chocobun

Throughout the WOII module, I developed a deeper understanding of how to observe, analyse, and interpret artworks through different theoretical frameworks. Starting with Phenomenology, I explored how meaning is shaped by personal perception, memory, and lived experience. This encouraged me to articulate my own observations more thoughtfully. This was further expanded through Semiotics, where I analysed how meaning is constructed through signs, allowing me to connect visual elements to layered meanings beyond their surface.

The introduction of the How Design Means framework strengthened my ability to analyse objects beyond aesthetics by considering materials, processes, and context. The field trip to New Bahru further reinforced this, as I applied these concepts to real-world environments and personal experiences.

Later topics such as Postmodernism and Art Ecosystems expanded my understanding of design as part of a larger system. I began to see how works are interconnected through networks of people, culture, and technology, and how ideas like subjectivity and interaction influence design outcomes.

Overall, this module helped me improve in expressing ideas clearly in both writing and discussion. It also made me more aware of my own design inclinations, while encouraging me to think more critically and contextually when creating work.

Today’s lesson introduced the idea of an art ecosystem, which consists of a network of people, platforms, and systems that interact with one another to shape how art is created, experienced, and shared.

One work that stood out to me was by Cho Suhyun. I would relate her project to the “Design Interactions” stream, as it strongly emphasises audience participation. In her project, viewers are invited to stand in front of a camera, where their facial expressions are captured and translated into abstract patterns made up of different shapes, each shape representing a specific emotion. After that, a unique pattern sticker is printed, which users can paste onto a card and take home.

This work also exists within a wider community and cultural context. It taps into the popularity of photobooths and the current trend of people enjoying tangible, physical keepsakes. By allowing users to bring home a printed sticker, the design extends beyond the moment of interaction, increasing its emotional impact and memorability.

To further enhance the experience, I think the original photo captured could also be printed alongside the generated pattern, both as stickers. This would better capture the moment and allow users to directly connect their facial expression to the abstract pattern.

From a design training perspective, this reminds me that design is part of a larger ecosystem. As designers, we must consider how users interact with our work, how different elements are interconnected, and how our designs can create meaningful experiences within a broader social and cultural context.

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When I think about the type of designer I want to be, I am drawn towards creating work that feels more expressive, playful, and creative. Today’s lesson on Postmodernism introduced ideas such as fragmentation and subjectivity, which challenged the more structured and controlled approach often seen in modernist design.

However looking back at our final poster, I feel that our design was still quite contained and could have been pushed further. Postmodernism encourages experimentation and embracing the extraordinary, so we could have explored more unexpected visuals, such as incorporating glazed donuts to suggest sweetness and scent. This would also introduce more fragmentation and layering, making the composition more dynamic and less structured.

Applying this to my design training, I thought about my Studio project based on Lora Lamm. Her work is largely influenced in modernist principles, with clean layouts and structured compositions. However, her experience in Milan brought in more illustrative and playful elements, which soften the rigidity of Swiss modernism. Compared to postmodern designers like Paula Scher or David Carson, who often embrace chaos, distortion, and rule-breaking, Lamm’s work still prioritises clarity and order while incorporating personality.

Working on this project made me realise the importance of subjectivity in design. While I may personally prefer more expressive and experimental styles, I also need to consider the intent and context of the designer I am working with. This lesson reminded me to balance my own creative preferences with the requirements of the brief. At the same time, it encourages me to explore more pluralistic approaches in future projects, where multiple styles and ideas can coexist.

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To me, design analysis is about learning how to “read” objects beyond just how they look. Instead of stopping at aesthetics, I started thinking about why something is made in a certain way, what materials are used, and what meanings or experiences are attached to it.

For the activity, each of us brought three personal objects and discussed them within our group. Our group had a wide range of items, including bread, drinks, essentials, wallets, keychains, and cosmetics. One of the first things we discussed was which objects felt well-crafted, especially in terms of materials and craftsmanship.

As a class, we then combined everyone’s objects and created larger groupings. One interesting grouping was private vs performative. For example, a camera appeared in both categories. In the private category, the camera was a professional camera that someone used mainly for personal purposes. In the performative category, the camera was a digital vintage camera that might be used more for social media or aesthetic expression. This example showed how the context of the object can change how we interpret its meaning.

In Week 5, we continued exploring this idea during our visit to New Bahru.

For the second part of the activity, I grouped three photographs under the theme of memory.

