• I have inspired myself with some of the refined kanji that I have done in the last weeks, as I created 2 prototypes of the animated gifs Tsuki(月) and Mizu(水), which I believed the animated forms of illustrated kanjis could be something innovative in the field of language learning

• The reason I have animated them by turning still illustrated objects into the actual forms of kanjis since they further tell a clearer picture from the stories I have created before, which I believe can lead to more effective learning. Hence they also require my further exploration as I am also new to animation-making

• While the still images in previous prototypes somehow do not reveal how the actual kanji look like instead more focus on its visualised elements, animated kanjis give me the chance to reveal the form of how an actual kanji form looks like, so they could be less distracting and confusing for the learners to learn over it (the past prototypes tended to reflect that problem as I mentioned which could cause a misunderstanding as observed)

G.UTS EXHIBITION (NOELLE)

• In one of my peers Noelle's exhibition, she used a combination of presenting her research findings and interactive activities through a poster series, which requires a sense of engagement among the class as she also uses this exhibition as a chance for her to collect feedback in measuring the effectiveness of each of her research has done

• Going through her presentation, we went through her posters from the top from left to right, the process requires us to first read through chunks of paragraphs of her findings -> complete the activities by taking part in her mindmap -> back to look at the presentation findings of her designed collage -> interactive feedback session, the toggling of her different presentation approaches could potentially cause a sense of confusion in providing her feedback as pointed by Dion

• This feedback also made me cautious about my exhibition which I will be presenting my research in the future I have been writing that as a reference and reminder in this documentation

SUPERVISION MEETING

• Since this is the first consultation carried out in the semester, I first clarified myself by asking a few questions regarding past assignments starting with how to actually make my academic more critical as I was commented the way I wrote was more on a reported and descriptive side that dragged my grades down – So that it needed to be clarified in order to let me continue work on this documentation without hesitation

• As my current understanding of 'critical' was using literature references and analysis of other existing works that help to reference my project, critical refers to explaining and reasoning the cause in a number of perspectives after a particular fact as explained by Dion

• Aside from the critical 'why' part, the descriptive 'what' part is also vital, these mentioned aspects have been recorded as a reference here and kept as a reminder for my future writing

• As we went through some of my animated gifs and drawings created over the week, I initiated the conversation by explaining why the animated gifs have been developed from the still drawings mentioned above on this page, as my reasoning also involve some critical statements stated by Dion – this also gained me confidence for my documentation writing

• Feedback has been provided for the documentation site that I should put in what I have explained to Dion about the reasoning behind the drawings and gifs, as well as my new inspiration from Hotaka, the Japanese typographer – as I noted this could help lead to a more effective conversation during the upcoming semester