Responsive / Bear Cereal / Initial ideas & research

16 / 2 / 14

RESPONSIVE / OUGD503
COLLABORATIVE / BEAR CEREAL
INITIAL IDEAS.


Sarah and I sat down and discussed the possible ways in which we could interpret the brief as well as including our initial idea of 'cut out letters'. Even though this is somethiing we really want to use, we have to ensure that this aspect is relevant to a specific, educational subject regarding the alphabet. 

Together we thought about the letters and how we could make them go from a flat item and then transform into a 3d form. We really liked the die of having the letters, almost like building blocks, so the would be 3d and stand on there own once assembled. (similar to what is shown below).

We were excited about this idea, until be began to realise the difficulties this would cause when taking into consideration the size of the net according to individual letter shapes. Because we would like all of the letters to be the same size, this may not be easily achieved as the net may take up too much space. By making the letters smaller may make it more and more difficult to put together successfully.

We also had to take into account the possibilities of printing complicated nets onto the boxes. We thought about screen printing the net onto the inside of the box so this would not interrupt the information given on the back of the box. However, because this would be all on the same sheet, what ever was on the reverse side of the card, would be present on what ever has been cut out.

While we were still trying to consider how to make the collectable, cut out letters work, we also began to think of accompanying games and activities that would also run with the ethos of the alphabet and what can be done with it. As well as this I also started to look at existing activities that could serve as inspiration (shown on context bog).

Because the brief states that the activities on the box should aim to keep kids entertained on a morning for at least 5-7days. Due to this we need to perhaps look into multiple games that can be situated on the back of the box and maybe also games or activities that can maybe be played more than once.



*  *  *  *  


I started looking at the different animals that can be used for the different letters of the alphabet.

A - Aligator, Ant, Anteater, Antelope, Aardvark, Armadillo, Alpaca

B - Bee, Bear, Bushbaby, Bat, Bird, Bandicoot, Beaver, Buffalo

C - Cat, Crab, Caribou, Cheetah, Chimpanzee, Cobra, Cockatoo, Cow, Cougar, Crane, Crocodile, Crow,

D - Deer, Dog, Dolphin, Dingo, Dove, Duck

E - Elephant, Eagle, Emu, Elk

F - Fish, Flamingo, Fox, Falcon, Frog

G - Gazel, Gecko, Gannett, Giraffe, Goat, Goose, Ground Hog, Gull

H - Horse, Hound, Hedgehog, Hog, Hair, Heron, Hen

I - Ibis, Iguana, Impala

J - Jackal, Jaguar, Jack Rabbit

K - Kangaroo, Killer whale, King Fisher, Koala

L - Lark, Lemur, Leopard, Lion, Lizard, Llama, Lynx, Loris

M - Macaw, Monkey, Macaque, Magpie, Mallard, Manati, Meerkat, Moose, Mouse

N - Nilgae, Nyala

O - Octopus, Orca, Ostrich, Otter, Owl, Ox

P - Parrot, Pelican, Penguin, Pheasant, Pig, Pigeon, Platypus, Puffin, Puma, Python

Q - Quail

R - Rabbit, Rooster, Rhino, Rat, Rattlesnake, Raven, Reindeer, Robin

S - Salmon, Seal, Shark, Sheep, Shrew, Skunk, Sloth, Snake, Sparrow, Springbok, Squirrel, Stork, Swallow, Swan.

T - Tiger, Tortoise, Turkey, Turtle

U - Urial

V - Vulture, Viper

W - Whale, Wallaby, Wild boar, Wolf, Wombat, Wood Pigeon, Worm

X - 

Y - Yak

Z - Zebra

The names highlighted above are those that I feel had more relevance and suitability for children. I think the the most obvious such as Cat, Cow and Dog can be made interesting by teaching children new things about these animals and the more irregular animals such as a Otter, Puma and Iguana are intriguing because they are new and perhaps not yet known.


*  *  *  *

REFINING OF CUT OUT
After speaking, Sarah and I thought that rather than looking at nets to make the 3d letters, we could simplify this concept by having a simple 2d cut out that could then be propped up on a simple slotting stand or with a hinged stand similar to those on a picture frame that can also be cut out and assembled.