Relating this to my own design work, especially in Studio, I realise I need to think beyond just visual outcomes. When creating publications, I should consider materials such as paper type), audience interaction (types of brochure folds), and context. How viewers will experience the design, not just how it looks. This shift helps me design more intentionally and meaningfully.

Today’s session introduced the concept of Semiotics and how meaning is created through visual signs. The poster I chose to analyse was created by KFC in 2018 when the company faced an unexpected crisis in the United Kingdom. They ran out of chicken in many of their stores. This situation was shocking because the brand is strongly associated with selling fried chicken, so the idea that they had no chicken available was almost ironic.

While researching semiotics further, I also came across the idea that semiotics can be a powerful tool for stimulating creativity because understanding how meaning is constructed allows designers to communicate ideas more effectively. I think this is especially relevant for design students. When designers intentionally embed symbols or layered meanings into their work, it encourages viewers to engage more deeply with the design rather than simply looking at it on the surface.

This idea also connects to a quote by Paul Rand that we encountered last semester: “Providing meaning to a mess of unrelated needs, ideas, words, and pictures, it is the designer's job to select and fit this material together and make it interesting.” I think this quote strongly reflects the role of designers in shaping meaning. Designers are not only arranging visual elements, but also constructing messages and interpretations through the choices they make.

Overall, this lesson helped me realise that semiotics is an important framework for understanding how visual communication works. As designers, it is our responsibility to think critically about the signs, symbols, and meanings embedded within our work. By doing so, we can create designs that communicate more effectively and invite audiences to engage with them on a deeper level.

(279 words)

References:

Mansoor. “70 Best Print Adverts of All Time.” Empire Group, 20 Aug. 2020, theempire.com/best-print-adverts/.

(@plswdym), Romina, and Jensen Designed. “What Is Semiotics and Why Is It Important?” Decoding Semiotics, 22 Apr. 2015, decodingsemiotics.wordpress.com/about/.

Today’s session introduced the concept of Phenomenology, which focuses on how people experience and interpret the world through their own lived experiences, perceptions, memories, and emotions.

Individual Activity:

In our individual activity, we were asked to interpret either “balance” or “time” through a series of images. Reflecting on this activity further, I realised that time can be represented in many different ways depending on our experiences. For example, comparing old photographs of myself to my current self also represents time because it shows how I have grown over the years. Similarly, the process of creating something, such as building an object, designing a poster, or even watching a movie, also involves time. Everyday activities like travelling, eating, or exploring new places all involve the passing of time.

From a design perspective, phenomenology reminds us that viewers may interpret visuals differently depending on their own experiences, emotions, and cultural backgrounds. As designers, it is important to consider who the viewer is and how they might perceive a design.

Relating this to my own work, phenomenology reminds me that viewers may interpret things differently. For instance, in my Studio project on Lora Lamm, her playful illustrations may feel warm and approachable to some, but others might focus more on clarity and structure. This means I need to think beyond my own perspective and consider how different viewers might perceive the same design.

Overall, this topic helped me understand that design is not just about what we create, but also about how it is experienced by others.

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References:

1. Coming from a dance background, collaborating with LASALLE’s Dance faculty feels natural to me. Dance was a big part of my life in primary and secondary school. While browsing LASALLE’s Dance Instagram, I came across the posters for Tipping Points 2025, where duos performed their choreographed pieces. It inspired me to imagine designing posters that capture the intensity and mood of each choreography. It would be meaningful to create visuals that not only promote the show, but also reflect the dancers’ emotions and movements.

2. Looking ahead to my Final Year Project, I hope to create an app focused on youth mental health.

According to The Straits Times, today’s young people face pressures that older generations may not fully understand, especially with social media affecting body image, anxiety, and stress. Most youths turn to friends and family for help rather than mental-health professionals, even though another article shows many “parents recognise clinical-level symptoms only 10% of the time”. This means that many struggles go unnoticed, which can be dangerous in severe cases. My idea is to design an app that allows youths to communicate with licensed counsellors confidentially. Because as compared to confiding in friends, a trained counsellor can offer early support and professional guidance.

3. Beyond school projects, I would also love to collaborate with Singapore Children’s Society (SCS). They support vulnerable children and youth. One idea is to illustrate short storybooks that address common childhood concerns such as loneliness, bullying, exam anxiety. Through simple narratives and relatable illustrations, these books could become tools for counsellors and teachers to guide conversations and help children process their emotions.

