As part of the introductory material for GDE751, I reviewed a series of practice-based case studies exploring various approaches to graphic design. The purpose of these lectures was to demonstrate how projects can develop from a range of starting points, including publishing, social design, user experience, research-led practice, archives, community engagement, and cultural investigation.

One of the most useful aspects of these case studies was seeing how each project began with a clear area of interest or research question and then developed into a range of possible outcomes. This reinforced an important message from the module introduction: the final project should not begin with a predetermined outcome, but with a meaningful area of investigation.

Publishing and Research-Led Practice: Case Study 1

The first case study explored publishing as a research and communication method. What I found particularly interesting was the idea that research need not remain hidden until the end of a project. Instead, publishing can become part of the research process itself, allowing ideas, findings, and questions to be shared, tested, and developed throughout a project.

The speaker demonstrated how archives, historical documents, language analysis, and political discourse could all become starting points for graphic design practice. Rather than simply collecting information, research became something that was analysed, interpreted, visualised, and communicated through a variety of formats, including publications, newspapers, exhibitions, posters, and public interventions.

This challenged my own perception of research as something separate from design. Instead, the case study demonstrated how research and making can operate simultaneously, with design acting as a tool for investigation as much as communication.

Social Change, Participation and Community Engagement: Case Study 2

The second case study focused on the social dimension of graphic design and the potential for design to contribute to social change. A recurring theme throughout the lecture was the responsibility designers have when engaging with communities, social issues, and lived experiences.

Several projects explored methods such as walking, observation, interviews, workshops, community participation, archival research, and collaborative design processes. What stood out most was the emphasis on listening to people, uncovering overlooked perspectives, and understanding the wider contexts surrounding an issue before proposing solutions.

The lecture also highlighted the importance of ethics when working with communities. Rather than designing for people, the projects often involved designing with people. This distinction feels particularly relevant given my own interests in accessibility, neurodiversity, inclusion, and travel experiences. If my final project involves engaging with specific communities or user groups, meaningful participation and ethical considerations must be embedded throughout the process.

Another important takeaway was the concept of seeking out overlooked voices and hidden narratives. Throughout my previous projects, I have often been drawn towards identifying barriers, gaps, and underrepresented experiences. This aligns closely with my personal design philosophy of "Spotting the gaps. Designing the solutions."

Rediscovering a Lost Typeface: Case Study 3

The final case study explored the rediscovery and revival of a forgotten typeface. Although very different from the socially focused projects discussed previously, it demonstrated the value of historical research, persistence, and curiosity within graphic design practice.

What interested me most was the idea that design research can begin with something relatively small or overlooked and develop into a significant project through careful investigation. The project demonstrated how archives, visual culture, history, and typography can become rich sources of inquiry, ultimately leading to the preservation and reinterpretation of cultural heritage.

This reminded me that successful projects do not necessarily begin with large-scale social issues. Sometimes they begin with a curiosity, an observation, or a question that gradually expands through research.

Key Reflections

• Strong projects begin with meaningful questions rather than predetermined outcomes.
• Research should be active, exploratory, and integrated into the design process.
• Archives, communities, histories, and lived experiences can all act as valuable sources of knowledge.
• Ethical engagement is essential when working with people and communities.
• Documentation is an important part of both the research and design process.
• Design can act as a tool for investigation, communication, participation, and social change.

Reflecting on these examples has been useful at this early stage of GDE751. They have reinforced the importance of remaining open during the discovery phase and focusing on identifying a research question that genuinely interests me. They have also encouraged me to think beyond an outcome and to consider how research, participation, experimentation, and documentation might shape the project's development.