OUGD505 - Footprint Workers Co-operative

Footprint Workers Co-operative are a co-operative group of 5 printers who specialise in the printing of zines, posters, flyers, band and festival promotions, as well as a small amount of freelance work. The group was founded in the year 2000 by a group of environmental activists when they inherited the offset litho press. However, it was found that the inks being used for this process contained a lot of solvents and the use of aluminium plates was not entirely environmental and so seemed counter-productive to their ethics. This is when the group turned to riso printing, which does not require heat or cooling, and use environmentally friendly soya inks, rather than those which contain any solvents or alcohol.

Since the group is a co-operative, this means that all workers are equal, everyone gets paid equally and essentially everyone is in charge of the business. Footprint is a non-profit organisation and any which are made get put back into the upkeep of machinery to keep them running smoothly or are giving as donations to various charities which are deemed worthy. Footprint do not ship overseas in order to reduce air miles, and will refuse to print anything which goes against their ethics, for instance anything racist, homophobic, transphobic, etc.

OUGD505 - Appropriation and Subversion

Appropriation:

Appropriation is the practice of artists using pre-existing objects or images in their art with little transformation of the original.
The act of taking something for your own use, usually without permission.
Examples: Marcel Duchamp's 'Fountain' and 'L.H.O.O.Q'.
                  Hannah Hoch (Dadaism).
                  Richard Pettibone / Elaine Sturtevant.
                  David La Chapelle.

Appropriation in Fine Art:

• To question authorship and authenticity.
• To question what art is or can be.
• To investigate process and making.
• To question the value and meaning of mass culture.

Cultural Appropriation:

Cultural appropriation is a concept dealing with the adoption of the elements of a minority culture by members of the dominant culture. It is distinguished from equal cultural exchange due to the presence of a colonial element and imbalance of power.

Pastiche:

Pastiche is an artistic work in a style that imitates that of another work, artist or period. Pastiche celebrates rather than mocks, unlike parody.
Examples: Stranger & Stranger.
                  Stranger Things typeface/poster (references to Star Wars and Stephen King novels).

Parody:

Parody is an imitation of the style of a particular writer, artist or genre with deliberate exaggeration for comedic effect.

Examples: Banksy, Adbusters, Jamie Reid.

OUGD505 - Ethics and Sustainability in Graphic Design

Ethics:

• Moral principles that govern a person's behaviour or the conducting of an activity.
• The branch of knowledge that deals with moral principles.

Do you think ethics is important in graphic design and why?
What defines 'good' in graphic design?

What does ethical practice entail in graphic design - what principles?

Themes:

• Being a good citizen.
• Who to work for.
• Influence and persuasion.
• Aesthetics and ethics.
• Value and purpose.

The Designer's Responsibility to Audience Members and Users (AIGA):

• Designers must recognize the need to include audience members and users whenever possible in the process of developing effective communications and to act as an advocate for their concerns to the client.
• The Designer’s main concern must be to create communications that are helpful to audiences and users and that meet their needs with dignity and respect. Any communication created by a designer that intentionally misleads or confuses must be viewed as a negative reflection on the profession as a whole.
• Designers must not knowingly use information obtained from audience members or users in an unethical manner so as to produce communications that are unduly manipulative or harmful in their effect.
• Designers must advocate and thoughtfully consider the needs of all potential audiences and users, particularly those with limited abilities such as the elderly and physically challenged.
• Designers must recognize that their work contributes to the wellbeing of the general public, particularly in regard to health and safety and must not consciously act in a manner contradictory to this wellbeing.
• Designers uphold the credibility and dignity of their profession by practicing honest, candid and timely communication and by fostering the free flow of essential information in accord with the public interest.

Sustainability:

• Social sustainability (people and societies).
• Economic sustainability (capital and growth - markets).
• Environmental sustainability (the planet).

How does sustainability relate to ethics?

Sustainability Issue Mapping:

A diagonal cross axis is used to represent four tenets of sustainability - financial, environmental, social and personal sustainability (the user). This approach recognises that each project will posses different needs and potentials in sustainability. Items closer to the centre are important. Items can relate to more than one area of sustainability.

• Financial - "creating financially viable work focuses on the design issues that affect the costs of distribution and production. But if designers focus too much on cost cutting or profit making, the danger is that the results will be uninspiring and bland".
• Social - "the overall question posed by this agenda is whether the finished design benefits society as a whole".
• Personal - "creating personally desirable design work is about fulfilling the dreams and desires of the individual consumer".
• Environmental - "environmentally responsible design is about considering the natural resources depleted in the production process".

