Cultural Run, a city hunt competition, aims to minimize the problems of Pakistanis’ unaccepted local identity and misconception, provide a better alternative to existing tours, and encourage Chinese-Pakistani interactions to enhance Chinese secondary school students’ cultural competence and achieve the ultimate goal of ethnic inclusion. “Cultural” symbolizes the cultural competence that participants can gain; “Run” represents the posture of the event.
Graphic Design: Apple Mok
Editorial Design: Apple Mok
Infographic: Apple Mok
Video Production: Apple Mok
3D Rending: Lego Lam
Project Supervisor: Brian Kwok
Interviewees: Faizen, Sisi, 愛美
Kung Yung Koon
Proactive visit to the Pakistani community
Local participants enter the Pakistani community (the 12 checkpoints) and recognize the Pakistani culture and identity
Empirical experience & diverse tasks
Participants empirically learn Pakistani culture by doing verbal, textual and practical tasks
Participants integrate their knowledge and skills to educate the less informed people
01 – Campaign Design
Cultural Run is divided into three phases shown in the table. During the game, 6 students form a group and each group is assigned a Pakistani role (a father, mother, or child) who has unique social obligations and routine. 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.
02 – 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.
03 – Logo & Visual Identity
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.
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 routine. For example, the father is playing cricket, the mother is carrying a bowl of curry, the child is holding the Quran.
04 – Tote Bag
To pack the materials used during Cultural Run.
05 – Task Book
The task book lists all tasks and checkpoints. The cover printed in risograph is interactive that users can spin the wheel and see the characters running in a cycle.
For the inner pages, an illustration approach is taken. There is a “ground” page attached to four individual spread to imitate the floor of the checkpoint and produce a spatial effect.
06 – Headscarves
The headscarf (hijab) is an important accessory for participants because females have to cover their hair when entering the mosque. There are two designs. One with black background is similar to ordinary headscarves that Pakistanis usually wear. Another one sticks to the visual identity that depicts the running characters and patterns.
07 – 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 (picture 1) on a traditional Chinese dim sum car (picture 2).
08 – 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.
09 – 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.
10 – Demostration Video (First Two Phases)