Design Portfolio

Jennifer Fidler | 617.859.0364 | email @ jenniferfidler.com

were created to assist with the telling of Gorey’s poem, the main

characters in my animation are the individual letters on the screen.

Animating each individual letter or word, I worked hard to mimic

the rhythm of the poem through the pacing of the animation.

Additionally, the transitions from one stanza to the next needed to

flow as seamlessly as when read aloud. Although my final animation

only depicts the scenes associate with Amy through Hector, I did

storyboard the entire poem. While I was only able to complete the

animation of “A is for Amy” through “H is for Hector” due to the

time constraint placed on this assi

gnment, I do hope to return to

this project, completing the entire text.

Ultimately, I feel as though I have successfully cap

tured both Gorey’s

sense of humor and the rhythm of his poem quite well in this

animation. The lines of text enter and exit the screen in an amusing

and functional manner providing viewers with a visual retelling of

this poem appropriate to the mood and its author.

For this project, the original assignment description called

for a 30- to 60-second long animation based on the text of a

selected poem or short story. Focusing primarily on typographical

elements, the animation needed to capture the mood and style

while also providing viewers with a functional reading of the

text. For my animation, I chose to work with Edward Gorey’s

Gashlycrumb Tinies alphabet poem.

Having been a long-time fan of Edward Gorey’s writing and

illustrations, I wanted to ensure that my animation would accurately

reflect both his typographic style and playfully morbid sense of

humor. While my animation would include only my own graphics

and typographical choices, Gorey’s collection of writings and

artwork would serve as a tremendous influence over my final piece.

One of the most important decisions facing this assignment early

on was the selection of a typeface for the poem. While Gorey

wrote out his poem by hand to accompany his illustrations, I chose

to use Goudy Old Style for its readability while in motion and for

its similarity

to Gorey’s own hand. Although some simple visuals

EDWARD GOREY’S GASHLYCRUMB TINIES

interactive design

Jennifer Fidler

GRDS 755 Typography Studio II

Professor Merrick Henry

Summer 2009

Project B - Part 1

The Animated Narrative

Storyboard

23.

28.

33.

38.

22.

27.

32.

37.

21.

26.

31.

36.

20.

25.

30.

35.

24.

29.

34.

And “r”.

All the text disappears.

“Desmond” is knocked into

the air as the sleigh trips over

“thrown”.

“E” center stage.

Followed by “a”.

“Clara” nears disappearing as

“away” appears.

Ground plane is revealed to a

sleigh.

The letter “E” begins to appear

from the bottom of the screen.

The letter “l” appears.

“Clara” continues to thin as

“wasted” appears.

“D” turns in to “Desmond” as

camera zooms out.

The text runs off the left side as the

sleigh runs off the right.

The words “is for” appear.

The word “who” appears as

“Clara” begins to thin.

The words “is for” appears.

The sleigh runs off the rest of the

line as “Desmond” lands upside

down.

And lastly “a”.

The ground rises up as “D”

comes in from the left.

“Desmond” continues to

somersault out of the sleigh as it

continues over the text.

Page 2 of 12

Jennifer Fidler

GRDS 755 Typography Studio II

Professor Merrick Henry

Summer 2009

Project B - Part 1

The Animated Narrative

Storyboard

23.

28.

33.

38.

22.

27.

32.

37.

21.

26.

31.

36.

20.

25.

30.

35.

24.

29.

34.

And “r”.

All the text disappears.

“Desmond” is knocked into

the air as the sleigh trips over

“thrown”.

“E” center stage.

Followed by “a”.

“Clara” nears disappearing as

“away” appears.

Ground plane is revealed to a

sleigh.

The letter “E” begins to appear

from the bottom of the screen.

The letter “l” appears.

“Clara” continues to thin as

“wasted” appears.

“D” turns in to “Desmond” as

camera zooms out.

The text runs off the left side as the

sleigh runs off the right.

The words “is for” appear.

The word “who” appears as

“Clara” begins to thin.

The words “is for” appears.

The sleigh runs off the rest of the

line as “Desmond” lands upside

down.

And lastly “a”.

The ground rises up as “D”

comes in from the left.

“Desmond” continues to

somersault out of the sleigh as it

continues over the text.

Page 2 of 12

EDWARD GOREY’S GASHLYCRUMB TINIES

interactive design


Stills from the Gashlycrumb Tinies animation. View the full animation at

http://jenniferfidler.com/gashlycrumb.html.


corporate identity

RESPECT U FIRST: AWARENESS CAMPAIGN

at targeting the primary audience, 14 to 19 year old females. I

staged photographs aimed at events and interests specific to teen

relationships, including references to prom, fashion, and cars.

While the primary deliverable for this campaign is a foldout

brochure/calendar, I chose to include a variety of swag as a way

to grab the teen audience attention. From frisbees to t-shirt

designs, the Respect U First brand was consistently applied to this

collection of promotional items conceived specifically with the

teenage audience in mind.

Overall, I was very pleased with the outcome of this project. I could

see both teenagers and adults connecting easily with the various

components available in this campaign. Many of the pieces could be

reused year to year while the brochure could be quickly updated to

reflect the current school year.

Targeting Massachusetts teens, the Respect U First campaign

aims to educate students about the signs and dangers of dating

violence while also providing opportunities to assist those facing

the various issues associated with physical and psychological abuse.

Before beginning with my concept development for this project,

I researched existing organizations, such as the National Dating

Abuse Helpline, the National Domestic Violence Hotline, and the

National Youth Violence Prevention Resource Center. Armed with

a collection of statistics, dating safety tips and resources available

to teens and their families, I began brainstorming concepts for both

branding and a variety of design deliverables.

Although primarily targeting teenage women, the campaign

needed to appeal to both genders, as well as M

assachusetts

educators, guidance counselors, school administrators and parents.

Beginning with the design of the organization’s brand, I chose to

use warm colors to provide a welcoming and friendly approach

to the campaign. The curly handwritten type design use in the

logotype combined with the heart symbol was designed directly

If you

or so

meone

you

care

abou

t nee

ds he

lp,

call t

he N

ation

al Te

en

Datin

g Abu

se H

elplin

e

1 (86

6) 33

1.947

4

loveis

resp

ect.o

rg

If you

or so

meone

you

care

abou

t nee

ds he

lp,

call t

he N

ation

al Te

en

Datin

g Abu

se H

elplin

e

1 (86

6) 33

1.947

4

loveis

resp

ect.o

rg

Swag

The following pages contain mock-ups for

a variety of swag. Items were selected with

the target audience in mind.

