OUIL601 - Summative evaluation

Overall I'm quite happy with the final outcome of both the essay and the practical, and the skills that I have gained throughout this module. Even though I had a bit of a unsure start with trying to decide on my essay question, I quickly got into the flow of researching the relevant topics and found that this also helped me to quickly develop the practical elements of my project. After doing research into illustrated educational material and different genres of children's literature, I decided that the most suitable practical solution would be to create a children's story/activity book, as it would allow me to create a narrative that could intertwine education and an engaging story. I intended to create illustrated merchandise, from one of the characters in my book, but I underestimated the amount of time it would take me to actually finish the story to a high enough standard, so this may be something that I come back to in the future, although I didn't get chance to create merchandise or a puzzle book, I feel like my story works very well as a stand alone piece. My research into anthropomorphism taught me that having animals in stories can help children to understand difficult topics and get them to identify with a character. This was one of the reasons I decided to change the main character of my book from a child to an animal, it would fit better with a more simple narrative, and would help me convey the educational element of the narrative better. Because of time constraints I decided that I would use a limited colour scheme and only one medium, that I would finish off digitally, as my initial final images were taking far too much time, and would have ended up being a detriment to the overall quality of the book.

OUIL601 - Final book

I was able to get my book printed and bound with quite a lot of time to spare, I was really pleased with the overall look of the finished product, I think the images worked really well when in context and placed next to each other. However the cover got slightly damaged because of the type of paper it was printed on, so has slight marks on the front, which doesn't look too bad, just adds a bit of texture to it. 

The front and back covers are just bold shapes layered on top of each other, using the colour palette from the book, to create a simple texture. 

OUIL601 - Final images PDF

Here is the PDF of my final book. I'm really happy with it, although it took way too long, and I think I made it a bit too long, but there overall quality of the images was good, I was pleased with the way they looked with the combination of watercolour and digital enhancement. I think if I were to do this again I would probably make the story a bit shorter, and maybe only use watercolour to create texture rather than using it to do the detail as well. I think the book is synthesised well with my dissertation and successfully illustrates the points of my essay, that illustration can be used to inspire an interest in wildlife conservation in young children.

OUIL601 - Merchandise mock ups

At the beginning of my project I wanted to create a range of merch to go alongside my book, however I ended up using all of my time to finish my book. I originally wanted to create a puzzle book to go with the book, and then a range of stationary. I would have created a campaign and maybe a reward system, that would reward the children for completing the puzzles.

I thought of 'I'm a snail friend' as a type of campaign thing, the design could be printed onto things like t-shirts and pencil cases and be given as a reward for completing different challenges/puzzles.

Although I didn't get to actually make this properly during this module, I may take the idea over into OUIL603 and do a range of products based on a children's character that I have created.

OUIL601 - Project boards

here are the project boards I created for the final crit

OUIL601 - Project synthesis

The title of my essay was 'How can illustration be used to inspire an interest in wildlife conservation in young children' I chose this title, because I became increasingly interested in how illustration can be used to educate future generations on important topics, off the back of the big success of my practical project during level 5. For the practical side of the module I decided to create a story book, which followed a snail travelling around his back garden, giving out gifts to disadvantaged wildlife, while learning about their plight and what can be done to help them. From my research into existing educational illustrations for children, and children's literature, I decided that doing my book in a half book half comic style format was best for incorporating all of my research into the narrative. I discovered through my research that it is said that anthropomorphised animals can possibly hinder a chid's learning, because they begin to develop a skewed view of the real world, but I chose to to have partially anthropomorphised animals in my book because I think that the age my book is targeted at would be able to differentiate between reality and fiction, and would still have the benefits of using animals in narrative, by posing the tough subject of wildlife conservation in a lighter way that is easier for children to understand.

OUIL601 - What I would have done if I had the time

So I really wanted to create a range of illustrated merch using the snail character I created, however with how long everything took to complete, there was absolutely no chance of doing that.

I feel like it could work well to take my character onto different platforms, like an app, that would provide activites, a bit like The Wild Time app, but more focused on education. That way I could create a wider range of merchandise that relates to the app as well as the book.

The Gruffalo is a good example of how a children's book can be turned into a lot of different types of merchandise.

