04 Thesis Book Bernardino Magalong Ano Ng Kulay Ni Mikmik Book Illustration 20220601 1

DEDICATION
This study is dedicated lovingly to us, our sisters, and for healing our inner child.
For our parents, Nanays, and Inang, as they raised us to be the person our past, present, and future selves would like to be thankful for.
Also, to all other Filipinos who have been subjected to experienced and still experience colorism growing up, fighting their way through
judgments, taught to love, and be loved by themselves because we all deserve a world in which colorism does not happen.
But until then, the least we can do is stop judging ourselves and other people and offer our unconditional love and acceptance to the
uniqueness of everyone.
ANO’NG KULAY NI MIKMIK?
An Illustrated Children’s Narrative on Colorism in Filipino Culture
An Undergraduate Thesis Presented to

the Department of Fine Arts
Tarlac State University – College of Architecture and Fine Arts
In Partial Fulfillment of the Requirements

for the Degree of Bachelor of Fine Arts Major in Visual Communications
BERNARDINO, Angelique S.
MAGALONG, Angelika R.
Proponents
MA. LOURDES J. M. REYES

Adviser, VC 144
A.Y. 2021-2022
ACKNOWLEDGMENTS
The researchers take this opportunity to express gratitude to the following for their invaluable contribution and very kind assistance:
Tarlac State University - Faculty of College of Architecture and Fine Arts, for being our sanctuary for the last four years and a
constant source of strength and inspiration. To the proponents' Thesis instructor and adviser, Ma'am Lourdes Josefina M. Reyes, who
never gave up on advising the success and other needs of this study with her unrelenting patience and encouragement ever since Creative
Research and Directed Research; To our experts, Ma'am Karen Mia S. Corpuz, Sir Marlon C. Dela Cruz, and Sir Oliver G. Cura, for
guiding us with the study with their invaluable insights and suggestions; To Sir Jhonric A. Aquino and Sir Rodan A. Domingo for
helping us with the proofreading and proper translation of our story Ano'ng Kulay ni Mikmik?;
We would also like to give gratitude to the respondents for giving their time and effort by allowing and letting us make them
part of the study; To the authors, researchers, and writers who started studies related to colorism that has greatly helped us to grow
fonder and increase our knowledge and keep us in the right track; To our family, friends, and other persons we have known in terms of
their moral and financial support for being a constant source of strength and motivation throughout this study.
To the Lord Almighty, for His unceasing guidance, wisdom and mercy have helped and given us drive and enthusiasm. Without
their support, this study would not have been made possible.
A.S.B.
A.R.M.
Republic of the Philippines
TARLAC STATE UNIVERSITY
COLLEGE OF ARCHITECTURE & FINE ARTS
San Isidro Campus, Tarlac City
Tel No. (045) 493-0901 | TeleFax No. (045) 982-0110
Official Website: http://www.tsu.edu.ph/
APPROVAL SHEET
This preliminary thesis entitled:
ANO’NG KULAY NI MIKMIK?: An Illustrated Children’s Narrative on Colorism in Filipino Culture
prepared and submitted by Angelique S. Bernardino and Angelika R. Magalong,

in partial fulfillment of the requirements of the course VC 144 - Thesis
for the degree of Bachelor of Fine Arts major in Visual Communications,
is hereby recommended for oral examination and deliberation.
_______________________________
Ma. Lourdes J. M. Reyes
Adviser, VC 144
_______________________________
Date
Republic of the Philippines
TARLAC STATE UNIVERSITY
COLLEGE OF ARCHITECTURE & FINE ARTS
San Isidro Campus, Tarlac City
Tel No. (045) 493-0901 | TeleFax No. (045) 982-0110
Official Website: http://www.tsu.edu.ph/
APPROVAL SHEET
Approved as partial fulfillment of the requirements

for the degree of Bachelor of Fine Arts major in Visual Communications by the committee of Oral Examiners
CARLO R. DIZON JESSIE M. TADEO, JR. EDNO T. JOSON JUDEO R. HERRERA

Jury Jury Jury Jury
Accepted as partial fulfillment of the requirements for the degree,

Bachelor of Fine Arts major in Visual Communications in the College of Architecture and Fine Arts
_______________________________
Program Head/Chairperson
_______________________________
Ar./EnP. Garry M. Advento
College Dean
ANO’NG KULAY NI MIKMIK?: An Illustrated Children’s Narrative on Colorism in Filipino Culture

by Angelique S. Bernardino and Angelika R. Magalong
June 1, 2022
Permission is given for the following people to have access to this thesis:
Available to the general public Yes

Available only after consultation with author/thesis adviser No
Available only to those bound by confidentiality agreement No
_______________________________ _______________________________
Angelique S. Bernardino Angelika R. Magalong
_______________________________
Adviser, VC 144
ABSTRACT
The purpose of the study was to show how it is important for Filipino children know societal issues such as colorism through a
visual narrative. A survey questionnaire was developed by the researchers and has been responded to through online and the final
sample consisted of 80 participants, 40 primary target markets (parent, guardian, teacher etc.) and another 40 from the secondary market,
children ages five to nine (5-9). The researchers also formulated questions for online interviews to experts and children online. The
average age of the participants ranges from five to forty (5-40) years old. Findings showed that that the secondary target market still
prefers reading books
Picture books are profusely illustrated books in which the illustrations are, to varying degrees, essential to the enjoyment and
understanding of the story (Tomlinson and Lynch-Brown, 1996). As the most characteristic form of children's literature (Nodelman,
1996), picture books hold a prominent place in children's literature because of the juxtaposition of pictures and words. In addition, the
results implied that overall, the participants perceived that the right use of visual communication has a positive effect on family
interactions, encouragement for artistic endeavors, and the eagerness to bring inclusivity in book illustrations for children.
Keywords: Colorism, Book illustration, Media, Discrimination, Skin Color, Creative Research, Visual Communication, Reading
TABLE of CONTENTS
CHAPTER I ..................................................................................................................................................................................... 1
THE STUDY AND ITS BACKGROUND ................................................................................................................................................. 1
Study/Project Significance ................................................................................................................................................................................................. 6
Study/Project Description ................................................................................................................................................................................................. 7
Study/Project Objectives ................................................................................................................................................................................................. 19
Scope and Delineation .................................................................................................................................................................................................... 20
Definition of Terms ......................................................................................................................................................................................................... 21
CHAPTER II .................................................................................................................................................................................. 22
METHODOLOGY OF RESEARCH ..................................................................................................................................................... 22
Methodology .................................................................................................................................................................................................................. 22
Research Design.............................................................................................................................................................................................................. 22
Participants of the Study ................................................................................................................................................................................................. 23
Sampling Design.............................................................................................................................................................................................................. 23
Data Gathering Procedure ............................................................................................................................................................................................... 23
Instrument Description ................................................................................................................................................................................................... 24
Theoretical Framework ................................................................................................................................................................................................... 25

Conceptual Framework ................................................................................................................................................................................................... 27
Design Concept ............................................................................................................................................................................................................... 28
Design Objectives............................................................................................................................................................................................................ 28
Process ........................................................................................................................................................................................................................... 29
A. Thumbnail Sketches ............................................................................................................................................................................................................ 29
B. Full-Rendered Illustrations ................................................................................................................................................................................................. 29
C. Inspirations ......................................................................................................................................................................................................................... 30
D. Illustration Studies/Development ...................................................................................................................................................................................... 31
Final Outputs .................................................................................................................................................................................................................. 32

A. Book Illustration ................................................................................................................................................................................................................. 32
B. Art Catalogue ...................................................................................................................................................................................................................... 33
C. Branding.............................................................................................................................................................................................................................. 34
Review of Related Literature, Studies, and Works ............................................................................................................................................................ 35
CHAPTER III ................................................................................................................................................................................. 42
ANALYSIS AND PRESENTATIONS ................................................................................................................................................... 42
Creative Brief .................................................................................................................................................................................................................. 42
Problem.......................................................................................................................................................................................................................... 43
...................................................................................................................................................................................................................................... 43
Campaign Objectives ....................................................................................................................................................................................................... 45
Campaign Proposal ......................................................................................................................................................................................................... 45

D. Marketing: Objectives and Strategies ................................................................................................................................................................................ 45
E. Advertising: Objectives and Strategies ............................................................................................................................................................................... 46
F. Creative: Objectives and Strategies.................................................................................................................................................................................... 47
G. Media: Objectives and Strategies ....................................................................................................................................................................................... 47
H. Advertising Campaign ......................................................................................................................................................................................................... 48
CHAPTER IV ................................................................................................................................................................................. 52
SUMMARY & CONCLUSION .......................................................................................................................................................... 52
Findings and/or Summary ............................................................................................................................................................................................... 52

TARGET MARKET SURVEY ................................................................................................................................................................................................................ 52
Conclusion ...................................................................................................................................................................................................................... 88
Recommendations .......................................................................................................................................................................................................... 90
ATTACHMENTS............................................................................................................................................................................ 91
Bibliography ................................................................................................................................................................................................................... 91
APPENDICES ................................................................................................................................................................................ 96
A. Letters .................................................................................................................................................................................................................... 96
B. Instruments ............................................................................................................................................................................................................ 97
C. Additional Important Attachments ............................................................................................................................................................................. 115
CURRICULUM VITAE .................................................................................................................................................................. 122

LIST of TABLES and GRAPHS
Graph 1 Age Group Distribution (Primary Target Market) ................................................................................................................................................. 52

Graph 2 Gender Distribution (Primary Target Market) ...................................................................................................................................................... 52
Graph 3 Educational Attainment (Primary Target Market) ................................................................................................................................................ 53
Graph 4 Marital Status .................................................................................................................................................................................................... 53
Graph 5 Relation with a child/children ............................................................................................................................................................................. 54
Graph 6 Number of children ............................................................................................................................................................................................ 54
Graph 7 Occupation ........................................................................................................................................................................................................ 55
Graph 8 Monthly Household Income................................................................................................................................................................................ 55
Graph 9 Encounter with bullying around peers about their skin color ................................................................................................................................ 57
Graph 10 Receive comments from family/school/community about the color of their skin ................................................................................................ 57
Graph 11 Felt bad about themselves because of their skin tone ........................................................................................................................................ 58
Graph 12 Asked their child not to spend too much time under the sun .............................................................................................................................. 58
Graph 13 Is it important to make a child feel that outer beauty is important? ................................................................................................................... 59
Graph 14 Are you aware about the term "Colorism" ......................................................................................................................................................... 59
Graph 15 Rate the knowledge about colorism .................................................................................................................................................................. 60
Graph 16 Do you think that there is a need of an illustrated book for kids to know (that talks) about colorism? ................................................................. 60
Graph 17 Do you agree that children should know about colorism in a way that they can understand it better? ................................................................. 61
Graph 18 Are you willing to learn and understand colorism through book illustration? ...................................................................................................... 61
Graph 19 Reading is important to a child/your child ......................................................................................................................................................... 63
Graph 20 Can you read fluently? ...................................................................................................................................................................................... 63
Graph 21 Does your child like to read? ............................................................................................................................................................................. 64
Graph 22 What do you think about the benefits of an interactive book (activities, puzzles, coloring, etc.) to you and your child? ........................................ 64
Graph 23 Is your child into arts and crafts?....................................................................................................................................................................... 65
Graph 24 What does your child like about books? ............................................................................................................................................................ 65
Graph 25 What kind of books do you usually look for, for your child? ............................................................................................................................... 66
Graph 26 Do you like reading to someone? Child? Niece? Nephew? Relative? ................................................................................................................... 66
Graph 27 How often do you read to your child? ............................................................................................................................................................... 67
Graph 28 How do you read a book to a child? .................................................................................................................................................................. 67
Graph 29 What medium do you choose/your child to read from? ..................................................................................................................................... 68
Graph 30 How would you rate your knowledge in technology? ......................................................................................................................................... 70
Graph 31 What social media do you usually use? ............................................................................................................................................................. 70
Graph 32 What time do you usually use/browse the internet?.......................................................................................................................................... 71
Graph 33 Hours spent in internet ..................................................................................................................................................................................... 71
Graph 34 How frequently do you buy books? ................................................................................................................................................................... 72
Graph 35 How much are you willing to pay for a children’s book? ..................................................................................................................................... 72
Graph 36 Do you consider your child’s preference for on what books to buy? ................................................................................................................... 73
Graph 37 When do you usually buy children’s books?....................................................................................................................................................... 73
Graph 38 Where do you usually go to buy a book? ........................................................................................................................................................... 74
Graph 39 Where do you usually get information on new books, books sales, discounts, etc.? ............................................................................................ 74
Graph 40 Are you interested in a book reading event?...................................................................................................................................................... 75
Graph 41 Where would you prefer to have a Book Reading event with your kid? .............................................................................................................. 75
Graph 42 Age Distribution (Secondary Target Market) ...................................................................................................................................................... 77
Graph 43 Gender Distribution (Secondary Target Market) ................................................................................................................................................ 77
Graph 44 Pumapasok ka ba sa school? (Do you go to school?) .......................................................................................................................................... 78
Graph 45 Mahilig ka bang magbasa? (Do you like to read?) .............................................................................................................................................. 79
Graph 46 Can you read fluently? ...................................................................................................................................................................................... 79
Graph 47 Anong lenggwahe ang mas gusto mong basahin? (In what language do you like to read?) ................................................................................... 80
Graph 48 Ilang books ang meron ka? (How many books do you have?) ............................................................................................................................. 80
Graph 49 Gaano karaming oras ang ginugugol mo sa pagbabasa ng libro? (How much time do you spend when reading?).................................................. 81
Graph 50 Ilang libro ang iyong nababasa sa isang buwan? (How many books do you read in a month?)............................................................................. 81
Graph 51 Nagbabasa/nagbasa ka ba ngayong mayroong pandemic? (Have you read this pandemic?) ................................................................................ 82
Graph 52 Ilang libro ang iyong natapos basahin ngayong lockdown? (How many books have you finished reading this lockdown?) .................................... 83
Graph 53 Mas marami ka bang natapos na libro ngayong lockdown kaysa sa dati? (Have you finished more books now on lockdown than before?) ........... 83
Graph 54 Mahilig ka bang mag-drawing o mag-color? (Do you like drawing or coloring?) ................................................................................................... 84
Graph 55 Ano ang mga nagugustuhan mo sa mga books mo? (What do you like about your books?).................................................................................. 85
Graph 56 Mahilig ka ba sa mga kwento kung saan ikaw ay nakakarelate? (Do you like stories where you can relate to?) .................................................... 85
Graph 57 Alin sa mga ito ang ginagamit mo upang makapag basa ng kuwento? (pwede mong piliin kung ano yung ginagamit mo ha)................................. 86
Graph 58 Sino ang bumibili o pumipili sa mga books mo? (Who buys or chooses your books?)........................................................................................... 87
LIST of FIGURES
Figure 1 Vygotsky's Zone of Proximal Development ..................................................................................................................... 25