Flare

Lanyard

Key Chain (front)

Mug (front)

Rape Whistle with Key Chain

Frisbee

USB Thumb Drive

Key Chain (back)

Mug (back)

Over 40 percent of teenage girls say they

know someone their own age who has

been hit or beaten by a boyfriend. If you

or someone you know is being abused,

don’t be afraid to ask for help.

Contact the National Teen Dating Abuse

Helpline at 1 (866) 331.9474 for help.

He shouldn’t

treat his car

better than

he does you.

1 (866) 331.9474

loveisrespect.org








He shouldn’t

treat his car

better than

he does you.

1 (866) 331.9474

loveisrespect.org

corporate identity

RESPECT U FIRST: AWARENESS CAMPAIGN

Hats

This page contain mock-ups for several

different hat concepts. Each will feature

the National Teen Dating Abuse Helpline

phone number and web site on the back,

along with the Respect U First brand.








He shouldn’t

treat his car

better than

he does you.

1 (866) 331.9474

loveisrespect.org

Non-Profit

Organization

U.S. Postage

Paid

GUIDANCE OFFICE

159 CHURCH STREET

WILMINGTON, MA 01887

Are you or someone you know

in an abusive relationship?

Visit loveisrespect.com for help. He loves you…

He loves you not.

One in three high school girls have been or

will be in an abusive relationship.

If you or someone you know is in an abusive relationship,

don’t hesitate...ask for help today.

The National Teen Dating Abuse Helpline

is available 24 hours, 7 days a week to

answer any questions or offer you support.

1 (866) 331.9474

loveisrespect.org

loveisrespect.org

About the

National Teen Dating

Abuse Helpline

The National Dating Abuse Helpline was launched

in February 2007 with help from founding sponsor,

Liz Clairborne Inc. It is a national 24-hour resource that

can be accessed by phone or the internet, specifically

designed for teens and young adults. The Helpline and

loveisrespect.org offer real-time one-on-one support from

trained Peer Advocates. Managed by the National Domestic

Violence Hotline (NDVH), the National Teen Dating Abuse

Helpline operates from a call center in Austin, Texas.

Peer Advocates are trained to offer support, information and

advocacy to those involved in dating abuse relationships

as well as to concerned parents, teachers, clergy, law

enforcement, and service providers.

Tips for Dating Safety

•Considerdouble-datingthefirstfew

times you go out with a new person.

•When on a date, know the exact

plans for the evening and make sure

a parent or friend knows these plans

and what time to expect you home.

•Let your date know that you are

expected to call or tell that person

when you get in.

•Be aware of your decreased ability

toreactwhileundertheinfluence

of alcohol or drugs.

•If you leave a party with someone

you do not know well, make sure

you tell another person you are

leaving and with whom. Ask a

friend to call and check that you

arrived home safely.

•Assert yourself when necessary.

Befirmandstraightforwardinall

of your relationships.

•Trust your instincts. If a situation

makes you uncomfortable, try to

remain calm and think of a way to

leave the situation.

Safety Planning for Teens

You should think ahead about ways

to be safe if you are in a dangerous

or potentially dangerous relationship.

Here are some things to consider in

designing your own safety plan.

•Find adults you can trust to talk

about your relationships.

•Identify who the people are at

school who can help keep you safe.

•Change your school locker or lock.

•Change your route to/from school.

•Use a buddy system for going to

school, classes and after school

activities whenever possible.

•Identify the friends you can trust to

help you remain safe.

•Know who you can call in the event

that you are stranded or need help.

•Keep a journal describing the abuse

you have experienced.

•Get rid of or change the number to

any beepers, pagers or cell phones

the abuser gave you.

•Keep spare change, calling cards,

number of the local shelter, and the

numbers of anyone who could help

with you at all times.

•Know where you could go quickly to

get away from an abusive person.

•Join a self-defense workshop.

•Try to think of other ways you can

prepare for future situations.

•And don’t forget...you can call the

National Teen Dating Abuse Helpline

any time, day or night, to speak with

a trained peer advocate:

•Visit loveisrespect.org for additional

information and support tips. 1 (866) 331.9474

Know Your Support System

Local Police #: ( ___ ) ___ - ____

& Fire Dept. #: ( ___ ) ___ - ____

Trustworthy Adult: ______________

*Phone #: ( ___ ) ___ - ____

Trustworthy Friend: _____________

*Phone #: ( ___ ) ___ - ____

Primary Care Physician: _________

*Phone #: ( ___ ) ___ - ____

Local Shelter: __________________

*Phone #: ( ___ ) ___ - ____

Shelter Address: _______________

______________________________


Non-Profit

Organization

U.S. Postage

Paid

GUIDANCE OFFICE

159 CHURCH STREET

WILMINGTON, MA 01887

Are you or someone you know

in an abusive relationship?

Visit loveisrespect.com for help. He loves you…

He loves you not.

One in three high school girls have been or

will be in an abusive relationship.

If you or someone you know is in an abusive relationship,

don’t hesitate...ask for help today.

The National Teen Dating Abuse Helpline

is available 24 hours, 7 days a week to

answer any questions or offer you support.

1 (866) 331.9474

loveisrespect.org

loveisrespect.org

About the

National Teen Dating

Abuse Helpline

The National Dating Abuse Helpline was launched

in February 2007 with help from founding sponsor,

Liz Clairborne Inc. It is a national 24-hour resource that

can be accessed by phone or the internet, specifically

designed for teens and young adults. The Helpline and

loveisrespect.org offer real-time one-on-one support from

trained Peer Advocates. Managed by the National Domestic

Violence Hotline (NDVH), the National Teen Dating Abuse

Helpline operates from a call center in Austin, Texas.

Peer Advocates are trained to offer support, information and

advocacy to those involved in dating abuse relationships

as well as to concerned parents, teachers, clergy, law

enforcement, and service providers.

Tips for Dating Safety

•Considerdouble-datingthefirstfew

times you go out with a new person.

•When on a date, know the exact

plans for the evening and make sure

a parent or friend knows these plans

and what time to expect you home.

•Let your date know that you are

expected to call or tell that person

when you get in.

•Be aware of your decreased ability

toreactwhileundertheinfluence

of alcohol or drugs.

•If you leave a party with someone

you do not know well, make sure

you tell another person you are

leaving and with whom. Ask a

friend to call and check that you

arrived home safely.

•Assert yourself when necessary.

Befirmandstraightforwardinall

of your relationships.

•Trust your instincts. If a situation

makes you uncomfortable, try to

remain calm and think of a way to

leave the situation.

Safety Planning for Teens

You should think ahead about ways

to be safe if you are in a dangerous

or potentially dangerous relationship.