I'd want to create a range of illustrated stationary, that would also provide educational information and maybe go with an activity book or colouring book. 

OUIL601 - Laurent Moreau

I proper love Laurent Moreau's work, it's quite different from the other artist's I found, a lot brighter and more abstract, but I like that he creates weird looking shapes with bright block colours, I think this would work quite well in a children's book, to make the narrative more interesting.

OUIL601 - Christopher Silas Neal

OUIL601 - Brigette Barrager

I found Brigette Barrager on Pinterest, as always, and I much prefer this sort of colour scheme. I really like the mixture of pinks, blues and purples. These images are much less detailed than Wild and The Little Gardener by Emily Hughes.

OUIL601 - Emily Hughes

I knew of Emily Hughes a while ago but forgot she existed. I found her again recently on Pinterest when I was looking for ideas for my practical. 

She has two naturey themed books, 'Wild' and 'The Little Gardener'

The colour schemes of the book aren't what I'm thinking of using, but the colour palette is similar in that it's quite limited, which I think works quite well, coupled with the detailed patterns, I think it looks right nice.

OUIL601 - Watercolours

These are the initial watercolour pages of my book, which I scanned in and worked on digitally to finish them off. I need to have a lot more practice using watercolours, because a lot of the time I messed up, or the colours went murky, or I just couldn't get the idea that I had in my head out and translated onto the page. The finished digitised images look quite different to these ones, because I spent a good few days working on them, hence why it took me so long to finish the book.

OUIL601 - Contextual references

http://www.amazon.co.uk/Dont-Like-Koala-Sean-Ferrell/dp/1481400681

emily hughes illustrator

Where Does Kitty Go in the Rain? by Harriet Ziefert, illustrated by Brigette Barrager

Up in the Garden and Down in the Dirt by Kate Messner, illustrated by Christopher Silas Neal

Please, Mr. Panda by Steve Antony

Laurent Moreau

Miche Wynants

Jon Kalssen - CONTACT JON

lizzy stewart illustration

Isabelle Arsenault

Emily Sutton illustration

Chris Hagen illustration

OUIL601 - Things to do in your garden

http://www.gardenwildlifehealth.org/best-practice-advice/
http://www.rspb.org.uk/makeahomeforwildlife/advice/gardening/wildlife-friendly_garden.aspx

Key habitats in a wildlife garden
- Long grass provides a safe area for egg laying and provides shelter from predators
- Plant different species of plants and shrubs to provide year round food sources.
- A water feature with different depths is good for wildlife, shallow areas for birds to drink, deeper areas provide shelter for aquatic instects
- Growing climbing plants against walls provide safe places for birds to shelter and nest
- A thick and well developed hedge provides a safe sheltering place for wildlife.
- A bat box can be used for bats to nest in
- A pile of leaves will often be used by hedgehogs
- Short lengths of straw bunched together and hug are perfect nesting spots for ladybirds.
- lengths of dead wood is good for different species of beetle
- Early and late flowering plants provide nectar for insects at critical times in the year
- Ivy is a late source of nectar for insects
- Annual plants that provide seeds in late summer are a good source of seed throughout autumn.
- Save rainwater for watering your garden plants
- Avoiding using peat, peat extraction destroys vital wildlife habitats

OUIL601 - Tutorial 26/11/15

Cop tutorial on my birthday, yay! couldn't think of anything better to do on my birthday.
I was really pleased with the feedback I got from my essay, I was happy that there were no glaring mistakes in my essay and overall it was quite good.
I came out of the tutorial with a proper clear sense of what I needed to do afterwards:

- All 3 chapters need a clear introduction and conclusion
- Slim down the first chapter, it's a bit waffley
- Write out the key points of the chapters and make sure these are evidenced in my practical work.

The only thing I'm worried about is that I'll end up repeating myself in all the different introductions and conclusions, especially in the massive big first introduction and the final end conclusion.

OUIL601 - I've started the final images.

Finally I've finished doing the initial sketches and writing the words and figuring out how everything fits together. I'm sure this won't be the last bit of tweeking that I do, but now I can finally start making the final images.
I cut the length of the book down quite a lot because it was going to end up being over 40 pages which is ridiculous.
I over estimated how long it would take to write each section about each animal, so I've cut it down to looking at just 4 different animals, which is still enough to get a decent story out of I think.

