laurel komos DESIGN & STRATEGY PORTFOLIO FEBRUARY 2017 what’s inside COMPLETED WORKS Lifewater International Ugandan WASH Curriculum..........................................3 AVMA LIFE Branding...................................................................................................9 The Popcorn Factory Catalogs & Photographic Art Direction....................16 Eastland Disaster Historical Society Branding..................................................21 Orion Wine Imports Branding................................................................................29 Wayfinder Advisors Branding................................................................................34 University of Chicago Graham School Annual Dean’s Report....................41 one. LIFEWATER INTERNATIONAL UGANDAN WASH CURRICULUM Using design thinking and methodology to educate rural Ugandan students about proper sanitation and hygiene practices. My team of Notre Dame design seniors teamed up with Lifewater International and Chicagoland creative agency Rule29 to create a new primary school curriculum teaching Ugandan students about safe water access, sanitation, and hygiene (WASH). Using Lifewater International’s existing WASH program as a starting point, we were tasked with improving the content and format of the existing 200+ page curriculum and corresponding educational tools to better suit the young Ugandan student using research, design thinking and information architecture. Ultimately, we had the opportunity to travel to Gulu, an impoverished rural region in northern Uganda, to test our prototype in two distinct primary schools. After our return, we synthesized our research and presented our findings to Lifewater and Rule29 with the intent to implement them in the future. CLIENT // Lifewater International COURSE // VCD 8, Design for Social Good—University of Notre Dame PROFESSOR // Robert Sedlack ROLE // Designer & Ethnographic Field Researcher DESIGN & CONTENT TEAM // Emily Hoffmann, Carmel O’Brien, Amanda MacDonald RESEARCH TEAM // Jeff McLean, Emily Hoffmann, Penina Acayo, Anne Berry RESEARCH TRIP // Gulu & Kampala, Uganda, May 23–June 2, 2014 Lifewater International Ugandan WASH Curriculum // 3 1 // STATESIDE RESEARCH 2 // STRATEGIC DEVELOPMENT OF THE CURRICULUM PROTOTYPE Since this project was initially slated to be completed within a semester-long course, we THEME needed to conduct a vast majority of our research on the Ugandan educational system and existing WASH curriculum from a distance. We relied heavily on thorough online After conducting a thorough investigation of Lifewater’s existing curriculum, we collectively investigations into the culture and academic systems of Uganda, personal interviews decided that we wanted to explore the implementation of an overarching theme that would with Ugandan contacts and American teachers in Uganda, and secondhand accounts better capture students’ attention and empower them to make a change in their communities. from Justin Ahrens, Principal at Rule29, and Pamela Crane, the Director of International This theme would liken students to respected leaders and would be evident in the activities Programs at Lifewater International. Our Notre Dame research associate, Penina Acayo, and stories found throughout the curriculum. a native Ugandan, also became the subject of many of our personal interviews about We chose to work with a football (soccer) theme because most children worldwide can relate to education and life in the East African nation. a love of physical activity. This also presented many creative thematic options, such as “playing Our questions were both culturally-focused and academically-focused, as we wanted to against the bad germs that play for Team Unsafe Water,” yellow cards for failing to practice safe get a holistic sense of the experience of a Ugandan student and how this new curriculum habits, scoring goals, and friendly competition. could serve them both in and out of the classroom setting. STRUCTURE The existing Lifewater International curriculum was written to last all day for five days and left no time for other classes. Additionally, it was structured into ten loose “building blocks” and was not grouped thematically by the key issues addressed (water access, sanitation, hygiene). We chose to restructure the curriculum to span the course of three weeks, with each week focusing on one of the three themes. The WASH curriculum would be taught for 40—50 minutes each day Monday through Thursday, then would focus on a special community outreach initiative each Friday in the hopes that the children would feel empowered to spread WASH knowledge in their homes and communities. Friday would also include a team-based oral examination, ensuring that the teacher can keep track