Here are some things to consider in

designing your own safety plan.

•Find adults you can trust to talk

about your relationships.

•Identify who the people are at

school who can help keep you safe.

•Change your school locker or lock.

•Change your route to/from school.

•Use a buddy system for going to

school, classes and after school

activities whenever possible.

•Identify the friends you can trust to

help you remain safe.

•Know who you can call in the event

that you are stranded or need help.

•Keep a journal describing the abuse

you have experienced.

•Get rid of or change the number to

any beepers, pagers or cell phones

the abuser gave you.

•Keep spare change, calling cards,

number of the local shelter, and the

numbers of anyone who could help

with you at all times.

•Know where you could go quickly to

get away from an abusive person.

•Join a self-defense workshop.

•Try to think of other ways you can

prepare for future situations.

•And don’t forget...you can call the

National Teen Dating Abuse Helpline

any time, day or night, to speak with

a trained peer advocate:

•Visit loveisrespect.org for additional

information and support tips. 1 (866) 331.9474

Know Your Support System

Local Police #: ( ___ ) ___ - ____

& Fire Dept. #: ( ___ ) ___ - ____

Trustworthy Adult: ______________

*Phone #: ( ___ ) ___ - ____

Trustworthy Friend: _____________

*Phone #: ( ___ ) ___ - ____

Primary Care Physician: _________

*Phone #: ( ___ ) ___ - ____

Local Shelter: __________________

*Phone #: ( ___ ) ___ - ____

Shelter Address: _______________

______________________________

T-Shirts

The following t-shirt concepts will be

available as fund raising items.

Front

Front

Front

Front

Back

Back

Back

Back

If you

or so

meone

you

care

abou

t nee

ds he

lp,

call t

he N

ation

al Te

en

Datin

g Abu

se H

elplin

e

1 (86

6) 33

1.947

4

loveis

resp

ect.o

rg

If you

or so

meone

you

care

abou

t nee

ds he

lp,

call t

he N

ation

al Te

en

Datin

g Abu

se H

elplin

e

1 (86

6) 33

1.947

4

loveis

resp

ect.o

rg

Swag

The following pages contain mock-ups for

a variety of swag. Items were selected with

the target audience in mind.

Flare

Lanyard

Key Chain (front)

Mug (front)

Rape Whistle with Key Chain

Frisbee

USB Thumb Drive

Key Chain (back)

Mug (back)

Various deliverables designed with the Respect U First brand. From left to

right: hat, poster, detail of folded brochure, t-shirt series, frisbee.


AMERICAN RED CROSS 2008 ANNUAL REPORT

publication design

palette, I chose to incorporate blue (a reference to blood) and

yellow (a reference to platelets) to help establish the different

segments found in the annual report.

Although annual reports may not be the most exciting read, I

greatly enjoyed the process of laying out this particular document.

From establishing a visual motif to creating the various information

graphics, the final report provides a clear presentation in a visually

appealing structure.A

s an exploration of typography and information graphics, this

multi-page annual report needed to reflect the visual aesthetic

of the American Red Cross while providing accurate details of the

organization’s financial standing for the 2008 fiscal year.

While all information for this report was provided by the American

Red Cross, the overall layout and graphic style was inspired by

existing ARC branding and advertising. Having donated blood and

platelets with the ARC for years, my research for this assi

gnment

relied heavily on my existing relationship with a local donation

center and its staff. With their help, I was able to procure a number

of first aid supplies and t-shirts to

include as imagery.

After brainstorming and sketching a number of layout concepts, I

ultimately settled on a design with a cross motif running throughout

the various spreads. Red horizontal rules were also included as a

design element, used a graphic reference to the donation process.

Trying not to overwhelm the reader with a largely red and white

2008 Annual Report

AMERICAN RED CROSS 2008 ANNUAL REPORT

publication design

1�

up from my chair, stood behind her

and thrust just above her navel, just

as I’d been taught to do.”

Monty’s experience shows how

critical learning lifesaving skills can

be. Thanks to her father’s Red Cross

training, Carrington is not among

the 3,000 people who died last year

from choking.

Dedicated to safety, Monty and his

wife, a nuclear technologist, test each

other’s skill set periodically. Yet they

became even more committed that

night. “I immediately phoned my entire

family to make sure their training was

current,” he says. Carrington took her

first CPR class just months after

her emergency.

“I always thought that I would use my

training…someday,” Monty reflects.

“But I never dreamed it would be for

my own child.”

Donated Materials and Services

($238.3) 7%

Contributions for Domestic &

International Relief, General Operations,

and Endowment ($2,812.2) 88%

United Way and Combined

Federated Campaign ($162.3) �%

TOTAL $3,212.8

Contribution

s (in millions)

Operating Ex

penses (in millions)

Armed Forces Emergency Services

($54.1) 1%

Biomedical ($2,103.6) 37%

Community Services ($133.5) 2%

Domestic Disaster Services ($2,630.7) 47%

Health and Safety Services ($224.6) 4%

International Relief and Development

($154.3) 3%

Fundraising ($140.1) 3%

Management and General ($187.2) 3%

TOTAL $�,628.1

Article Title

14

In the Middle

of

the Night

In the early morning hours, Ron and

Linda Holt’s son woke them, yelling,

“Mom and Dad, the house is on fire!”

Linda called the fire department while

Ron made sure all their family mem-

bers were safe and that neighbors

evacuated the other apartments.

The fast-moving fire destroyed every-

thing the Holts and several other

families owned. “It’s the sentimental

things you miss the most,” Linda says,

a smile in her voice despite having

had the roughest year in her life. One

of Linda and Ron’s sons almost died

of a heart attack later in the year, and

another son was deployed to Iraq.

“The kids’ pictures were my biggest

loss,” Linda says. “Everything else

can be replaced.”

The Red Cross provides expert instruc-

tion and continues to develop tools

and services to help Americans pre-

pare for any emergency. Be Red Cross Ready

is a natural evolution in the organization’s

offerings, built on its century-old commit-

ment to empowering Americans to take

individual responsibility for their own safety.

The program follows the successful Together

We Prepare program, streamlining its messages

and partnering with other emergency organ-

izations to offer uniform, expert guidance.

Collaborating with the U.S. Department of

Homeland Security, the Red Cross urges

everyone to take three basic steps to pre-

pare for any emergency. The two organizations

worked together to make these steps simple,

clear and consistent:

To stay safe and healthy in an emergency,

people need to gather and store supplies

in advance. Everyday items such as a mini-

mum three-day supply of food, water,

clothing and medicine should be on hand

in case a crisis prevents trips to the

store or pharmacy.

