Proposal book inspiration

These colour bars define the areas of a book like a contents page does. The do it in a subtle way and I feel it could work and be appropriate for my proposal booklet to incorporate.

Pack

I liked the thickness and quality of this pack, and was hoping to use it as a basis for my own pack, or my book covers. It makes things seem/feel important.

Exercise books

Image references

Designing Pictorial Symbols

This was an interesting pictogram involving 2 concepts. Made me think much more of a logo or a poster in that respect.

Symbols Pictograms and Silhouettes

A range of simplicity, abstract and 2 colour pictograms. I particularly found the ones with the block and line art combined such as the man watching the TV. It seems to be very effective to create an emphasis on him, similar to how the 2 colour one does it.

Symbol Sourcebook - Henry Deyfuss

This book was full of minimal, restricted designs; codes which would be applied throughout an area so people would be familiar of their meanings, like how we recognise road signs. Many of them bear little or no reference to the original object. I also noted the symbols being reused in other pictograms with similar meanings which would make perfect sense to do.

Pictograms Icons and Signs -

This is a really useful book for explaining pictograms. It's interesting to see how some of the important names in pictograms summarised what it was; 'Element of absolute validity' (Neurath), 'must have the character of a sign and should not be an illustration' (Aicher), 'depicts the character of what is being represented and through abstraction takes on its quality as a sign' (Kapitzki).

It was also helpful to understand sign as symbol, and the difference between indexical and iconic signs. How signs are interpreted, if they say not to do something, or suggest not doing it, or allow it if you wish.

There's a section explaining new paths for pictograms and it mentions how there is becoming an increasing emphasis on suggestion (emotional influence). Stating that pictograms must be fun or they must make people think.

Boundary, format and grid are all things I will need to carefully consider to create the openness of opportunity but remaining structure and uniform, hinting at an academic side.

Pictograms and Icon Collection

Although I didn't want to use boundaries I thought the museum keyhole was different. It added another level to the pictograms, as if we were getting an insight to what was in a particular room (area).

There's a nice example of taking a line for a walk in here, where the pen doesn't leave the page for each icon. This is a good way to forcefully reduce information and make decisions on what information is important and what is not necessary.

Pictogram and Icon Graphics -

My pictograms are adopting the minimal aesthetic using single strokes. I found some good examples in this book.

I was looking at ways type is applied to pictograms, so far I have found it necessary to include the titles of my symbols because it adds to my intention of making things easier for students.

Throughout all of the books I have looked at, I've noticed similar pictograms to mine and been interested in their solutions, noting if aspects should be applied to mine.

Another thing I've concentrated on was the interpretation of human figures. There was a particular example in this book which was quite unusual. Although mine include very little detail they still consist of the basic human form.

Finally any unique pictographic styles have fascinated me; the way they cope with difficult constraints.

Gerd Arntz - Graphic Designer

I really like the 'unemployed' man that begins the slideshow. One is by Arntz, the other by Rudolf Modley. the symbol contains very minimum information yet it has so much emotion. The body language captured from the posture of the men, the position and angle of the head, hands in the pockets and stance combine to suggest the difficulties the men face. Modley's man looks very upset and unhopeful, whereas Arntz figure appears more optimistic with his chin up quite literally. Even simplistic figures like these can carry many connotations, every stroke is important.

There are example of similar icons to the ones I am using such as the frying pan, scales, wrench and computer. These helped to inspire me as I developed my own pictograms.

The book is useful for explaining some rules of the language. Geons are shapes 'stored' in the brain which is one method adopted. Another is called taking a line for a walk where it traces around an object. The object being drawn should be drawn at the angle which best describes it. I also learnt to avoid using perspective as it's another layer for the brain to understand.

The man carrying a suitcase with his family has different shades of emphasis. This is something which I'm also interested in. In some of my pictograms I have secondary information which could be shown in the lighter shade.

School planner

 The local school was kind enough to provide me with a school planner. It's a lot smaller than what I was used to, but still contained similar content. I want to use this as an introduction to my scheme and also include some careers guidance inside.

Yr 8 options evening & Connections

The yr 8 options evening was again helpful to understand which direction I should take my project. I had a look around the stools collecting various handouts which I've got examples of below. The 2 main things I noticed in the handouts were what is involved in the subject and lists of careers that are possible. I presume these are the typical questions which are asked by parents and students deciding what subject would be best for them.

I listened in on conversations people were having. Most of these revolved around whether the student enjoyed the subject. The teachers would describe the aspects involved and they would say whether that appealed to them.

I was given a booklet that contained a list of the subjects and explained which were compulsory and how many of the optional ones students could take. The booklet didn't contain much information, mainly the logistics of the subject.

