Al Karaby

Karaby is a group game that is based on ones ability in being able to maintain balance. Played by children between 10-13 years. Korab in Bedouin language meaning rabbit that is medium size. And maybe it was taken as a result of the player’s movement. The number of players is 2-6. Players stand on their right leg while holding their left leg, players then job by their right leg while jumping the other player will be facing them. Players try to push the other opponent off balance with their right hand. If the opponent falls on the ground then he is the loser and is out. Sometimes he gets substituted. The game continues until one player remains that is the survivor.As a group we got together and discussed the different steps of the game. We took turns playing and we looked at the separate elements that we would need to present. Because of the name of the game "korab" meaning rabbit, we initially went straight away to the idea of using a rabbit within our illustration. We spent the class brainstorming the idea of rabbit and the game. We decided that we wanted to create a diagram that was none gender specific and related clearly to culture.
When we presented our brainstorming and first draft of our diagram some of the feedback we got included; our figures looked too much like adults, we needed to make it more abstract, and the class wasn't too keen on the idea of using rabbits for our main concept.Joanne drew a few more examples. She basically used the original diagram and then made them look more like children and put bunny ears on them. From these sketches we started to create our concept for the presentation. We thought initially that we wanted to create a pop up book and that we wanted to show the pictures in first person as much as possible. The reason for having the book done in a first person view is so that it would relate more to video games and movies and perhaps draws in our audience more. But yet again when we went for the critique, we found that we had a lot of changes to make. Even though we made the characters seem more like children, our icons needed to be abstracted even further, and Pornprapha wanted us to focus more on the motion of the game.


So what we first did was to break the game down into its bare elements so that we could see the essentials. Every step of the game only involves two parts of the players, their arms and legs. So we drew the legs and arms from a top view and used lines to show the movement that occurs between them. This sketch was the absolute minimum of the icon. From there we developed it further and after several trials came up with our final icons. Then the next step was to decide on colors and presentations. From the beginning we wanted to come up with a way of incorporating the culture in some way. So after testing several different colors we decided to use yellow to represent the sand and then we chose to use green because they complement each other.



For the presentation we were originally thinking of posting each square on a cube so that the children can interact with the images. But then we realized that it would be too difficult to use a cube because there would be no way of showing the direction. So from thinking back on past projects, we decided to use the concept of a zoetrope. We would create a 3D octagon and we would place each frame on a side, and the whole octagon would turn to show the steps, and to relate to the idea of pushing with the interaction of the image and spinning.

Jo Bermejo, VCUQ Library, Icon development

Final set of icons.

After another class discussion and critique, I was told that my set of icons still didn't have a clear system. Some elements are centered on the box, while some are cropped out. In some icons, a pair of objects are separated while some are overlapping one another. The biggest issue was my grid system, which doesn't work for all of my objects. I need to decide on one system that would allow curves, but I need to be consistent with the way images are placed on the icons. In the end, I decided that the system that works best is when all the images are inside the boxes and not cropped out, and pairs of images would be separated and not overlap one another.

Then, we were asked over the break to come up with color swatches for our icons. Outside the library is the Yellow wall, and inside is full of neutral tones (wooden bookshelves, for example) so I decided that neutral or "earthy" colors would be appropriate. The library is a very calm and quiet place, so vibrant and bold colors would not work. Here are the samples of color experimentation:
In the end, I chose soft brown with light yellow because it gives off an earthy feel, and it's calm and looks professional. Here's my final set of icons with the chosen color scheme:

Lastly, we had to choose a typeface that would go with the set of icons we made. My icons are simple, (hopefully) clear with a rounded edge...which is why I felt the typeface Century Gothic is the most appropriate to use. We also had to choose an Arabic typeface that would compliment the English font, and I think Al Wadi in bold is a good match for Century Gothic. Note: I used an online translator for the Arabic type, and double checked with my friends to see if the translations are correct.

Jo Bermejo, VCUQ Library, Icon development

After tracing my drawings and simplifying them several times, I had a set that I am happy with and proceeded to make some sample icons. I want the icons to have a rounded edge square based on the pattern of the bins in the library. Here are the first few icons i came up with:

The bin pattern that I based it upon:We had a class discussion and I showed them the initial icons. I was told that the image of the front view and side view of the phone is the one that works the best for my location. The rest either didn't look like they belong to a design school, or are still not simplified enough. I decided to stick to the two mobile phones, and from there I tried to follow a system of simplified objects that were drawn using a grid system. I chose to use a grid to reflect the organization and the orderly characteristic of the library.
Here are the first proper set of icons:

The top set shows the different sections of the library.
The bottom set shows what's prohibited in the library.

Jo Bermejo, VCUQ Library, Icon development

What I did to start with, was look at the problems that I found at the library and tried to make a list of the symbols, indexes, etc. associated to these problems. For example, one of the problems were people are talking on their mobile phones in the library even though it's not allowed. I wrote down the words 'phone', 'mouth', 'noise', etc. anything that I can think of that associates with the problem.

I then started to draw things from my list, and here are the initial sketches:

I photocopied and traced the drawings several times, simplifying them each time. I want to come up with images that are very simplified for my icons. Here are the images I decided to work with:

Class Discussion

I discussed where I am with this project with Khadija and Fatma.

I told them about the scenarios that I came up with. First, is the problem of people talking and chatting in the library when other are studying. This can be very distracting and the people who want to study there end up leaving and going someplace else. The other scenario is that the students, especially the new ones, find it difficult to find books in the library. The labeling system of the books can be really confusing, and it doesn't just have one label, but many letters and numbers.

Here are a couple of pictures I took of the first scenario:


Here are a couple of pictures I took of the second scenario:


My group members told me that my scenarios are good, but when I take pictures, I must exaggerate so that my message is very clear. For scenario 1, show that the person studying is really annoyed and walks out angrily in the end. For the second scenario, I could have a very confused person, scratching their head holding a piece of paper.

They also suggested a third scenario, which is similar to the first one, only with mobile phones. There is a small sign in the library that says that the use of mobile phones in the library is prohibited, yet people still do it and also distracts those who are studying or reading. I can have a couple of people reading while being distracted by a person talking on a phone, and I'll take pictures of the small sign as well. (Fatima Buksahisha, Jo Bermejo, Khadija Safri,)

Jo Bermejo, VCUQ Library, Final Poster

Library @ VCUQ

The area that I chose to observe is the VCUQ Library.

I went to the place and took pictures, particularly focusing on the patterns, arrangement and textures. I wanted to capture what makes this place unique.

Here are some of the photos that I have taken:
I noticed that everything is organized into shelves neatly, with code numbers that are arranged in order. The blinds, the shelves and the books are all linear, and when they cross each other, they form grid-like patterns. It is a place of orderliness and organization.

Although organized in code numbers, the books are in random color, height, thickness and typography. This gives the place more life, as without it, it can be very dull.

Here are the words that I think best describes the library:

• order/system
• linear
• organized
• grids
• color
• pattern
• quiet
• peaceful

Here is my first attempt at making a poster for the Library:



There are many things that I needed to change. First of all, I emphasized the orderliness and organization of the place. The way I put the pictures made it seem like a busy place, and all the color also suggests there is a lot going on. Also, it seems like a poster for VCUQ, not just the library so I will definitely change the title as it very loud, and misleading.

Second attempt at the poster:

Unlike my last one, it's more organized, linear and has grid-like patterns. I also made new titles to steer away from VCUQ's identity. It's also very simple, and has quite a lot of negative space, which suggests quietness and peace.