Preparing

for the

Worst,

Expecting

the Best

Get a Kit.


Mission of th

e

American Red Cross

The American Red Cross, a humanitarian organization

led by volunteers and guided by its Congressional

Charter and the Fundamental Principles of the

International Red Cross Movement, will provide relief

to victims of disasters and help people prevent,

prepare for and respond to emergencies.

Fundamental

Principles

of the

Internation

al Red Cross and

Red Crescent Movem

ent

Humanity

Impartiality

Neutrality

Independence

Voluntary Service

Unity

Universality

10

financial assistance. We are making a number

of improvements to our technology in order

to ramp up our casework volume capacity

as well as the controls needed to ensure the

propriety of all payments. Our chapters now

have access to the training, technical support

and software needed to handle up to two

million cases.

In order to provide financial assistance to

the huge number of families who needed it

in 2005, we had to rely on a number of differ-

ent systems and accounts,

greatly complicating the

accounting process. We

have now moved to a single

system of pre-stocked

debit cards funded from a

single bank account, which

will enable us to track ex-

penditures in real time. We

have also clarified and re-

inforced minimum eligibility

requirements for financial assistance and

made these standards readily available to

every caseworker. Additional security and

accountability steps include more compre-

hensive inventory management and reporting

practices, a new casework review position,

as well as new casework monitor and super-

visor positions.

A new team of more than 100 volunteers

has been created to advise and support

relief operations and chapters on financial

controls. Another new group is already help-

ing to ensure compliance with established

policies and procedures and will investigate

any potential fraud.

As we continue to implement these ambi-

tious changes, Red Cross chapters across

the U.S. also continue to respond to local

disasters—74,000 of them last year, most

of them home fires. They are using the

experience they gained in the largest re-

sponse in American Red Cross history to

We have now

moved to

a single sy

stem of

pre-stocke

d debit car

ds

funded fro

m a single

bank acco

unt, which

will enable

us to track

expenditu

res in real

time.

(continued from page 9)

Details of various pages and spreads from the American Red Cross 2008

Annual Report. The full report may be viewed as a PDF document at:

http://jenniferfidler.com/arc_annualreport2008.pdf.


social awareness design

NO CHILD LEFT BEHIND? REWRITE CAMPAIGN

In order to reach the largest audience possible, I chose a series

of deliverables geared to communicating to the nation at large.

The campaign includes a collection of billboards, magazine ads

and brochures inspiring viewers to visit the National Education

Association site or providing tear-off cards for recipients to

mail to politicians. In order to stress the importance of this

issue, I incorporated visual elements like police tape, test sheets

and factory-like schools. Graphics and images were purposely

designed with drab colors and depressing concepts in hopes of

communicating the necessity for change and soon.

Ultimately, the overall campaign does a good job of delivering

its message. From the original imagery to the selected formats,

each piece is targeting the voting public as individuals an

d as a

community. While our nation continues to struggle with NCLB and

its impact on our schools, the public is becoming more aware of

the issues brought about by this law. Until the law is successfully

rewritten, voters need to be made aware of the impact NCLB has

on our nation’s economy and future.

In 2002, President Bush signed into law the No Child Left Behind

Act. While this law was established in hopes of ensuring quality

education for all American students, the actual outcome resulted

in an increase in dropout rates, lower enrollment in arts p

rograms

and greater emphasis on teaching to standardized tests. The No

Child Left Behind? campaign was geared to educating voters of the

inequities brought about by the initial NCLB Act and to inspire these

individuals to contact their representatives asking for change.

As an educator, I am well aware of the impact this law has had on

our nation’s schools. Having lost students to test prep classes or

seen students encouraged to dropout rather after failin

g high-stakes

testing, I felt the need to encourage others to take action by writing

local and national politicians. Gathering statistics on dropout rate

s

and other NCLB facts from a variety of educational organizations

and parent groups, I set out to design a national campaign for this

important issue. While students are the primary victim of NCLB, the

entire country suffers as a result of this unjust law

.

*The amount Class of 2008 dropouts will cost the U.S.

*www.nea.

orgThe No Child Left Behind Act of 2002 is

scheduled for reauthorization in 2008. In it’s

six years of practice, this act has led to

greater numbers of high school dropouts

and left schools struggling to make state

testing requirements. A law intended to help

students and schools in low-income areas

has managed to do just the opposite.

As the time for reauthorization approaches,

we must look closely at what this act has

done and what changes need to be made in

order to help U.S. students and schools.

The No Child Left Behind Act needs to be

rewritten, but without support from the

American public it will go unchanged.

Contact your representatives and en-

courage them to support the rewriting

of No Child Left Behind.

NCLB affects us all.

For more information, go to

http://edlabor.house.gov.

*Dropout Factory: a school where less than 60% of

a freshman class graduates in their senior year

What You Need to Know

about the NCLB Act:

The No Child Left Behind Act of 2002 is





















*Dropout Factory: a school where less than 60% of

a freshman class graduates in their senior year


about the NCLB Act:

social awareness design

NO CHILD LEFT BEHIND? REWRITE CAMPAIGN


For more information, go to http://edlabor.house.gov.

The Stru

ggle

to Stand

ardize


about the NCLB Act:

The No Child Left Behind Act is

scheduled for reauthorization in

2008. In it’s six years of practice,

this act has led to greater numbers

of high school dropouts and left

schools struggling to make state

testing requirements. A law that

had intended to help students and

schools in low-income areas has

managed to do just the opposite.

As the time for reauthorization

approaches, we must look closely

at what this act has done and what

changes need to be made in order

to help U.S. students and schools.

The No Child Left Behind Act

needs to be rewritten, but without

support from the American public

it will go unchanged. Contact your

representatives and encourage

them to support the rewriting of

No Child Left Behind.

For more information,

check out these websites:

edlabor.house.gov

nea.org

boldapproach.org

educatorroundtable.net

all4ed.org

or contact your representatives.

What You N

eed to

Know about N

CLB...

No Child Left Behind?

Honorable George M

iller, Chairman

Comm

ittee on Education and Labor

2181 Rayburn House Office Building

Washington D.C. 20515

1 in 10 U

.S. high s

chools

is a Dropo

ut Factor

y

NCLB needs to be rewritten before

more damage can be done!

Help the cause!

Mail to the NCLB Committee Chairman.

Dear

Cha

irman

Mille

r,

The

No C

hild

Lef

t Beh

ind

Act n

eeds

to b

e re

writt

en. A

s

it st

ands

now

, thi

s ac

t mak

es n

o pr

ovisi

ons

for d

ealin

g

with

the

incr

easin

g dr

opou

t rat

es a

cros

s th

e na

tion

and

inad

verte

ntly

enco

urag

es s

tude

nts

to d

rop

out o

f sch

ool.

