Intercultural Design | Continuous & Final Assessment

5/2/2024 - 29/3/24 | Week 1 - Week 7

Iman Mikudim | 0338004 | Section 1

Intercultural Design | Bachelor of Design (Hons) in Creative Media

Task 1: Proposal, Task 2: Field Study and Task 3: Final Project & Portfolio

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SECTIONS

|  Instructions

• Task 1: Proposal
• Task 2: Field Study
• Task 3: Final Project & Portfolio

|  Feedback

|  Reflections

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INSTRUCTIONS

Task 1 | Proposal

Brief: 

• The task entails creating a final design centred around the theme "Cultural Sensitivity in Design".
• It requires researching and selecting a cultural phenomenon or subculture perceived as sensitive and framing the study within this theme.
• The goal is to convey the cultural aspect authentically while raising awareness without altering facts.
• The emphasis lies on visually expressing interpretations using design language to highlight global issues and aesthetics.

1. Group Topic Chosen

For our group discussion, we decided to focus on a cultural clothing item that holds significant meaning in Malaysia. Because it is an element that Malaysians are familiar with in everyday life, but it is still subject to cultural appropriation on a global scale, just like other subcultures. We talked about local food and art styles before settling on the topic of batik in Malaysia.

Fig 1.1 Batik Culture in East Asia | Week 2 (16/2/24)

Fig 1.2 Fashion symbol/cultural appropriation of Batik in modern days | Week 2 (16/2/24)

2. Topic Rationale and Preliminary Ideas

Fig 1.3 Design Proposal | Week 3 (23/2/24)

Fig 1.4 Design Proposal (Presentation) | Week 3 (23/2/24)

Task 2 | Field Study

Brief:

• For this task, we are instructed to gather data on a chosen cultural theme relevant to our research objectives.
• We are to collect visual, oral, textual, and tactile artifacts for use in Project 1 (proposal).
• All artifacts must be documented with details including type, purpose, symbolism, cultural/historical background, etc.

Fig 2.1 Data Collection in Google Slides | Week 5 (8/3/24)

Task 3 | Final Project & Portfolio

Brief:

• Utilising the data collected from the research trip, students are to produce visual design outcomes that reflect their interpretation and definition of “Framing”, bearing in mind to consider cultural and aesthetic aspects, balanced with their design knowledge.
• Various directions and approaches can be engaged in, such as experimental design/art with the use of manual/digital or a combination of both media.
  
  

Rationale:

We aim to create a batik kit that preserves the cultural significance of batik making, fosters creativity, and develops skills through hands-on engagement with techniques and history. The kit provides tools and guidance for creating batik designs, encouraging exploration, innovation, and the development of users' unique artistic styles and problem-solving abilities. This educational kit on batik making inspires cultural preservation, creativity, and skill development, fostering appreciation for cultural diversity and empowering individuals to connect with their creative potential. The kit will be passed down to future generations, showcasing the intergenerational transmission of cultural knowledge and emphasizing the importance of preserving traditional crafts within Malaysian society. It highlights the role of design in safeguarding cultural heritage and respecting the expertise of elderly artisans.

Fig 3.1 References & Inspiration | Week 6 (15/3/24) 

We decided to create a digital version of the batik kit using Blender and incorporated the references provided in Fig 3.1, which show the tools used in making batik, along with instructions to include in the kit.

Fig 3.2 Scaling and modelling for box and tools | Week 6 (17/3/24)

Starting from P1 to P3, all items were modeled for the batik kit and arranged into one line to check for size. We planned to create a digital version of the kit so that we could show our audiences how to make batik while also presenting the importance of batik culture in Malaysia.

Fig 3.3 Colouring process | Week 6 (18/3/24)

For the colouring process, we initially aimed to create a cartoon version of the entire scene to add an artistic touch to the final product. However, upon review, the visual outcome appeared less impressive; the thick black outline served both as an emphasis and a distraction. Hence, we opted to switch the rendering style from a cartoonist one to a more realistic approach.

Fig 3.4 Design process for the sleeve of the box | Week 6 (16/3/24)

We then proceeded to design a batik-inspired pattern for the sleeve and packaging of the box.

Fig 3.5 Rendered version of the kit | Week 7 (22/3/24)

Fig 3.6 Final outcome of the batik kit | Week 7 (26/3/24)

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FEEDBACK

Task 1: Proposal

We should focus on a more specific aspect of Batik in Malaysia instead of only presenting the audience with general details and knowledge about Batik. We can change our topic to "Batik Beyond Borders: Unraveling the Threads of Cultural Heritage and Identity."

Task 2: Field Study

Initially, we simply gathered information from the museum, such as the history of clothing and the process of making it. This knowledge is non-interactive and does not contain subjective ideas. We thought it would be sufficient for our research. However, Ms. Maria informed us that for data collection, we need to venture out and engage with other people, asking for their opinions through interviews and surveys. This is because, for the topic of Batik cultural heritage and identity, there is a constantly evolving cultural perception, rather than just the ancient techniques themselves.

Task 3: Final Project & Portfolio

• History of batik to be displayed on the back of the box.
• Include a small notebook/pamphlet detailing the instructions and tools used for the batik process.
• Digital mock-ups are permitted.
  
  

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REFLECTIONS

Collaborating with people of diverse backgrounds is an incredibly engaging experience. This experience has taught me the value of teamwork, the importance of listening to others, the value of providing constructive criticism, and, most importantly, the value of identifying and pursuing areas of compromise.

An additional interesting aspect of the module is the way it teaches me to interact with people from diverse cultural backgrounds. Because of the wide range of cultural experiences represented on our team, I am able to hear and understand perspectives that I would not have had otherwise.

We started to see that all cultures share some similarities and differences as we came up with ideas for Malaysian Batik culture. For mainstream cultures, studying or relearning them is less of a priority since people grow up with them.

Malaysia still has a vibrant Batik culture. Both embracing modern innovations, such as stamping and printing techniques, and holding on to the essential aspects of ancient Batik techniques are necessary for the culture's continued success. Preserving a culture requires research into it and improvements to its technical elements.