OUGD505 - Studio Brief 02 - Product, Range and Distrubution

- Examine graphic design outputs relating to social, political and ethical change.
- Aim to increase awareness of historical examples, plus contemporary practice responsive to 21st Century issues.
- Research which explores the connections between these issues/concepts.
- Reflect own ideologies, concerns and ambitions as a graphic designer.
- Consider the role of the graphic designer and their responsibility regarding social, political and ethical change.

Part 1:
Develop a practical, visual and contextual investigation of a specific subject (issue).
- primary and secondary research - actively do what you are researching/engagement.

Part 2:
Devise and develop a body of practical work that distils your knowledge of the issue and demonstrates your ability to tap into the market potential for socially, politically and ethically driven design.
- think about broader market of graphic and creative professionals.


Potential outcomes/responses:

• issue-led campaign
• poster series/manifestos
• publication/book/zine/printed matter
• web/digital platform/video
• range of products or merchandise (banners, pin badges, etc.)
• installation/exhibition/wayfinding

Examples/contextual sources:

• Me & EU - Nathan Smith
• Eike Konig - HORT Studio
• William Knight
• In Loving Memory of Work - Craig Oldham
• This Girl Can (campaign)
• Metahaven
• Uncertainmedia.com - Tom Joyes
• Memes/meme culture

WHAT ARE YOU INTERESTED IN?

WHAT DO YOU WANT TO RESEARCH?

WHAT DO YOU WANT TO SAY?

WHAT KIND OF DESIGNER DO YOU WANT TO BE?

OUGD503 - Banner Design Brief - Banners in Context

Individual banners in context:

Using the image supplied by the school on their initial brief, I have placed my final banner designs into context, being the school setting. The first image on the left shows where the school plan to hang the banners from the ceiling, whereas the bottom shows an alternative layout, enabling you to read the word 'aspire' as a whole more easily.

OUGD503 - Banner Design Brief - Final Designs

Final Designs for Submission:

 The purpose of these banners were to make Whitecoate Primary School a more welcoming environment for children, staff, parents and guests, aiming to brighten up the entrance hall with the banners which will hang down from the glass roof. The banners were to represent the six key aims of their recently announced reward system, ASPIRE: Aim high, safe and healthy, pupil voice, independence, respect and care, and enthusiasm. The banners were aimed at primary children from the ages of 3 to 11 years, and should foster fun, education and colour in order to represent a school which also fosters friendship, cooperation and high-quality learning.

Each individual banner has been designed in order to represent each specific aim of the school's ASPIRE system. Ideas were taken from research into what each of these include:

AIM HIGH
- set ourselves goals and work towards achieving them, work hard on our targets, read regularly, dare to dream.
- these have been represented through the use of a ladder propped up against the letter 'A' and paired with a stack of books to show being able to reach high to achieve targets in lessons, specifically Maths, English and Reading.

SAFE AND HEALTHY
- keep ourselves safe on the roads, we bring in P.E. kits so that we can join in with lessons designed to keep us healthy, we eat the healthy foods provided by the school and our parents, work to make school a safe and healthy environment.
- these have been represented through using the characteristics of the letter 'S' to form a winding road, a traffic cone in order to represent road safety and knowing how to spot potential dangers or areas of safety which these surround. These cones can also represent physical activities within the school, for example in sports like football to dribble the ball around. An apple has also been used to clearly represent eating healthy foods provided by the school.

PUPIL VOICE
- we share our ideas and listen to others, we are represented by the school council, we speak out and take pride in our own ideas and beliefs.
- represented through the symbol of a school council badge using the emerald green colour the school is represented by in their uniform and materials, and a hand clutching at a megaphone to represent students being able to speak out freely and to use these words to help make the school a better place.

INDEPENDENCE
- we make sure our work is of the highest quality, we take responsibility for our own belongings, equipment, etc and bring the right things to school, we strive to be independent learners and thinkers.
- represented through typical school equipment, such as a pencil pot full of utensils needed for learning. This has been paired with an open workbook in order to represent engagement with learning.