The

grow

ing

num

ber o

f dro

pout

s af

fect

s ev

eryo

ne fr

om

the

indi

vidua

l stu

dent

to th

e av

erag

e Am

erica

n cit

izen.

Plea

se h

elp

thes

e st

uden

ts, t

each

ers,

sch

ools

and

our

natio

n’s

econ

omy

by s

uppo

rting

the

rewr

iting

of N

CLB.

Sinc

erel

y,

(sig

natu

re)

(prin

t nam

e)

What You N

eed to K

now

about the

NCLB Act:

In its six years of practice, No Child Left Behind

has led to a greater number of high school drop-

outs and has left schools struggling to make state

testing requirements.

The Problem with NCLB

Although the No Child Left Behind Act of 2002

had such great intentions, many issues have

developed since it was passed.

As teachers cut back on their curriculum and stu-

dents struggle to pass their state’s standardized

tests, dropout rates are in-creasing at an alarming

rate. While many are unaware of the problems

brought about by NCLB, these issues affect all

Americans, as they will greatly impact the nation’s

economy over the coming years.

As states are now required to assess schools,

stan-dardized testing in the form of multiple-

choice tests has become the most common

method for evaluation. Schools are required to

meet a certain percentage of passing students

and are pressured to increase that percentage

with each passing year.

As all students are also required to pass these

state-designed tests as part of their graduation

requirements, dropout rates are rising across

the nation. The term “dropout factory” has been

coined to de-scribe schools where less than 60%

of a freshman class graduates in their senior year;

it was reported in November 2007 that over 10%

of the nation’s schools could be labeled as such.

While the intention was to increase the flexibility

for schools to spend educational funding, NCLB

requires schools not meet-ing standards to pro-

vide tutoring, after-school services and summer

programs. Although the act claims the funding

can be spent as deemed fit by the school districts,

funds are often spent on provisions required by

NCLB standards. Schools not meeting NCLB

standards risk being taken over.

For a law claiming to provide educators with the

freedom to teach their curriculum as they please

and to ensure a quality education for all students,

it has ultimately achieved the opposite. Teachers

must “teach to the test” or cut interdisciplinary

work from their curriculum. Administrators are

pressured to encourage struggling to students to

transfer districts or to dropout rather than suffer

the consequences for their poor performance

on standardized tests. Yet with all of this, most

parents and community members are largely

unaware of not only the con-sequences of this

act, but also of the act itself.

The No Child Left Behind Act must be







Please take the time to fill out the attached

card and mail it to NCLB Chairman Miller.

Or go to http://forms.house.gov/wyr to contact

your representative about this important issue.


Help the cause!

Mail to the NCLB Committee Chairman.

Dear

Cha

irman

Mille

r,

The

No C

hild

Lef

t Beh

ind

Act n

eeds

to b

e re

writt

en. A

s

it st

ands

now

, thi

s ac

t mak

es n

o pr

ovisi

ons

for d

ealin

g

with

the

incr

easin

g dr

opou

t rat

es a

cros

s th

e na

tion

and

inad

verte

ntly

enco

urag

es s

tude

nts

to d

rop

out o

f sch

ool.

The

grow

ing

num

ber o

f dro

pout

s af

fect

s ev

eryo

ne fr

om

the

indi

vidua

l stu

dent

to th

e av

erag

e Am

erica

n cit

izen.

Plea

se h

elp

thes

e st

uden

ts, t

each

ers,

sch

ools

and

our

natio

n’s

econ

omy

by s

uppo

rting

the

rewr

iting

of N

CLB.

Sinc

erel

y,

(sig

natu

re)

(prin

t nam

e)

What You N

eed to K

now

about the

NCLB Act:

In its six years of practice, No Child Left Behind

has led to a greater number of high school drop-

outs and has left schools struggling to make state

testing requirements.

The Problem with NCLB

Although the No Child Left Behind Act of 2002

had such great intentions, many issues have

developed since it was passed.

As teachers cut back on their curriculum and stu-

dents struggle to pass their state’s standardized

tests, dropout rates are in-creasing at an alarming

rate. While many are unaware of the problems

brought about by NCLB, these issues affect all

Americans, as they will greatly impact the nation’s

economy over the coming years.

As states are now required to assess schools,

stan-dardized testing in the form of multiple-

choice tests has become the most common

method for evaluation. Schools are required to

meet a certain percentage of passing students

and are pressured to increase that percentage

with each passing year.

As all students are also required to pass these

state-designed tests as part of their graduation

requirements, dropout rates are rising across

the nation. The term “dropout factory” has been

coined to de-scribe schools where less than 60%

of a freshman class graduates in their senior year;

it was reported in November 2007 that over 10%

of the nation’s schools could be labeled as such.

While the intention was to increase the flexibility

for schools to spend educational funding, NCLB

requires schools not meet-ing standards to pro-

vide tutoring, after-school services and summer

programs. Although the act claims the funding

can be spent as deemed fit by the school districts,

funds are often spent on provisions required by

NCLB standards. Schools not meeting NCLB

standards risk being taken over.

For a law claiming to provide educators with the

freedom to teach their curriculum as they please

and to ensure a quality education for all students,

it has ultimately achieved the opposite. Teachers

must “teach to the test” or cut interdisciplinary

work from their curriculum. Administrators are

pressured to encourage struggling to students to

transfer districts or to dropout rather than suffer

the consequences for their poor performance

on standardized tests. Yet with all of this, most

parents and community members are largely

unaware of not only the con-sequences of this

act, but also of the act itself.

The No Child Left Behind Act must be







Please take the time to fill out the attached

card and mail it to NCLB Chairman Miller.

Or go to http://forms.house.gov/wyr to contact

your representative about this important issue.

*www.nea.

org

The No Child Left Behind Act of 2002 is





















*The amount the dropouts of the Class of 2008 could

have benefitted the U.S. economy had they earned

their high school degree.


about the NCLB Act:

Branding and its application for social awareness campaign. Pieces include

double-page magazine spreads, brochures and billboard designs. View the

full campaign at http://jenniferfidler.com/nclb.html


ILLUMINATIONS PORTABLE SKETCH SET

packaging design

to the drawing board. While I was sketching ideas in my own

sketchbook, it dawned on me that my doodles would provide a

far more appropriate branding to the packaging. After drawing

out by hand and scanning the various elements and patterns, I

composed the final packaging designs using vector recreations of

the sketches and my original color schemes. With all the designs

completed on the computer, the only matter left was to prepare

a prototype of the packaging.