I've been using a combination of watercolour, goache, coloured pencils and acrylic. I like the really textured effect it gives, but it takes a really really long time. 

I intend on scanning all the images in after I've finished them to add the text in Photoshop.

OUIL601 - How global warming has effected wildlife.

- Animals and also plants that are suited to living in colder climates will need to move towards higher grounds and polewards, even with just a slight change in temperature.
-This has already been witnessed in places like the Alps, Australia and parts of Costa Rica
-Certain species of fish have been seen moving northwards from where they were originally found.
-A rise in sea levels of just 50cm could cause sea turtles to lose their nesting beaches, and also affect the sea turtle population, as ground temperature affects the gender of the eggs.
-A lot of migratory species have been affected by global warming, as they instinctively know when to migrate from the change in seasons, but as temperatures change this confuses them.
-This also applies to plants to sprout at certain times of year, they either appear at the wrong time and subsequently die out, or they don't appear at all.
-This lack of plantlife also affects hibernating species, as when the animal awakens, their is no food for them to eat, because the plantlife has sprouted at the wrong time or hasn't sprouted at all.
-Global warming also creates severe droughts, as the atmosphere sucks all the moisture from the ground, destroying habitats are water dwelling species and animals that rely on these sources of water to survive.

OUIL601 - Brooke Barker

Illustrator Brooke Barker has a tumblr blog called sadanimalfacts.tumblr.com where she literally just illustrates sad animal facts, they're so cute.

I found her whilst I was looking for some interesting wildlife facts to put in my story, I think this is the perfect balance between realistic and anthropomorphising an animal, by giving it it's own voice and opinions, it becomes easy to relate to, but also obviously still an animal, easy for to differentiate between fact and fiction for children. 

OUIL601 - I got a reply finally!

During my research I came across an organisation that works with young teens to try and inspire them to follow a career in wildlife conservation.
I emailed their contact details asking if they would like to take a look at my book after I finished, and they replied! yay!

OUIL601 - Target Audience

I finally decided that the target age for my audience would be, as well as the parents, ages 5-7.
One of my favourite publishing companies is Flying Eye Books, they have different categories when searching through their books, one of them being books for ages 5-7.
I had a little search through that section to try and find some inspiration and get a feel for the type of words used in these books.

The first one I came across was one of Ella Bailey's One Day on our Blue Planet series, this one was in the Antarctic.

The majority of the pages seem to be very image based and less text, which looks very nice, but it may be hard for me to fit all of the information and facts in, with the amount of pages that I want to limit myself to.

The next was Hilda and the Troll by Luke Pearson, which is part of a great series of books, done in a comic style rather than traditional story book format, which I think would be good for my story, to help condense the imagery down a little bit so the book doesn't end up being too long. 

One Night, Far From Here by Julia Wauters, uses both normal paper and printed acetate to give another dimension of storytelling to her book. I think this would work quite well with mine, maybe combined with the puzzle pages, to make the book extra special.

OUIL601 - Peer review and feedback session

Comment on the initial relationship between the Theme and the proposed Subject?

Strengths - Clear relationship between the two, good idea to narrows down to a specific age group to communicate the theme.

Suggestions - How will you maintain the educational theme, will the activities appear throughout the book?

Comment on the appropriateness, scope and ambition of the proposed outcomes in relation to the subject.

Strengths - Really appropriate, I like how you are planning to educate through the actual narrative of the story aswell, learning without them realising.

Suggestions - With the age group being 8-10 will their be more text than their would be in a book for a younger audience?

Comment on the visual investigation and development of idea in response to theme and subject?

Strengths - Great that you have started thumbnailing, carry on!

Suggestions - You could maybe include a random animal that pops up every so often in the corner of the page with a fun fact.

Comment on the choice of media/format/series etc. in relation to the outcomes.

Strengths - Really like your water-colour scenes and backdrops in your sketchbooks - this combined with more refined detailed characters would work really well.

Suggestions - Try and create one scene using the different techniques you've used in your sketchbook to see which works best with the composition.

Comment on the initial relationship between the Theme and the proposed Subject?

Strengths - Definite relationship between the practical theme and what you have produced, really good story telling so far!