RESPECT AND CARE
- we work as a team, we respect others' opinions as well as school areas, we are kind and helpful, we say no to bullying, racism and homophobia.
- these principles have been represented through the LGBTQ+ flag in order to show respect for everyone no matter their beliefs, sexual orientation, lifestyles and personalities. The hands of different races reaching out for each other have also been used in order to represent similar principles in respecting other no matter their race, as well as to symbolise students being kind and helpful to each other. These hands have been placed over the counter of the 'R' to also represent students helping each other over hurdles, in learning and other areas.

ENTHUSIASM
- we enjoy our learning experiences, make the most of opportunities to learn both inside and outside the classroom, we have a go and try new things, we have a positive attitude towards both work and play, our learning behaviours help us and our classmates to achieve in school.
-  being enthusiastic and having a positive attitude to learning has been represented through the image of a raised hand eager to ask or answer a question in class which would help themselves in their learning experiences, as well as their classmates. This has been paired with the image of a lit lightbulb, something which is typically used to represent a bright idea and in this instance, representing the student's bright ideas and enjoying their learning experiences.

Each of these individual banners have used a simple, colourful illustration style which have been done purposefully to keep the designs child-friendly and easy to understand. These have been composed in a playful way around each larger letterform in order to act as part of the design themselves, such as the ladder propped up against the letter 'A', the 'S' being used as a road and the hands reaching over the 'R' to show students helping each other over hurdles.

Through initial research into the ASPIRE system, it was also found that each aim has a specific colour linked to it. These have therefore been utilised for the background colour of each banner to help with the children, parents and teachers' connection and engagement with them since these specific colours will already been associated with each aim, giving them some familiarity.

Aim High = green
Safe and Healthy = blue
Pupil Voice = orange
Independence = yellow
Respect and Care = purple
Enthusiasm = red

Through other research into how children respond to colour, it was found that they are more attracted to bright colours since these can be seen by them from an early age, even if their eyes are still developing. Certain colours were also found to have specific effects on their moods and behaviours, some of which has been shown to improve their learning and academic performances. For this reason, it was decided to keep the backgrounds as solid colours in order to let more of the colour through whilst not distracting attention away from the main designs. This was done so that hopefully the students would be able to engage more specifically with the colours which could potentially improve their attitudes towards the school and learning.

A playful typeface has been paired with these illustrations, highlighting what each banner represents for extra clarity. MV Boli was chosen since it's aesthetics were thought to be similar to that of a comic book, which hopefully the children would be able to associate with. The shape of the box around the type has also been used to enhance this comic book aesthetic, as well as not to let the type get too distracted by other elements of the design. MV Boli was also found to have characteristics similar to that of the typeface used on the school's website, which therefore provides further links and familiar associations.

OUGD503 - Banner Design Brief - Further Design Developments

In evaluating initial design developments, it was decided that the approach which would work most effectively in communicating my intentions was to play with both text and image, helping to provide some extra clarity for potential new students, parents and visitors who may not already know about the ASPIRE system and what it stands for. This approach designed larger letterforms to appear in white in order to stand out from the coloured backgrounds. Smaller text was then placed into white boxes to produce a small element of consistency between these. The shape of the box was taken from the shape of tabs featured on Whitecoate School's website.

Following peer criticism, it was suggested, however that the black outlines of these text boxes were too thick which drew some attention away from the other aspects of the banner designs. This was therefore modified in reducing the thickness of the stroke so that they were of the same width as the larger letterforms, helping to bring these two elements together. It was decided to keep the boxes since it helped to produce a playful, comic-book aesthetic which matched the chosen typeface and conveyed a sense of action which young children could potentially familiarise with.

Another development based on feedback, was to make the colours brighter since children are more attracted to such colours. However, it was decided not to up this too much as to not make the background colours overpowering and distracting of the main elements of design, which could also start to cause eye strain if looked at for prolonged periods of time.

Since research into colour psychology also suggested that colours can have significant effects on a child's physical and emotional behaviours, and when used in abundance can produce worse effects. For this reason, it was decided to stick with the chosen colour scheme as, if the colours were too overpowering, this could have a bad effect on the pupil's learning behaviours within school which would limit students in being able to reach the aims of the ASPIRE systems which these banners are specifically visualising.

OUGD503 - Banner Design Brief - Layout Developments

In thinking about the composition and layout of the banner designs, sketches were developed digitally making good use of image as the main focal point. One initial development in visualising this idea was to place digital illustrations relating to that specific aim of the ASPIRE system. However, it was thought that this approach did not sufficiently communicate the different specific elements of each aim. Therefore further developments were taken to include text as well as image, in allowing pupils, visitors and parents of the school to identify which banner related to each aim quickly and easily.