While I am pleased with the overall style and illustratio

n work

found on the packaging, I would like to take this project further by

expanding on the initial packaging concept by developing the point-of-

purchase display as well as tr

ade booth presentation for this piece.This packaging concept contains multiple pieces, including a

sketchbook with wraparound label, a boxed set of gouache

tubes, a brushes box, and a pencil case. Additionally, the case itself

serves as both the sketch set packaging and a permanent yet

portable housing for all of the enclosed products.

In addition to devising the physical packaging for this assignment,

I was required to create the concept and branding. Designing a

portable sketch set geared towards young traveling artis

ts and

students, I needed a product name that would reflect the set’s

purpose while also appeal to the target audience. Following an

extensive brainstorming and research of existing products with a

similar purpose, I settled on the name Illuminations.

Once my research was complete, I began developing the visual

concept for my packaging collection. Early on, the branding

took on a bright, colorful palette which carried through to the

final version. However, the initial concepts were developed

mainly on the computer giving an overly cold and static feel to

the packaging. The initial concept was scrapped, and I returned

ILLUMINATIONS PORTABLE SKETCH SET

packaging design


Various views of the Illuminations Portable Sketch Set. Set includes a

sketchbook with wraparound band, box of gouache paint tubes, box of

colored pencils and a box of watercolor brushes, all contained within a

main packaging unit that provides a permanent storage system.


INTRODUCTION TO GRAPHIC DESIGN: BASICS SITE

interactive design

provide that experience, I completed a good deal of research on

current interfaces and programs targeted towards teenagers, while

also finding online tutorials and resources providing the necessary

ActionScript syntax to recreate those interfaces.

Although I played around with a number of possible layouts and

design concepts, I ultimately selected a graphically minimalist

approach to the site. One of the features I find most entertaining

about the site is the option for users to customize almost all

elements found within the presentation. From colors and patterns

to size and angle, users can set up the site to reflect their personal

design style. By setting the initial view of the site to a fairly bland

color scheme, I hope to inspire users to take the time to adjust the

colors and layout on their own.

Given the challenge of designing an interactive Flash site, I

chose to create a tool to use in my own classroom this

year. Geared towards high school students, this introduction to

design basics is aimed at providing an entertaining yet educational

experience for young art students.

Having taught graphic design at the high school level for eight

years, I spend the first few weeks of the school year reviewing

art fundamentals that students will need to consider before

working on any design assignment. Throughout the years, I’ve

created a variety of PowerPoints and used a number of online

resources dealing with design basics, but I never found one site

or application that covered all of the fundamentals my students

need. The interactive site I proposed would take elements from

a collection of resources and bring that information together for

students to access in a singular location.

Since the target audience is larg

ely entertained by video games and

applications for mobile devices, I wanted to create a presentation

that would provide a similar in

teractive experience. In order to

INTRODUCTION TO GRAPHIC DESIGN: BASICS SITE

interactive design


Details showing possible design variations for this site. Visit

http://jenniferfidler.com/proj_b/index.htm to explore the interface.


COOKIE CUTTER ORIGINAL TYPEFACE

type design

compound paths with them and their uppercase counterparts

to establish the “cookie cutter” aspect of the typeface. With the

letters finished, I completed the set by repeating the process for the

numbers and their keyboard symbols counterparts.

While this typeface may not have the widest range of applications,

its playful relationship between the uppercase and lowercase

characters make it a great font for children’s sign

age and

publications. I’ve had several friends with children request the

typeface in order to make signs for bedroom doors and playrooms.

Assigned the task of designing an original typeface, I chose to

create a decorative font geared towards children.

As the deadline for this particular ass

ignment was quite short, the

bulk of the research for this project was aimed at ruling out the

possibility of designing a typeface too similar to

an existing font. As

I knew I wanted to play with the idea of positive and negative space

with my concept, the “cookie cutter” concept was quickly conceived.

After searching a number of popular typeface resources, I was

assured that my concept had not been previously executed.

After sketching out my design on paper, I began recreating the

individual characters on the computer using Adobe Illustrator.

Rather than create each letter individually, I devised a system

whereby each letter was constructed from a simple rectangular

shape. By adding and repositioning the individual points of those

squares, I was able to shape the uppercase characters first. Once

those were completed, I constructed the lowercase letters using

applying the knife tool to combinations of elongated rectangles

and circles. As a final step, I took the lowercase letters and created

COOKIE CUTTER ORIGINAL TYPEFACE

type design


Uppercase, lowercase, numbers and symbols for Cookie Cutter typeface


THE FA PROJECT: FRIEDREICH’S ATAXIA AWARENESS

corporate identity

but introducing a higher quality and more color per their wishes, I

provided the group with a few logo variations to choose.

After they selected what is now their brand, I began work on

redesigning their web site. One of the main requests the group had

was to provide a red, yellow and blue color scheme similar to that

of their sister organization, FARA. Pleased by the work I did on their

logo and web site, the group invited me to join their team on a

permanent basis, working with their marketing director to prepare

all media for upcoming events and general operations.

While there are certainly elements I would like to change about

this group’s site and branding, I did have to compromise to meet

the client’s needs and budgetary constraints. However, as I

have

continued to work with this group, they have come to trust

my abilities and granted me far more leeway to make executive

decisions concerning their design work.

Having joined up with this non-profit organization last s

ummer,

I have completed a number of design projects for The FA

Project, including a redesign of their identity and web site as well as

the layout for their business cards and newsletters.

I was first introduced to this organization through a friend of

Richie Currier. Richie has been diagnosed with Friedreich’s Ataxia, a

debilitating disease the causes progressive damage to the nervous

system. A few years ago, his wife and grade school friends start

ed

this non-profit organization in hopes of helping others with FA.

I began learning more about FA support groups and the symptoms

and treatment for FA through meeting with The FA Project

members and reading other organizations’ sites and resources.

Based on the team’s goals and objectives, I began putting together

concepts for their review and feedback.

The FA Project’s original logo and web site was design by their

leader, Evan Rozantes, using Microsoft Word and some generic

clip art. Trying to maintain the brand the group initially established

THE FA PROJECT: FRIEDREICH’S ATAXIA AWARENESS

corporate identity

The FA Project

Team Members

James Buono

Maria Currier

Jennifer Fidler

Evan Rozantes

Rami Said

Sean Todisco

Audra Turner

Richard Vivolo

Table of Contents

Recent Events

Summer Gala

Fuzzy Buzzy Golf

Upcoming Events

Bowlathon

Poker Tournament

FA Project News

Helping the FA

Community

New Website

Featured Article

FA Fact Sheet

Make a Difference

Donate

Volunteer

Spread the Word

1

2

2

3

4

The FA Project

5 Slayton Road

Melrose, MA 02176

thefaproject.org

The FA Project is a 501(c)(3

) Charitable Organization established in Massachusetts.

