THE FOLLO PEOPLE PEOPLE HAV,

LOST

THE THE RIGHT TO vote. Vore.

Asa class, we divided into four avenues to create mock ups of mate-

me ne

rials that fit into the categories of “It’s Important,” “It’s Easy,” “You Know Stuff” and “You Can.” Figure 2 shows a final mock up of a poster campaign based on lost and found flyers posted around Vancouver and addressing the category “It’s Important.” The poster is meant to slip into the everyday life of commuters on the streets of Vancouver, while remaining non-intrusive. We wanted the poster to side step the feeling of being sold a product or service, and encourage a feeling of awareness and discovery. The posters are anonymous and unbranded; we want the viewer to question who is behind the posters and take down the website link to find more information. Advertisements are most effec- tive when the viewer feels that they had some part in the discovery of

more information.

The poster states: “the following people have lost the right to vote,” then proceeds to list a number of occupations and family relations, such as brother or sister. After reading the list, the viewer discovers that the list covers absolutely everyone. The main goal of the poster is to make the viewer contemplate the consequences of the loss of the right to vote. The development of the youth voter participation campaign is still ongoing. As a class, we consolidated all of our rendered mock ups into

a design tool kit to submit to Elections BC. Our findings will be passed

LUBRARIANS - BUISINESS MEN - PILOTS - Mots - ane yeacuens - ACTORS - CARPENTERS ~ BECTRICANs peSIGNERS ~ STUDENTS -SEMIORS - BROTHERS — cypyer, porTORS - FARMERS - DANCERS - MUSiciANS - SISTERS pocroRs - COUSINS - BOOK KEEPERS ~ VETERINARIANS

UNIMAGINABLE RIGHT?

EXERCISE YOUR RIGHT TO voqe

on to Taxi, a Vancouver advertising firm in charge of the Elections BC account. The course, Design for Democracy, was an experiment and

a view into real industry practices. This course really challenged us as a group to implement the creative process that we have been taught so extensively at Emily Carr. As a class, we experienced working with people with differing opinions and collaborating with different design majors. Our differences led us to create a large array of iterations and ideas that collectively formed a number of strong creative directions.

Thank you to Elections BC for reaching out to Emily Carr University of Art + Design and giving us the opportunity to work with them on this project. Thank you to Chris Hethrington for encouraging our class through the creative process.

Bonsiepe, G. Design and Democracy. Design Issues, 22 (2). 27-34. Breslin, M. ZIBA: Design and the FedEx project. Design Issues, 24 (1). 41-54. Darwin, T. From the town hall into the studio: Design, democracy, and community resilience. The Journal of Design Strategies, 4 (1). 29-33. Ranjan, M.P. Hand-head-heart: ethics in design. The Trellis, 2 (5).