Figure 2 Conceptual Framework .................................................................................................................................................. 27
Figure 3 Barriers to Inclusivity Among Children's Book Creators................................................................................................... 43
CHAPTER I
THE STUDY AND ITS BACKGROUND
Introduction
Colorism is a type of discrimination that is based on someone’s skin color, in which people who have lighter skin are more
favorable than the people who have darker skin. The term colorism was first used in the fifth essay, “If the Present Looks Like the Past,
What Does the Future Look Like?” from part III of the book In Search of Our Mothers' Gardens: Womanist Prose (1983) of Alice
Walker. Walker described it as a “prejudicial or preferential treatment of same-race people based solely on their color”.
The root of colorism in the Philippines might be the colonial mentality. According to (Nadal, 2017) that even if many of us are
taught to be proud of our ethnic identity as Filipinos, we can still carry with us an internalized oppression or colonial mentality, that
teaches us that dark skin and indigenous qualities are bad. In the Spanish colonial era fairness was a symbol of socioeconomic status,
our ancestors who were born with brown skin were degraded because their skin tone is darker than people who are in high rank of
society. That’s why Filipinos think that being mestizo or having white skin is associated with power, wealth, and beauty. Which is still
present until now that years have passed and were already free from them.
Most Filipinos don’t have an idea what colorism is. The sad part is that they are not aware that they do it in their everyday life.
In 2014, Iyanla Vanzant, an American inspirational speaker, lawyer, author, life coach, and television personality joined one of Oprah’s
Lifeclass sessions to discuss colorism. She was quick to point out that it is an issue that people of all races should be aware of because
it is a significant problem that the White unwittingly do it. She advises that what we must do first is to “acknowledge that it exists,” both
intra-culturally and interculturally. One of the reasons why colorism is still a thing is because it is something that’s rarely talked about
and it’s something that is normalized in the country.
TSU CAFA – Department of Fine Arts | VC 144 THESIS Ano’ng Kulay ni Mikmik? An Illustrated Children’s Narrative in Filipino Culture Page 1 of 140
One of the reasons why colorism still exists is because of media, based on the study of Renault “Filipino Women and the
Idealization of White Beauty in Films, Magazines, and Online” (p.21-23), where she concluded that media is a powerful institution that
has used images of White beauty in the fashion, print and online advertising, television, and film industries to enforce a global standard
of beauty. Sometimes TV programs or movies subconsciously show colorism.
There’s an ancient proverb that came from Africa that says “It takes a village to raise a child” which is true, because everything
or everyone that a child has interacted with or experienced during their childhood contributes to what the child will come to be. The lack
of guidance for some children in their lives from their family is fulfilled by various youth groups, health organizations, and mentoring
programs that can act and influence in place of absent family members (Kilbourne, 1999). When a child grows up in an environment
where people tolerate and normalize colorism, the child will carry that until they get older. Without an understanding of racism and
classism, it’s difficult for a child to understand that no one’s skin color is innately good or bad (Nittle, 2020). Parents should be the one
who teach their kids to see that someone’s skin color doesn’t define their value and that everyone is equal. After all, everything starts at
home and parents are the number one learning source of a child.
Media also stereotypes dark-skinned folks, an example for that is one of the famous shows on GMA called Pepito Manaloto, the
main characters Pepito and his family were first introduced as a family living in poverty. Their appearance was the typical portrayal of
“poor” and “ugly” character on media, which is having dark skin. And when Pepito hit the jackpot on lotto they chose to show their
glow up by making their dark skin to lighter color. Another example is the character of Kiray Celis on Girl, Boy, Bakla, Tomboy. This
was a blockbuster comedy movie when it was released in cinemas in 2013. This movie didn’t just show discrimination of people with
dark skin but it’s also homophobic, and racist. The character is supposed to portray the people of color here in Philippines called Igorot,
not only they blackfaced her but they also discriminated her by joking about her dark skin. The jokes that they said on the movie are
mostly imitated by the audience especially young viewers. They think joking about someone’s skin or appearance is funny and normal,
but it degrades dark-skinned people and it’s one of the causes of their low self-esteem. Filipino kids are so exposed to such humor, and
they tend to copy and apply those jokes to other kids at home or at school, and sometimes those jokes lead to bullying.
“Whiteness” remains an important element in contemporary postcolonial Asian understandings of beauty and has become a
commodity in the marketplace (Goon and Craven 2003). Skin lightening products are popular not only in Asian cultures, but in other
non-white cultures as well (e.g., Burke 1996; Del Giudice 2002; Duany 1998; Hall 1995; Lovell and Wood 1993). Colorism is not only
found in media but also on the country’s advertisements specially on whitening products, From the blog article “Colourism in the
Philippines: Behind the Veil of Whiteness”, Tamblyn (2013) argues that the white ideology of Filipinos from colonial times has been
passed on from one generation to the next and is being perpetuated today in the selling of skin-whitening products and constant media
exposure to the equation that white equals beautiful. The best example for it is the brand called Gluta max, almost all of their ads’
highlights discrimination against dark-skinned people. They have this one ad that uses the slogan “Your Fair Advantage” wherein the
ad is trying to convince people that having lighter skin gives you more privileges than the people who have darker skin. And that is
called white supremacy. Colorism is also similar to white supremacy— those who have lighter skin are given more privileges compared
to the dark-skinned people.
White supremacy can be seen on TV programs in the Philippines, they mostly show their protagonist as someone being fair, tall,
and having a sharp nose or high nose bridge. In other words, the protagonists mostly chosen to star in a movie or TV show have
westernized features or sometimes are mixed race. There is an ingrained belief that individuals who have a light complexion embodies
the ideal citizen. They are automatically endowed with symbolic capital in the Philippines, as light skin is often conflated with beauty,
power, and high social status (Rondilla J. L., 2009). People who are light skinned tend to have the role of the protagonist or the role of
a rich character while the dark-skinned people mostly portray poor, ugly, the joker or the side character. These things set the minds of
the viewers that those are the ideal beauty standards that they should follow, and that leads to Filipinos desiring for a lighter skin.
When Ferdinand Magellan ``discovered" the islands of the Philippines on his voyage in 1521, the country was subjugated to 300
years of Spanish colonial control. As Spaniards began to settle throughout the Philippines, racial intermixing between Spanish ilustrados
(colonial masters and wealthy landowners) and indios (indigenous Filipinos) became commonplace (Rondilla and Spickard, 2007), p.
54). This ethnic admixture produced half-European, half-Filipino progeny that became known as mestizos. Despite this intermixing on
the biological level, deep social inequities between the Spanish and the native Filipinos began to form. Upper-class landowners tended
to be of European descent and of lighter skin, which demoted darker-skinned indigenous peoples to the lower rungs of the societal
hierarchy. Rondilla and Spickard (2007) also elaborated the heightened stratification of color, or the colorism in Philippines under
American colonial rule, as U.S. administrators and soldiers preferentially choosing mestiza concubines over darker-skinned Filipinas,
thereby marking this intensified preference for a physical feature that is rooted in one’s biology. Consequently, colorism was and
continues to be predicated on the notion that dark skin represents savagery, irrationality, ugliness and inferiority” (Hunter, 2007, p. 238).
It fuels the booming whitening industry in the Philippines. Since having lighter skin color is very important to most Filipinos,
some people go to extraordinary lengths to maintain or to have light skin. It’s sad that some Filipinas who have brown skin tend to
bleach or they want to change their beautiful natural brown skin to have lighter skin color because they believe that having lighter skin
makes them feel good about themselves or they finally can fit to the beauty standard. Colorism is a manifestation of the idea that even
if one isn’t white, her worth may be determined by how close she is to being white (Webb S. L., Colorism vs. Racism: What’s the
Difference? 2013).
The school environment is very important in perpetuating colorism among children. Notice common behavioral cues might
include excessive attention to personal appearance, avoiding direct exposure to sunlight, playing with a classmate’s hair, excessive
grooming of one’s own hair, attempts to alter or minimize certain facial features, and any signs of insecurity or hyper aggression. When
it comes to identifying colorism as the motivation for various behaviors, it’s important to consider context and to check for patterns of
behavior, such as consistently forming teams with students of a particular complexion (Webb S. L., Recognizing and Addressing
Colorism in Schools, 2016).
Colorism is something that is very rarely talked about in diversity discussions. We talk about “race and ethnicity”, but colorism
is a significant sub-phenomenon that matters in hiring, promotions, and other employment decisions (Winters, 2014). A visual
representation that addresses colorism here in the Philippines is mostly for media portrayals because society failed to explore it in the
context. They also made research papers and books about it, but it is not digestible for children's comprehension. There are a couple
stories, but they were limited. With the idea of colorism in the story, the illustrations will help the target market extend the story visually
where words were not enough. Books enable children to find themselves, their identity in the future as they were most likely to learn by
being immersed in a story that mirrors a part of their life and with the same age as theirs.
Reading to young children teaches them how to cope with "difficult or stressful experiences.” Also, reading stories about
potentially emotional situations can tell children that their feelings are normal. Reading also provides an opportunity to talk about real-
world scenarios in age-appropriate ways that can foster emotional health. (Castro, 2015). Reading and visualizing sustain brain
development through critical thinking, creativity, imagination, emotional intelligence will help children respond to the unfairness in life.
In 2019, Lauren Child, the author of Hubert Horatio, states that reading aloud with your child at any age is a wonderful way of
connecting because you see what excites and interests them. It is also a way of understanding what’s going inside their head. It’s a lovely
way of winding down at the end of a day for both parent and child as reading can be a gateway to learning and happiness as well. Books
and stories open a whole new world to children. It goes beyond reality and employs fantasy elements that get kids thinking outside the
box. They have vivid imaginations, and reading feeds their creativity more (Marcin, 2020).
The researchers somehow relate to their experiences (firsthand and secondhand) and what they have long been seeing in their
surroundings. We want to extend our abilities and personal sentiments to this study because it is a matter that we lived before, especially
when we were young. Still, it is a continuous battle for every child struggling to fit into the typical beauty standards in the Philippines.
Study/Project Significance
This study on developing a visual narrative about colorism in Filipino culture through book illustration aims to create
opportunities for a sense of substance and purpose in the lives of the following:
 Parents and Adults: Increase sensitivity towards children by giving quality time in a motivational and interactive way. The
study sincerely wants them to be cautious about how they converse directly and indirectly about colorism with their children.
 Teachers and Educational Institutions: Another way of reaching out and engaging their students in teaching life lessons
through acknowledging their behavior and individuality to their peers/classmates in school.
 Children and Students: As a helping hand in developing efficient reading comprehension and having a different outlook in life
by enlightening them about the message of colorism that the researchers wish them to have.
 Community: The study hopes to promote understanding and embody empathy towards every Filipino who experiences colorism.
 Artists and designers: The study can help particularly with broadening and representing timely social issues like colorism by
careful representations through visuals and narrative inclusivity.
 Future Researchers: This study can be a functional tool and material for further research on the importance of book illustrations
for children by bringing a social issue into light through visual literacy on social awareness.
Study/Project Description
A. Client Profile
The Target Market Survey has an equal of Primary (40) and Secondary (40) respondents.
❖ Primary Target Market

The total respondents of our primary target market are 40 from different provinces of Tarlac, Nueva Ecija, and
Pangasinan. Most of them were aged 36-40 years old. 25 (62.5%) of the respondents have bachelor’s degrees, and 11 (27.5%)
have master’s degrees in their educational attainment. The researchers also learned that 31 (77.5%) of them are married, and 9
(22.5%) are single. The 31 respondents (77.5%) of our respondents were related to child/children as parent/guardians. The 23
(57.5%) out of our total respondents have 1-2 kids. Also, 32 (80%) of our respondents are full-time employees. The monthly
household income of our 15 (37.5%) respondents earns ₱15,000 -₱25,000 a month.
The 24 (60%) respondents answered that they sometimes encountered bullying around their peers about their skin color.
We asked them if they have received comments from their family/school/community about their skin color, and 22 (55%)
respondents answered sometimes. We also learned that 23 (57.5%) do not feel bad about themselves, while 16 (40%) answered
they do feel bad sometimes about themselves because of their skin tone, and 1 (2.5) answered frequently or always. We also
asked if they ever asked their child to "not spend too much time" playing under the sun, and 23 (57.5%) answered that they
frequently or always do it. 12 (30%) of our respondents strongly agree that it is important to make the child feel that outer beauty
matters and 9 (22%) of them agree. 22(55%) of our respondents answered that they are fully aware of colorism. The 14 (35%)
respondents rated their knowledge of colorism good. All our 40 (100%) respondents strongly agree that there is a need for an
illustrated book for kids to know (that talks) about colorism. The 23 (57%) respondents strongly agree that children should know
about colorism in an approach that they can understand better. Also, 25 (62.5%) of the respondent strongly agree that they are
willing to learn and understand colorism through a book illustration.
Based on the Reading part of the survey, all the 40 (100%) respondents think that reading is important to a child, they
can read fluently in both English and Filipino, and their child/relative/student/family friend likes to read. 25 (62.5%) of the
respondents think that the benefit of an interactive book is to bond and connect with a child. Almost all, 37 (9.5%) of the
respondents’ children are into arts and crafts. The data shows that 34 (85%) of the respondents’ children like the design
(colors/illustrations) of the book. 23 (57.5%) of the respondents answered that the book they usually look for for their child is
books related to school or educational books. 16 (40%) of the respondents answered that they sometimes like reading to someone
(child, niece, nephew, relative), and 18 (45%) of the total respondents answered that they daily read to their child. We asked our
respondents how they would read a book to a child, 11 (27.5%) responded that they like to ask them questions, the 10 (25%) like
to guide them while they read, another 10 (25%) uses funny voices when they read to a child, 6 (15%) uses gestures and 3 (7.5%)
just read like to read it to them. The majority of the 34 (85%) of the respondents use printed books to read to their children.
Half of our respondents rated their knowledge of technology as good. On social media 33 (83.5%) of our respondents
said they usually use Facebook. 18 (45%) can use/browse the internet all day. We found out that 15 (37.5%) of the respondents
spend their time on the internet 3-5 hours a day. The 15 (37.5%) of the respondents answered that they only buy books yearly,
while the 14 (35%) buys book quarterly, 8(20%) says they buy books monthly, and the last 3(7.5%) respondents say they don’t
buy books. The 17 (42.5%) respondents are willing to pay ₱150-300 for a children’s book. 24 (60%) of the respondents always
or frequently consider their child’s preference on what books they would buy. The data reveals that 13 (32.5%) respondents
usually purchase children’s books when their child only wants one. We also learned that 27 (67.5%) respondents frequently go
to the national bookstore to buy books. 25 (62.5%) of the respondents get information on new books on the internet. We asked
our respondents if they were interested in book reading events, and the majority of 28 (70%) answered yes, to which 25 (62.5%)
of them preferred the book reading event would happen at school.
❖ Secondary Target Market
The total number of respondents in our secondary target market is 40 who were from five to nine (5-9) year-old boys
(42.5%) and girls (57.5%), and the 14 (35%) of them were 9-year-old of which 85% of them still go to school.
In the Reading part of the survey, 33 (82.5%) of the children like to read. More than half, or the 22 (55%) of the children
were fluent in Filipino and English. Also, 20 (50%) of the children like to read in Filipino and English. 16 (40%) children
answered that they only have books from school. The 19 (47.5%) of them usually spend 30 minutes to one hour reading. 14
(35%) of the respondents answered that they read one to two books in a month. During community lockdown/this pandemic, 25
(62.5%) children responded that they read this pandemic. Also, 18 (45%) children have read 1-2 books. The 21 (52.5%) of the
children responded that they finished more books on lockdown than before.
According to the book design and preferences, 33 (82.5%) children answered that they like drawing and coloring. The 16
(40%) of the respondents prefer the visuals/aesthetics (colors, pictures, drawing) of their books. Also, 33 (82.5%) of the
respondents answered that they like stories that they can relate to. The 36 (90%) respondents answered that they use printed
books when reading stories. The parents of the 22 (55%) children said that they are the ones to buy and choose their books.
B. Product Description
The researchers produced an interactive children’s book that entails a story about colorism. The illustrations will have
soft colors with the impression of textured wax crayons, emphasizing the story is from a child's perspective. The book was
digitally printed by laser. The book’s dimensions are 8 inches (203.2 mm) in height by 10 inches (254 mm) in width on a
landscape orientation ideal for the flow of the story and a standard mid-sized children’s book. The book had a magazine-type of
binding, providing that the gutter part of the book was taken care of, especially the full-spread illustrations. The high shine and
smooth finish gloss coated pages are for the outer covers of (250-300 GSM) with lamination that work perfectly for children’s
books. Matte-textured (120-180 GSM) white paper in the 23 pages (46 pages back-to-back (by 8’s) inside, the sticker set was
printed separately on glittered-laminated waterproof sticker paper. The estimated word count of the story is preferably 1500-
1750 words long. The font style in the book will be easy-to-read fonts (sans serif), with a maximum of three (3) font styles. The
Filipino texts will have a font size of 14, and the English texts will be 12.
As for the book catalogue, it was in dimensions 10 inches (254 mm) in height by 8 inches (203.2 mm) in width on a
portrait orientation with the same type of print, binding, and paper, but the covers were not laminated. The researchers included
the key narratives and processes of how we came up with the entirety of the book illustration. At last, we had a squared hard-
bounded brand book for LIQKA with 8 inches (203.2) on all sides printed (laser also) on magazine type of paper (110 GSM)
and with a laminated cover.
C. SWOT Analysis
 Strengths
Kids want information, and they are very naturally curious about what they see around them. They want to know
where they came from and why they look the way they do, say, Nina Jablonski, Evan Pugh University Professor in College
of the Liberal Arts, Department of Anthropology. She also expressed that wanting to make an impact on people’s lives with
something that truly matters to them, then it is needed to find ways to reach them in ways that make sense.
The researchers also have the same purpose in crafting the visual narrative about colorism in Filipino culture.
Producing an interactive illustrative book for children that foretells a social issue, colorism in a retrospective of a new
millennium of Filipinos, will garner more market. In 2020, Ruth Valorie Catabijan, business development manager at Saint
Matthew's Publishing Corp. said that there is a need for more authors, more publishers, more bookstores, and more original
content that can attract the interest of readers.
 Weaknesses
The researchers have limited resources, and they do not have a lot of financial allocation to publish the book with
a much better outcome.
 Opportunities
The researchers envision the creative output to make it to a publishing house/company to enlighten a broader
audience about colorism.
 Threats.
Having the book licensed and copyrighted takes a lot of effort and capital. Children were more exposed to foreign
literature and devices that promote handy reading. Also, the accessibility of international books has decreased the interest
of the Filipino market in local literature. They were also heavily distributed by local bookstores nationwide. Launching
a new book to the market that transcends a social issue for a story will have different types of setbacks.
D. Direct and Indirect Competitors

