The workshop booklet can be viewed here
The workshop booklet can be viewed here
As a result of our GMTN exercise, we came up with fix cards. This pack of cards is a toolkit for designers and non designers alike to solve problems and come up with solutions.
the 52 ‘Fix cards’ have been divided into 4 categories – Goals, Methods, Tools and Nature. The back of which are blank to allow the user to define their own GMTN. Various combinations and permutations of these cards would lead to ideas.
Around the world, the utmost concern of censors is the depiction of violence and sex. So we came up with a set of postcards as a part of our campaign ‘Make It Normal’ questioning India’s policy of censorship – a constant dichotomy that we live in. While there is no dearth of ‘item songs’ objectifying women in popular media, various scenes in a film are not allowed past the filters due to “questionable content”. While age appropriate censoring should be prevalent, an adult should have full freedom to choose between what she/he wishes to watch. There must be uniformity in the exercise of deciding what is aired and what is bleeped. Artists should be allowed to express themselves in the manner they believe will do justice to their work.
These postcards with reference to popular forms of art make consumers question their values and governmental policies that filter content, and in turn result in individuals having skewed notions about sexuality.
The various permutations and combinations from the GMTN model led to the following 8 approaches we wished to take forward.
To paint a clearer picture of the situation of sex and sexuality education in India and the world today, we decided to use the metaphor of lamp posts on the riverside.
Considering the fact that sex, sexuality and all related terms have been shoved into the darkest corners of our rooms and away from our children, whether at home or at school, we want these lamp posts to stress on our belief that light needs to be shed onto these corners, conversations regarding these topics and issues need to be started by us all.
Creating the final giga map took us about three weeks to make. The aim was to represent our entire process and findings, in order to explain the sexuality education scenario in a single connected infograph. We went through a rigorous process of sorting out all the data, numbers, insights, questions, and solutions that we had collected, and segregated the important ones which we wanted to highlight. Initially, we built an overall structure of the map so that we can organise the information flow and ensure an understandable layout. After iterating the basic structure a number of times, we moved on to further detailing out the broader headings, according to the visual hierarchy we wanted to maintain. All this happened through a lot of enthusiastic and heated group discussions until all of us were satisfied with the structure. This process was rather enjoyable and oozed team spirit. We put down all the relevant selected data on a huge chart before moving to a digital version. To make the iterative process easier, we placed each chunk of information on different pieces of paper so that we could move them around till we figured the most suitable structure. It took us about twenty days to crack the entire structure and build a digital version of it.
Young individuals of today spend more time interacting with multiple forms of media, including the Internet compared other activities. 95% of today’s youth is online, and 74% of them are able to access the Internet from a personal mobile device. Clicking on screens and speaking into our mobiles and tablets readily retrieve information. It’s fast, it’s easy. Information has become ubiquitous in today’s technology-saturated world. But how much of that information is trustworthy? Combine that with the fact of kids being naturally curious about sex and wanting to find out as much as possible and discuss with their peers, and we have a big problem to deal with here. Modern sexuality education and the values imposed by our culture have continuously refrained from accepting the existence of all the exposure children are receiving today.
When a child comes across extremely graphic images or videos online, it can be both stimulating and upsetting. An unexpected encounter with highly provocative sexual material crosses boundaries and compromises innocence. As stimulating as it can be for kids to see graphic sexual material, it can also be overwhelming and even frightening. The association may often be direct, between one’s exposure to sexually explicit material and one’s sexual attitude and behavior.
Either we allow sexually explicit material online to be the sex educator of the youth today, or we take the responsibility on ourselves. For the latter to happen, we must clearly outline the existence and meaning of pornography and sexually explicit material, differentiate between porn sex and real sex, examine the frameworks of sexuality and its ethics, and exchange views on the idea of right and wrong in the context of sexual activity.