Beatrice Sangster

Irregular Systems is a study of the diverse forms of human communication, on language systems from both natural phenomena and neurodivergent human civilizations. By studying the diversity and complexity of human communication the research seeks to explore innovative forms of communication whilst simultaneously challenging the existing limitations and boundaries that neurodivergent individuals encounter in their communicative experiences, to broaden our understanding of what constitutes human language and communication. 

Irregular Systems explores the formation of knowledge and the systems that govern it, an examination of the desire for a homogenous language and standardization, and the ways in which this desire can exclude certain forms of expression and communication. This exclusion can create a layer of language that reflects the historical references and cultural influences that have been marginalized or erased in education curricula. Rather than attempting to discipline language into a single standard form, there is value in recognizing the diversity and complexity of linguistic expression and allowing for a plurality of voices and perspectives to be heard. This can involve embracing non-standard forms of expression, acknowledging the linguistic heritage of marginalized communities, and creating spaces for diverse linguistic practices to flourish. By recognizing and addressing these biases, we can create more inclusive educational environments that allow for a plurality of alternative modes of linguistic processing, practices, and perspectives. 

This research includes looking at the ways that dyslexia and other neurodivergent forms can impact language processing and communication and the intersections between natural systems and personal languages. This includes looking at how language is shaped by the environments and ecosystems in which it is used, as well as the ways that individuals and communities create their own unique linguistic practices and dialects. 

Irregular Systems draw from earlier civilizations, archaeological sites, and fragments of language, speech, and thought from the past that highlight different forms of neurodivergent communication, these irregular systems of language include a wide range of phenomena, such as the complex communication patterns of biological forms to intricate symbolic systems. In addition to studying past languages, the research looks into present-day corrections in language and education. This involves looking at how language is taught and how certain linguistic practices are normalized or excluded from educational curricula.

Neurotypography is a speculative project that explores the potential of typographic language to communicate and convey emotions, experiences, and perspectives associated with neurodiversity. It is a multidisciplinary approach that combines elements of typography, graphic design, and neurodiversity to create typographic expressions that capture the unique cognitive processes, perceptions, and ways of thinking associated with neurodivergence. It recognizes that individuals with neurodivergent minds such as autism, dyslexia, ADHD, and others may have unique ways of perceiving and processing information. These differences can influence how they engage with language and visual communication.

The project encompasses a system comprising various formats and modes of communication. It incorporates a dotted line as a prompt, allowing participants to either adhere to the structure or venture beyond the outline according to their preferences. It is a flexible system that empowers participants to create their own visual language and form of communication, guided by a methodology that involves asking pertinent questions to understand how participants perceive and process information. How does cognition get influenced by various sensory inputs, including visual, sound, or spatial awareness?

The generative language toolkit is designed for neurodivergent individuals, fostering an environment of reflection, respect, and celebration of neurodiversity. By incorporating elements such as sensory experience, spatial perception, body language, speech, movement, sound, and symbolism, neurotypographic design seeks to create an inclusive and engaging graphic language, this entails examining the ways in which individuals with neurodivergent traits process and interpret visual information, exploring the cognitive and perceptual variations associated with neurodivergence. 

The system's design is rooted in a process of contextualizing novel language forms and examining diverse processing methods; new associations and expressions can be created through abstraction and reconfiguration. This expands our comprehension of language and fosters the development of innovative modes of expression. It entails reimagining existing linguistic structures through inventive approaches, including combining elements from multiple languages or inventing entirely new forms of grammar and syntax. 

The effectiveness of neurotypography is evaluated through user testing and feedback loops. This iterative process and user feedback play a crucial role in refining and improving the neurotypographic designs, fostering a co-creative approach that incorporates the insights and experiences of neurodivergent individuals.

By embracing cognitive diversity and adapting the methodology accordingly, the project's intention is to enhance the understanding of diverse comprehension of thinking models. It encourages individuals to navigate and engage with information in a manner that aligns with their own distinctive ways of thinking. The overarching aim is to provide a supportive and inclusive platform and toolkit for self-expression and communication for neurodivergent individuals within education.

‘Change Starts With Education’ is a week-long programme and exhibition of collaborative projects led by the RCA Neurodiversity Society in partnership with SpLD support (Student Support Services) across the Royal College of Art and Imperial College London in support of Neurodiversity Celebration Week 2023. 

‘Change Starts With Education’ at the Royal College of Art and Imperial College London celebrates the strengths and talents, and raises awareness of lived experiences of neurodivergent individuals within art and design education, recognizing their unique differences in ways of thinking, learning, interacting, and perceiving the world, how people move and communicate in different ways. 

By bringing together designers, researchers, and creative practitioners across disciplines and schools in a series of creative workshops, the exhibition held at the Hockney Gallery forms a critical discussion to promote a greater understanding of the challenges and opportunities that neurodivergent individuals face in art and design education and in the industry. It showcases a diverse range of perspectives and approaches to help to foster new ideas, collaborations, and innovations that can benefit both neurodivergent individuals and the industry as a whole. 

