention behind this
toy was hence to illustrate things like colour,
camouflage and vision as superpowers.

15. Final Prototyping
Some of these parts of the toy were stitched with
cloth, beads and embroidery threads. I took the
help of some women from a charitable trust for
stitching these. These women lived in the nearby
slums and came to the trust to offer their skills in
stitching and embroidery work, and it was a good
experience to instruct them and also receive their
feedback on the construction of the toy.

16. Final Prototyping
Some of these parts of the toy were stitched with
cloth, beads and embroidery threads. I took the
help of some women from a charitable trust for
stitching these. These women lived in the nearby
slums and came to the trust to offer their skills in
stitching and embroidery work, and it was a good
experience to instruct them and also receive their
feedback on the construction of the toy.

17. Prototype exhibit and user testing
The finished prototype of this toy was exhibited
during an exhibition and it was a good ground
for my second round of user testing. It gave me
feedback on the toy interaction, form and the value
proposition it really offered.

18. Prototype exhibit and user testing
The finished prototype of this toy was exhibited
during an exhibition and it was a good ground
for my second round of user testing. It gave me
feedback on the toy interaction, form and the value
proposition it really offered.

19. During this period, I was able to step back and try and
understand areas that have potential to be improvised and
taken further:
1. The toy’s intention to introduce natural environments to
children is there, but hasn’t been reflected to the maximum.
2. The form of the toy has its advantages and disadvantages.
Is it meant to be abstract so as to leave the form to the
imagination of the child? Or is it meant to be more defined to
make the child recognize and understand certain facts?
3. The ‘Indianess’ of this toy is superficial, and appears only
in its textiles and colours. Introducing a truly Indian tradition
or ritual like storytelling would strengthen the concept. This
would be more effective in communicating to children the
knowledge about natural environments and also make it an
engaging process.
4. There is a lack of thought and design of the entire ecosystem
of the toy. Details on how it could be manufactured and
marketed are missing. It has potential to employ art and craft
communities to do so.