I feel that this may help us to include more detail into the letters and the animals that with be present on the letter as well as helping to free up space on the restrictive size of the side of the cereal box.


CONCEPT DEFINITION ISSUES
As we started to look further into the ideas of animals as letters and the games we could proposed i started to feel a little unsure on the direction and definition of the idea that me and Sarah had decided on, I messaged Sarah my concerns and she had felt the same while trying to research and come up with ideas. because of this we decided that we had to meet up again and refine the concept as well as the aspects that we are willing to use on the product.

We agreed to carry on working and coming up with visuals until we could come together on Thursday. Then we could share ideas and imagery and determine a more defined concept that will result in a culmination of these ideas.


*  *  *  *


I continued to look at the different animals that could be used for each letter of the alphabet,. Now I had options, I started to look at how this could be visualised in to the animal characters. To do this I printed out a4 sheets of the first few letters of the alphabet in uppercase form. This then allowed me to maintain the integral shape of the letter while drawing possible animal shapes over the top.


*  *  *  * IMAGES *  *  *  *

I am happy with how these first few sketches turned out, however I feel that there should be a little more definition for the shape of the letter rather that the animal. Otherwise the letter can be lost and defeat the objective we are trying to perceive.


IDEA ON THE TEAR BACK QUESTION AND ANSWER ASPECT


*  *  *  * 


MEET UP & DISCUSSIONS
20 / 2 / 14

Sarah and I got together and shared ideas as well as some visuals we had both been working on. I showed my animal alphabet sketches and Sarah also brought along  some work she had been doing digitally.

Sarah came up with this visual using the Illustrator software, I really liked the texture and detail she had achieved as well as the shape and how it stayed integral to the shape of the letter (like I had stated previously). We both agreed that the animals had to look a little friendlier and fun, so as they appeal more to younger children, and this could be achieved by perhaps adding whites to the eyes, as well as softening the shape of the teeth.
Other than this i think that the initial progress has been very good.

After showing what we had so far, we started to discuss possible ideas and concepts that would then help us to get a more concrete concept that could be applied to each box.

1).  We will aim to achieve the designing and proposal of five different boxes that will be based on five different animals

2).  Each box will have:
- An animal shaped letter for cut out and directions for this.
- 5 interesting but understandable facts about the animal that is featuring on the box.
- A game that will also feature the animal and concentrate on the characteristics of the animal that will also be present in the facts.

Concerning the idea I had put forward about the question, answer and clue activity, We discussed the possibility of perhaps having some playing cards placed inside the box that can be collected. These cards can have questions relating the the 5 facts that are learnt on the outside of the box and can help children to retain the information they have learnt by with either playing with their parents or friends that are also familiar with the cereal and are collecting cards.

After settling on the basic idea for each box, We started to decide on the animals we wanted to base our 5 proposed boxes on.

We decided to stick to more abstract animals that children perhaps have not come into contact with before and may only see in zoos. We think that learning something completely new about animals that are not the norm, may be more beneficial. After deliberation on the possibilities we narrowed down some possible choices to: 

- Chameleon
- Jellyfish
- Octopus
- Elephant
- Owl
- Bear
- Gecko

We then started to look at the facts that could accompany the animals and how these could be transformed into games.


OCTOPUS
-  Octopuses have 3 hearts. Two pump blood through each of the gills and 1 pumps blood through the rest of the body.
-  If all else fails, octopuses can loose one of their arms to escape a predator and they will regrow in time with no real permanent damage.
-  They have been known to play with a toy and to have individual responses and temperaments.

SOURCE

-  The areas around the eyes, suckers, arms, and web may darken so the octopus appears more threatening.

-  In early spring, octopuses move closer to the shore to mate. Two months after mating, the female releases 100,000-500,000 eggs. 

- There are 300 different species of octopus, all are venemous, but only one is deadly. 

SOURCE

*  *  *  *


GECKOS

-  Geckos are reptiles and are found on all the continents except Antarctica. These colorful lizards have adapted to habitats from rain forests, to deserts, to cold mountain slopes.