Another idea was, instead of using text, to use the larger letterforms which spell out ASPIRE, working these into the images in some way so that they become part of the overall design. One way in doing this was to used the characteristics of the letterforms to produce images in themselves, such as turning an 'S' into a winding road by adding white dashed lines through the middle to represent typical road markings. Another way in which this has been developed is seen in the 'aim high' banner layouts whereby the illustration of a ladder to propped up against the letter 'A' to represent reaching high in school targets.

Other ideas were to use the illustrations as shapes to place text directly in. This turns the individual illustrations into a set of symbols which can be seen to convey each aim as one whole. This idea was inspired by trying to make the designs playful in nature so that they would be engaging for the young school pupils to look at in the school halls. Potentially these could have been used on their own in the middle of the banner designs, however this would produce a lot of blank space and giving them an unfinished look.

OUGD503 - Banner Design Brief - Digital Illustrations

Initial illustrations to be included within the school banner designs. Each of these take reference from specific elements and aims within the ASPIRE reward system proposed by the school. The use of imagery has been selected in terms of it's familiarity and appropriateness for use within a school setting, for instance I have tried to choose objects which the young pupils would be able to recognise easily and understand clearly what these represent or are trying to communicate. The style of illustration has also been kept fairly simple in order to enhance the clarity and communication of elements, designed to be child-friendly.

PUPIL VOICE - megaphone to communicate students being able to speak out about their ideas and beliefs, taking interest in the school's development through the school council, and sharing ideas both inside and outside the classroom which could also potentially help others.

RESPECT AND CARE - a pair of different hands belonging to persons of different races reaching out to each other in order to communicate students having respect for people of all races and sexual orientation - to represent a school which fosters friendship and cooperation in being kind and helping others.

ENTHUSIASM - raised hand to represent pupils having an active role in the school and showing a positive attitude to learning inside the classroom through sharing their answers and ideas.

INDEPENDENCE/ AIM HIGH - books to represent students eager to learn, representing them as independent learners and thinkers, and again having a positive attitude to learning. Also representing students aiming high in targets such as English and reading.

AIM HIGH/ ENTHUSIASM - ladder typically used for reaching to high spots not able to be reached otherwise, representational of students aiming high in their learning to reach their individual targets. Lightbulb typically used to represent someone having a bright idea, especially in cartoons, something which young children can potentially associate with - represent enthusiasm in their own ideas.

INDEPENDENCE - pencil pot holding some of the typical equipment needed for work and to start becoming independent learners, such as pencils, a ruler and paintbrushes - representing all subjects as a whole. Also representational of the aim whereby children must take responsibility for their own belongings as well as school equipment.

RESPECT AND CARE - the LGBTQ+ flag to show students being respectful towards all other students and people no matter their sexual orientation, respecting their beliefs and saying no to bullying.

SAFE AND HEALTHY - traffic cone which is typically used to mark areas of safety or danger, on the roads in particular, representing road safety. Can also be representational of a cone used for some sports, such as football, communicating students' participation in physical activities.

AIM HIGH/ SAFE AND HEALTHY - target used to represent the students aiming for their targets in all subjects. A road to potentially be paired with the traffic cone to show road safety, or to be used to represent students continuing their learning outside the classroom, such as through school trips which often involve coach journeys on the road.

PUPIL VOICE/ SAFE AND HEALTHY/ ENTHUSIASM - school council badge in the same colour as the school's uniform to again represent students having an active role in the school by speaking out about their ideas. An apple to typically represent the consumption of healthy foods for a balanced lifestyle.

OUGD503 - Banner Design Brief - Type Considerations

In order to represent the ASPIRE system aims, it has been decided to use larger letterforms within the design to represent each letter and each aim of this reward system. This will be done so that when the banners are hung within the school setting, the banners clearly spell out the word 'ASPIRE' so that their meaning is more effectively communicated.

It was thought that these larger letterforms needed to be much more clearer than the main text type since these would be on a larger scale and most likely seen before the other, smaller areas of text. A more neutral typeface has therefore been selected, although despite this neutrality, the typeface uses some curved elements making it more friendly than some. These will also be made more playful when placed amongst the illustrations, giving them more appeal.