The direct competitors of the researchers are the current and prevailing illustrated books for children from the prominent
and well-known publishers that cater to the same market and customer base as the researchers. The distinctive difference is the
advertising game plan and product features. Both the competitor and the researchers share the same wavelength in terms of
context and instilling Filipino values and vibes. The indirect competitors of the researchers are very much like the direct
competitors but with a different strategy, such as animated type of children's books or those who use a read-aloud approach with
their stories on online platforms. The replacement competitors of the researchers are those who were in e-book and audiobooks
format as they offer the same product that the researchers aim to develop, that the target market might want to use the former
options than to avail the latter.
E. Target Audience Profile
 Demographics
▪ Age: [Generation/s] Millennials-Gen Z
• [Primary Target Market] Adults (25-40 years old)
• [Secondary Target Market] Pre-school-Primary School Children (5-9 years old)
▪ Gender: Male and Female
▪ Socio-Economic Class: Middle Income Class
▪ Average Income: ₱15,000.00-25,000.00 (Monthly) [Financially Stable]
▪ Education: Primary-Graduate Degree
Primary Market
The total number of respondents in our primary target market is 40. The majority of it is aged 36-40 years old, 13 females
and 4 males. Then, 13 respondents who are 25-30 years old, 11 females and 2 males. And 10 respondents who are aged 31-35
years old all females. Eighty-two percent of babies born in 2016 are the children of millennial parents. Millennials are marrying
later, more ethnically diverse, more likely to be LGBTQ, more educated and dads are more involved. a dynamic audience to
understand and connect with (Willoughby, 2019).
Mothers tend to spend time with children who are in the younger grades, helping them with the children’s assignments,
and projects, and accompanying them to school every day. The mother guides the children through school assignments until at
least the middle of primary school. (PIDS, 2015). Females between 30-44 years old make up more than 70% of the average
buyer’s age of children’s books. According to Eevi Jones, a seven-time bestselling children’s author. It is important that a
company does not stereotype all women as mothers, who stay at home, cook, clean, and take care of the family longer. The role
of men in families has changed drastically over the last three generations. According to the U.S. Census, the number of “stay-at-
home dads” has doubled over the last ten years. Also, nine out of ten dads say they are spending more time than their fathers
actively engaging with their children (Smith, 2012).
Based on the survey by the researchers from the 40 primary market respondents, the monthly household income of the
15 (37.5%) respondents earn ₱15,000 -₱25,000 a month, 11 (27.5%) earn ₱26,000 - ₱50,000, 6 (15%) of the respondents earns
less than ₱15,000, 5 (12.5%) of them prefer not to say, and the remaining 3 (7.5%) respondents earn as much as More than
₱50,000 - ₱100,000. The researchers based the response of the primary target market on how much they are willing to pay for a
children’s book highly correlates to how much they earn.
As stated by Khan, et al, (2015) education of a child needs multidimensional efforts. Students, teachers, institute, and
parents all have their importance in their process of learning. Parents’ education is such a crucial factor for a child for his/her
future. It has been shown that the children of educated parents are more confident, resourceful, and experienced than the children
whose parents with no formal education.
Respondents’ educational attainment, 25 (62.5%) of the respondents have bachelor’s degrees, and 11 (27.5%) have
master’s degrees, while 2 (5%) have finished High school, 1 (2.5%) are undergrad, and 1 (2.5%) vocational. Literature around
the globe shares that the level of education that the parents have achieved can also affect the child’s growth as literate parents
can instill wisdom acquired by them to their children. Literate and illiterate parents differ in the sense of being able to read and
write and the accumulation of skills and knowledge in certain fields of study.
Secondary Market
Open, imaginative, and insightful children (5-9 years old) with a wide range of interests in book preferences nurtures
their creativity and emotional intelligence. Children who were homeschooled go to daycare centers and elementary schools.
According to National Retail Federation Last Fall 2019, on average, Gen Z consumers hold significant buying power and are
involved in about a third of their family's household purchases.
 Psychographic
According to Pew Research Center, Millennials are people the ages born between 1981-1996. Gen Z follows Generation
Y and includes those born in the late 1990s-mid 2000s. Millennials tend to be much more confident and socially aware, valuing
equity and social responsibility (Nahai, 2013) and women act on emotion in purchasing decisions (Baker, 2012).
From the survey of the 40 target markets, the 25 (62.5%) of them think that the benefit of an interactive book is to bond
and connect with their child, and 4 (10%) answered that it is to exercise the brain. Only 1 (2.5%) respondent answered to help
get to know their child more and to be more creative and artistic respectively. Also, 23 (57.5%) of the 40 respondents answered
that the book that they usually look for their child are books that are related to school or educational books, 7 (17.5%) of them
look for an activity book, 7 (17.5%) also answered storybooks and 3 (7.5%) for coloring books. Most of our respondents, 24
(60%), always or frequently consider their child’s preference on what books they would buy, and 16 (40%) of them consider it
sometimes.
Rational and emotional parents who purchase visually appealing and affordable books for their liking and their children
make them impulsive buyers, but they make book purchases quarterly. Sullivan, Higdon & Sink, SHS, has identified five
universal truths about men to help in marketing. Those five truths are “men seek enlightenment, they seek experience, they seek
success on their terms, men happily define themselves as principle-driven and men identify themselves as family-centric (Moore,
2008). Yet men often make impulsive purchases (Levit, 2012).
 Behavioral
Five different generations are exposed to the internet today. The first four are the Silent Generation or Veterans, those
born from 1922-to 1945, the Baby Boomer Generation, those born from 1946 -to 1964, Generation X, those born from 1965-to
1980, and the Millennial Generation (also known as Generation Y), those born after 1980 (Pew Research Center, 2014).
Generation Z is ascribed to those who are born from the mid-1990s to the late 2000s (Levickaite, 2010). Another group is being
referred to as Generation Alpha which refers to those born after 2010 (Holroyd, 2001). Generation Y, Generation Z, and
Generation Alpha are the only age groups that have lived their entire lives in an era when computers and the Internet were
available. Generation X was the first generation to see the inception of the home computer, videos, and the Internet. Generation
Y was the first generation exposed to instant communication, which has changed how people communicate and socialize.
Generation Z is also sometimes called the "instant online" generation since they are fully immersed in Internet technology
(Levickaite, 2010).
The millennials constitute a significant group of consumers. The data from the conducted survey shows that 18 (45%)
out of the 40 respondents daily read to their child, the 13 (32.5%) answered once a week, while the 5 (12.5%) reads to their child
when they have time, the 3 (7.5%) reads two to three times a month and 1 (2.5%) reads every 2-3 month only. We asked the
respondents how they would read a book to a child, 11 (27.5%) answered that they like to ask them questions, the 10 (25%)
guide their child while reading, another 10 (25%) use funny voices when they read to a child, 6 (15%) uses gestures and 3 (7.5%)
just read like to read it to them.
Half or 20 (50%) of the respondent rated their knowledge of technology as good, while the 11 (27.5%) answered very
good and the remaining 9 (22.5%) is neutral. The social media that 33 (83.5%) of the respondents frequently use is Facebook,
the other 5 (12.5%) use YouTube, a respondent answered TikTok and another respondent that she uses all the social media. Also,
most of the respondents, 18 (45%) can use/browse the internet all day, and the 12 (30%) uses it during the night, 4 (10%) only
use it every morning, 3 (7.5%) browses on noontime and, 3 (7.5%) on the afternoon. We also discovered that 15 (37.5%) spend
their time on the internet 3-5 hours a day, 11 (27.5%) of them spend 1-2 hours, 9 (22.5%) spends 6-10 hours, 4 (10%) answered
that they use it all day and the 1 (2.5%) spends 12 hours.
About 15 (37.5%) of the respondents answered that they only buy books yearly, while the 14 (35%) buys book quarterly,
8(20%) says they buy books monthly, and the last 3(7.5%) respondents say they do not buy books. 13 (32.5%) of them usually
buy books when their child only wants one, 9 (22.5%) only buy books when they feel like it, 8 (20%) only buy when they need
them, 5 (12.5 %%) buys on books sales, the other, 5 (12.5%%) buy books on occasions. The majority of our respondents, 25
(62.5%), get information on new books on the internet while the other 7 (17.5%) respondents like to browse on their own, 3
(7.5%) get information from their teachers, 3 (7.5%) from word of mouth, and the 1 (2.5%) got it from a child.
Millennials are a highly attractive market as they have grown up in an environment where technology provides a platform
for personalization and immediate gratification in all aspects of life. Consequently, the buying process for them is a time of
enjoyment, where loyalty to the brands they purchase is relative. Also, they are more reactive to social, cultural, economic, and
political changes. Their buying behavior is sustainable development (Moreno et al., 2017). According to a global survey from
Havas Worldwide, this generation of Millennial parents thinks they are better parents than their parents, and 6 in 10 are
intentionally raising their children differently from how they were raised. For example, they are looking to instill their child's
sense of adventure and creativity.
 Cultural
The youth are the bearers of traditions, customs, and cultural heritage (Kanjanapan, 1986). 22 (55%) of the 40 respondents
in the study were fluent in Filipino and English. Those who can only read and cannot fluently read yet had 9 (22.5%) respondents
answered respectively. Half or 20 (50%) of the children like to read in Filipino and English language, the 12 (30%) reads in
English language only, and the remaining 8 (20%) reads Filipino language only. The English Second /Foreign Language
Teaching process is a single process consisting of many different parts. Learners are taught the letters and to write. Vocabulary
is taught at the same time, along with phonics. As the learners acquire these basic skills, stories are read to them. Books with
bold print, meaningful illustrations, and predictable storylines are used to enable the learners to associate the story and the
illustrations and so attach meaning to the text (Norton, 1987/Cunningham, 2000).
The field of children's literature is valuable as it helps teachers, librarians, publishers, curriculum planners, and others to
decide on a material for use in the educational situation and in helping the young to develop a sense of culture and identity. Some
researchers have even suggested that younger learners can pick up more information from a storybook than from a textbook.
Issues of race and prejudice can be hard to deal with, but these issues can be handled sensitively so that children can be brought
into contact with them safely and sensitively (Geldard & Geldaed, 2004).
Lukens (2007) and Russell (2012) stated that there is a wide variety of books available on the market which were
categorized according to their type and suitability for children of a particular age. Rudine Sims Bishop described the need for
culturally diverse literature and the detriments of not having it: If literature is a mirror that reflects human life, then all children
who read or read need to see themselves reflected as part of humanity. If they are not, or if their reflections are distorted and
ridiculous, there is the danger that they will absorb negative messages about themselves, and people like them. Those who see
only themselves or are exposed to errors and misrepresentations are miseducated into a false sense of superiority, and the harm
is doubly done (quoted in Harris, 1993).
 Geographical
The target market lives in rural to suburban areas in North and Central Luzon, but the urban upper class is also a major
component. According to a Situation Analysis of Children in the Philippines by the National Economic and Development
Authority (NEDA) and UNICEF Philippines last 2018, The Philippines is the twelfth most populated country. An archipelago
of 7,107 islands, it has 100.98 million people and is characterized by high numbers of children. In 2010, almost 40% of the
population was under 18; In rapid urbanization: the proportion of the population living in urban areas is predicted to increase
from around 27% in 1950 to 56% in 2050.
Results from the 2017 Readership Survey, commissioned by the National Book Development Board (NBDB), show that
many Filipino respondents still read printed books, with 1,020 (84.99%) youth respondents, ages 6 to 17 years old. They said
they have read printed books in the last twelve months. The average age of children and young adults when they started reading
is 6.9 (7) years old. Again, parents are the main drivers of reading with 72%, while teachers come second with 24.25%. In the
2017 Readership Survey, picture books and storybooks for children rank second as the most popular most read book genre with
53.00%, while there are 52.08% of respondents say they read a short story for children. Around 40.98% of youth respondents
say they read to learn more or new things, while 27.37% say their reason for reading is to improve their reading skills. Among
children and young adults, 72.67% say they read picture books and storybooks for children, this is closely followed by short
stories for children with 71.17%.
Study/Project Objectives
The researchers aim to offer a new perspective on colorism through a book illustration with the following objectives:
 General Objectives
To be able to create an implicit visual narrative of colorism in Filipino culture, the researchers first aim to finish the
succeeding tasks:
▪ Identify similar factors in the experiences of discrimination on colorism from our primary and secondary markets.
▪ Know the extent of knowledge on colorism of the primary and secondary market, purchasing behavior, and their
preferences in books.
▪ Determine the conventional depiction of colorism and what not to include in the story and illustrations that will
inflict the young readers with guidance from the experts.
▪ Keep in mind the proper context and message that the researchers want to convey thoroughly for the target
market’s discretion.
 Specific Objectives
Upon achieving the abovementioned goals, the researchers will continue the development of the output that seeks to:
▪ Develop a story and characters that readers can relate to, enjoy, and connect with in terms of similar situations
and experiences.
▪ Create a meaningful book illustration that foretells colorism appropriate for children.
▪ To have an informative and beneficial fulfillment in developing a parent-child relationship.
▪ Design a child-friendly and interactive book illustration.
▪ Illustrate a consistent visual that corresponds to the flow of the story using digital technology.
▪ Effectively tell a story about colorism from a perspective of a child.
Scope and Delineation
The scope of this study mainly focuses on developing a children’s visual narrative of colorism in Filipino culture. Researchers
made an online survey questionnaire and conducted a limited small-group interview from October to November 2021 within Nueva
Ecija, Tarlac, and Pangasinan. These aimed to assess respondents from the primary market (ages 25-40 years old) and the secondary
market (ages five to nine (5-9) years old) about the different factors such as knowledge of colorism and their buying patterns and book
preferences. This study has been guided through and through by primary and secondary educators, guidance counselors, and HR
Directors to have a better perspective and right approach while conducting the study.
Definition of Terms
 RACE – Involves the assumption that individuals can be divided into groups based on phenotype and genotype and that those
groups have meaningful differences (Bonilla-Silva, 2009). According to Nagel (1994, p.12) race is “more than an individual
characteristic: It is an ongoing phenomenon that is accomplished in interaction with others and that is situated in social contexts.”
 ETHNICITY – A subset of people whose members share common national, ancestral, cultural, immigration, or religious
characteristics that distinguish them from other groups (Daniel, 2002).
 RACISM – The individual, cultural, and institutional beliefs and discrimination that systematically oppress people of color
(Blacks, Latino/as, Native Americans, and Asians).
 COLORISM – The allocation of privilege and disadvantage according to the lightness or darkness of one’s skin (Burke, 2008,
p.17). The practices of colorism tend to favor lighter skin over darker skin as indicated by a person’s appearance as proximal to
White phenotype (Hall, 2005).
 DISCRIMINATION – The mistreatment of an individual or group based on their social membership, regardless of their social
power. Anyone can experience discrimination.
 COLONIAL MENTALITY – The internalized attitude of ethnic or cultural inferiority felt by people as a result of colonization,
i.e., them being colonized by another group. It corresponds with the belief that the cultural values of the colonizer are inherently
superior to one’s own.
 CULTURE – The Concise Oxford English Dictionary defines culture as, ‘the customs, ideas, and social behaviour of a particular
people or group.
CHAPTER II
METHODOLOGY OF RESEARCH
Methodology
This chapter discusses all the methods developed in data gathering in creating an illustrated book about colorism. The researchers
used a multidisciplinary research method suitable for the research participants (language use and approach) in the research process with
proper ethical considerations.
Research Design
This study adopted a mixed methodology, combining quantitative and qualitative approaches to provide a more comprehensive
analysis derived from the descriptive analysis of the collected data for the researchers to gain new insights. To be able to understand the
research problem from multiple perspectives.
The researchers deployed online survey questionnaires for the target markets to answer. They also developed questions for inquiries to
the experts during the unsystematic interviews with them and with a handful of children to supplement the empirical findings of this
study (demographics, book, and advertising preferences).
Participants of the Study
There are 80 participants in the study, 40 from the primary target market ages 25-40 years old, and 40 from the secondary target market
ages five to nine (5-9) years old, from the provinces of Nueva Ecija, Tarlac, and Pangasinan. Also, the unstructured recorded virtual and
in-person inquiries and interviews with the experts and children of similar age of the secondary target market.
Sampling Design
The non-probability sampling was utilized in the study, limited to the people who could provide the desired information based
on the purpose of the study. The researchers would effectively use their insights, customer behaviors, and personal preferences. The
respondents were given a link for informed consent before participating in the study, inclusive of the target markets of the study as
samples.
Data Gathering Procedure
Participants randomly chose respondents to be part of the study