Suggestions - Just make sure that it keeps an educational slant on the work. You could have a fun fact every few pages?

Comment on the appropriateness, scope and ambition of the proposed outcomes in relation to the subject.

Strengths - Very appropriate, it is targeted well to the age group. Ambitious, but good ambitious.

Suggestions - You could expand the target audience, your question says young children, so maybe make it 6-10 years.

Comment on the visual investigation and development of idea in response to theme and subject?

Strengths - The humour in your work is really good. It's subtle and works really well.

Suggestions - Keep at it with the planning of the story, the facts are the things that make it really interesting to me, it would be amazing to have them included. Maybe a fact file!

Comment on the choice of media/format/series etc. in relation to the outcomes.

Strengths - You've the size of your book which is good.

Suggestions - Do a test page to see that the approach that you are wanting to take is going to work.

General comment:

1 - I think the book should be 32 pages. I heard someone saying Teresa said that was the minimum size of a childrens book when it is published.
2 - Merch:
Fact File
3D snail/plush snail/snail badge/stickers
Flash cards/memory cards, match the fact to the animal.
3- I'm really bad at humour but you could reference daily life as an adult like what you did with the snail not having enough sleep, maybe that kind of thing.

OUIL601 - Planning out my storybook

So, I started planning out my book, just quick first sketches, mainly so I could get the story sorted out and written down, because I don't see the point in drawing things that look really pretty and nice before I even know what the story is.

After I decided on a list of wildlife animals I wanted to write about, I realised that the story was going to be extremely long if I did a page for each panel, so I decided I would do a kind of half and half format. Half comic and half story book. I'm still a bit unsure of how doing this in a comic style panel format will work and how readable it will be for my target audience, but we'll solve that problem when we get to it.

Obviously I'm not going to put every single image from my sketchbook up, but here are a couple:

OUIL601 - Animal facts

I'm thinking about incorporating some fun animal facts into my book, just scattering them throughout in a little thought bubble maybe, like a 'did you know' sort of thing, to add a bit more depth and information into the story.

Here's some interesting one's I found:

- A group of fox's is called a skulk

- Baby hedgehogs are called hoglets

- over the past 35 years magpie numbers in Britain and Ireland have quadrupled 

- There are more than 600 species of spider in Britain

- The rarest mammal in Britain is the Scottish Wildcat

- There are less than 10 million brown rats in the UK

- Guinea pigs sleep with both eyes open

- Cats taste sweet things

- Flies vomit up their own food then eat it again.

- Owls can't move their eyes because they are tubes and not eyeballs.

- Brown bats are only awake for 4 hours a day

- Bees grow hair on their eyes

- Bats have long distance relationships

- Squirells can't burp

- 1 cow can fart up to 200 litres of methane in a day

- Frogs can't close their eyes

- Foxes, live, work, eat and sleep alone

- Ant's don't sleep

- Moths have no stomachs

- Pigs can't see the sky

- Mice can sense sadness in other mice

- Butterflies taste everything they walk on

- Worms have 5 hearts

- Every year, thousands of new trees grow because squirells forget where they buried their nuts.

OUIL601 - Tutorial 30/10/15

-1500 words drafted of chapter 1
-Chapters need introduction/conclusion
-Conclusions should highlight the four or five key points and link in to the next chapter.
- Use citations to indicate where the info is coming from.
- Make the comparative and critical chapter.

OUIL601 - COP Tutorial 16/10/2015

QUESTION:
How can Illustration inspire at interest in wildlife conservation in young children?

My arguments:

• Illustrative books are really effective ways to educate children as well as entertain
• Wildlife conservation is a big social problem that not enough people are aware of.
• Our current social attitudes to animals are inhumane.

Structure

Intro - 500 words

3,000 - History of wildlife conservation

2,500 - Wildlife in childrens illustration books - how animals are shown/ does it back up societies views?

2,000 - Illustration materials/activities - RSPB/Scottish Wildlife Society. - A case study

Conclusion.

OUIL601 - I'm doing a simple narrative

My idea of having a story about two girls who meet up, one living in the forest, one living in the city, was great however it would have taken an age to actually write and illustrate. So I realised that I needed to come up with an easier narrative, one that allowed for me to directly include my research without having to faff around creating this massive story around it, I can do that another time.

