InfoGraphics for Troy Elementary Nature Path
|Category:||Environmental Design, Graphic Design, Information Design, Print, Typography, Visual Communication|
|Filed Under:||Brainstorming, Client-based, Collaboration, Community, Composition, Culture, Design Research, Design Thinking, Four-year Program, In-house, Information Architecture, Process, Production, Signage, Wayfinding|
The Office of Civic Engagement at TROY University approached me about a collaborative opportunity in which Design students could create infographics for TROY Elementary's new Nature Walking Path.
Four students were asked to work collaboratively to define the entire campaign needed to effectively communicate the learning component of TROY Elementary's Nature Walking Path. The school wants to leverage the path to introduce flowers, plants, trees, bugs, nature, and the great outdoors to their young student population. Your problem to solve is, "How do you keep nature interesting to students who are typically overstimulated by technology"? You will be designing over a dozen infostations that will illustrate their surroundings.
- Conduct relevant research in infographics found in natural outdoor environments.
- Compare and contrast the pros and cons of designing for the outdoors vs indoors
- identify the theme, style, look, and feel of the overall learning experience
- Create compositions by hand that illustrate potential directions
- Collaborate on art direction
- Build a thorough and detailed execution plan
- Create sustainable designs that effectively educate and entertain children grades K-5
Students are expected to learn how to work together as a design team to create infographic design in nature through succinct, sustainable designs. (Because of the nature of this project, this is intentionally ambiguous)
- Mood board that illustrates color, style, type, illustrations, research, and reason.
- Twelve completed info stations (16x20 Vector HiRes PDF)
- Park entrance signage
Looking back on this project I feel that, while it was a success, I should have given the students more time to focus their efforts and defined the timeframe as the entire 16-week class. There ended up being awkwardly long gaps of time where we waited for client checkpoints and I wound up trying to fit in other one-off small projects along the way that unintentionally shifted our focus.