procedure. The researchers posted and advertised on their social media accounts, on the TSU Fine Arts Department Facebook page, and
through others within the scope of the study looking for respondents. Potential participants needed to age five to nine (5-9) for the
secondary target market and 25-40 for the primary target market. They had to use technology to participate because of the health
protocols implemented under the pandemic surge.
Participants will be directed to a website containing the survey (see Appendices C2.4-C2.5) after meeting the criteria and clicking
the links provided in the post. The informed Consent Form must be read before proceeding (see Appendix C1). The survey was equipped
using Google Forms. The researcher aimed to recruit approximately one hundred participants for the study. Only the researcher had
access to the email to ensure their anonymity and avoid spam responses.
Instrument Description
A series of questions for the unstructured interview with children and experts and survey forms were formulated with the help
and approval of the researchers' thesis adviser (see Appendix B).
 Primary and Secondary Target Market

The first section of the survey collected demographic data; The second part of the survey asked about colorism;
The third part was about reading, and the last part was about their book and advertising preferences. The secondary target
markets survey questionnaire was formulated in a language that they could comprehend with a friendly tone and lessen
the number of questions compared to the primary target market (e.g., more focused on the reading part and lesser on
advertising questions).
 Interview with Experts and Children

Questions were self-developed by the researchers through a review of literature and ideas. Their diverse
perspectives were to be concerned about specifically the creative outputs produced by this study. They were given
endorsement letters from the college Dean and thesis adviser (see Appendix A) of the researchers under their will to
participate in the study.
Theoretical Framework
Physical,
Cognitive,
Social
Extended
Zone due to
Favorable
Conditions
Zone of
Proximal
Development
Current
Ability
Figure 1 Vygotsky's Zone of Proximal Development
The sociocultural perspective on cognitive development maintains that social and cultural activities mediate human interaction,
which determines cognitive structures. Vygotsky, the central theorist associated with the sociocultural perspective, ‘conceptualized
development as the transformation of socially shared activities into internalized processes’ (John-Steiner & Mahn, 1996, p. 192).
Woolley (2008) correlates Vygotsky's theory with comprehension as socially purposive and by this account, a cognitive, social, and
intellectual phenomenon. According to Rennie (2011), it is important to consider the fact that readers draw on a repertoire of resources
to construct meaning from the text when discussing comprehension through a socio-cultural lens. It combines features of all textual,
social, contextual, and cultural aspects of reading to incorporate all aspects of the reader and the text in the construction or identification
of meaning (Wilson, 2016).
Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual’s
mental structure.
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the
individual level; first, between people (inner psychological) and then inside the child (intrapsychological). This applies
equally to voluntary attention, logical memory, and the formation of concepts. All the higher functions originate as
actual relationships between individuals. (Vygotsky, 1978, p.57).
The second aspect of Vygotsky’s theory is the idea that the potential for cognitive development is limited to a "zone of proximal
development" (ZPD). This "zone" is the area of exploration for which the student is cognitively prepared but requires help and social
interaction to fully develop (Briner, 1999). A teacher or more experienced peer can provide the learner with "scaffolding" to support the
student’s evolving understanding of knowledge domains or development of complex skills.
Conceptual Framework
• Collect various related studies and literature about colorism, Book illustrations, and advertising.
• Come up with a plan on how to be able to gather data (target market profiling).
• Conducting an online survey for the primary and secondary markets, personal and virtual interviews,
discussions with experts, and focused group interviews for the secondary target market.
INPUT • To contemplate on what form/medium to have our topic substantial to the people that could benefit
from our study (campaign proposal and branding).
• Review of related studies and literature