of the students’ progress. ACTIVITIES We wanted to ensure that the curriculum provided teachers with a wide array of learning activities in order to accommodate many different learning styles. Our curriculum included interactive group activities, storytelling, blackboard activities, oral group examinations, demonstrations, miniature field trips, and individual workbook pages. Our team proposed the creation and distribution of workbooks (known as playbooks, in keeping with the football theme) for each student. These would be used as silent activities while in class, but could also be taken home and used as a tool with which to educate others about WASH concepts. Lifewater International Ugandan WASH Curriculum // 4 3 // DESIGN DEVELOPMENT Bearing in mind that color printers are rare, if not impossible to access, in rural Uganda, we designed a black and white curriculum using Lifewater’s new brand standards, as developed by Rule29. In order to get the WASH curriculum delivered to the broadest audience, it needs to be easily reproduced. Since we opted against using color to organize our curriculum elements, we relied heavily on different type treatments, a basic icons set, and call-outs to place emphasis, provide supplemental materials, and mark transitions. Lifewater International Ugandan WASH Curriculum // 5 student “playbook” teacher’s manual teacher’s resource packet 1.1 Drink Safe Water song ii 2.4 WASH-Related Disease Drama xiii How can we keep safe 9 SANITATION water safe? HYGIENE Team WASH vs. Team Poor Hygiene DRINK SAFE WATER SONG WASH-RELATED DISEASE DRAMA Verse of the Week: Mark 1:33-34a Here are 3 different ways to transport water. Draw an X through the “The whole town gathered at the door, and Jesus healed many who had various diseases.” This song is to be used for Lesson 1.1: Why is water so important? It is in the form of a call-and- This drama was designed to be used with Lesson 2.4: How can we prevent and treat waterborne methods that are unsafe and should get a yellow card. response, and students should repeat your words and motions before you move on to the next illnesses? Assign each of the ten disease characters from Team Poor Hygiene to a student in the class. Cut Course Schedule line. This song can either be sung or spoken, and can be adapted to a popular tune if you prefer. out all ten scripts and hand one to each student acting in the drama. Words in italics are the actions for Overview: each character. After each student acts out their part, have the rest of the class give the disease a yellow card and say, “Stop the spread of ! you’re out of the game!” (Insert the Now that your class has a good foundation in safe water from week one, it is time for the TEACHER: Drink, drink, drink, drink, drink safe water (Hold “glass” and “drink”) name of the specific disease.) Use the name tags found in the next section to identify each character. students to understand how this water can affect their bodies for better and for worse. week 1: water This concept is known as hygiene, and is defined as the actions people take to stay healthy, TEACHER: Drink, drink, drink, drink, drink safe water clean and safe. Our bodies need safe water to stay healthy and to help us get well when TEACHER: I need water in my brain to think, think, think (Tap finger on head) we are sick. This week will focus on healthy washing habits and the adverse diseases that MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY TEACHER: I need water in my eyes to blink, blink, blink (put hands by eyes and “blink” with hands) can result when we do not keep up with good hygiene practices. TEACHER: I need water in my nose (tap nose) 1.3 How do you 1.4 How do you PLAYER #1: SCABIES 1.1 Why is safe 1.2 What makes a 1.5 Recap make water safe make water safe I need water in my toes (touch toes) water so water source safe & Comunity TEACHER: through filtering through other Theme Application important? or unsafe? Outreach (bend elbows) (enters scratching all over, especially on the hands) TEAM WASH & boiling? methods? TEACHER: I need water in my elbows For purposes of the football theme throughout this curriculum, Team WASH will learn about hygiene as a critical tool to beating the bad germs that play for Team Poor Hygiene. TEACHER: I need water in my knees (bend knees) I am Scabies. I want to make you itch so badly that you scratch sores student playbook Here are 3 different ways to store water. Draw an X through the methods Students will learn about specific germs, known as microbes, that affect unsafe water. It is TEACHER: I need water in my tummy (rub tummy) all over your body. I am going to beat Team WASH! critical to maintain good hygiene to stay healthy and defeat the unhealthy germs that play TEACHER: For en-er-gy (shake hands in front) that