INSIDER'S
GUIDE A GRAPHIC DESIGN THESIS BY NICOLE RACQUEL RYAN
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OMG, ARTS?! INSIDER'S GUIDE Written and Designed by Nicole Racquel Ryan omg, arts?! Advocating the Arts in High Schools For more information visit us at: www.omg-arts.org A MFA Graphic Design Thesis Project Academy of Art University 79 New Montgomery Street 5th Floor San Francisco, CA 94108 Copyright Š 2013 Nicole Racquel Ryan. All rights reserved. No portion of this product can be reproduced, electronically, copied, reprinted, recorded or any other form with the intent to resell, repurpose or any other purpose without written permission of Nicole Racquel Ryan. Designer: Nicole Racquel Ryan Photographer: Nicole Racquel Ryan Illustrator: Nicole Racquel Ryan Advisors: Phil Hamlett, Carolina de Bartolo & Gaston Yagmourian Printed in the United States of America Notice of Liability. The intent of the information and contents herein are to be used as resources only. All information is distributed on an "as is" basis without warranty. While every precaution has been taken in the preparation of this book, the author shall not have any liability to any person or entity with respect to any liability, loss or damage caused or alleged to be caused directly or indirectly by the instructions contained in this book or by the digital versions described herein. Disclaimer. All product names and services identified throughout this book are used in an editorial fashion only and are for the benefit of such companies with no intention of infringement on trademarks or copyrights. No such use, or the use of any trade name, is intended to convey endorsement or affiliation within this book.
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A GRAPHIC DESIGN THESIS DEFINED
HOW I ARRIVED HERE Over the course of the last year and a half, I have been asked what exactly a thesis in graphic design is. The simple answer is that we are challenged with the task of defining a problem that can be addressed with graphic design. When committing a substantial amount of time to one project, it has to be a topic you're excited and passionate about. I started my venture on a mission to incorporate the things I love most— music and art—into a worthwhile and meaningful project. At first this seemed daunting and unfocused. The question became, how can graphic design benefit a topic that so many people already love and appreciate? I eventually came to realize that what I needed to communicate was in front of me daily. My mother has been an art teacher most my life so the arts have had a profound influence on my personal life and experiences. It has also naturally steered me toward photography and design. After a substantial amount of research, deliberation and more research, I found that the common denominator in my topic was the significance that exposure to the arts can have on people, particularly teenagers in school. Arts exposure doesn't only make artists, it is also an outlet for self-expression and creative thinking that boosts confidence and creates community. So started the challenge of how graphic design could help contribute to this idea.
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As a nation…we celebrate the arts for the value they add to learning and to life, [yet the] study of the arts is quietly disappearing from our schools. sandra s. ruppert author of "Critical Evidence: How the Arts Benefit Student Achievement"
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CONTENTS
10 THE BIG PICTURE What is OMG, Arts?! The Arts Take Many Forms Thinking with the Right Brain 18 FRAME OF REFERENCE The Current Problem A Clear Decline The Benefits of an Arts Education Improving a Wide Range of Skills The Current Landscape What Teachers Have to Say The Student Questionnaire 42 A SOUND APPROACH Distilling the Opportunity The Mission The Visual Voice 100 Moving Forward From Here 104 Thank You
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WHAT IS OMG, ARTS?!
A THINK TANK ORGANIZATION This project focuses on the role the arts play in education. Love and appreciation for the arts in some capacity is unanimous among the people I know and interact with. People love the arts, even if they personally feel they lack the skills, because all forms of art can entertain, entice conversation, challenge ideas, alter our mood, and teach us something about ourselves and our culture. Unsurprisingly, conversing with people about the importance of the arts has not been met with controversy. Research has also supported the same trend. The perplexing question then becomes, why has it been devalued in our public school system? Over the last two decades, support for the arts has declined, yet the need for creative thinking is on the rise. This book is a curation of supporting information (both from my own field research and from published professionals and educators), case studies and potential methods for arts integration in and outside of the classroom. Educators, parents and advocates can utilize these resources as inspiration and as a starting point for projects of their own.
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THE ARTS TAKE MANY FORMS
VISUAL ARTS
THEATRE
MUSIC
CREATIVE WRITING
DANCE
5 DIFFERENT SUBJECTS When people hear "the arts," many automatically think of visual arts. But the arts can be any activity that allows people to use creativity and self-expression. All art forms are important and can be beneficial in different ways. The materials provided for this project only scratch the surface of the possibilities.
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THINKING WITH THE RIGHT BRAIN
CREATIVE JOBS ARE ON THE RISE It is not uncommon to hear someone use the phrase "left-brain thinker" or "right-brain thinker" when describing a way of learning or thinking. And although we often use the contrast of how our cerebral hemispheres operate as a metaphor for how we choose our paths, a happy healthy life depends on the use of both sides of our brain.