-  Geckos are also able to shed their tails if a predator grabs them. The gecko runs off leaving its twitching tail behind.

-  Most geckos make noises such as chirping, barking, and clicking when they are defending their territory or attracting a mate.

-  Most geckos don’t have movable eyelids and instead have one transparent eyelid which they keep clean by licking it with their tongues.

-  There are over 1,000 species of geckos. 

*  *  *  *

CHAMELEONS 

-  Almost half of the world’s chameleon species live on the island of Madagascar, with 59

different species existing nowhere outside of the island. There are approximately 160 species of chameleon. They range from Africa to southern Europe, and across south Asia to Sri Lanka. They have also been introduced into the United States in places such as Hawaii, California and Florida

-  Colour Changing. Most chameleons change from brown to green and back, but some can turn almost any colour. A change can occur in as little as 20 seconds. Chameleons are born with special cells that have a colour or pigment in them. These cells lie in layers under the chameleon’s outer skin. They are called chromatophores. The top layers of chromatophores have red or yellow pigment. The lower layers have blue or white pigment. When these pigment cells change, the chameleon’s skin colour changes.

Chromatophores change because they get a message from the brain. The message tells the cells to enlarge or to shrink. These actions cause cell pigments to mix—just like paint. A chemical called melanin also helps chameleons turn colour. Melanin fibers can spread like spiderwebs through layers of pigment cells and their presence causes skin to darken.

Many people think chameleons change colour to blend in with their surroundings. 

-  Chameleon eyes have a 360-degree arc of vision and can see two directions at once.

-  Chameleons vary greatly in size and body structure, with maximum total length varying from 15 millimetres (0.6 in) in male Brookesia micra (one of the world’s smallest reptiles) to 68.5 centimetres (30 in) in the male Furcifer oustaleti.

-  They have Ballistic tongues that are 1.5-2 times the length of their body.

SOURCE

*  *  *  *


OWLS
-  Owls are active at night (nocturnal)
- Owls can turn their heads as much as 270 degrees.

-  An owl has three eyelids: one for blinking, one for sleeping and one for keeping the eye clean and healthy.

SOURCE

1. 
   
   1. 
      
   
   -  A group of owls is called a parliament, wisdom or study. Baby owls are called owlets.

-  Not all owls hoot, and owls can make a wide range of other sounds, such as screeches, whistles, barks and hisses.

-  During the nesting season, owl calls can often be heard up to a mile away. 

SOURCE


*  *  *  *


GRIZZLY BEAR

- Grizzly bears have a better sense of smell than a hound dog and can detect food from miles away.

- Top speed 35 mph.

- Today, there are an estimated 1,800 grizzly bears remaining in five populations in the lower 48 states. Most of these bears are located in the Northern Continental Divide Population (including Glacier National Park) and the Yellowstone Population. Alaska is home to a healthy grizzly (sometimes called brown bear) population. 

- Grizzly bears need to eat a lot in the summer and fall in order to build up sufficient fat reserves to survive the winter denning period.

- Dramatic gatherings of grizzly bears can be seen at prime Alaskan fishing spots when the salmon run upstream for summer spawning. In this season, dozens of bears may gather to feast on the fish, craving fats that will sustain them through the long winter ahead.

SOURCE

*  *  *  *


JELLY FISH

-  Some can be very hard to see, nearly invisible to the human eye.

-  A group of jellyfish is called a ‘bloom’, ‘swarm’ or ‘smack’.

-  Large blooms can feature over 100000 jellyfish.

-  Jellyfish don’t have brains.

SOURCE

-  some jellyfish are bigger than a human and others are as small as a pinhead?

-  that jellyfish have been on Earth for millions of years, even before dinosaurs?

SOURCE

*  *  *  * 

ELEPHANT
-  Elephants are the largest land animals in the world.
-  Their brain is 3 or 4 times larger than that of humans although smaller as a proportion of body weight.
-  Elephants purr like cats do, as a means of communication.

- Elephants have greeting ceremonies when a friend that has been away for some time returns to the group.

- Elephants prefer one tusk over the other, just as people are either left or right-handed.
-  The elephant trunk has more than 40,000 muscles in it.

SOURCE