So after looking through some of my children's books, my favourite ones are the ones with very simple and straight forward story lines.

I've decided the main character will be a snail, everyone loves snails. The snail will read some bad news about wildlife and go on an adventure to speak to his fellow wildlife and get some inside knowledge.

OUIL601 - Childrens Illustrators

http://www.thebrightagency.com/artists/index
I found this agency that deal solely with childrens illustrators, there's quite a few pages, so I'm going to take some time to look through them all.

OUIL601 - Places I want to visit

Yorkshire Wildlife Park.

Fairburn Ings.

Meanwood Valley Farm.

OUIL601 - WCS - Wildlife Conservation Society

http://www.wcs.org/educators/educational-materials/interactives

OUIL601 - Interviews with Illustrators

The Book Trust.org

OUIL601 - Scottish Wildlife Trust - Education

WILDLIFE EDUCATION

See, learn about and enjoy wildlife

Education is at the heart of the Scottish Wildlife Trust's work, with our 25-year vision aiming to inspire and engage people in wildlife and conservation.

Our People and Wildlife team encourages people of all ages to see, learn about and enjoy wildlife both on our reserves and in the wider countryside, creating opportunities to get involved in a range of activities and events.

Meanwhile, our Experts for Nature project is looking to train the ecological surveyors of the future, addressing the current skills gap in field surveying in Scotland.

People and wildlife

Our People and Wildlife department focuses on four key areas of development:

• Maintaining and developing a vibrant network of local groups working for wildlife
• Fostering a strong, inclusive relationship with members and volunteers
• Engaging communities with our reserves and conservation work
• Inspiring families and young people to reconnect with nature

The Scottish Wildlife Trust have set up different groups, to help get children involved in wildlife and the conservation effort, they are called Wildlife Watch Groups.

'Education is an important part of the Trust's work, with the aim of inspiring young people about the value of our natural world.'

http://blog.wcs.org/photo/?__utma=1.549936898.1444906645.1444906645.1444911224.2&__utmb=1.27.9.1444911679919&__utmc=1&__utmx=-&__utmz=1.1444906645.1.1.utmcsr=google|utmccn=(organic)|utmcmd=organic|utmctr=(not%20provided)&__utmv=-&__utmk=201675409

OUIL601 - The Wildlife Trusts - Wildlife Watch

http://wildlifewatch.org.uk

The Wildlife Trust's Wildlife Watch website is a group aimed at mostly children, and I guess their parents. 

There's loads of different pages, that take you to some useful resources, and has links to various educational packs. 

There's lists of activities that people can submit and review etc

'Wildlife Watch and The Wildlife Trusts organise hundreds of events every year for families and young people.  Most Trusts organise family events and Wildlife Watch groups, and some also organise holiday clubs, birthday parties, conservation volunteering for teenagers, and tots groups for the under fives.'

OUIL601 - New narrative, new start.

I feel like the initial idea I had for the narrative doesn't really work out. It's way too complicated.
So I've decided to start fresh and brainstorm some more ideas:

- A snail wants to explore Britain and expand his mind, he wears mini rollerskates, he's bored of his life, wants to explore, he befriends a pigeon and flies round with it.
- Snail wants to be a journalist, keeps seeing sad news stories on his snailbook, so he takes his old baby shells and gives them away to make other animals happy.

I don't know why I'm so obsessed with the idea of having a snail as the main character, but it seems like it's going that way now anyway.

OUIL601 - Mark Hearld

Mark Hearld's illustrations are gorgeous, especially how he makes the text part of the image and incorporates it into the movement and flow of the composition. I think he has the perfect balance of texture, shape and line, to create a detailed image with lots to look at, which isn't too overwhelming.

OUIL601 - Yasmeen Ismail

I've been thinking that I want to use a mixture of watercolour and pencil to make the illustrations for my book, they can create images using simple shapes yet have lots of texture to make the image really interesting.

OUIL601 - Allison Colpoys

Allison Colpoys uses colour very effectively, and I think the simplicity of the designs works really well with the colours to create an effective and beautiful book cover. 

OUIL601 - Follow up to the COP Lecture 13/10/15

Methodologies and Critical Analysis

• Logic, reasoning and critical judgement

What is a methodology?

• Best plane of action
• a logical, systematic way of organising a research project.
• Critically reflect on various research methods.

PALGRAVE STUDY SKILLS

• What kind of research methods should you employ to best answer your questions?
• What have you done to reduce problems with your research methods?

Your methodology may include:

• Literature review - Find the key literature in your research topic.
• A particular theoretical approach.
• Questionnaires - Why are you using each method?
• Interviews
• Sketchbooks.

Are children disengaging from nature?

What theoretical lense will you use? - What theories? Feminism etc.

Outline your methodology at the start of your dissertation (introduction) - How I am approaching my investigations.

(Go to Fairburn and other wildlife places, get research from there and speak to people)

What limitations might I face? (People not replying to my emails)

State why you aren't looking at something.

Who has already written about wildlife conservation and education.

Critical Analysis

• Try to consider different points of view.
• Are your sources biased?
• What is the writers agenda?
• Self reflection - Am I biased? (Yes, very much so)
• Context is everything.
• When was your research made?

Marxist

Neoliberal

Physcological

Sociological

Post Modernist

Technological

Fundamentalist 

Positivist

OUIL601 - First COP tutorial

So I found the first cop tutorials slightly confusing, I don't know if I'm exactly any clearer on the essay side of my project, but I know there are some definite holes that I need to plug in regards to missing research and some questions that need answering.

I need to pin down the exact reason I'm making the children's book, and what I'm trying to accomplish with it.
I need to decide exactly what I'm focussing on and do some deeper research behind it.
I also need to consider all my target audiences, because as well as the children, I need to appeal to their parents too.

- Target audience - ages 5-7 and their parents.

OUIL601 - Dissertation proposal outline

I've decided on my final essay question:
'How can illustration be used to inspire an interest in wildlife conservation in young children'

For the practical side of COP3 I intend on making a story/activity book educating children on wildlife conservation.

The story will be about two girls, one who lives in the forest and was raised by squirells, she is called Tony. The other girl is called Rosie and she lives in the city.
One day Rosie goes exploring in the forest, she ends up falling down a steep hill and finds a huge house built into a tree, where Tony lives. Tony and Rosie go exploring together and Tony teaches Rosie about the wildlife.

I want to make a book that encapsulates all my research into children's education and try to make something that's not only educational, but also fun and engaging.

OUIL601 - Project Wild Thing - The Issues

Vanishing green space -
Those edgelands , the bits of wildness not far from every home are vanishing fast.
everything built on and developed, houses, shops, fast food and offices.

How can we safeguard green space for kids in every community? And what about the parks and common land?, with services cut here and there, how will these special places survive for our kids?

Time poor parents -

Life is busy, Time is short

Many parents are working more and more and distributed families mean there's less and less help with the kids.

Finding time to take kids outdoors is often seen as no can do.

How can the outdoors become a friend to parents once again? giving them time and space, and keeping their children happy, healthy and entertained?

Stranger Danger -

Largely perception and media driven.

But none the less, the fears are real.

We are scared of leaving our children outside on their own, and we look uncomfortably at people we don't know in our streets and neighbourhoods.

Risk averse culture - 

Don't do that, be careful, watch out, don't run, don't pick that up, come here!

Just start noticing the language we use with our kids outside

How do we stand back and make falling over and getting dirty the good thing that is for building confidence, independence and risk awareness?

Rise of screen time - 

Kids love the shiny tech as much as the rest of us.

The ubiquity and pervasiveness of screens across every aspect of our lives has happened with astonishing speed with limited disconnect anymore between on and offline. This is voted as the number one barrier to kids playing out across the whole network from parents to organisations.

How can we make sure we're aware of our screen time and we find balance by making time for WildTime, offline, outside, liking other stuff like plants, trees, the sun, the rain and all the cool creatures?

Play Inc -

Money has creeped with stealth into the world of child play.

Experiences and things need to be bought, treated, updated, downloaded and get better and better each time, The natural world offers mystery, creativity and gameplay for free and in abundance. It does however require guides, mentors, catalysts and time to develop connection, relationships, wonder and awe.

Nature starved curriculum -

Nature, apparently, is not going to help children, in the global economic race

There are fewer and fewer opportunities for most children to explore the natural world through their school education journey, which is where they spend most of their young lives, how can we get the outdoors back into everyday learning?

Lack of free range play - 

Fenced in, monitored, regulated.

Outdoor play is more often than not, contained. Too many rules, with too many constraints. We know that free range is better than battery. So how will the kids rome free again?

Kidvertising - 

Make it pink, make it blue, make them want it all.

The corporations are out to get kids and they're damn good at it, But should young kids have to deal with advertising and material pressures, and the envy and wants that it creates? All of which combine to make time outdoors feel less and less interesting.

Danger streets - 

It's a minefield out there.

As kids get older, they tell us the streets become dangerous with gangs and postcodes bringing all kinds of darkness into young lives. How can we work to create a feeling of safe neighbourhoods and safer places for kids, as they grow? How can we let them be free, but feel safe?

Carlamity -

Mind the car! Watch the van! Wait..

Car-ridden streets of noise, pollution and danger, which must be reclaimed by communities and kids alike, Let's re-claim the roads with street parades and parties. We can close the roads for play days. And we must teach kids that walking with headphones in isn't great. 

Bring back the green cross code? Bring in more 20mph zones? Make wider pavements in new developments?

OUIL601 - Project WIld Thing

Had a very productive morning, I spent £6 on a documentary called Project Wild Thing, it was very inspiring and money was well spent.
It gave me lots of ideas for my project and how I can expand on my current ideas.

These are some notes I took whilst I was watching:

2 Months to create a marketing campaign for nature

Island of Eigg is best place to raise children, rated happiest place to live.

Looks at how modern technology and advertising affects children

Michael Wolff - Wolff Olins

Find natures USP

What are natures strengths?
Nurishing
Natural
Exploration
Wild
Ultimate provider of adventure

Monkey Do outdoor play

Good for nothing - group of creatives

Wild Time App

A sense of oneness with nature and the universe

Chris Rose - Environmental campaigner

OUIL601 - The Wild Network

http://www.thewildnetwork.com/

The Wild Network is on a mission to re-wild childhood.

We are a collaborative venture, a network of thousands of people and organisations with a collective vision to re-wild childhood, grow Wild Time (time outside) and help kids thrive in the 21st century.

To deliver our mission we are organised around three areas of strategic activity:
1: Awareness, Campaigning activity to increase understanding of the problems and the barriers to Wild Time whilst engaging new audiences with the issues.

2: Networking, Creating opportunities for individuals and organisations to make connections, share best-practice, develop knowledge and collaborate.

3: Amplification, Spreading, accelerating and championing the work of existing solutions and co-creating new innovations to help re-wild childhood.

The Wild Network has hatched on the back of a documentary named Project Wild Thing, that takes a funny and revealing look at a complex issue: the increasingly disparate connection between children and nature.

OUIL601 - Juliette Oberndorfer

OUIL601 - Lorenzo Alvarez Gomez

OUIL601 - Monica Ramos

OUIL601 - List of books to read

OUIL601 - History of Wildlife Conservation

The Wildlife Trusts

• May 1912 - Charles Rothschild formed The Society for the Promotion of Nature Reserves, which became The Royal Society of Wildlife Trusts, which was the beginning of wildlife conservation in the UK. 
• The group worked hard to secure government protection for many sites around the UK.
• 1949 - nature conservation made it onto the statute with the National Parks & Access to the Countryside Act.
• Local conservation groups began appearing around the UK - Norfolk 1926, Yorkshire 1946 and Lincolnshire 1948
• There are now 47 Wildlife trusts covering the whole of the UK.

The WWF

• 1961 - The WWF is founded and is registered as a charity in Switzerland
• 1972 - Project Tiger is launched which runs parallel to the same project in India, which aims to set up nine national parks as tiger reserves.
• 1975 - WWF pioneers its first tropical rain forest campaign, meaning dozens of rain forests in Africa, South-East Asia and Latin America are managed as national parks or 
• 1976 - WWF's first marine programme, leading to protection for marine turtle nesting sites and the establishment of sanctuary's for whales.
• 1979 - WWF creates a fund to establish the Woolong nature reserve in China for the preservation of pandas 
• 1998 - WWF and the World Bank form an alliance to set up a network of worlwide protected areas including 200 million hectares of well managed forest by 2005.
• 1999 - WWF plays a big role in ensuring that sustainable development is an important part of the new National Curriculum in England.

OUIL601 - Emily Hughes

Image from The Little Gardener

Image from Wild

In Hughes’ picture book we meet a little girl who has known nothing but nature from birth – she was taught to talk by birds, to eat by bears and to play by foxes – she is unashamedly, irrefutably, irrepressibly wild.

OUIL601 - Woodland Trust Nature Detectives

The Woodland Trust have a kids activity club called Nature Detectives, it costs £1.50 a month and you get sent:

• A welcome activity pack
• A passport, bookmark, stickers and folder
• Seasonal activity pack
• Monthly emails with facts and activites
• News on family-friendly activities.

You can also download these free activity sheet things, they are all targeted at different age ranges.

https://www.woodlandtrust.org.uk/naturedetectives/?gclid=CLKhrf37xscCFaYfwwodsp8P7w

Use this iDial to help you identify the birds visiting your garden.

Be a real Nature Detective! How many birds will you spot?

• Go on a garden bird hunt and find out which birds visit your garden
• Tempt more birds to visit by leaving nuts, seeds and fat balls out for them
• Have you noticed any other birds coming to your garden?

Take this iDial with you when you’re out and about, and see which birds you see on your travels. Are they similar to the birds visiting your garden?

OUIL601 - Dissertation structure

How can illustration inspire an interest in wildlife and nature conservation in primary school children

1ST PARAGRAPH
Start with my intentions throughout the essay.

2ND PARAGRAPH
Give a history of wildlife conservation

3RD PARAGRAPH
Talk about harmful practices towards animals

4TH PARAGRAPH
Look at children's wildlife packs that already exist.
Illustrators that have done similar stuff

5TH PARAGRAPH
Talk about conservation that is happening now.

What Richard said:

Intro- (500 words) - state aims /intentions / discuss question

Ch. 1 - (2000 words) - History of wildlife conservation (historical approach), including harmful practices towards animals

Ch. 2 - (1500 words) - Childrens wildlife packs and the role of illustration in challenging the above (educational theory, visual analysis)

Ch. 3 - (2 case studies of 1000-1500 words) close reading of contemporary conservation projects, including all the visual materials employed, with suggestions of how they could be improved. (primary research, case study, maybe even sketchbook work)

Conclusion - (1000 words)

OUIL601 - List of places to email

RSPB Fairburn Ings
Phone: 01977 628191 

Meanwood Valley Farm
Phone: 0113 2629759
Email: education@mvuf.org.uk or info@mvuf.org.uk

Temple Newsam Farm
Phone: 0113 336 7560 

RSPB Education Email: education@rspb.org.uk 

The Wildlife Trust
Email: enquiry@wildlifetrusts.org
Phone: 01636 677711

Greenpeace Environmental Trust Email: info.uk@greenpeace.org
Phone: 020 7865 8100 London Wildlife Trust Email: enquiries@wildlondon.org.uk

Friends of Conservation
Email: focinfo@aol.com

Wildfowl and Wetlands Trust
Email: enquiries@wwt.org.uk Wetlands Trust
Phone: 01797 226440

Bumblebee Conservation Trust
Phone: 01786 467819 Sheffield Wildlife Trust
Email: a.nowell@wildsheffield.com

Yorkshire Wildlife Trust
Email: info@ywt.org.uk

Yorkshire Wildlife Park
Email: info@yorkshirewildlifepark.com

OUIL601 - Ideas for practical stuff

I bought some shrinky dink paper off Amazon and tried out making some badges, I think they turned out well, if a little small, so I want to try this again and probably try and incorporate it into my project somehow.
I think that I want to create a range, maybe of toys, or stationary, that can be marketed towards children.

I think the success of my last COP project spurred me on to want to create a second children's book, and I think the context would go well with my subject and the narrative that I want to convey.

There's plenty of children's books that have a range of merchandise that come along with them, obviously because it would make the kid want to buy it.
The Very Hungry Catterpillar is a good example of this.

The book itself and the caterpillar is extremely recognisable, so it can be applied to pretty much anything and still be relevant.

If I have time after finishing my book I'd like to create a range of merchandise using a character from the book.