Our goal is to raise awareness and funds to benefit those affected with Friedreich’s Ataxia.

The FA Project is committed towards creating awareness of Friedreich’s

Ataxia, a life altering disease. We aim to educate the public by increasing the

visibility of related information & resources and creating a support system for

those afflicted with FA. Ultimately it is our goal to provide those living with

FA the tools and resources necessary to lead the best life possible.

• Recent Events

Newsletter

Fall 2009

FA Project’s Inaugural Summer Gala

a Huge Success!

On June 20, 2009, The FA Project hosted

its Inaugural Summer Party at The

Stadium Bar & Grill in South Boston, MA.

With entertainment provided by Felix Brown

(www.felixbrown.com) and over 160 people

in attendance, we were able to raise $6,000.

We’d like to thank all who attended and give

a very special thanks to all our supporters

for providing us with a foundation to achieve our main goal of

helping those affected with FA.

The FA Project Sponsor’s FARA’s

Fuzzy Buzzy Golf Fundraiser

With funds raised to date, The FA Project donated $1,000

to the Friedreich’s Ataxia Research Alliance known as

FARA through a platinum sponsorship of the Fuzzy Buzzy Golf

Tournament. On September 13th in Windham, NH, a few team

members and friends joined Erin O’Neil, the inspiration for this

event, and a hundred other participants for a fun filled day on

the golf course. The FA Project team scored an impressive eight

shots under par and attended a post dinner where The FA Project

was recognized for its donation. The team looks forward to

attending this event in the future and collaborating efforts to raise

awareness through other FA events with Erin and her family.


The FA Project

Team Members

James Buono

Maria Currier

Jennifer Fidler

Evan Rozantes

Rami Said

Sean Todisco

Audra Turner

Richard Vivolo

Table of Contents

Recent Events

Summer Gala

Fuzzy Buzzy Golf

Upcoming Events

Bowlathon

Poker Tournament

FA Project News

Helping the FA

Community

New Website

Featured Article

FA Fact Sheet

Make a Difference

Donate

Volunteer

Spread the Word

1

2

2

3

4

The FA Project

5 Slayton Road

Melrose, MA 02176

thefaproject.org









• Recent Events

Newsletter

Fall 2009

FA Project’s Inaugural Summer Gala

a Huge Success!

On June 20, 2009, The FA Project hosted

its Inaugural Summer Party at The

Stadium Bar & Grill in South Boston, MA.

With entertainment provided by Felix Brown

(www.felixbrown.com) and over 160 people

in attendance, we were able to raise $6,000.

We’d like to thank all who attended and give

a very special thanks to all our supporters

for providing us with a foundation to achieve our main goal of

helping those affected with FA.

The FA Project Sponsor’s FARA’s

Fuzzy Buzzy Golf Fundraiser

With funds raised to date, The FA Project donated $1,000

to the Friedreich’s Ataxia Research Alliance known as

FARA through a platinum sponsorship of the Fuzzy Buzzy Golf

Tournament. On September 13th in Windham, NH, a few team

members and friends joined Erin O’Neil, the inspiration for this

event, and a hundred other participants for a fun filled day on

the golf course. The FA Project team scored an impressive eight

shots under par and attended a post dinner where The FA Project

was recognized for its donation. The team looks forward to

attending this event in the future and collaborating efforts to raise

awareness through other FA events with Erin and her family.

2




“Striking Courage” Bowlathon

The FA Project is proud to announce an upcoming fundraiser scheduled

to take place in March 2009. The fundraiser will consist of a night of

bowling alongside over 40 professional bowlers from the local circu

it. Over

100 participants of all skill levels will participate in Candlepin Bowling

with catered food and beverages. All proceeds will go towards The FA Project’s

2010 assistance goals for those affected with Friedreich’s Ataxia. No matter whether you throw a

Strike, Spare or even a gutter ball, you’ll be helping to Strike Courage for those dealing with FA!

“A Full House of Support” Poker Tournament

The FA Project is putting on its poker face! The Full House for Support

poker tournament will take place in April 2010. The tournament will

consist of aprox 100 tournament players of all skill levels. Prizes will be

awarded to the top winners with the proceeds going to The FA Project and

its 2010 assistance goals for those dealing with Friedreich’s ataxia. The

evening will be filled with Kings, Queens and the occasional Joker enjoying

catered food, beverages and a lot of action. Those who are ousted from the

tournament early can enjoy other various card games while the remaining contenders battle

for the pot. Whether you have a Royal Flush or are simply bluffing, your efforts will be sure to

assist those dealing with FA to live a better life. That’s su

re to be the safest bet in the house!

If interested in participating in any of these events, please contact Evan Rozantes at

[email protected].

• Upcoming Events

• FA Project News

Helping the FA Community

through Donations

To date, The FA Project donated to FARA www.curefa.org through the Fuzzy Buzzy

Golf Tournament, see above. The donation will go to FARA’s main objective of

advancing scientific discoveries into treatments that improve health and quality of life

for people with Friedreich’s Ataxia.

We have also recently funded six travel grants to this year’s Second Annual Friedreich’s

Ataxia Symposium in Philadelphia taking place on November 14, 2009.

The Symposium brings together those that are connected to FA and

provides up to date clinical information, therapeutic approaches

and current research being conducted in the field of FA. The

The FA Project

Team Members

James Buono

Maria Currier

Jennifer Fidler

Evan Rozantes

Rami Said

Sean Todisco

Audra Turner

Richard Vivolo

Table of Contents

The FA Project

5 Slayton Road

Melrose, MA 02176

www.thefaproject.org









1

3

4

5

2009 Review

Helping the FA

Community

FA Symposium

Fuzzy Buzzy Golf

A Glance at 2010

Bowlathon

Poker Tournament

Featured Article

FA Fact Sheet

Make a Difference

Donate

Volunteer

Spread the Word

• 2009 Review

Newsletter

Winter 2010

Helping the FA Community

in 2009

To date, The FA Project donated one thousand dollars to FARA,

www.curefa.org through the Fuzzy Buzzy Golf Tournament.

The donation went to FARA’s main objective of advancing scientific

discoveries into treatments that improve health and quality of life

for people with Friedreich’s Ataxia.