In addition, these larger letterforms will be paired with text which spells out the aim these individual letters are representing for extra clarity, particularly for new students, parents and visitors. So, for instance, the letter 'A' will be paired with 'Aim High', it's corresponding aim.

The brief states that the banners should foster the idea of fun as one of the main components, therefore the use of type should be playful in order to convey this idea, as well as working alongside the illustrations to enhance the banner's overall message.

Top to bottom: AR CENA, AR CHRISTY, Cubano, and MV Boli.

The typefaces chosen above were an initial selection which I thought have a playful nature to them, all but one featuring curved elements. It was thought that these curved elements meant the type wasn't too sharp or straight-edged which may not be as appealing to young children and could potentially convey the wrong sort of message, something more sinister than fun. I also felt the selection presented some child-like features in the movement of some letterforms, particularly seen in AR CHRISTY and MV Boli, representing the energy young children have.

MV Boli was chosen as the final typeface for the main text, since it was thought that this best conveyed the bundles of energy children tend to have in it's direction and the fast strokes of letterforms. It was also felt that the typeface had aesthetic qualities similar to those which would be found in a comic book, something which children may be able to associate with, also working to bring in the element of fun the school wants conveyed in the banner designs.

In addition, this type was seen as having similar characteristics to the school's existing logotype, which brings an area of familiarity into the designs.

OUGD503 - Banner Design Brief - Colour Considerations

Through initial research it was found that colours can have a significant effect on our physical and emotional reactions in helping to connect neuropathways in the brain. Child psychology has shown that when the correct colour is used for a specific subject then that subject becomes a lot easier for the child to engage with and as a result, starts to enjoy their learning experiences. For this reason, I wanted to incorporate the use of colour significantly within my banner designs since these would be situated within a learning environment, therefore meaning the children would potentially engage with the posters more effectively and begin to make associations with the colours and what each ASPIRE aim means relating to these colours.

It was also found through research that each aim already had a specific colour assigned to it by the school themselves. These would be used in larger proportions compared to other colours which would be used for the illustrations within, giving the banners some sort of familiarity that the children, parents and teachers can also associate with.

In addition, child psychology states that children prefer brighter, more primary colours from an earlier age since these stand out more in their field of vision, even if their eyesight is still in development. This background colour palette has attempted to make use of this piece of research in order to make the banners appeal more to the children in the school. However, these have not been made too bright so that they are not too much of a distraction for the students and do not take away attention from the main designs.

OUGD503 - Banner Design Brief - Representing Each Aim

Based on research into the six key aims of the ASPIRE reward system and what principles they consist of, ideas were brainstormed on how each of these and their more specific aspects could be represented through digital illustrations.

Many of these ideas consist of the more obvious and simple associations with specific parts of the ASPIRE system. This was thought since the banner designs shouldn't be too complicated for the young students to understand. Simple imagery would therefore most effectively communicate these aspects, also allowing the designs to become more fun and engaging, rather than confusing to understand.

Ideas included:

• Target boards - to show children aiming high to reach their targets in specific subjects.
• Ladder - reaching high.
• Books/standard learning symbols - learning in reading, Maths and English.
• Traffic cones/lights - road safety.
• Computer - internet safety.
• Healthy foods - adopting healthy eating habits and lifestyles - including exercise.
• Uniform/school council badge - students input with school activities, development and improvement.
• School bus - outside learning and educational visits.

OUGD503 - Banner Design Brief - How Do Bright Colours Appeal to Children?

Bright colours are one of the first aspects of sight that help children distinguish form and categorise objects in their environment. These colours appeal to young children as they are easier for them to see even if their vision is still developing. As children age, they continue to be drawn to brighter colours, which has been found to affect their moods and behaviours.

Children prefer brighter colours from an early age because their eyes are not fully developed yet. They perceive these colours better than fainter shades. Bright colours and contrasting colours stand out more in their field of vision. As children constantly strive to make sense of their environments, objects that are stark and bright are more stimulating and interesting. One of the first ways they learn to sort things is by colour. Colours are some of the earlier words they tend of learn, which is why the easily named, more basic colours appeal to children. For this reason, the food industries, as well as the toy industry use bright colours to market children's products.