• Data gathering from disseminated survey questionnaires online
• Interviews with experts and children.
• Analysis and interpretation of gathered data
• Develop campaign objectives and strategies for the campaign proposal
PROCESS • Learning about the industry-standard rules and different technical specifications to be used in the
creative outputs.
• Execute a data-based engaging book illustration about colorism suitable for the secondary target
market and devise a precise branding and strategic advertising plan.
OUTPUT
Figure 2 Conceptual Framework
Design Concept
Ano'ng Kulay ni Mikmik? is a book illustration that narrates the story of Mikmik with a wholesome approach to the narrative of
colorism in the Filipino culture. The book has earthy tones, with its aesthetic to center the overall aspect of the story. The researchers
visualized the setting to be a small barrio in a province. The textured illustrations depict a candid childhood spent under the sun as the
researchers wanted to cater to the point of view of a child amid troublesome beauty standards in the Philippines, also for the target
readers to feel like they were part of the story.
The researchers included activities and a sheet of laminated glittered stickers for the children and their parents and guardians to
interact, enjoy and have bonding moments with them. The illustrations were carefully synced with the texts on every page and spreads
to have cohesive and consistent visuals. In general, it is the subtle reflection of what was the researchers' childhoods that were devised
from the literature and experts' suggestions to have a better grip on the Filipino culture.
Design Objectives
 To create a visual narrative that encapsulates a social issue appropriate for younger audiences.
 To have a proper visualization of a child's perspective on colorism.
 To have a sensitive depiction of every character in the story, the settings, words, skin colors, appearances, etc.
 To create a book that a child may solely enjoy or increase interactions with friends and their family from the book itself up to
the activities.
 To incorporate tenacious outputs from the book illustration, branding, and campaigns.
Process
A. Thumbnail Sketches
B. Full-Rendered Illustrations
(from the art catalogue:The Art of Ano’ng Kulay ni Mikmik? Book Illustration)
C. Inspirations
(from the art catalogue:The Art of Ano’ng Kulay ni Mikmik? Book Illustration, Setting and Bituin)
D. Illustration Studies/Development
(from the art catalogue:The Art of Ano’ng Kulay ni Mikmik? Book Illustration, Abuela’s House and Mikmik)
Final Outputs
A. Book Illustration
B. Art Catalogue
C. Branding
Review of Related Literature, Studies, and Works
Skin tone has been defined as the “shade of skin with which an individual has been genetically endowed” (Nassar-McMillan,
2006). By scientific explanation, attractiveness culminates in idealized differential concentrations of gene frequencies responsible for
various observable physical traits including skin color (Hall 1996). As far as scholars can determine skin color has no substantiated
parallel to culture, intelligence, or institutions. There exists no superior skin color, as variation in tone is void of any biological
significance. Without vision, the color of one's skin cannot be determined, but its implications via alternative communication remains
constant in the absence of sight.
Considering the biological function of skin, light skin has no fundamental dimension which dark skin does not have. Light skin
has no innately distinct superiority that it would set apart from dark skin. Conversely, of all the physical dimensions characteristic of
the human population, light skin has emerged consequent to Western domination as the ideal. Subsequently it is the stigmatization of
dark skin and the idealization of light skin that has made the difference in what Filipinos prefer in self, and/ or potential significant other.
Aside from the idealization of light skin, its status value among Filipinos has thrived in the modern era, being a residue of Spanish
colonization (Whitsett & Whitsett 1996).
The term colorism was first used in the fifth essay, “If the Present Looks like the Past, What Does the Future Look Like?” from
the part III of the book In Search of Our Mothers' Gardens: Womanist Prose (1983) of Alice Walker. Walker described it as a “prejudicial
or preferential treatment of same-race people based solely on their color.” Philippines’s ancestors are ebony Black, from the ancient
pygmy tribes Aeta, Ati, Dumagat, Mamanwa, Tagbanua etc. We even share their facial features, even though most of the rest of us were
mixed with Malayo-Polynesians, Chinese and Spanish and so our skin is now brown and so some of us have some Asian and European
features too (Jaide, 2016). David (2016) concludes that Filipinos continue to not see their connectedness with the African American
brothers and sisters because they continue to hold anti-Black prejudices. Our brown skin, slanted eyes, and Spanish surnames often
confuse people; depending on the day, season, or context, people may perceive us as Asian, Latinx, Pacific Islander, Middle Eastern,
multiracial, or sometimes Black (Nadal, 2017).
As for why many women in the Philippines opt for a Chinese or Korean look, I argue that it is due to racial hierarchy that exists
among Asian countries, people attempt to escape from such discriminations by assimilating into those who discriminate against them
(Shin, 2014). Rondilla argues that even though the standard of beauty in the Philippines is now inspired more by East Asian countries
rather than Caucasians, the definition of beauty is still in accordance with white standards. The Philippines’ multiple experience of
colonization makes the Philippines’ standard of beauty unique, and the so-called “color complex” there has been strongly constructed
(Shoji, 2010).
The effects of colorism are far-reaching. Colorism turns intensely personal when it shows up in families. It can lead to parents
favoring one child over another because of their skin color. This may erode the rejected child’s self-worth, break the trust between parent
and child, and foster sibling rivalry. Landor et al. (2013) found that skin color is related to parental quality and socialization on their
study of African American families living in Georgia and Iowa that examined the impact of child’s skin color on parenting quality,
discrimination, and racial socialization. Parents in the study showed preferential treatment towards their lighter skinned daughters, and
darker skinned sons and children. Mothers may be more likely to transmit colorist ideologies (Wilder and Cain 2011), because skin
color operates differently for women than for men, and because the history of colorism is rooted in a deep history of racism and
Eurocentric ideals of beauty, mothers may reproduce skin color ideologies.
Literature on racial and skin color socialization suggests that mothers, because they generally provide nurturing and caring, may
reproduce dominant ideologies, usually in an attempt to prepare their children for discrimination or to teach their children of injustice
(Hughes et al. 2006; Wilder and Cain 2011; Landor et al. 2013). This is especially true if the child is unaware of colorism’s historical
roots and lacks friends and family members who shun skin color bias (Nittle, 2020).
Santos (2016) shared an ideology from her family that the notion that fairer skin was more beautiful was an unspoken rule, as
her mother always filled the bathroom cupboards with Asian beauty products that promised flawless, whiter skin. In Asia, though, fair
skin is said to be a symbol of wealth and dark skin, a symbol of poverty, as peasants who toiled in the fields all day typically had the
darkest skin. If a child is born with dark skin and learns that dark skin is not valued by her peers, community, or society, she may develop
feelings of shame. Joi Barrios Le-Blanc, a lecturer with the South and Southeast Asian Studies department at The University of
California, Berkeley, told Santos (2016), that Filipino preference for fair skin dates to the Binukot, a pre-Hispanic practice reminiscent
of Japan’s geisha. The Binukot, often a wealthy girl, was chosen for her beauty from a very young age, was not exposed to sun and was
raised on a hammock so her feet never touched the ground. Described traditionally as “pale as the moon and incomparably beautiful,”
the Binukot retained their fair complexions because they were not allowed to work in the fields. Like the Binukot, who was pale simply
because her higher-class status forbade outdoor labor, fair-skinned immigrants receive privileges their darker skinned counterparts did
not (Santos, 2016).
It doesn’t matter if children are being picked on because they’re too dark or too light. The child who is being teased because of
his skin color can grow up to be an adult who’s full of shame and embarrassment. As parents we have to teach our children not only to
love the skin, they’re in but also to appreciate the diverse shades we all come in. (Callahan, 2014). Specifically, it has been shown to be
related to lower levels of self-esteem, more depression symptoms, more anxiety symptoms, and lower levels of life satisfaction. These
correlates of Colonial Mentality are concerning as research also shows that they typically co-occur with other troubling conditions like
alcohol and drug use, and poor school or job performance (David, Filipinos, Colonial Mentality, and Mental Health, 2017).
Commenting on how little boys and little girls look like will only teach them that their worth is dependent on the way they look,
and nothing can be further from the truth. Plenty of our trauma as dark-skinned Filipinos were comments from adults close to us and
from kids who’ve learned what they think and say from the adults in their lives whom they look up to as role models (Salazar, On
Colorism in the Philippines, 2019). Just as we must nurture a spirit of giving and sharing in most kids, just as we have to nurture a spirit
of hard work and responsibility in most kids, we also have to nurture a spirit of acceptance and appreciation, even love. Possible ideas
on what might assist in nurturing such a spirit in our families, especially young children could start from sorting out own attitude/feelings
about colorism as an adult; this way you can lead and teach by example, talk candidly about colorism with your children, and lastly,
give them positive exposure to all skin tones (Webb S. L., 2013). Nevertheless, Webb (2016) insist in her article Recognizing and
Addressing Colorism in Schools, that a thing that all educators can do immediately is to address colorism when and where you see it
because silence condones, validates, and sustains colorism, especially in the eyes of young people.
Philippines’ culture of skin color discrimination or colorism was brought to light in 2016 by Filipino American TV actress Asia
Jackson after she shared personal experiences of being bullied for having a dark complexion and curly hair (Madarang, 2018). Jackson
relates when she lives in the Philippines that she was discriminated against when she was younger and was called “Negra” and “bruja”
for her curly hair. She also added that kids told her that she couldn’t join their games because she was "maitim," and that she could not
have a single conversation with anyone without mentioning how dark she was.
Skin whitening products are defined as products that reduce the pigment melanin on the skin. They can also be called skin
fairness products (WebMD, 2016). There are two possible reasons why skin fairness products are popular in a country of brown skin.
The first reason is the colonial standards of beauty, and the other reason is because it is being portrayed as a need among brown-skinned
people, as if being brown is a characteristic that the people should be ashamed of According to Tolentino (2004). To find the origins of
Filipinos preference for whiter skin preference for “white beauty” may have come from Spanish colonizers who associated dark-skinned
Filipinos with poor laborers while those with lighter skin, being mixed-race Filipinos, are in the upper class. An article from
Filipiknow.net explained that it was the Spaniards who brought us the idea that our culture and natural skin color were inferior to theirs.
This was also echoed by a study called “Filipino Women and the Idealization of White Beauty in Films, Magazines, and Online”
discussed how the Western “light skin” beauty still appeared to be the “global standard” in films, TV shows, and other forms of media
today.
Historical research has shown that white domination, through Western colonization, has permeated race, gender, and class
relations in the Philippines. White domination established a racial hierarchy that placed Filipinos of Spanish, American, and Chinese
Mestizo descent in a privileged position because of their white skin color. White lit perpetuated Filipino local elite in power through
inheritance. It relegated Filipino women to second class citizens. Although Filipino women have started gaining victory in their fight
against white domination's effect on them, their positions in the racial and social hierarchy remain to be resolved. (Natividad, 2006).
According to a study of the Human Relations Area Files more than 20 years ago, of 312 different cultures, 51 used skin color as
a criterion of beauty, and in all but four of these lighter skin was preferred (Van den Berge and Frost 1986). Russell, Wilson, and Hall
(1992) note that while white is associated with purity, righteousness, decency, and auspiciousness, black is associated with wickedness,
villainy, menace, and illegality.
During the colonial era, and arguably before and after as well, rather than a homogenizing blending of skin color, there has
instead been an attempt to distinguish the dark Other as “primitive” and inferior, thereby supporting the mission of the light skinned
colonialist to conquer and control the natives of Africa, the Americas, Australia, New Zealand, and Polynesia (Torgovnick 1990).
The Colonial Mentality Scale (CMS) for Filipino Americans: Scale Construction and Psychological Implications (2006b) a study
conducted by David and Okazaki, colonial mentality was defined as a perception of ethnic or cultural inferiority that is believed to be a
specific consequence of centuries of colonization under Spain and the United States who were also fair or pale-skinned people Madarang
added. Colonial mentality allows Filipinos to reject all things that are Filipino and have total desire for everything that is American.
Nick Joaquin (2004, p. 315) quoted a particular speech made by former U.S. Secretary of War (1899-1904) Elihu Root in his book ‘s
book Culture & History that reads: Gentlemen, I don ‘t wish to suggest an invidious comparison, but statehood for Filipinos would add
another serious race problem to the one we have already. The Negroes are a cancer in our body politic, a source of constant difficulty
and we wish to avoid developing another such problem.
The influence of our conquerors toward skin color preference is also evident in Philippine literature at that time, citing
particularly the novel of Dr. Jose Rizal Noli Me Tangere. Brown or sun-kissed native Filipinos or Indios are often ridiculed, even those
with mixed Spanish and Filipino descent like Crisostomo Ibarra and with high rank like Captain Tiyago. Meanwhile, fair-skinned
Spanish natives are deemed as respectable, regardless of backgrounds such as the fake doctor Don Tiburcio and his wife, socialite Donya
Victorina.
Graphophonic knowledge is the knowledge of how certain sounds are put together to form words. Included in this is phonological
awareness of syllables, onsets, and rimes. Onsets refer to the consonant or consonant clusters that precede the vowel in a syllable. Rimes
are the vowel and any consonants following the vowel in the syllable. In the word, ‘cat’, the onset is ‘c’, while the rime is ‘at’. The use
of rhyme in songs, rhyming stories and poetry can all help the learner acquire such awareness. Lexical knowledge is the knowledge that
certain words are more common than others are and that certain words commonly go together. The teaching of high frequency words as
sight words may help learners acquire lexical awareness.
Syntactic knowledge is essentially a sense of grammar and word order. This knowledge helps learners to ‘chunk’ phrases together
and to predict what might come next in a story. This ‘chunking’ ability is necessary for reading fluency, as skilled readers read in chunks
and not word by word. In order to read in chunks, left-to-right eye movements and eye span need to be developed. The wider the eye-
span, the more text the reader is able to take in at one time and therefore the quicker he reads (Cunningham, 2000). Semantic knowledge
is the knowledge of the world and culture. This knowledge helps learners to have expectations of literature, to predict what may happen
in a story and develop understanding of written language (Kapp, 1991). Any reader who has acquired these abilities and awareness’s in
their mother tongue, will soon apply them in any new language, although they often appear to apply them in different ways (Brewster
& Ellis, 2002).
Reading and spelling can be taught concurrently however, learners cannot be expected to be able to master long and complex
words as reading or spelling in the early stages. The rigid separation of language skills can hamper second / foreign language acquisition.
Similarly, a lack of reading opportunities leads to a rapid decline in performance in the target language until the learner loses virtually
all competence (Kellermann, 1981).
It may be observed that even in the emergent stages (preschool where learners are around five years of age) learners are able to
make basic letter-sound associations and may start looking for letters and letter combinations that they may be familiar in any written
texts that they may come across. They even look for words that they have seen or picked up and may try to read them. This forms part
of their pre-reading development and can be built upon as a foundation for actual reading skills. Learners need to acquire such skills in
the early stages of their language learning development, as these skills assist them to develop decoding skills. For young learners, such
skills enable children to make associations between the written and spoken language forms (Bear et al: 2000).
Children today read less frequently than any previous generation and enjoy reading less than young people dd in the past
(Ferguson, 2020). The 2019 research by the National Literacy Trust in Observer, shows that just 26% of under-18s spent some time
each day reading. It also found that fewer children enjoy reading and that this dwindled with age: nearly twice as many five to eight-
year-olds as 14 to 16-year-olds said they took pleasure from reading. Overall, just 53% of children said they enjoyed reading “very
much” or “quite a lot” – the lowest level since 2013 because most children of all ages now prefer screens to books.
The Guardian reported o an experiment in Norway where people were given a short story to read either on a Kindle or in a
paperback book. When they were quizzed later, those who read the paperback were more likely to remember plot points in the right
order. Thee lead researcher, Anne Mangen, of Norway's Stavanger University told the Guardian that when you read on paper you can
sense with your fingers a pile of pages, you have the tactile sense of progress. Perhaps this somehow aids the reader, providing more
fixity and solidity to the reader's sense of unfolding and progress of the text, and hence the story.
Dr. Margaret K. Merga, a reading, and education specialist in Australia told CBS News in an email that high levels of screen
luminance from an electronic device can contribute to visual fatigue, a condition marked by tired, itching, burning eyes. There are also
potential considerations for those reading e-books on light-emitting e-readers at night (although some e-readers do not use light-emitting
screens). A 2014 study published in the journal PNAS found that reading an e-book before bedtime decreased the production of
melatonin, a hormone that preps the body for sleep because of the artificial light it emits. It also proves that it ultimately leads to adverse
im-pacts on health as e-books also impaired alertness the following day.
Merga's research has found that of the 997 Year 4 and Year 6 respondents at 24 schools who took part in the 2016 Western
Australian Study in Children’s Book Reading, nearly three-fifths reported that they were not being read to at home. In 2017, Ketchell
interviewed some of the children that participated in the same research about how they felt about shared reading and he found out that
others were disappointed when it stopped. Some children described having poor quality experiences of being read to, and children did
not typically enjoy reading to distracted or overly critical parents. In some cases, parents attempted to outsource their responsibility to
older siblings.
CHAPTER III
ANALYSIS AND PRESENTATIONS
This chapter comprises the analysis, presentation, and interpretation of the findings resulting from the gathered data of this study
based on the survey questionnaires answered by the primary and secondary target markets. Also, from the expert’s and secondary target
market focused group interviews.
Creative Brief
Problem
•People of colour are •Lack of representation

under-represented in reduces the number of
children’s books children of colour who
see children’s books as a
viable career
Representation Aspiration
Sustainability Access •Aspiring creators of

•Successful creators of
colour face greater colour face challenges in
struggles continuing to accessing routes to
make a living when getting published
published
Figure 3 Barriers to Inclusivity Among Children's Book Creators
Dr. Melanie Ramdarshan Bold, UCL author of Representation of people of colour among children’s book authors and
illustrators has visualized a diagram of Barriers to inclusivity Among Children’s Book Creators. It is based on interviews and
insights from British creators of color and existing research about inclusivity in the cultural and creative industries. It begins
with children not seeing themselves in books and not experiencing creative role models, with whom they identify, at a time when
young people of color might be considering their future professions. Even when a person of color does decide to pursue a career
in this precarious profession, they may face barriers when looking for an agent or publisher. Lastly, when they manage to enter
the children’s book industry, creators of color struggle to publish as many titles as their white counterparts and feel unsupported
at various stages in the publishing process. In brief, these are systemic problems that will continue until the systemic inequalities
that give rise to them are addressed.
Brand Statement
The researchers aim to promote children’s literacy by exploring and broadening the scopes of art and culture of the
Philippines that show the silver linings underneath by creating visual communication in a new perspective that bends visual
norms to communicate effectively.
Objective
To introduce a book illustration in colorism to children as the researchers’ desire to share a visual narrative in hopes that
social issues can be talked about at a young age with the help of parents, guardians, etc.
Audience
First audience: Adults (25-40 years old) (e.g., parents, guardians, teachers, relatives, etc.)
Secondary audience: Children ages five to nine (5-9) years old
Advertising Platform
Social Media (e.g., Facebook) and print media (e.g., posters and tarpaulins)
Campaign Objectives
Inclusivity, purpose, and meaningful message are the main pillars in establishing the branding of the researchers. The
general campaign objective of the study is to introduce a book illustration about colorism and generate interest in the target
market. The researchers focused on keeping it simple and direct to enable a clear discourse with the audience.
Campaign Proposal
D. Marketing: Objectives and Strategies
OBJECTIVES STRATEGIES
To increase the knowledge of the audience about Have good promotions and advertising campaigns in
the book different mediums
Make use of the gathered data and the related studies and
literature as sources and bases on the current market
To collect information about the target market
trends of the consumers to develop appropriate advertising
campaigns for them
Cohesion with the researchers' branding is important for
To make a campaign that is in line with the brand its mission and vision to devise consistent visuals for
the campaign
Conduct a book reading event in public schools,

To have a more inclusive market
orphanages, etc.
E. Advertising: Objectives and Strategies
To introduce a book illustration about colorism to the Make a simple advertisement online or in print mediums
target market in an uncomplicated way that are direct and not too over the top with its visuals
To inform them about the information about the book Have another advertisement that connects with the book
itself, that will catch their attention and persuade them (e.g., language use) that will make them hooked and
later to buy interested
Apply and refer accordingly to the gathered results of the

To generate interest and determine the best media to
study to deliver the intended purpose and message
use in advertisement placements that are suitable for
precisely to the segmented market (e.g., social media
our audience.
platforms)
F. Creative: Objectives and Strategies
Provide consistent illustrations with meticulous notes of what

not to exaggerate upon depicting a morena kid and the
To create a Book Illustration about colorism appearance of other characters in the story. Some comical
expressions cannot be helped to some extent as they represent
the point of view of a child.
To launch a campaign that connects to the overall

Use visual elements that unify the overall concept from the
aesthetic of the book to catch the attention of the
book in executing the advertisements/campaign
audience
G. Media: Objectives and Strategies
Produce quirky and fun advertisements across social media

To have a unique but simple form of advertising platforms that are easily understood by the public that can
monitor their feedback
To provide effective promotional campaigns for Take notes of the important days, holidays, and seasons to
the book launch time-appropriate campaigns
To increase social media presence among the

Develop the brand more for the market be aware with the book
target market
H. Advertising Campaign
TYPE OF
MEDIA CATEGORY DESCRIPTION ADVERTISEMENT
ADVERTISEMENT
Kilalanin ang Munting

Butil ng Kape
Teaser Poster | Image
Quirky glimpse of the
Advertisement (Social Media Ad)
answer to the title/story
and a simile to the main
protagonist
“Handa na ba kayong
makilala siya?”
Halina’t kilalanin ang
kwento ng munting butil
Teaser Poster | Image
ng kape
Advertisement (Social Media Ad)
The witty sneak peek
with the main
protagonist
“Nandito na si Mikmik”
Ang Munting Butil ng