After visiting the different stools I went to see Ajay to discuss my ideas. He thought it was great that I would be targeting all years so they were well prepared. I also had the opportunity to talk with a lady from connections who was available at the event. I spoke to her about my own experience and wondered how she went about giving advice. She was clearly more professional than the PA I had and explained that there are 3 stages to helping students: Teaching, advising and guiding. Teaching is giving them the facts and framework, advising is what career path they think would be most suitable and guiding is suggesting routes for this. She explains they focus on the stage between 'not knowing what to do and decision making'. My project needs to also focus on this stage and assist her and other PA's.

Careers advisor

I met with a careers advisor from a local school which was very valuable to hear his opinions and also the current state of advice giving.

I prepared a list of things I wanted to discuss with him including how it works, how often and long do students meet with personal advisor's (PA's), and if students are asked to come prepared. He described how they get a lot of students who don't know what they want to do so the PA discusses what their interests and hobbies are and try to work out a path from that. He then explained that a new scheme is likely to be introduced where students will have group sessions lasting approximately and hour, opposed to the 45minute individual ones from before. He felt that it will be essential for students to come prepared, for example completing a questionnaire in advance.

Another point which rose from the meeting was that students in yr8 make their options as to what they continue studying from yr9 to yr11. It would be useful to have a way that not only targets those who are finishing school but also the students currently studying. Getting them to think about their ambitions from a younger age so they are more confident when it reaches decision time.

Next week there is the yr8 options meeting where parents and students look around stands before deciding which subjects to do. I've been offered the opportunity to attend this so have gladly accepted. I think it would be good to have a scheme that could benefit all year groups.

Where next?

Various design solutions for students from Kent4u Choices and a UCA booklet.

Career maps

Here are some examples of previous ways of targeting a younger audience. I've only included them really small because they are ugly to look at. They are messy, and not very informative. It makes the decisions seem even more overwhelming for students.


The green one is the only 'designed' one, it explains how to reach the different ranks in a series of steps. This is how I feel students should start thinking from a younger age and be more aware of where there career paths/decisions can lead them.

Financial Services Career Map

I found this website very useful. Aimed at an older audience it makes understanding how to get into a particular career a lot easier through the way organised construction. Firstly there are four sectors defined by different colours. Then within these sectors are job titles which stem from the tree-like diagram. By clicking on one of those we are presented with a summery of the job and wage, along with information on credentials and courses expected. If we wanted more information there is an option to have that emailed to us.

Source: https://www.csi.ca/student/en_ca/careermap/index.xhtml?icid=BNN-CSICMT--I01

Different Course Titles after GCSEs

This list isn't totally accurate and there's probably a tonne more, but this demonstrates how confusing it is, and why suggesting A-levels then BA courses sound so appealing/suitable to give as advice.

A levels, ACA, Access, AS, BA Hons, BA Hons (top up), Bridging, Certificate, City & Guilds, Doctorate Degree, Extended Diploma, FDA, First Diploma, Foundation Degree, Foundation Diploma, Graduate Diploma, HNC, HND, ITEC Diploma, MA, MBA, National Award, National Diploma, NVQ (I/II/III/IV), Pre Masters Diploma, Step-up, VTCT Certificate

Job Categories

This is a list of many different sectors that include many different career opportunities. They all have different requirements to get into, some more specific than others. This is why it's important that students have a good sense of direction before just studying the core subjects and seeing where they end up.

Administration
Advertising, marketing and PR
Animal and plant resources
Charity and voluntary work
Construction and property
Creative arts and design
Education
Engineering, manufacturing and production
Environment
Financial management and accountancy
Healthcare
Hospitality and events management
Human resources and employment
Information services
Information technology
Insurance and pensions
Law enforcement and protection
Legal profession
Leisure, sport and tourism
Management and statistics
Media and broadcasting
Mining and land surveying
Performing arts
Publishing and journalism
Retailing, buying and selling
Scientific services
Social care and guidance work
Transport, logistics and distribution

Why do you want to work there for?

An important factor I will need to consider is the most popular reasons that people go into a certain career. Here's a list I have constructed:
Money- If it pays well, or has opportunities for promotions
Enjoyment- Doing something that appeals to them
Skills- If they're good at something
Location- They want to live in a certain area/country or travel
Family trade- Continuing family/friend line of work

These things may also determine what career path a student will follow:
Part-time (Unable to be available FT)
Disabilities (Difficulties with particular careers)
Location (Certain jobs in few places in the country)
Language (Difficulties with communication)
Temp jobs (If they are likely to move around)

When making my guide I will have to bear in mind that students will be looking for jobs for different primary reasons.