Bright colors catch young children's eyes because they help kids to distinguish objects from one another in their field of vision. Children spend more time looking at bright colors as opposed to looking at muted shades or pastels.

https://sciencing.com/do-bright-colors-appeal-kids-5476948.html

OUGD503 - Banner Design Brief - Colour Psychology: Child Behaviour and Learning Through Colours

Colour is a part of the electromagnetic spectrum. It is an energy which has both a wavelength and frequency. Colour affects the mood in adults and more so in children. Colour psychology and its impact on a child's learning abilities and behaviour is a much researched subject.

Colour psychology: Child learning patterns:
Colour can help connect the neuropathways in the brain. When the correct colour is found for a person's problem subject, then that subject becomes a lot easier for the child as the student starts to experience the joys of learning. It was found in a study that children wearing coloured goggles who were made to complete pegboard tests were found to solve the tests much faster than wearing goggles of their favourite colour.

A study conducted in 1993 by Boyatzis & Varghese followed by subsequent studies in 2001 and 2003 showed a relationship between colour preferences and student's colour performance. Colour has three basic attributes: hue, value and saturation. Colour is also classified based on its temperature. Human eyes on the other hand have rods and cones that help to differentiate different colours. When colour passes through the retinal cells in the eyes, the receptor cells absorb the hues and send a signal to the brain where the colours are deciphered. These brain impulses also fall on the hormone regulating endocrine glands which then evoke emotional and psychological responses to such colours.

Colour and physical reactions in children:
Children also react to colours on a physical level. The explanation behind this is that the light enters the hypothalamus which controls the nerve centres, as well as the heart rate and respiration. The wavelength and energy of each colour varies and affects children differently. Even newborns react to light, a fact highlighted by infant jaundice being treated using blue light.

Colour psychology: Children and the different colours:
How do different colours impact learning and memory in children?

• Blue - enhances creativity and stimulates a cool and relaxing environment, however should not be used in excess as this can also invoke feelings of sorrow and depression.
• Red - the colour of passion and strong feelings of threat, love or excess stimulus. In school rooms this can be used in combination with other colours, as this has been shown to help in detail oriented or repetitive tasks.
• Yellow - found to be the colour for happiness and sunshine for children. It stimulates intelligence and is ideal for use in kids' rooms, study rooms and play areas, however overuse can also produce feelings of stress in children.
• Green - used in abundance can relax and contribute to better health in children.
• Pink - a calming colour which is shown to lower heart rate.
• Purple - attention grabbing.
• Orange - many educational institutes use this colour as it is found to enhance critical thinking and memory. Test rooms in this colour are known to enhance performance in exams.

https://www.color-meanings.com/color-psychology-child-behavior-and-learning-through-colors/

OUGD503 - Banner Design Brief - Whitecoate Primary's Existing Branding

As part of my research, I decided to look into the existing branding of Whitecoate Primary School, specifically through studying and analysing the style of their website. The first thing which stands out as you enter the website is that it is a very colourful interface. The bright colours have been paired with a simple, yet effective illustration style which does not prove to be too complicated and detailed, allowing their young students who might visit the page to engage with the content more easily. Some moving image elements have also been utilised on this site, through movement of the butterflies and adding a small show reel of picture of some of the current students at the school which represents the school as a fun environment.

All of these elements will be taken into consideration when designing for the school banners. Research suggests that engagement with subjects becomes easier for children when colours are involved, therefore the use of bright colours should be utilised as a main feature to allow the students to engage with the meanings of the banners as they walk through the halls of their school. The illustration style used for the banners should also not be over complicated in order to represent the students themselves through an 'innocent' and 'childish' nature.

Navigating my way through other sections of the interface found the use of pictogram icons representing different subjects and links for the user to engage with. These are situated within the 'kids zone' of the website meaning the icons must clearly represent the different subjects they are referring to. This is especially important if the younger students' reading is not perfect, therefore even if they cannot read the text, the icons allow them to accurately understand what subject is being conveyed. 

This simple, yet effective pictogram style is something which I will experiment with in my banner designs, producing imagery which the young students, as well as parents and visitors, will be able to engage with and produce a universal understanding amongst them. Again, these use specific colours which is scientifically said to improve children's engagement with a subject since they start to associate different subjects with specific colours, and as a result this is said to make learning more enjoyable. Therefore on the banners these should represent learning within the school as fun so they experience the joys of learning.

The dove is also a symbol found to be used as the school's mascot, something which is used consistently throughout all school materials and promotions. Therefore to continue with this consistency, the symbol of the dove could also be used throughout the banner designs since this is something which students and visitors can identify with as being something independent of Whitecoate Primary.