Kape na nagmula sa
Alapaap at bumaba sa
Barangay Kapihan.
Tara na at samahan
Introductory Poster | Image natin siyang alamin
Advertisement (Social Media Ad) kung anon ga ba ang
kulay ni Mikmik?
Main protagonist waves

her hand as she invites
the audiences about her
book that is about
colorism
Donate a Book, Build a
Future.
A book drive that will
benefit more children in
Poster | Image hopes to put up a
Sustaining Advertisement
(Social Media Ad) reading corner at a local
schools by donating
new, gently used, and
used reading materials
for kids.
National Children’s
Book Day
The researchers aim to
share the book in a
Poster | Image broader audience, as the
Advocacy Advertisement
(Social Media Ad) study wanted to increase
the audience reading
activity with physical
books.
Kulayan Natin ang
Summer
We encourage the
audiences to have a fun
Poster | Image
Seasonal Advertisement and colorful days with
(Social Media Ad)
Mikmik with the
activities inside the
book and enjoy their
summertime reading.
CHAPTER IV
SUMMARY & CONCLUSION
Findings and/or Summary
TARGET MARKET SURVEY
The Target Market Survey has an equal number of 40 Primary and Secondary respondents each, with a total number of 80 respondents
altogether.
PRIMARY TARGET MARKET (ADULTS) SURVEY
I. BACKGROUND INFORMATION OF THE RESPONDENTS
Prefer Not to
25-30 years Say Male
36-40 years old 0% 15%
old 32%
43%
31-35 years
Female
old
85%
25%
Graph 1 Age Group Distribution (Primary Target Market) Graph 2 Gender Distribution (Primary Target Market)
Under Grad 1
Vocational 1
Ph.D. or Higher 0
Master's Degree 11
Bachelor's Degree 25
High School 2
0 5 10 15 20 25 30
Graph 3 Educational Attainment (Primary Target Market)
Single
22%
Married
78%
Graph 4 Marital Status
Other…
Teacher
13%
Relative
7%
Parent/Guardian
77%
Graph 5 Relation with a child/children
5 or more
3 or 4 0%
20%
None
22%
1 or 2
58%
Graph 6 Number of children
Seeking opportunities Other Unemployed
8% 5% 2%
Housewife/Husband
5%
Employed Part-
Time…
Employed Full-Time
80%
Graph 7 Occupation
Prefer not to say Less than ₱15,000

13% 15%
More than ₱50,000 - ₱100,000
8%
₱26,000 - ₱50,000 ₱15,000 -₱25,000

27% 37%
Graph 8 Monthly Household Income
The graphs (Graph 1 and Graph 2) show the respondents’ age groups are ages 36-40 years old, 13 females and 4 males. 13
respondents from the total population are 25-30 years old, 11 females and 2 males, and 10 female respondents aged 31-35 years old.
Graph 3 shows that 25 (62.5%) of the respondents have bachelor’s degrees, 11 (27.5%) have master’s degrees, while 2 (5%) have
finished High school, 1 (2.5%) is undergrad, and 1 (2.5%) vocational. We also learned that 31 (77.5%) respondents of the total population
are married, and 9 (22.5%) are single as shown in Graph 4.
31 (77.5%) of our respondents were related to a child/children as a parent/guardian, 5 (12.5%) of them were teachers, 3 (7.5%)
were relatives, and 1 (2.5%) is a family friend (see Graph 5). Also, as shown in Graph 6, 23 (57.5%) of our respondents have 1-2 kids,
9 (22.5%) of them don’t have children, and 8 (20%) have 3-4 kids. We also discovered that most of our respondents (see Graph 7) 32
(80%) are full-time employee, 3 (7.5%) are seeking opportunities, 2 (5%) is self-employed, 2 (5%) is a housewife and 1 (2.5%) is
unemployed. Graph 8 shows the monthly household income of our respondents. 15 (37.5%) is earning ₱15,000 -₱25,000 a month, 11
(27.5%) earns ₱26,000 - ₱50,000, 6 (15%) of our respondents earns Less than ₱15,000, 5 (12.5%) of them prefer not to say and the
remaining 3 (7.5%) respondents earns as much as More than ₱50,000 - ₱100,000.
I. COLORISM
Frequently or always
Not at All 19%
30%
Sometimes
51%
Graph 9 Encounter with bullying around peers about their skin color
5%
Not at All
40%
Sometimes
55%
Graph 10 Receive comments from family/school/community about the color of their skin
2%
Sometimes
40%
Not at All
58%
Graph 11 Felt bad about themselves because of their skin tone
Not at All
18%
57%
Sometimes
25%
Graph 12 Asked their child not to spend too much time under the sun
Strongly Disagree 5
Disagree 3
Neutral 11
Agree 9
Strongly Agree 12
0 2 4 6 8 10 12 14
Graph 13 Is it important to make a child feel that outer beauty is important?
Yes, but don't

know the meaning Fully aware about it
23% 55%
Haven't heard
about it
22%
Graph 14 Are you aware about the term "Colorism"
Very Good 6
Good 14
Neutral 11
Poor 6
Very Poor 3
0 2 4 6 8 10 12 14 16
Graph 15 Rate the knowledge about colorism
Strongly Disagree 0
Disagree 0
Neutral 4
Agree 14
Strongly Agree 22
0 5 10 15 20 25
Graph 16 Do you think that there is a need of an illustrated book for kids to know (that talks) about colorism?
Strongly Disagree 0
Disagree 0
Neutral 4
Agree 13
Strongly Agree 23
0 5 10 15 20 25
Graph 17 Do you agree that children should know about colorism in a way that they can understand it better?
Strongly Disagree 0
Disagree 0
Neutral 5
Agree 10
Strongly Agree 25
0 5 10 15 20 25 30
Graph 18 Are you willing to learn and understand colorism through book illustration?
The researchers included questions about colorism, and the respondents were asked if they have ever encountered bullying
around their peers about their skin color, and 24 (60%) of them answered sometimes, 7 (35%) of them answered not at all, and 2 (5%)
says they experience it frequently or always. We also asked them if they have received comments from their family/school/community
about their skin color, and the majority of 22 (55%) answered sometimes, 16 (40%) said not at all, and 2 (5%) said frequently or always.
Also, 23 (57.5%) of the total respondents don’t feel bad about themselves, while 16 (40%) answered they do feel bad sometimes about
themselves because of their skin tone, and 1 (2.5) answered frequently or always.
We also asked our respondents if they ever asked their child to not spend too much time playing under the sun, and 23(57.5%)
answered that they frequently or always do it, 10 (25%) do it sometimes, and the 7(17.5%) said they don’t do it not at all. 12 (30%) of
our respondents strongly agree with the importance of making the child feel that outer beauty matters and 9 (22%) of them agree. 11
(27%) respondents are neutral, while the other 5 (12.5%) Disagree and the remaining 3 (7.5%) strongly disagree.
We asked the respondents if they are familiar with “colorism” 22(55%) answered that they are fully aware, while the 9 (22.5%)
are aware of it but do not know its meaning of it, and the other 9 (22.5%) answered that they haven’t heard about it. The 14 (35%) rated
their knowledge good, 11 (27.5%) neutral, 6 (15%) had poor knowledge of colorism, while the other 6 (15%) with very good knowledge
about it, and the 3(7.5%) respondents answered very poorly. 40 (100%) of the total population strongly agree that there is a need for an
illustrated book for kids to know (that talks) about colorism. With 23 (57%) of the respondents strongly agreeing that children should
know about colorism in a way that they can understand it better, 13 (32%) agree, and 4 (10%) of the respondents are neutral about it. 25
(62.5%) strongly agree that they are willing to learn and understand colorism through a book illustration, 10 (25%) also agree, and the
5(12.5%) are neutral.
PART III: Reading
Strongly Disagree 0
Disagree 0
Neutral 0
Agree 0
Strongly Agree 40
0 5 10 15 20 25 30 35 40 45
Graph 19 Reading is important to a child/your child
Strongly Disagree 0
Disagree 0
Neutral 0
Agree 0
Strongly Agree 40
0 5 10 15 20 25 30 35 40 45
Graph 20 Can you read fluently?
Strongly Disagree 0
Disagree 0
Neutral 0
Agree 0
Strongly Agree 40
0 5 10 15 20 25 30 35 40 45
Graph 21 Does your child like to read?
To have the
willingness to learn
more To bond and connect
23% with your child
62%
To be more
creative and
artistic
3%
To exercises the
brain
10% To help you to get to know
your child more
2%
Graph 22 What do you think about the benefits of an interactive book (activities, puzzles, coloring, etc.) to you and your child?
No
8%
Yes
92%
Graph 23 Is your child into arts and crafts?
The Moral of the Story 0
Activity 3
Ending 0
The characters 2
The story 1
Design (Colors/illustrations) 34
0 5 10 15 20 25 30 35 40
Graph 24 What does your child like about books?
Educational Story books
books/Books 41%
related to school
0%
Activity books
41%
Coloring
books…
Graph 25 What kind of books do you usually look for, for your child?
Occasionally 1
Sometimes 16
Fairly Often 9
Frequently or always 14
0 2 4 6 8 10 12 14 16 18
Graph 26 Do you like reading to someone? Child? Niece? Nephew? Relative?
5
About once a year 0
0
Every 2-3 months 1
0
Two to three times a month 3
13
Daily 18
0 2 4 6 8 10 12 14 16 18 20
Graph 27 How often do you read to your child?
I just read to them 3
Guide him/her to read 10
Ask them questions 11
You use gestures 6
You use gestures 10
0 2 4 6 8 10 12
Graph 28 How do you read a book to a child?
WHAT MEDIUM DO YOU CHOOSE/YOUR CHILD TO READ FROM?
Audiobooks 3
Website 1
E-Book 2
Printed books 34
0 5 10 15 20 25 30 35 40
Graph 29 What medium do you choose/your child to read from?
All the primary target market respondents think that reading is important to a child, who can read fluently in both English and
Filipino, and they all answered that their child likes to read.
25 (62.5%) of the respondents think that the benefit of an interactive book is to bond and connect with their child, while other respondents
4 (10%) is to exercise the brain, 1 (2.5%) respondent answered to help to get to know their child more, and to be more creative and
artistic respectively. 37 (9.5%) of the respondents’ children are into arts and crafts, while the remaining 3 (7.5%) answered no. 34 (85%)
of the respondents’ children like the design (colors/illustrations) of the book, while other respondents 3 (7.5%) like the activity in the
book, 2 (5%) the characters, and 1 (2.5%) goes for the story. 23 (57.5%) of the total number of respondents said that the book that they
usually look for their child are books related to school or educational books, while other respondents 7 (17.5%) look for an activity
book, 7 (17.5%) storybooks, and 3 () goes for coloring books.
16 (40%) of the 40 respondents answered that they sometimes like reading to someone (child, niece, nephew, relative), 14 (35%)
frequently or always reads, 9 (22.5%) answered they often do it and the last respondent 1 (2.5%) answered occasionally. Also, 18 (45%)
of the respondents daily read to their child, the 13 (32.5%) reads once a week, while the 5 (12.5%) only reads to their children when
they have time, the 3 (7.5%) reads two to three times a month and 1 (2.5%) reads every 2-3 month only.
We asked our respondents how they would read a book to a child and the 11 (27.5%) answered that they like to ask them
questions, the 10 (25%) like to guide them while they read, another 10 (25%) uses funny voices when they read to a child, 6 (15%) uses
gestures and 3 (7.5%) just read like to read it to them. 34 (85%) of them use printed books to read to their child, the other 3(7.5%) use
audiobooks, while the 2 (5%) prefer E-books, then the 1 (2.5%) use a website to read to their child.
PART IV: Advertising
Very Good 11
Good 20
Neutral 9
Poor 0
Very Poor 0
0 5 10 15 20 25
Graph 30 How would you rate your knowledge in technology?
All of the above 1

Instagram 0
Twitter 0
TikTok 1
YouTube 5
Facebook 33
0 5 10 15 20 25 30 35
Graph 31 What social media do you usually use?
All Day 18
Night 12
Afternoon 3
Noontime 3
Every Morning 4
0 2 4 6 8 10 12 14 16 18 20
Graph 32 What time do you usually use/browse the internet?
All day 4
12 hours 1
6-10 hours 9
3-5 hours 15
1-2 hours 11
0 2 4 6 8 10 12 14 16
Graph 33 Hours spent in internet
Never 3
Yearly 15
Quarterly 14
Monthly 8
Weekly 0
Daily 0
0 2 4 6 8 10 12 14 16
Graph 34 How frequently do you buy books?
Above ₱1000 0
₱751-1000 4
₱601-750 0
₱451-600 5
₱301-450 3
₱150-300 17
Below ₱150 11
0 2 4 6 8 10 12 14 16 18
Graph 35 How much are you willing to pay for a children’s book?
Not at all 0
Sometimes 16
Frequently or always 24
0 5 10 15 20 25 30
Graph 36 Do you consider your child’s preference for on what books to buy?
Only when needed (e.g., school) 8
Book sales 5
When my child wants one 13
On occasions 5
When I feel like buying 9
On impulse 0
0 2 4 6 8 10 12 14
Graph 37 When do you usually buy children’s books?
I don't buy 1
Both (Multi-Channel) 0
Online (e.g., Amazon, Shopee, Lazada) 2
Local Bookstore 0
Book Sale 10
National Bookstore 27
0 5 10 15 20 25 30
Graph 38 Where do you usually go to buy a book?
Internet 25
Print Media 1
Child 1
Teacher 3
Word of mouth from Peers 3
I like to browse books on my own 7
0 5 10 15 20 25 30
Graph 39 Where do you usually get information on new books, books sales, discounts, etc.?
Maybe 12
No 0
Yes 28
0 5 10 15 20 25 30
Graph 40 Are you interested in a book reading event?
Online 12
Bookstores 3
Schools 25
0 5 10 15 20 25 30
Graph 41 Where would you prefer to have a Book Reading event with your kid?
Half of the total population, 20 (50%), rated their knowledge of technology as good, while 11 (27.5%) answered very good, and
the remaining 9 (22.5%) were neutral about it. 33 (83.5%) of our respondents usually use Facebook, the other 5 (12.5%) use YouTube,
1(2.5%) respondent answered that they use various social media platforms, and 1 (2.5%) answered TikTok. 18 (45%) of the respondents
can use/browse the internet all day, and the 12 (30%) uses the internet at night, 4 (10%) only use the internet every morning, 3 (7.5%)
browses on noontime and, 3 (7.5%) on the afternoon. We also discovered that 15 (37.5%) spend their time on the internet 3-5 hours a
day, 11 (27.5%) of them spends 1-2 hours, 9 (22.5%) spends 6-10 hours, 4 (10%) answered that they use it all day and the 1 (2.5%)
spends 12 hours.
And about purchasing books, 15 (37.5%) of the respondents answered that they only buy books yearly, while the 14 (35%) buys
book quarterly, 8(20%) says they buy books monthly, and the last 3(7.5%) respondents say they don’t buy books. 17 (42.5%) respondents
are willing to pay ₱150-300 for a children’s book, the 11 (27.5%) answered they prefer to spend Below ₱150, the 5 (12.5%) are willing
to pay as much as ₱601-750, 3 (7.5%) respondents answered ₱301-450, and 4 (20%) answered ₱751-1000 24 (60%) of the primary
target market always or frequently consider their child’s preference on what books they would buy, and 16 (40%) answered sometimes.
13(32.5%) of the total population usually buy children’s books when their child only wants one, 9 (22.5%) only buy books when they
feel like it, 8 (20%) only buy when they need them, 5 (12.5 %%) buys on books sales, the other, 5 (12.5%%) buy books on occasions.
We also learned that our 27 (67.5%) respondents usually go to the national bookstore to buy books, 10 (25%) in the book sale, 2 (5%)
online, and 1 (2.5%) don’t buy books. Most of our respondents 25 (62.5%) get information on new books on the internet, while other 7
(17.5%) respondents like to browse on their own, 3 (7.5%) get information from their teachers, 3 (7.5%) from word of mouth, and the
1 (2.5%) got it from a child.
We also asked our respondents if they were interested in a book reading event, the majority of 28 (70%) respondents answered
yes, while the remaining 12 (30%) were not sure if they wanted it. And lastly, we asked where they prefer the book reading event would
happen, and the 25 (62.5%) respondents wanted it to be at school, the 12 (30%) answered online, and the 3 (7.5%) remaining responded
that it should be on a bookstore.
DATA: Secondary Target Market (Kids)
I. BACKGROUND INFORMATION OF THE RESPONDENTS
5 years old
20%
9 years old
35%
6 years old
10%
7 years old
15%
8 years old
20%
Graph 42 Age Distribution (Secondary Target Market)
Boy
42%
Girl
58%
Graph 43 Gender Distribution (Secondary Target Market)
PUMAPASOK KA BA SA SCHOOL?
(Do you go to school?)
Hindi po
15%
Opo
85%
Graph 44 Pumapasok ka ba sa school? (Do you go to school?)
The total number of respondents in our secondary target market is 40. 14 (35%) of the population were 9-years old, 8 (20%)
respondents from ages 5 and 8 respectively, 6 (15%) from age 7, and 4 (10%) ages 6. 17 (42.5%) of them were boys and 23 (57.5%)
girls, of which 34 (85%) of them still go to school, while the remaining 6 (15%) do not.
II. READING
Hindi po
18%
Opo
82%
Graph 45 Mahilig ka bang magbasa? (Do you like to read?)
Filipino lang
Hindi pa po po
23% 22%
English lang
po
0%
Both po
55%
Graph 46 Can you read fluently?
Filipino po
20%
Both po
50%
English po
30%
Graph 47 Anong lenggwahe ang mas gusto mong basahin? (In what language do you like to read?)
Madami po (more than 10) 13
Konti lang po (1-10) 10
Mga books lang po galling school 16
Wala po eh 1
0 2 4 6 8 10 12 14 16 18
Graph 48 Ilang books ang meron ka? (How many books do you have?)
Kaya ko pong magbasa buong araw 0
Kapag may school/pasok lang po 4
3-5 hours po 0
1 hour – 2 hours po 4
30 min. – 1 hour po 19
Less than 15 min. po 5