4. As for my future career, I see myself working as a graphic designer. CTS A has shown me how skills like emotional intelligence and growth mindset apply directly to the creative industry. Designers constantly receive feedback, adapt to a company’s values, and push themselves to think differently. Embracing a growth mindset means viewing critiques not as rejection but as opportunities to refine my ideas. This mindset, paired with what I’ve learned this semester, will guide me as I step into the design field.

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References:

“The Straits Times - Breaking News, Lifestyle & Multimedia News.” The Straits Times, 2025, www.straitstimes.com/singapore/health/depression-anxiety-stress-1-in-3-youth-in-s-pore-had-had-very-poor-mental-health-says-imh-survey.

‌Team, Redwood Psychology. “Youth Mental Health Singapore: The Hidden Crisis Parents Need to Know [2024 Study].” Redwoodpsy, 31 Jan. 2025, www.redwoodpsy.com/post/youth-mental-health-singapore-the-hidden-crisis-parents-need-to-know-2024-study.

Working on Mark-Making across the different Craft lessons taught me what it truly means to have a Growth Mindset. Craft is very hands-on, and because I don’t come from an art background, I often felt insecure about my technique or worried that I was less knowledgeable than my peers. It was intimidating at first, but I realised that avoiding the task wouldn’t help me improve. I had to try, make mistakes, and learn—“If you never try, you’ll never know.”

Stanford University notes that giving students multiple draft papers encourages experimentation. Since we usually only receive the required worksheets, as shown in previous posts I began printing an extra sheet for myself. This small habit helped me worry less about being perfect and more about learning through the process.

In Studio, Emotional Intelligence and Reliable Sources are both essential for our Creative Process Journal (CPJ). Under Emotional Intelligence, Self-Management is something I realised I needed to improve. Feedback during formative assessment highlighted that my CPJ was incomplete, showing poor time management . That wake-up call pushed me to refocus and be more disciplined across all modules. 

Since CPJ requires artist research, using credible sources is essential. Wikipedia is not ideal as anyone can edit it. Instead, relying on reputable outlets, official websites, and published interviews ensures accuracy and strengthens our research.

Unlike Craft and CPJ, Digital Skills assignments are entirely digital. With AI tools becoming common, many turn to AI-generated designs. However, as designers, we should take pride in our own work. AI lacks the human touch, emotion and individuality. That’s our biggest advantage. Inspiration from the internet is fine, but our final designs should include our own twist instead of outright plagiarism.

Photography is also submitted digitally, but captured physically. Working with classmates as models requires clear communication. Models may struggle with poses, while photographers may worry about lighting or timing. By asserting our needs and discussing challenges openly, both parties understand each other better and avoid misunderstandings, creating a more collaborative process.

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Our team’s larger image was a forest, with each week’s visual metaphor forming part of this shared environment. We began with a tree to symbolise Critical Thinking as the root of everything we do. Like how strong roots keep the tree steady, this skill keeps us grounded and guides our decisions. 

As we expanded the forest, we illustrated different animals to represent us four unique individuals coming together as a group despite our varied personalities. This was my favourite week because of the hands-on-activity of building the monument. Especially since it was only the second week of school, this also helped us get closer. I also received feedback that the class hopes to be mixed and grouped up more often within the class and even with students from the other three classes. I feel that would be really interesting, and a good way to meet more people.   

Deeper into the forest, the various intersecting pathways symbolised Emotional Intelligence. Navigating emotions is like finding your way through a forest. It can be confusing, and sometimes requires us to pause and reflect (self-awareness and self-management). Just like how we should remain calm when we hit a dead end instead of reacting impulsively. 

We also added a volcano and fire to represent Assertion and Conflict Resolution. In a forest, natural disasters may occur just as disagreements can happen within the group. The group should communicate early and resolve issues before it ‘erupts’.  

Mountains rose next to represent a Growth Mindset. Climbing mountains reflects stepping out of our comfort zone to explore and reach new heights. Such as experimenting with different materials in Craft or using unfamiliar software in Digital Skills. 

A lake completed another part of our landscape, symbolising Facts, Reliable Sources, and Filing. Like a dependable water supply for the animals, credible research fuels our work and keeps us well-informed.

Finally, technology was added into the forest in the form of phones and devices, highlighting how digital media continues to evolve and shape our daily lives.

