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“Cultural” symbolizes the cultural competence that young participants can foster; “Run” represents the posture of the event.

Cultural Run is a city hunt competition that aims to minimize the issues of (1) Pakistanis’ unaccepted local identity, (2) misconception, and (3) complement the limitations of existing cultural tours. It encourages Chinese-Pakistani interactions to enhance Chinese secondary school students’ cultural competence and achieve the ultimate goal of ethnic inclusion.

Client

Personal Project

Project Year

2020

Cultural Run

Visual Identity|Graphic Design|Editorial Design

Infographic|Video Production

Infographic Brochure 

An infographic brochure will be given to participants at the end as a wrap up of all the cultural knowledge acquired in Cultural Run.

Headscarves

The headscarf (hijab) is an important accessory for participants because females have to cover their hair when entering the mosque. One design is similar to ordinary headscarves that Pakistanis usually wear. Another design is more colorful.

Pakistani Dim Sum Car

In phase three, pupils promote Pakistani tea culture to the less informed locals with a dim sum car. A fusion design is launched by employing the exotic Pakistani vehicle design style (thumbnail 1) on a traditional Chinese dim sum car (thumbnail 2).

Poster Series

A series of A3 size posters is designed to convey ethnic inclusion by associating cultural activities between Hong Kong and Pakistan.

 

It is found that some Pakistani cultures are similar to Hong Kong ones so Chinese locals may be more willing to learn the other side when there is a common motif. For example, masala tea and bubble tea are both popular milk tea that each ethnicity enjoys.

Campaign Design

This video introduces Cultural Run (Phases 1–2).

Cultural Run is divided into three phases shown in the table below. During the game, students form a group and each group is assigned a Pakistani role (a father, mother, or child) who has unique social duties and routines.

 

Participants have to associate the most related checkpoints with their given character and run there to get marks after doing tasks. The 3 characters and 12 tasks let participants understand the Pakistani Hong Konger identity and the localized Pakistani cultural lifestyle.

Tote Bag

To pack the materials used during Cultural Run.

Characters

The running father, mother and child characters, as well as the patterns, are the main visual of Cultural Run. The color scheme is vibrant as it matches with the colorful Pakistani craftsmanship and nurtures the feeling of a funfair.

 

Each character is holding a cultural object related to their routines and social duties. For example, the father is playing cricket, the mother is carrying a bowl of curry, the child is holding the Quran.

Characters

The running father, mother and child characters, as well as the patterns, are the main visual of Cultural Run. The color scheme is vibrant as it matches with the colorful Pakistani craftsmanship and nurtures the feeling of a funfair.

 

Each character is holding a cultural object related to their routines and social duties. For example, the father is playing cricket, the mother is carrying a bowl of curry, the child is holding the Quran.

“Cultural” symbolizes the cultural competence that young participants can foster; “Run” represents the posture of the event.

Cultural Run is a city hunt competition that aims to minimize the issues of (1) Pakistanis’ unaccepted local identity, (2) misconception, and (3) complement the limitations of existing cultural tours. It encourages Chinese-Pakistani interactions to enhance Chinese secondary school students’ cultural competence and achieve the ultimate goal of ethnic inclusion.

Client

Personal Project

Project Year

2020

Cultural Run

Visual Identity | Graphic Design

Editorial Design Infographic

Video Production

“Cultural” symbolizes the cultural competence that young participants can foster; “Run” represents the posture of the event.

Cultural Run is a city hunt competition that aims to minimize the issues of (1) Pakistanis’ unaccepted local identity, (2) misconception, and (3) complement the limitations of existing cultural tours. It encourages Chinese-Pakistani interactions to enhance Chinese secondary school students’ cultural competence and achieve the ultimate goal of ethnic inclusion.

Client|Personal Project

Project Year|2020

Cultural Run

Visual Identity

Graphic Design

Editorial Design

Infographic

Video Production

Logotype

The logo is a wordmark communicating the title of Cultural Run. The ornaments and brush strokes associate with the Arabic type while the acute stroke tip symbolizes the running speed. The finalized wordmark further implies a rhyme to the type by featuring varying font sizes.

Design Principle

Tasks are categorized into practical, textual and verbal tasks to strengthen Chinese students’ cultural knowledge, awareness and skills respectively, which are the three factors building one’s cultural competence (Heppner et al, 2014).

 

Practical tasks offer hand-on cultural exercises that enrich participants’ cultural knowledge. Textual tasks in which pupils observe and learn accurate cultural terms are training cultural awareness. Verbal tasks equip students’ communication and language skills when interacting with Pakistanis. 

Design Principle

Tasks are categorized into practical, textual and verbal tasks to strengthen Chinese students’ cultural knowledge, awareness and skills respectively, which are the three factors building one’s cultural competence (Heppner et al, 2014).

 

Practical tasks offer hand-on cultural exercises that enrich participants’ cultural knowledge. Textual tasks in which pupils observe and learn accurate cultural terms are training cultural awareness. Verbal tasks equip students’ communication and language skills when interacting with Pakistanis. 

Design Principle

Tasks are categorized into practical, textual and verbal tasks to strengthen Chinese students’ cultural knowledge, awareness and skills respectively, which are the three factors building one’s cultural competence (Heppner et al, 2014).

 

Practical tasks offer hand-on cultural exercises that enrich participants’ cultural knowledge. Textual tasks in which pupils observe and learn accurate cultural terms are training cultural awareness. Verbal tasks equip students’ communication and language skills when interacting with Pakistanis.