Hindi po ako masyadong nagbabasa,kapag sinabi
8
lang po nila Mama/Papa
0 2 4 6 8 10 12 14 16 18 20
Graph 49 Gaano karaming oras ang ginugugol mo sa pagbabasa ng libro? (How much time do you spend when reading?)
5-10 po 8
3-5 po 4
2-3 po 6
1-2 po 14
Wala po eh 8
0 2 4 6 8 10 12 14 16
Graph 50 Ilang libro ang iyong nababasa sa isang buwan? (How many books do you read in a month?)
Predominantly, 33 (82.5%) of them like to read, and 7 (17.5%) do not. The 22 (55%) respondents were fluent in Filipino and
English, and those who can only read and cannot fluently read yet had 9 (22.5%) each. 20 (50%) children answered that they like to read
in Filipino and English, 12 (30%) like to read in the English language only, and the remaining 8 (20%) were the Filipino language only.
16 (40%) of them only have books from school, and 13 (32.5%) say they have more than 10 books, 10 (25%) of them had a few books,
and a child responded that he doesn’t have any.
We asked the children about the time they spent reading, and 19 (47.5%) of the total respondents said that they usually spend 30
minutes to one hour, while 8 (20%) answered they do not usually read unless they were asked by their parents. Only about 4 (10%)
children responded that they only read for about one to two hours, and 4 (10%) responded whenever they only have classes. Also, in a
month, the 14 (35%) of the children read one to two books, those who do not and who read five to ten books have 8 (20%) respondents
respectively; those who can read two to three books in a month had 6 (15%), and those who can read three to five books had 4 (10%).
(During community lockdown/ this pandemic)
Hindi po eh 2
Opo, minsan 25
Palagi po/Halos everyday po 13
0 5 10 15 20 25 30
Graph 51 Nagbabasa/nagbasa ka ba ngayong mayroong pandemic? (Have you read this pandemic?)
6-10 po 7
3-5 po 8
1-2 po 18
Hindi pa po ulit ako nakapagbasa ng book eh 7
0 2 4 6 8 10 12 14 16 18 20
Graph 52 Ilang libro ang iyong natapos basahin ngayong lockdown? (How many books have you finished reading this lockdown?)
Hindi po 19
Opo 21
18 18.5 19 19.5 20 20.5 21 21.5
Graph 53 Mas marami ka bang natapos na libro ngayong lockdown kaysa sa dati? (Have you finished more books now on lockdown than before?)
During this pandemic, 25 (62.5%) children answered that they read sometimes, then the other 13 (32.5%) responded that they read
almost every day, and the 2 (5%) kids answered that they do not. 18 (45%) of the children have read 1-2 books, then 8 (20%) have read
3-5 books. Those who have read 3-5 books and who did not finish a book have 7 (17.5%) respondents each. 21 (52.5%) of the children
responded that they finished more books on lockdown than before, while the remaining 19 (47.5%) say otherwise.
III. BOOK DESIGN & PREFERENCES
Hindi po 2
Minsan po 7
Opo 33
0 5 10 15 20 25 30 35
Graph 54 Mahilig ka bang mag-drawing o mag-color? (Do you like drawing or coloring?)
Yung mga activity po na kasama doon(magkukulay,
12
magbubuo ng puzzle,maggugupit, atbp.)
Yung ending po 0
Yung mga bida po 2
Yung story po 10
Yung itsura po (colors, pictures,drawing) 16
0 2 4 6 8 10 12 14 16 18
Graph 55 Ano ang mga nagugustuhan mo sa mga books mo? (What do you like about your books?)
Hindi po 0
Minsan po 7
Opo 33
0 5 10 15 20 25 30 35
Graph 56 Mahilig ka ba sa mga kwento kung saan ikaw ay nakakarelate? (Do you like stories where you can relate to?)
Other (N/A) 1
Audiobooks 0
Website 1
E-Book 2
Printed Books 36
0 5 10 15 20 25 30 35 40
Graph 57 Alin sa mga ito ang ginagamit mo upang makapag basa ng kuwento? (pwede mong piliin kung ano yung ginagamit mo ha)
(Which of these are you using to read a story? (you can choose what you use)
33 (82.5%) of the respondents answered that they like drawing and coloring, and 7 (17.5) respondents answered they sometimes
do. 16 (40%) of the kids like the visuals/aesthetics (colors, pictures, drawings) of their books, and 12 (30%) answered that they like the
activity part of the book wherein they can color, build a puzzle, do cutouts, etc. 10 (25%) respondents answered that they like the story,
and 2 (5%) answered the protagonists of the story. 33 (82.5%) of the respondents answered that they like stories they can relate to, and
7 (17.5%) said that they sometimes do. 36 of the total respondents (90%) answered that they use printed books when reading stories. 2
(5%) from E-books, and 1 (2.5%) answered website and other each.
IV. ADVERTISING
Pinsan ko po 1
School po 1
'Di ko po alam eh 1
Gifts po sa akin 5
Si Teacher po 4
Sila Tita/Tito po 0
Sila Mama at Papa ko po 22
Ako po! 6
0 5 10 15 20 25
Graph 58 Sino ang bumibili o pumipili sa mga books mo? (Who buys or chooses your books?)
The parents of the 22 (55%) children buy and choose their books, the other 6 (15%) of them answered that they are the one who purchases
or chooses their books, 5 (12.5%) of them said that their books were gifts to them. 4 (10%) answered that their teacher was the one who
buys or chooses their books. 1 (2.5%) answered that they do not know to buy their books, their school was the one who chooses their
books, and a child also responded that it is their cousin.
Conclusion
This study was conducted to find out if there is a significant relationship between the narrative of colorism, the usage of visual
communication, and to execution of an advertising campaign to achieve a better book engagement and parental connection of adults
with children. The researchers devised an appropriate advertising campaign for the audience based on the gathered data.
The researchers found out that they encounter bullying and receive comments from their peers about their skin color and counter-
react to it as they do not feel bad about themselves. They frequently asked their child to not spend much time playing under the sun. It
correlates with their perception of the importance of making the child feel that outer beauty matters.
They were asked about their familiarity with colorism, and some were fully aware of it, but it is undeniably unknown to others.
With that kind of notion, they all agreed that there is a need for an illustrated book for kids to visualize colorism with a perspective
appropriate to them. They expressed that they are willing to learn and understand it through a book illustration because reading is vital
to a child, and reading is considered agreeable activity to their child. These show the rise of awareness of colorism among adults to
accept diversity which is reflected in letting their children be aware of social issues like colorism.
In addition, they think that the benefits of an interactive book are to bond and connect with their child, exercise the brain, for
them to help to get to know their child more and be more creative and artistic. The respondent's children are into arts and crafts and
design (colors/illustrations). But the book that they usually look for their child are books related to school or educational books and
activities or storybooks. Also, they frequently or sometimes like reading to someone (child, niece, nephew, relative) with printed books.
They usually do it by having a conversation in between by asking questions about the book while guiding them to read with funny voices
like to ask them questions.
In developing the advertising campaign, we considered the adequate the knowledge of the audience about technology. We found
out that they usually use Facebook as they use/browse the internet all day or at night as they spend their time on the internet for about
an hour to five hours a day.
And about purchasing books, they only buy books yearly or quarterly that range from below ₱150-300 for books sometimes, or
they always consider their child’s preference on what books they would buy, especially if their child wants one. They usually go to
National Bookstore to purchase books, and they get information on new books on the internet
We also asked our respondents if they were interested in a book reading event, and the majority of them agreed that they prefer it in
schools.
We discovered that the secondary target market likes to read, and they were fluent in Filipino and English and read books in the
same languages. Sadly, they only have books from schools and a handful on their own. They usually spend 30 minutes to one hour
reading, and they can read approximately one to two books. During the lockdown/pandemic, they sometimes read about one to two
books, and they finished reading books on lockdown than before. The children responded that they like drawing and coloring. They
appreciate the visuals/aesthetics (colors, pictures, drawings) of their books, the activity part of the book wherein they can color, build a
puzzle, do cutouts, etc., and the story they can relate to. Also, they use printed books when reading stories bought and chosen by their
parents.
Inclusivity in visual communication can serve as a means for children to understand soci al issues such as colorism
in the study of human science. Also, artists can depict their culture very candidly, not in an exaggerated stereotypical form ,
visualizing reality. Both primary and secondary respondents of the study still value reading with the help of a tangible book.
When they learn to read, they develop an awareness of print, graphophone knowledge, lexical knowledge, syntactic knowledge,
and semantic knowledge (Brewster & Ellis, 2002). They realize that print represents sounds and words and is written in a particular way
and in a particular direction. The challenge for the learner is to find out how print represents sounds and thereby imparts meaning. We
Need Diverse Books described diversity and inclusivity in children's literature as important as they can act as mirrors, to reflect the
readers’ own lives, but also as windows so readers can learn about, understand, and appreciate the lives of others. They can shape how
young readers from minority backgrounds see themselves as well as how readers from the more dominant culture see and understand
diversity.
Recommendations
The researchers recommend that future researchers work and develop studies that include more diverse populations with different
experiences or challenges through moving images with different local dialects or other languages. Another aspect of the study that can
also be a potential visual narrative is the representation of the point of view of another gender and how they perceive colorism differently.
Future researchers can also go for broad aspects of colorism in the context of Filipino culture with much financial allocation, time, and
more data gathered from different Filipino communities without the current restrictions because of pandemic and global inflation.
Researchers from similar studies could use the data from this study to better understand the respondents’ behaviors (e.g., buying
behavior, book preference, etc.). This study can also help in implementing better action and policies against bullying and awareness of
colorism at the local, state, and national levels as the researchers hope that this can help the children and adults to have a more open and
healthy conversation about it.
Further insights by the research panels also included that the researchers' creative output can be backed by the Department of
Education for the wide dissemination to help reinforce their anti-bullying efforts.
In addition, if the book illustration has been published successfully in the market, the researchers would like to expand their
marketing plan and efforts for the advertising campaign. Such as book reading events in large venues with families as the attendees,
additional marketing collaterals, mascots of the main characters, booths, to launch on social media: Draw this in your style with the
characters of Ano'ng Kulay ni Mikmik?, etc.
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colorism_b_597a9f76e4b06b305561cf62
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Online
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APPENDICES
A. Letters
Endorsement Letters for the Experts
B. Instruments
B1. Primary Target Market Survey Questionnaire

Hello, we are conducting this survey as it will greatly help us to answer our research queries on colorism, understanding
children, book preferences and how to possibly market it. The survey should only take 5-15 minutes, and your responses are
considerably important and completely anonymous. The researcher(s) would like to have a short informal interview with you.
Only if you will allow it. Thank you for your participation!
NOTE: if you have any question, you can inform either of the researchers. If you wish not to answer a specific question
you can leave it out and it’s fine.
Please take a moment to review our Informed Consent prior to answering our survey. (https://bit.ly/Mikmik-Blends-Informed-
Consent) If you wish to not take part you may exit the survey without responding to any of the questions.
o I consent and wish to continue with the survey.
o I do not consent and wish to continue with the survey.
PART I: Background Information of the Respondents

1. What age group are you?
o 25-30 years old
o 31-35 years old
o 36-40 years old
2. What gender do you identify as?"
o Male o Others (please specify)
o Female ______________________
o Prefer not to say
3. What is the highest degree or level of education you have attained?
o High School o Vocational
o Bachelor's Degree o Others (please specify)
o Master's Degree ______________________
o Ph.D. or higher
4. What is your current marital status?
o Single o Married
5. What close relation do you have with a child/children? (Check the boxes that applies).
o Parent/Guardian o Others (please specify)
o Relative ______________________
o Teacher
6. How many children do you have?
o None o 3 or 4
o 1 or 2 o 5 or more
7. What is your occupation?
o Unemployed o Employed Part-Time
o Housewife/Husband o Seeking opportunities
o Employed Full-Time o Others (please specify) ______
8. What is your monthly household income?"
o Less than ₱15,000 o More than ₱50,000 - $100,000
o ₱15,000 - ₱25,000 o Prefer not to say
o ₱26,000 - ₱50,000
PART II: Colorism
9. Have you encountered bullying around your peers about their skin color?
o Frequently or always o Not at All
o Sometimes
10. Have you received negative comments about from your family/school/community about your skin?
o Frequently or always
o Sometimes
o Not at All
11. Have you ever felt bad about yourself because of your skin tone?
o Sometimes
o Not at All
12. Have you asked your child not to spend too much time under the sun?
o Sometimes
o Not at All
13. Is it important to make a child feel that outer beauty is important?
o 1 Strongly Disagree
o 2 Disagree
o 3 Neutral
o 4 Agree
o 5 Strongly Agree
14. Are you aware about the term “Colorism”?
o No, I haven’t heard about it
o Yes, but I don’t know what it means
o Yes, I am fully aware about it
15. How would you rate your knowledge about colorism?
o 1 Very Poor
o 2 Poor
o 3 Fair
o 4 Good
o 5 Very Good
16. Do you think that there is a need of an illustrated book for kids to know (that talks) about colorism?
o 2 Disagree
o 3 Neutral
o 4 Agree
o 5 Strongly Agree
17. Do you agree that children should know about colorism in a way that they can understand it better?
o 2 Disagree
o 3 Neutral
o 4 Agree
o 5 Strongly Agree
18. Are you willing to learn and understand colorism through a book illustration?
o 2 Disagree
o 3 Neutral
o 4 Agree
o 5 Strongly Agree
PART III: Reading
19. Reading is important to a child/your child.
o 2 Disagree
o 3 Neutral
o 4 Agree
o 5 Strongly Agree
20. Can you read fluently?
o Filipino only
o English only
o Both
21. Does your child like to read?
o Yes
o No
22. What do you think about the benefits of an interactive book (activities, puzzles, coloring, etc.) to you and your
child?
(Check the boxes that applies)
o To bond and connect with your child
o To help you get to know your child more
o To exercise the brain
o To be more creative and artistic
o To have the willingness to learn more
23. Is your child into arts and crafts?