We had to draw our team’s selected logo with our non-dominant hand. When tasked to do so, everyone in the class knew that it would be difficult to. Especially me who can barely draw well, I knew this task was going to be even more challenging for me. But it also encouraged me that it was okay to try new methods of doing things, and that not everything has to be perfect. I found it interesting too that many classmates were worried about how to make a nice ‘perfect’ drawing, while me on the other hand had a more care-free mindset.

My team chose the Pepsi logo, and my process was mostly freestyle. As I progressed, I incorporated Pepsi cans and bottles into the drawing. Eventually exploring wordplay by altering the “si” in “Pepsi,” creating variations like Pepc (vitamin C) and Pepsí (a Spanish twist).

One idea that didn’t receive votes was the 四 concept. It was based on the Chinese character for “four,” so I wrote “Pepsi” four times. Looking back, I think adding more context would have helped bring the idea across better. In contrast, my most successful concept was the submarine-themed “Pepsea” design. Both the visuals and the name resonated with my classmates, and the idea was immediately clear to them.

To further develop the 'Pepsea' design, I would refine the drawing and add colour. I can picture Pepsea as a fun Pepsi booth by the beach.

Overall, this exercise taught me how a simple prompt(logo) can spark creativity and make me think out of the box.

(261 words)

References:

“Pepsi Max’s Beach Pop up Says Hello to New Mango Flavour | LBBOnline.” Lbbonline.com, lbbonline.com/news/pepsi-maxs-beach-pop-up-says-hello-to-new-mango-flavour.

“Pepsi Products | Pepsi Flavours | Pepsi UK.” Pepsi.co.uk, 2024, www.pepsi.co.uk/our-products.

Upon researching more about Emotional Intelligence, I learnt that it includes not only four domains but also twelve competencies. Among these, I believe my strength lies in Social Awareness, specifically Empathy. The two parts I relate to most are Emotional Empathy and Care.

Another example of me displaying Cognitive Empathy would be during our 2nd day of school, and we had our first Studio lesson. Everyone was still unfamiliar with one another. Wanting to help us bond, I suggested that we do the Cool Hunting together at Funan. Even without asking everyone if they were okay with that, I felt it would be a fun shared experience. It turned out to be a good decision, as it helped break the ice and made the class feel more connected.

In terms of Caring, I try to check in on my classmates whenever I can. When one classmate was absent for a week and no one knew why, I reached out to her to see if she was alright. She then opened up about what she was going through personally, and I felt grateful she trusted me enough to be vulnerable. Knowing what she was going through, I downloaded lesson resources and shared them with her so she wouldn’t fall behind.

I tend to devote so much time and energy into others that I neglect my own needs. When someone asks for help, I feel an immediate urge to step in, even if I’m overwhelmed. This makes me respond emotionally rather than taking a moment to think through a more balanced, logical approach. Hence, I am trying to find a healthier balance between caring for others while also caring about my well-being.

(280 words)

References:

Youtu.be, 2025, youtu.be/erfgEHHfFkU?si=61ycTRE18uLLPUCD.

During the beginning of the CTS A module, we learned about mindfulness. I realised I was struggling with being mindful, as I often zoned out when I am too tired. My body is in class, but my brain drifts to a different place. Causing me to lose focus and miss out on important details. These are some ways I can practice mindfulness.

This zoning out habit affects me most during Craft. We are given class time to complete our work, and I personally prefer spending more time ideating and drafting before attempting the actual worksheet. However, when I see my classmates progressing with their worksheet, I feel pressured to follow their pace and get started too. This is when I slip into ‘autopilot mode’, where work gets done without much thought causing me to be dissatisfied with the quality of work. Eventually finding additional time redoing the work out of class.

According to an article by Mental Health Systems, when we are better able to manage our emotions and thoughts in the classroom, we can be more productive. 

With this in mind, I started to practice mindfulness more intentionally and get in touch with my emotions. Reminding myself that everyone’s pace and work style is different, it is beneficial for me to do what works best for me. 

I now stick to my own pace, and use class time to draft instead of forcing myself to complete the final piece. It helps me stay more engaged, satisfied, and mindful of the process. This small shift has helped me use my class time more effectively and maintain a healthier approach to my work.

(2712words)

References:

Pederson, Lane. “Mindfulness for Teens and Why It’s Important for Mental Health | MHS-DBT.” MHS, 31 May 2019, www.mhs-dbt.com/blog/mindfulness-teens-important-mental-health/.