I Love Harajuku

                                                                                                           

School of Creative Industries

National Diploma Year

Project Title:  I Y HARAJUKU!	Verified On:
Project Leaders: Beth Hudspith, Holly Brindley, Laura Armstrong	Verified by:
Start Date: 29-11-2010	Submission date: 05-01-2011

Student Name:

Unit No & Title(s)	Unit: W/P
Unit : Unit : 4 - Communication through Art and Design

Background: The ability to communicate ideas in original and innovative ways is essential for all art, craft and design practitioners. In every vocational field of the visual world, artists and designers need to continuously review and update their knowledge and present their work more effectively. In this unit you will look at how other designers communicate ideas, messages and convey meaning. You will then apply this research to your own ideas and present this using a variety of techniques and methods.
The Brief: This project is based on I Y HARAJUKU, the edgy, off the cuff street-style trend currently popular with Tokyo’s fashionista! In Japan this refers to an area around Harajuku train station where on a Sunday thousands of young adults and teenagers congregate. This uber-cool look has inspired the world of fashion by putting a unique spin on the latest fashion trends. This has resulted in a global response to HARAJUKU and has become an inspired key look for Fashion Designers and fashionista’s all over the world.     “Fascinated…by…the…Japanese…fashion…scene,       All you fashion know-it-alls,       With your underground malls,       In the world of Harajuku,       Putting on a show, when you dress up in your clothes,       Wild hair colour and cell phones,       Your accessories are dead on.”                                             Gwen Stefani -  Harajuku Love Angle, Baby Music. To help set the scene for the project, you will start by you watching the film Tokyo Streets, a popular and influential Japanese production with a huge fan base. Thereafter and working in groups, you will research into the Harajuku trend and the 5 following key subcultures – Visual Kei Gothic Lolita Decora & Kawii Ganguro & Kogal Cosplay You will gather this information from harajukustyle.net a specialist website dedicated to this fashion trend. In your group you will create giant mind-map and thereafter, recreate one key look on a mannequin. Once this research is complete, you will work in a sketchbook and focus on one particular subculture you were inspired by. Thereafter and once this is in place, you will design a capsule collection and dress a Barbie, Ken or Sock Doodoll to reflect these key features. A 300 word project evaluation report will be needed at the end.
Activities & Tasks:
Research:	Unit Criteria:
This project will start by you watching the Tokyo Streets DVD and taking part in a number of activities designed to help you understand the briefs intentions. You will now be split into groups and focus on one of the trends listed. Harajuku style varies considerably and there are many different looks ranging from elegant Gothic Lolita to punky modern looking Visual Kei - which is inspired by Japanese rock groups, you will need to know about them all. You will find relevant information by looking at harajukustyle.net. This link for is available on your Blackboard. To evidence this, produce a giant mind-map, based on your theme and ask the following - Who is this subculture appealing to and why? What are they saying about themselves? Through their use of visual language, how are they achieving this? What materials and techniques are they using to convey their ideas? After this and working on a mannequin in your groups, recreate one key look which you feel surmises the subculture trend. You will present this along with your mind-map to the rest of the group. Keep a record of this activity.	P1,2 P3,4
Development:	Unit Criteria:
1.    Now working in your sketchbook -  on the first page create a mind-map based on I Y HARAJUKU 2.    Now dedicate 5 double pages to each of the themes ie Visual Kei, Gothic Lolita, Decora & Kawii, Ganguro & Kogal and Cosplay. Make your response as interesting as possible and plan each page accordingly. Consider carefully the materials, techniques and processes you have used in earlier projects. Use combinations of wet and dry media, magazine clippings, collage, trims, yarns and threads. 3.    You must clearly annotate your work to support your findings. Whilst each theme is separate, they are connected in some way and there must be constancy shown with your overall presentation. Make sure you refer to the group work activity you completed last week and the key points covered. 4.    After this is completed and still working in your sketchbook, chose one trend which inspires you the most and fully explore this in greater detail. To help, look again at harajukustyle.net and you’ll find a list of designers and retailers who specialise in dedicated merchandise. 5.    Present this sketchbook to your tutors and peer group at an interim critique. Keep a record of this activity for your project evaluation report.	P1,2 M1 P3,4 M2 M2, D1 P1,2,3,4 M1,2, D1
Final Outcome:	Unit Criteria:
Now complete your Barbie, Ken or Sock Doodoll. Continue working in your sketchbook and design a capsule collection of 10 pieces that you feel reflects your research; garments that typify the subculture you explored. Consider too, hair, make-up and accessories. The silhouette you are going to recreate is in miniature, so you will need to be inventive with the materials you use and the fine detail required. At the end of the project, the dolls will be displayed in the foyer at the front of the School of Art and Design. Complete a 300 word project evaluation report	P1,2,3,4 M1,2 D1
Presentation:	Unit Criteria:
Present at the critique the following - Evidence relating to the group mind-map activity and the work generated for the mannequin Completed sketchbook based on I Y HARAJUKU Ken, Barbie or a Sock Doodoll 300 word project evaluation	P1,2,3,4 M1,2 D1