By exploring these themes in the exhibition, the initiative hopes to raise awareness and promote greater inclusion and accessibility for neurodivergent individuals in art and design education, the industry, and society as a whole, celebrating these differences and recognizing the valuable contributions that neurodivergent individuals make to the field of art and design.

Medium: Neurotypography-designed exhibition guides, each letterform on the leaflet presents a distinct glyph form, designed to reflect the diverse nature of neurodiversity and embrace the spectrum of cognitive experiences.

Voices of History are a series of quotes from influential historical figures within the movement that shaped our world, designed for the exhibition at the Hockney Gallery. Working collaboratively with Joy Lu (MA) Design Products, each quote is designed with a distinct direction, carefully curated to reflect the message within. These posters also served as wayfinding markers across the campuses. 

The Maxwell Montes, a tribute to Temple Grandin, embodies the concept of being an anthropologist from Mars. Its purpose is to create visual space for disabilities that are unseen, as well as exploring the boundaries of privacy and the disclosure system for obtaining access and support in the context of disability and neurodiversity.

The exhibition and its accompanying week-long programme were designed and curated in collaboration with Joy Lu (MA) Design Products, and RCA SpLD support (Student Support Services). The event was held across the Royal College of Art and Imperial College London, culminating in an exhibition at the Hockney Gallery.

Voices of History are a series of quotes from influential historical figures within the movement that shaped our world, designed for the exhibition at the Hockney Gallery. Working collaboratively with Joy Lu (MA) Design Products, each quote is designed with a distinct direction, carefully curated to reflect the message within. These posters also served as wayfinding markers across the campuses. 

The design process engaged in collective dialogue, focusing on various typographic techniques and visual approaches that are designed for different forms of information processing. Through this exploration, we sought to understand how different typography styles and visual elements can effectively communicate and resonate with diverse cognitive processing methods.

The research behind the designs examined museums, sculptures, and archives to uncover new possibilities for challenging established ideas. The letterforms in the design sought to visually express historical and cultural influences that were previously marginalized or neglected. Through the neurotypographic design approach, the posters transformed letterforms into sculptural representations, providing a visual representation of the intricate and diverse forms of expression.

The RCA Neurodiversity Society, in collaboration with SpLD Support (Student Support Services), organized a series of workshops as part of a week-long program and exhibition of collaborative projects. This initiative took place across the Royal College of Art and Imperial College London, in support of Neurodiversity Celebration Week 2023.

The workshops were specifically designed for creative practitioners from various disciplines and schools to come together and collectively create exhibition posters. The intention was to showcase the diversity of perspectives and raise awareness about the lived experiences of neurodivergent individuals within art and design education. The workshops posed a series of questions as prompts to guide the design process.

The primary objective was to develop a comprehensive programme for the neurodivergent cohort of RCA 2022/23. By undertaking student workshops that emphasized inclusion and participation, the aim was to facilitate a dialogue and collaborative session where both collective and individual voices could shape the outcomes.

These workshops formed around conversations that explored, questioned, and defined socio-political issues related to neurodiversity. They provided viewpoints on topics such as neurodiversity in art and education and access to the industry.

The annual RCA Work-in-Progress 2023, MA Visual Communication exhibition was a collaborative project that aimed to showcase the ongoing research and works in progress of the studios, providing an immersive open studio experience.

The primary objective of the exhibition was to capture the spirit of the RCA MA Visual Communication cohort by actively involving students in workshops and fostering inclusivity and participation throughout the design process.

Four distinct curation themes, World-Detour, Breather-Text, Immortal-Materiality, and Auto-Fragility, were integrated into the exhibition to offer diverse perspectives. The focus was on developing a responsive vocabulary that encourages critical reflection and remains relevant to contemporary issues. This involved reconfiguring existing language and terminology through collective workshops, resulting in new formulas and systems.

Each of the four curation themes followed its own unique trajectory, incorporating carefully crafted terminologies that resonated both on a broader scale and with individual experiences.

The development of these curation themes was a collaborative effort that involved identity and event teams. Wayfinding techniques were strategically utilized to establish a cohesive identity across both the physical exhibition at White Campus and the online platforms on the RCA 2023 Platform. This ensured a unified experience for visitors across different locations.

Conversational Practice is a knowledge exchange project between staff and students in the Visual Communication programme at the Royal College of Art and PhD researchers at the School of Cardiovascular Medicine & Sciences at King's College London.

The project aims to explore multi-directional and innovative exchanges in science public engagement. 

On-going research collaboration.

‘Exploring Unchanged Departures: Intermediary Spaces in Public Transport’ is an ongoing research project that investigates the concept of public transport as the intermediary spaces that link different environments. 

The project focuses on these in-between locations, acting as vital connection points that bridge the gap between places. Presented in the form of a visual essay, it provides an introspective examination of the transitional experiences encountered during journeys on buses and trains. The project inquires into the transformative aspects within these distances and dimensions while contemplating the factors that guide us back to these parallel sites in motion.

With a specific focus on communication in public transport and its impact on the public, this ongoing research explores themes of mobility, public spaces, community, access, support, and communication. The visual essay derives its title from a line by a tutor and developed as a response to that line one year later. Representing a collaborative effort, it is shaped by the notion of being "made in-transit."