We also funded six travel grants to the Second Annual Friedreich’s

Ataxia Symposium in Philadelphia that took place on November 14,

2009. The Symposium brought together those that are connected

to FA and provides up to date clinical information, therapeutic

approaches and current research being conducted in the field of

FA. The recipients listed below were provided financial aid with

travel expenses enabling them to attend the event.

Jade Perry – College student with FA (spotlight article

available online - http://thefaproject.org/fa_story.html)

Sue Kittel – mother of two children with FA

Mary-Lisa Orth – mother of twin sons with FA

Mary Caruso – mother of two daughters with FA

Elizabeth Lis Curry – mother of a daughter with FA

Karen Smaalders - mother of a daughter with FA

A very special thanks goes out to all our supporters who have

made it possible for these six individuals to attend the event and

for making the FA Project’s main objective come to fruition.

4




• Recent Events

• Featured Article

Friedreich’s Ataxia Fact Sheet

By the National Institute of Neurological Disorders & Stroke

www.ninds.nih.gov

What is Friedreich’s Ataxia?

Friedreich’s ataxia is an inherited disease that causes

progressive damage to the nervous system resulting in

symptoms ranging from gait disturbance and speech problems

to heart disease. It is named after the physician Nicholaus

Friedreich, who first described the condition in the 1860s.

“Ataxia,” which refers to coordination problems such as clumsy or

awkward movements and unsteadiness, occurs in many different

diseases and conditions. The ataxia of Friedreich’s ataxia results

from the degeneration of nerve tissue in the spinal cord and of

nerves that control muscle movement in the arms and legs. The spinal

cord becomes thinner and nerve cells lose some of their myelin sheath —

the insular covering on all nerve cells that helps conduct nerve impulses.

Friedreich’s ataxia, although rare, is the most prevalent inherited ataxia,

affecting about 1 in every 50,000 people in the United States. Males and

females are affected equally.

How is Friedreich’s ataxia inherited?

Friedreich’s ataxia is an autosomal recessive disease, which means the

patient must inherit two affected genes, one from each parent, for the

disease to develop. A person who has only one abnormal copy of a gene

for a recessive genetic disease such as Friedreich’s ataxia is called a carrier.

A carrier will not develop the disease but could pass the affected gene on

to his or her children. If both parents are carriers of the Friedreich’s ataxia

gene, their children will have a 1 in 4 chance of having the disease and

a 1 in 2 chance of inheriting one abnormal gene that they, in turn, could

pass on to their children. About one in 90 Americans of European ancestry

carries one affected gene.

Can Friedreich’s ataxia be cured or treated?

As with many degenerative diseases of the nervous system, there

is currently no cure or effective treatment for Friedreich’s ataxia.

However, many of the symptoms and accompanying complications can be

treated to help patients maintain optimal functioning as long as possible.

Diabetes, if present, can be treated with diet and medications such

as insulin, and some of the heart problems can be treated with

Branding and applications: The FA Project site, business card, and

newsletter. Visit http://thefaproject.org for more information.


DANIEL ELDON TRIBUTE SITE

web design

the Flash interface for the gallery portion using a SlideShow Pro

component. Going through several variations for the layout, I

chose this layered presentation for the final look as an homage

to Eldon’s collages. While the background and logo reference his

sketchbooks directly, I created all remaining design elements and

headers specifically for this site.

Overall, I am pleased with the outcome of this site

design. The

graphics provide a fitting tribute to Eldon’s collage work, while

the navigation and interface are clear and user-friendly. With the

exception of making a few typographical adjustments and providing

some additional accessibility features, this site is ready to go live.

Based on the life and work of an artist I admire, this tribute site for

photojournalist Dan Eldon needed to include a galle

ry of the artist’s

work, details about his life, and a collection of related resources.

I was first introduced to Dan Eldon’s work in 1999, when a

classmate of mine brought a copy of his sketchbooks to share with

our class. Published by his mother, this collection of sketchbooks

was printed in memory of Eldon’s life and work as a war

photographer in Africa. In 1993, Eldon was on assignment in Somalia

when he was stoned to death in a riot. Only 22 years old, this young

man had already shown tremendous talent and dedication to his

field. His collection of sketchbooks and photographs have continued

to inspire artists and activists ar

ound the world, including myself.

Recently, production has started on a film starring Daniel Radcliff

as Eldon. This film was the inspiration behind my choosing Dan

Eldon as the subject for my site.

For this assignment, I was responsible for both the HTML and CSS

coding and the overall design presentation. Additionally, I designed

DANIEL ELDON TRIBUTE SITE

web design


Various pages from the Daniel Eldon (1970-1993) Tribute Site. Visit the

site at http://studentpages.scad.edu/~jfidle20/itgm715/proj_a/index.htm.


WHAT’S UP DOC? OPENING TITLE SEQUENCE

broadcast design

various switch-offs between the characters, the opening sequence

maintains the rhythm and humor of the plot without giving away

any of the important details.

While the final sequence was composed using AfterEffects, the

various graphics were created using Illustrato

r and Flash. The final

timing of each segment was designed to synch up with key beats in

the musical score. I chose to keep “You’re the Top” for the music

since Streisand’s rendition works well for setting the stage.

With the exception of a few resolution issues, the overall sequence

does a nice job of capturing both the film’s genre and the playful

exchange of the bag. The warm colors and graphic style also help

establish the mood and time period as the film begins.Looking to redesign an opening title

sequence using the same text

and title design as the original, I selected What’s Up Doc? (1972)

for this project. Using Adobe AfterEffects to animated all text, the

final sequence needed to reflect the film genre appropriately.

The bulk of the research for this assignment came in the form of

studying the film the title sequence would be based on. What’s Up

Doc? is a comedy starri

ng Barbra Streisand and Ryan O”Neal and

makes use of slapstick and farcical situations. With the exception of

a few visual references to the bag motif played up throughout the

film, the opening titles have very little to do with the film. Instead,

the sequence depicts a woman’s hand turning the pages of a photo

album while “You’re the Top” plays. The album contains only the

names of the actors and production staff. Knowing the fast-p

aced

comical situations facing the characters throughout the film, I

wanted to provide a sequence that reflected that humor and pacing.

Since the bag motif was such a large part of this screwball comedy,

I wanted to play up that element visually throughout the opening

sequence. Following the bags from the airport up through the

WHAT’S UP DOC? OPENING TITLE SEQUENCE

broadcast design


Stills from What’s Up Doc? opening title sequence. View the full titles at

http://jenniferfidler.com/whatsupdoc.html.


Date post:	22-Mar-2016
Category:	Documents
Upload:	jennifer-fidler
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