Conversation Plan.

Research - Conversation with difficulties.

Conversation with difficulties.   

Sometimes it is more about the way we say things that matter rather than what we say to people.

ADHD

Common ADHD social errors include;

• Interrupting
• Talking too much
• Talking too fast
• Going off track
• Not paying attention
• Not maintaining balance in relationships
• Impulsively blurting out words that would be better left unsaid
• Not being reliable 
• Inappropriate body language 

PRAGMATIC LANGUAGE IMPAIRMENTS

Pragmatic language impairment, is an impairment in understanding pragmatic aspects of language.

Pragmatics involve three major communication skills: 

a. Using language

• Greeting (E.G, hello, goodbye),
• Informing (E.G, I’m going to get a cookie),
• Demanding (E.g, Give me a cookie),
• Promising (E.G, I’m going to get you a cookie),
• Requesting (E.G, I would like a cookie, please)

b. Changing language

• Talking differently to a baby than to an adult
• Giving background information to an unfamiliar listener
• Speaking differently in a classroom than on a playground

c. Following rules

• Taking turns in conversation
• Introducing topics of conversation
• Staying on topic
• Rephrasing when misunderstood
• How to use verbal and nonverbal signals
• How close to stand to someone when speaking 
• How to use facial expressions and eye contact

An individual with pragmatic problems may:

• Say inappropriate or unrelated things during conversations
• Tell stories in a disorganised way
• Have little variety in language use.

Pragmatic disorders often coincide with other language problems such as vocabulary development or grammar. 

Pragmatic problems can lower social acceptance and peers may avoid having conversations with an individual with a pragmatic disorder.

LEARNING STRATEGIES

Children with language difficulties can be completely unaware of their own thinking and learning processes. They do not know that there are certain strategies that can be used to help them learn, or that they could be using the wrong strategies for their specific learning style.

Different learning styles include: 

a. Visual Learners

• Learn well by listening and communicating with others
• Want to see how things are done
• Enjoy poster, visual overhead, colours
• Learn well from videos
• Doodle and draw
• Work well with information mapping systems (e.g. Mind maps)
• Picture well (visualise) inside their heads

b. Auditory learners

• Learn well by listening and communication with others
• Learn through rhythm and rhyme
• Learn from audio tapes
• Have good auditory discrimination for sounds and auditory attack skills for reading
• Learn languages easily

c. Kinaesthetic learners

• Use their hands and whole bodies to learn
• Create things, make things, pull things apart and rebuild them
• Use their feelings

d. Print-orientated learners

• Read to learn and for pleasure
• Have good reading comprehension
• Write well and write for pleasure

e. Interactive learners

• Learn well by interacting with others
• Learn from discussion
• Group work and co-operative learning
• Have and ability to lead, follow and be flexible socially

HEARING IMPAIRMENTS

A sensorineural hearing loss can result in three different communication difficulties.

The communication difficulties in a patient with sensorineural 

hearing loss will occur but with varying degrees.

• Loss of sensitivity.

With loss of sensitivity you have difficulties hearing soft speech. soft sounds have to be made louder in order to be heard, and turning up the television or speaking a bit louder may compensate for a mild loss of sensitivity.

• loss of high frequencies

Hearing-impaired people have problems hearing high frequencies constants such as s,t,f,p,k and combinations of all constants such as th and sh, all of which can make it very difficult for hearing-impaired people to understand a conversation.

• discrimination loss

Discrimination loss make it difficult for them to understand speech in noisy surroundings. they may do well in quiet one-to-one situations, but will have problems with their hearing in cases where  there is background noise. the noise ‘masks’ or covers speech sounds.

SIGN LANGUAGE

British Sign Language is the first or preferred language of some deaf people in the U.K; there are 125,00 deaf adults in the U.K who use BSL plus and estimated 20,000 children. in 2011, 15,000 people living in England and Wales, reported themselves using BSL as their main language. The language makes use of space and involves movement of the hands, body, face and head. Many thousands of people who are not deaf also use BSL, as hearing relatives of deaf people, Sign Language Interpreters or as a result of other contact with the British Deaf Community. 

Advantages of sign language:

• Knowing sign language gives you an insight to an entirely different culture indigenous to your home country.
• If you have a sore throat or laryngitis, you don’t need to speak to communicate (assuming you teach you friends and family to sign)
• sign languages are logical yet creative
• sign languages are beautiful languages with a rich culture and history which allows people to see the world in a new, visual way.

Disadvantages of sign language:

• Not everyone knows how to sign, although not everybody knows how to speak French either.
• You have to be in line of sight, you can’t have a conversation in sign language when a person is in another room, or while watching television or doing crafts or other things that require you to look away.

DYSLEXIA

Specific Learning difficulties affect the way information is processed. These difficulties a neurological which usually run in the family and most definitely occur independently from intelligence, however they can have significant impacts on education and learning.

Dyslexia is a hidden disability thought to affect around 10% of the population. Dyslexia affects the way in which information is processed, stored and retrieved, with problems of memory, speed of processing, time perception, organisation and so on. some people may even have difficulty navigation a route left and right compass directions. I can imagine these difficulties with dyslexia will take its toll on the way people who struggle with them, communicate with others; living in fear of being judged by someone who may see these things as “easy”. 

reinforce things several times over to make sure things are crystal clear.

Paddington Bear Animation

I used Illustrator first to quickly design my Paddington Bear, creating every part of the bear on a different layer, so that when I transferred it over to After Effects it would be easy to animate the different sections of my character. 

This is my Paddington Bear character that I created using Illustrator.