Unit Assessment Outcomes: Learning outcomes On completion of this unit a learner should: 1 Understand how media, materials and processes are used in others’ work to convey ideas and meaning 2 Be able to develop visual language 3 Know how art and design is used to communicate ideas and meaning 4 Be able to communicate by using the language of art and design To achieve a pass grade the evidence must show that the learner is able to: P1 explain how media and materials are used in the work of others to convey ideas and meaning [IE] P2 create own visual language by working with materials, media and processes [CT, RL] P3 describe ways in which visual language is used to communicate ideas and meaning [IE, RL] P4 communicate an intended meaning to a specified audience using the language of art and design. [CT, SM] PLTS: Grading Criteria: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: M1 evaluate how media, materials and processes are used diversely to convey ideas and meaning, drawing on own experiments to make effective comparisons M2 communicate an intended meaning clearly to a specified audience through refined use of the language of art and design. To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to: D1 communicate an intended meaning cogently to a specified audience through imaginative use of the language of art and design Please note: All unit grading criteria is available to view on your course Blackboard site.

Learning materials and Information: Resources: Studio resources. Books & Periodicals: A collection of books have been set aside in the library for you under ND Fashion and Textiles I Y Harajuku. IT Resources: We have posted plenty of images and useful websites on to Blackboard www.harajukustyle.net Additional Information to note: You could visit the various Chinese supermarkets around Newcastle, China Town and Stowell Street to gather visuals. Forbidden Planet store on Granger Street would also be a source of inspiration.

SCHEME OF WORK

Project Week	Course Week No	Week Start Date	Topic/Syllabus
One	12	29/11/10	Briefing, Watch DVD, Put into groups, start gathering info on given topic.
			In groups work on mind map. Start creating  theme on the stand.
			Complete key look on the stand, feed back to group in Crit. pm
Two	13	06/12/10	Start sketch book/boards first page create mind map I Y Harajuku. Following a double pages on each theme: 1.Visual Kei 2.Gothic Lolita 3.Decora & Kawaii 4.Gunguro & Kogal  5.Colsplay                                    Annotate all work
			Continue with sketch book/boards on 5 themes.
			Continue with sketch book/boards on 1 chosen trend and explore further.
Three	14	13/12/10	Continue with sketchbook/boards. 1 chosen trend and explore further.  Sketchbook Crit. pm
			Ken or Barbie Collection 10 pieces.
			Make your Ken, Barbie doll or Sock Doodoll. Christmas Party!!!!
			Christmas Holiday back Tuesday 5/1/10
Four	15	03/1/11	Bank Holiday
			Presentation day pitting project together. Crit. Pm
			Hand in 3:00pm!!

Functional Skills/National Tests – FOR STAFF USE ONLY
Functional Maths		Functional English		Functional ICT
Understand routine and non- routine problems in a wide range of familiar + unfamiliar contexts + situations	FSM1	Make a range of contributions to discussions + make effective presentations in a wide range of contexts	FSE1	Select, interact with + use ICT systems independently for a complex task to meet a variety of needs	FSC1
Identify the situation or problem + mathematical methods needed to tackle it.	FSM2	Compare, select, read and understand texts + use them to gather information, ideas, arguments + opinions	FSE2	Use ICT to effectively plan work + evaluate the effectiveness of the ICT system used	FSC2
Select + apply a range of mathematics to find solutions	FSM3	Write documents with some adaption to the intended audience	FSE3	Manage information storage to enable efficient retrieval	FSC3
Use appropriate checking procedures + evaluate their effectiveness at each stage	FSM4	Write documents to communicate information, ideas + opinions using formats + styles suitable for their purpose + audience	FSE4	Follow + understand the need for safety + security practices	FSC4
Interpret + communicate solutions to practical problems in familiar + unfamiliar routine contexts + situations	FSM5	Write documents, including extended writing pieces, communicating information, ideas + opinions, effectively + persuasively	FSE5	Troubleshoot	FSC5
Draw conclusions + provide mathematical justifications	FSM6

Above is the fourth project brief.
The images shown are in the same order as the sketch book.
Below are my research pages.



The following images are of rough design development and neat design development.



There is still a Barbie doll, with one of these designs made into an outfit for it. I am yet to pick it up.

I achieved a Merit grade for this project and need to improve on it.