o Yes
o No
24. What does your child like about books? (Check boxes that applies)
o Design (Colors/illustrations) o Ending
o The story o Activity
o The characters o The Moral of the Story
25. What kind of books you usually look for your child?
o Story books
o Coloring books
o Activity books
o Educational books/Books related to school
26. Do you like reading to someone? Child? Niece? Nephew? Relative?
o Fairly Often
o Sometimes
o Occasionally
27. How many often do you read to your child?
o Daily o Every 2-3 months
o Once a week o A few times a year
o Two to three times a month o About once a year
o Once a month o Sometimes, when I have time
28. How do you read a book to a child?
o You use funny voices
o You use gestures,
o Ask them questions
o Guide him/her to read
o I just read to them
29. What medium do you choose to read from?

o Printed books, o Audiobooks
o E-Book, o Others (please specify)
o Website, ______________________
30. How would you rate your knowledge in technology?
o 1 Very Poor
o 2 Poor
o 3 Fair
o 4 Good
o 5 Very Good
31. What social media do you usually use?
o Facebook o Instagram
o YouTube o Others (please specify)
o TikTok ______________________
o Twitter
32. What time do you usually use/browse internet?
o Every Morning o Night
o Noontime o All Day
o Afternoon
33. How many hours do you spend in internet?
o 1-2 hours o 12 hours
o 3-5 hours o All day
o 6-10 hours
34. How frequent you buy books?
o Daily o Weekly
o Monthly o Yearly
o Quarterly o Never
35. How much are you willing to pay for a children’s book?
o Below ₱150 o ₱601-750
o ₱150-300 o ₱751-1000
o ₱301-450 o Above ₱1000
o ₱451-600
36. Do you consider your child’s preference for on what books to buy?
o Sometimes
o Not at All
37. When do you usually buy children’s books?
o On impulse o Book sales
o When I feel like buying o Only when needed (e.g., school)
o On occasions o Others (please specify)
o When my child wants one _________________
38. Where do you usually go to buy a book?
o National Bookstore o Both (Multi-Channel)
o Book Sale o I don’t buy
o Local Bookstore o Others (please specify)
o Online (e.g., Amazon, Shopee, _________________
Lazada)
39. Where do you usually get information on new books, book sales, discounts, etc?
o I like to browse books on my own
o Word of mouth from Peers
o Teacher
o Child
o Print Media (Magazine/Newspaper/Flyer/Poster/Tarpaulin)
o Internet (Social Media Ads)
40. Are you interested in a book reading event?
o Yes
o No
o Maybe
41. Where would you prefer to have a Book Reading event with your kid?
o Schools
o Bookstores
o Online (e.g., live streaming, read aloud, etc.)
o Others (please specify) _________________
B2. Secondary Target Market Survey Questionnaire
Magandang araw mga bunso! Kami ay sina Ate Angelique at Ate Angelika. Pwede mo ba kaming tulungan sa aming
assignment? Ang kailangan mo lang gawin ay sagutan ang mga sumusunod.
Pagkatapos mong sagutan ang mga tanong ay nais naming kausapin ka at tanungin pa ng ilang mga katanungan kung
okay lang sa iyo o kay Mama/Papa mo. Maraming salamat!
PAALALA: Magsabi lang kayo kung kayo ay may katanungan o hindi maunawaang tanong. Okay lang din na hindi mo
sagutan ang mga tanong na ayaw mong sagutin.
Pakiusap bunso, bago ka magpatuloy sa aming survey, nais muna namin na ipabasa kila Mama o Papa mo ang aming
Informed Consent. (https://bit.ly/Mikmik-Blends-Informed-Consent)
Kung nais mong/nilang hindi magpatuloy sa survey ay pwede ka namang umalis nang hindi mo sinasagutan ang kahit
na ano mang tanong. Okay lang iyon sa amin.
PART I: Background Information of the Respondents

(Nais naming sagutin mo ang bahaging ito upang ikaw ay aming makilala!)
1. Ilang taon ka na?
o 5 years old na po ako
2. Ano ang kasarian mo?
o Girl po
o Boy po
3. Pumapasok ka ba sa school?
o Opo
o Hindi po
PART II: Reading (Gusto naming malaman kung ano ang mga likes mo about reading!)
4. Mahilig ka bang magbasa?
o Opo
o Hindi po
5. Can you read fluently?
o Filipino lang po o Both po
o English lang po o Hindi pa po
6. Anong lenggwahe ang mas gusto mong basahin?
o Filipino po
o English po
o Both po
7. Ilang books ang meron ka?
o Wala po eh o Konti lang po (1-10 books)
o Mga books lang po galing sa school o Madami po (more than 10)
8. Gaano karaming oras ang ginugugol mo sa pagbabasa ng isang libro?
o Hindi po ako masyadong nagbabasa, kapag sinabi lang po nila Mama/Papa
o Less than 15 min. po
o 30 min. – 1 hour po
o 1 hour – 2 hours po
o 3-5 hours po
o Kapag may school/pasok lang po
o Kaya ko pong magbasa buong araw
9. Ilang libro ang iyong nababasa sa isang buwan?
o Wala po eh o 3-5 po
o 1-2 po o 5-10 po
o 2-3 po
(During community lockdown/ this pandemic)

10. Nagbabasa/nagbasa ka ba ngayong mayroong pandemic?
o Palagi po/Halos everyday po
o Opo, minsan
o Hindi po eh
11. Ilang libro ang iyong natapos basahin ngayong lockdown?
o Hindi pa po ulit ako nakapagbasa ng book eh
o 1-2 po
o 3-5 po
o 6-10 po
12. Mas marami ka bang natapos na libro ngayong lockdown kaysa sa dati?
o Opo
o Hindi po
PART III: Book Design & Preferences (Gusto din naming malaman kung ano ang mga gusto mo sa books!)
13. Mahilig ka bang mag-drawing o mag-color?
o Opo
o Minsan po
o Hindi po
14. Ano ang mga nagugustuhan mo sa mga books mo?
o Yung itsura po (colors, pictures, drawing)
o Yung story po
o Yung mga bida po
o Yung ending po
o Yung mga activity po na kasama doon (magkukulay, magbubuo ng puzzle, maggugupit, atbp.)
15. Mahilig ka ba sa mga kwento kung saan ikaw ay nakakarelate?
o Opo
o Minsan po
o Hindi po
16. Alin sa mga ito ang ginagamit mo upang makapag basa ng kuwento? (pwede mong piliin kung ano yung ginagamit
mo ha)
o Printed books
o E-Book
o Website
o Audiobooks
o Others (please specify) _________________
17. Sino ang bumibili o pumipili sa mga books mo?

o Ako po! o 'Di ko po alam eh
o Sila Mama at Papa ko po o Others (please specify)
o Sila Tita/Tito po _________________
o Si Teacher po
o Gifts po sa akin
B3. Interview Guide Questions/Format for Experts
Hello, A Blessed Day to you _________________!
We are Angelique S. Bernardino and Angelika R. Magalong, 4th year students of Fine Arts in Tarlac State University. We
are conducting an interview to help us determine and deeply understand our research queries regarding colorism, children, and their
behavior. Gathering information from an Expert is a vital part of this process. Please allow us to have a short interview with you/you
will have to answer the following questions to your satisfaction.
The researchers are committed to protecting the privacy rights of individuals on personal information pursuant to the
provisions of Republic Act no. 10173 or the Data Privacy Act of 2012, its implementing rules and regulations, and other relevant
policies, including issuances of the national privacy commission and applicable laws and regulations relating to privacy and data
protection.
Thank you very much for your time.
NOTE: If you wish not to answer a specific question you can inform/contact either of the researchers.
1. What are the things to keep in mind when creating a story for kids ages 5-9 years old? (e.g., Can we put a scene/part with
bullying and real-life scenarios?)
2. What about the visual aspect of the book? (e.g., book preferences).
3. When we interview children, can we make them choose what skin color do they like? (e.g., Dolls with different skin colors).
4. Why do some people do not want to talk about colorism?
5. Why do some people have negative attitudes about dark skin/light skin?
6. Does a book illustration is needed to teach children to learn about colorism?
7. Does colorism get easier to deal with as we age?
8. What role does colorism play in education and schooling?
9. How do boys and girls experience/get affected by colorism differently? (Kids 5-9 years old)
10. How can parents/teachers/community counteract colorism?
11. Does the perspective of a child is the best to be used in telling a story about colorism?
12. How can we instill the message of colorism to the children without being offensive and too deep with our use of words? (e.g.,
allegories or metaphors)
13. How does the interaction of the illustration with text/activities stimulate the thinking and response of children/readers?
14. How long does it take for the attention span of children 5-9 years old to waver?
15. Is it encouraged for kids ages 5-9 years old to read independently or with the supervision of an adult?
B4. Interview Guide Questions/Format for Children
Hello kids! Nice to meet you!

We are Ate Angelique and Ate Angelika. Can you help us with our assignment?
MIKMIK BLENDS IN BARANGAY KAPIHAN: An Illustrated Children’s Narrative on Colorism in Filipino Culture
MGA KATANUNGAN
PAALALA: Magsabi lang kayo kung kayo ay may katanungan o hindi maunawaang tanong. Okay lang din na hindi mo sagutan
ang mga tanong na ayaw mong sagutin.
1. Mahilig ka bang makipagkaibigan?
2. Marami ka bang friends?
3. Paano kayo naging magkaibigan ng friend mo?
4. Mahilig ka bang makipaglaro sa kanila?
5. Nakakalaro ka pa ba labas? Ano mga nilalaro niyo ng friends mo kapag sa labas?
6. Kilala mo ba yung mga kapitbahay niyo?
7. Sino nag-aalaga sayo pag wala sila Mama or Papa mo?
8. Saan ka natatakot? Ano yung kinakatakutan mo?
9. Mahilig ka bang magbasa?
10. Anong favorite mong book?
11. If a fairy gave you a chance to have 1 wish, would you change something about yourself? What is it?
12. Anong gusto mo sa mga dolls na ito? (we provided them images of dolls/teddy bears with diversified range of
skin/colors during the presentation and interview).
13. Saan mo maihahalintulad yung color ng skin mo?
14. What do you like about yourself?
Salamat sa inyo!
C. Additional Important Attachments
C1. Informed Consent
C2.1 Documentation with Sir Marlon C. Dela Cruz
C2.2 Documentation with Ma’am Karen Mia S. Corpuz
C2.3 Documentation from an interactive interview with kids
C2.4 Sample Screenshots from the online survey form of the Primary Target Market
C2.5 Sample Screenshots from the online survey form of the Secondary Target Market
CURRICULUM VITAE

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DEDICATION

An Undergraduate Thesis Presented to

In Partial Fulfillment of the Requirements

MA. LOURDES J. M. REYES

This preliminary thesis entitled:

ANO’NG KULAY NI MIKMIK?: An Illustrated Children’s Narrative on Colorism in Filipino Culture

prepared and submitted by Angelique S. Bernardino and Angelika R. Magalong,

Approved as partial fulfillment of the requirements

CARLO R. DIZON JESSIE M. TADEO, JR. EDNO T. JOSON JUDEO R. HERRERA

Accepted as partial fulfillment of the requirements for the degree,

ANO’NG KULAY NI MIKMIK?: An Illustrated Children’s Narrative on Colorism in Filipino Culture

Available to the general public Yes

THE STUDY AND ITS BACKGROUND ................................................................................................................................................. 1

Study/Project Significance ................................................................................................................................................................................................. 6

Study/Project Description ................................................................................................................................................................................................. 7

Study/Project Objectives ................................................................................................................................................................................................. 19

Scope and Delineation .................................................................................................................................................................................................... 20

Definition of Terms ......................................................................................................................................................................................................... 21

METHODOLOGY OF RESEARCH ..................................................................................................................................................... 22

Participants of the Study ................................................................................................................................................................................................. 23

Data Gathering Procedure ............................................................................................................................................................................................... 23

Instrument Description ................................................................................................................................................................................................... 24

Theoretical Framework ................................................................................................................................................................................................... 25

Design Concept ............................................................................................................................................................................................................... 28

Final Outputs .................................................................................................................................................................................................................. 32

Review of Related Literature, Studies, and Works ............................................................................................................................................................ 35

CHAPTER III ................................................................................................................................................................................. 42

ANALYSIS AND PRESENTATIONS ................................................................................................................................................... 42

Creative Brief .................................................................................................................................................................................................................. 42

Campaign Objectives ....................................................................................................................................................................................................... 45

Campaign Proposal ......................................................................................................................................................................................................... 45

SUMMARY & CONCLUSION .......................................................................................................................................................... 52

Findings and/or Summary ............................................................................................................................................................................................... 52

C. Additional Important Attachments ............................................................................................................................................................................. 115

CURRICULUM VITAE .................................................................................................................................................................. 122

Graph 1 Age Group Distribution (Primary Target Market) ................................................................................................................................................. 52

Figure 1 Vygotsky's Zone of Proximal Development ..................................................................................................................... 25

THE STUDY AND ITS BACKGROUND

❖ Primary Target Market

D. Direct and Indirect Competitors

Data Gathering Procedure

Participants randomly chose respondents to be part of the study

 Primary and Secondary Target Market

 Interview with Experts and Children

Figure 1 Vygotsky's Zone of Proximal Development

• Review of related studies and literature

Figure 2 Conceptual Framework

ANALYSIS AND PRESENTATIONS

•People of colour are •Lack of representation

Sustainability Access •Aspiring creators of

Figure 3 Barriers to Inclusivity Among Children's Book Creators

Secondary audience: Children ages five to nine (5-9) years old

D. Marketing: Objectives and Strategies

Conduct a book reading event in public schools,

E. Advertising: Objectives and Strategies

Apply and refer accordingly to the gathered results of the

Provide consistent illustrations with meticulous notes of what

To launch a campaign that connects to the overall

G. Media: Objectives and Strategies

Produce quirky and fun advertisements across social media

To increase social media presence among the

Kilalanin ang Munting

Ang Munting Butil ng

Main protagonist waves