Once I'd finished drawing Paddington, I opened up After Effects creating a composition with a width of 1920px and a height of 1080px. Then I imported my little bear over retaining all layer sizes to allow me to animate them separately. I then decided which part of him I wanted to animate, coming to the conclusion that I only wanted his hat and his two hands to move. 

Before I could start properly animating, I had to sort out my "Parent" layers. So to make sure the hat stayed near the head, I attached the hat layer to the head layer etc.. Once I had sorted all that out I went on to making my characters hat and hands "wriggle"

When coding in the wriggler effect, you open the layer you want to use i.e. the hat or the hand layers. Then, while holding down the ALT key, click on the specific transition clock you want (personally I wanted to use "rotation" or "position") and then you type "wriggle(5,10)", for example. The first number in the brackets represents the frequency and the last number represents the magnitude of the movement you're about to create.

After I had added the wriggler effect to how I wanted it to look on each of the layers, that was my animation done. However, to make my Paddington look a little more interesting, I added a texture into his coat. 

This is the image that I used to create the texture on Paddington's coat.

Then finally to make my animation look even more visual, i decided I wanted to add a background. After realising that the texture on his coat made him look like he was about to go to a disco, I did a quick google search for disco backgrounds.

I think this background ties my whole animation together and I'm rather proud of my outcome from today's After Effects tutorial.

Paddington Bear animation from Emma Perrett on Vimeo.

Analogue Communique. Thinking and Practice.

Analogue communique is all about creating hand rendered typography to communicate a message. Using characters within a specific format, we were asked to be creative with our approach to typography and lettering. This is an opportunity to be experimental and playful with ideas and approach, within a prosaic structure. Although the initial output will be physical, there will be scope for ideas to be developed digitally into animation. Adding time as a tool to the project creates another area for play which offers many other solutions. We will be asked to consider the individual letter forms as part of a communicated message, but also as a graphic symbol, pictorially, as a character, or as shape. A good project here will be one where we attempt to experiment as much as possible, try new things and enjoy exploring a simple aesthetic. Although the majority of the brief initially requires creating images on paper, good drawing technique is by no means an advantage, and this brief will be judged on the our willingness to play with ideas and the endeavour shown therein.

In this lesson we were expected to;
1. Decide on our chosen message.
2. Generate thumbnails of initial ideas.
3. Work to a preferred potential layout.

"I am fine" - what is thought to be one of the most common lies ever told.

"Fine" is such a bland word that, I think, a lot of people use it to glamourise the fact they're not. 

I think will this brief, I want to create an animation using the phrase "I am fine" to try and demonstrate the double meaning of it.

"I AM FINE" 1.

"I AM FINE" 2.

"I AM FINE" 3.

"I AM FINE" 4.

These are my four different experiments using different type styles. I want it to look as simple as possible, because it's quite a delicate subject. However, I really love the last two designs I made. I think they stick to my planned simplicity, yet hold a little more depth, intriguing an audience. 

For inspiration for my last two ideas I looked at the book "Hand Job" by Michael Perry. 

Character Design and Development. (2)

The aim of this session is to; Create sketched ideas for a character; create a brand for the character; generate layouts for the package. Eventually this work will include; character sheets and layouts; package nets and artwork; printed prototypes and pack shots.

Things to consider:

- When developing character sheets, you should pay attention to the form of the character, make them dynamic and interesting to look at.

- When considering the brand aspect, you need to make your characters interesting to the consumer.

- What are your characters about?

- What is their story?

- Consider the age group the product will be aimed at.

At first, for my character development, I drew up something quite realistic looking.

My second and third lot of designs are a lot more cartoon like, probably for a different target audience.

This is my sketch of my character. I've drawn the front and back in scale of each other.

After deciding that my character development for Jay's process and production graphic design session will be this bear, I drew up this "three pose" character design sheet, showing the front, back and side portraits of my character.

After designing my bear, I sketched out the net of a cereal box with my character quickly sketched out on the plan. This design is annotated to support my idea.

Character Design and Development. (1)

This session introduced us to production techniques and workflows as they relate to character design. The outcome from our first process and production session will be character sheets and production layouts for a simple character. This character will be developed further in later lessons.

In this session we were expected to; create sketched ideas for a character, create character sheets for this character (poses), generate production layouts for this character (front and side views), consider a colour palette and target for the character.

I started off by drawing simple sketches of different characters, aiming for a dancer/ice-skater/gymnast style character.

I started looking in detail, at body shape, and displaying movement within my drawings.

My final character design, ended up being a gymnast. I want to show strength and movement within my design, although I want her to hold some level of beauty as well. I finished this weeks session off by creating a design sheet portraying a possible frame by frame sketch of a routine a gymnast would show off.

12 basic principles of animation:
1. SQUASH & STRETCH
2. ANTICIPATION
3. STAGING
4. STRAIGHT AHEAD & POSE TO POSE ANIMATION
5. FOLLOW THROUGH & OVERLAPPING ACTION
6. SLOW OUT & SLOW IN
7. ARCS
8. SECONDARY ACTION
9. TIMING
10. EXAGGERATION
11. SOLID DRAWING
12. APPEAL

Deconstruction and Culture Jamming.

“The goal of communication is to induce the audience some belief about the past, present or future” – Richard Buchanan – Declaration of design (1985)

“Any advert in public space that gives you no choice whether you see it or not is yours. It’s yours to take, re-arrange and use” – Banksy.

The idea of Culture Jamming is to kind of “bully” advertisements if you like and create alternative meanings to well known adverts.

Here are some great examples of culture Jamming: