Group Discussion - Wayfinding

In relation to my designs (see figures 1-3) people liked the humour of the toilet pictograms and the concept, however we felt as a group that Emma's designs where more consistant and create a simple visual aesthetic allowing the system to be easily understandable. Overall we decided as a group to go with Emma's designs as we felt these best complimented the typeface chosen and fit well within the format of super-graphics.

Whilst discussing our initial ideas as a group we started to develop the idea of incorporating circles within the system as inspired by the typeface circular std and the pictograms developed by Emma (see figure 4) which are heavily inspired by circles due to the smooth edges and curves within the pictograms. As we had all developed ideas using super-graphics based on a common themes of featuring coloured numbers on cork it was easy to developed the designs further by changing the existing shape of the cork to be circles. From this developed we looked at existing wayfinding (see figure 5-6) systems to develop ideas on how to implement the system, leading to the potential idea to split the female and male pictograms around the door frames to implement the images throughout the university rather than just on the informational signs. In relation to the toilets which are separate the icon for that gender would be split around the door frame (see figure 7).

Quick Discussion Points:
In-between directions:
spray painted on wall, typeface and simple arrow.

Notice boards:
discipline overlapped like numbers allows students to personalise their corridor which will be separate from the main information signs for each floor, which will have there own small section for students to put up notices.

Room numbers:
round circles with number in the middle following the same aesthetics of the main information signs.

Informational signs:
grouping room numbers together to make them easier to follow and find as the current system makes this very difficult e.g; 1-10 > or < 25-35.

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Figure 7