18th century
19th century
AGRICULTURAL AGE
INDUSTRIAL AGE
While schools have focused most of their attention on left-brained subjects, Daniel H. Pink claims that we are entering into a conceptual age that is reshaping how we think. Pink states that "a form of thinking and attitude to life that is characteristic of the right side of our brain (R-Directed Thinking)…so often disdained and dismissed—artistry, empathy, taking the long view, pursuing the transcendent—will increasingly determine who soars and who stumbles." Pink claims that three forces are tilting the scales in favor of R-Directed Thinking. The abundance of material goods have satisfied the needs of millions and has boosted the significance of beauty, emotion and accelerating individuals' search for meaning. Outsourcing white-collar left-brained work is forcing knowledge workers in the advanced world to master skills that can't be shipped overseas. And lastly, white collar workers are now facing the same challenges that the blue collar workers of the last generation faced, challenging left-brain professionals to master abilities that a computer can't do better. We have progressed from a society of farmers to factory workers to knowledge workers to now, a society of creator and empathizers, of pattern recognizers and meaning makers. Creative jobs, from designers to performing arts to videogames, have doubled in the U.S. workforce since 1980.
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20th century
21st century
INFORMATION AGE
CONCEPTUAL AGE
MODES OF THINKING
Sequential reasoning
Simultaneous, holistic reasoning
Analyzes the details,
Synthesizes the big picture
not the big picture
and pattern recognition
Understanding language
Interpreting emotions and non-
and words
verbal expression
Specializes in text
Specializes in context
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AN OPPORTUNITY GAP With so many great resources out there that encourage participation in the arts, it was interesting to me that so many of them were not remarkably visual. In fact, the books—although rich in information—were more often than not presented in a dry and inaccessible fashion. They were not the engaging vehicles of information that they should be. If no one reads these important facts and findings, how do we expect things to change? It became obvious that there needed to be a more visually pervasive way to address the issue.
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FRAME OF REFERENCE
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THE CURRENT PROBLEM
local perspective
WHAT PEOPLE BELIEVE VS THE CURRENT STATE OF THINGS
California ranked last among the states in per capita
Arts education has been part of well-rounded curriculum for decades.
support for the arts in 2009. Josef Norris, a grant-supported artist who creates murals with kids in San Francisco’s public schools, says he has worked with classes where fifth graders have never picked up a paintbrush or handled a lump of clay.
But many schools today are cutting back or eliminating their art programs. It is estimated that by the end of this year, more than 25% of public high schools will have completely dismantled them. Under the No Child Left Behind Act (NCLB), passed in 2002, the federal government started assessing school districts by their students’ scores on reading and mathematics tests. And despite the arts being designated a "core academic subject," according to a study by the Center on Education Policy, school districts across the United States increased the time they devoted to tested subjects while cutting spending on non-tested subjects such as visual arts and music. The more a school fell behind, by NCLB standards, the more time and money was devoted to those tested subjects, with less and less funds going to the arts. The National Education Association has reported that the cuts fall hardest on schools with high numbers of minority children. And the situation is likely to worsen as state budgets get even tighter. Contributing to the decline of the arts in schools is the mentality that they are not as important to left-brained subjects. STEM (Sciences, Technology, Engineering and Math), an education coalition, advocates programs that support economic and technological growth but don't consider the arts a critical role in education. It has quickly taken hold in education policy circles, but there are many who wish to include the arts, changing STEM to STEAM. Students who don’t have access to art classes may not only miss out on a key creative outlet, but might also face greater difficulty mastering core subjects, higher dropout rates and more disciplinary problems.
"Arts and Smarts." karin evans Greater Good, 2009.
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A CLEAR DECLINE
18-YEAR-OLDS WHO RECEIVED ANY ARTS
U.S. HIGH SCHOOLS THAT REQUIRE THE FOLLOWING ARTS
EDUCATION IN CHILDHOOD
COURSES TO GRADUATE
53%
17%
36.1%
36.9% 25.7%
21.1%
12.8% 12.2% 10.1%
11.6% 9.6% 1982 Music Theatre Dance
7%
1992
2002
54%
2008
4%
Visual Arts Creative Writing
STATE
GOVERNMENT SUPPORT FOR THE ARTS Local government funding, state legislative arts appropriations and the
2001
National Endowment for the Arts (NEA) appropriations have had high 2011
points over the last two decades, but have since substantially declined.
LOCAL
2011
20
$276 million
NEA 2008
$860 million
$704 million
1992 2011
$451 million
$176 million $155 million
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A LOT OF TALK, NO ACTION A May 2005 Harris Poll on the attitudes of Americans toward arts education, commissioned by Americans for the Arts, revealed strong public support despite what the numbers show.
93% 86% 83% 79%
agree the arts are vital to providing a well-rounded education (a 2% increase from 2001)
agree that an arts education encourages and helps improve a student's attitude toward school
believe an arts education helps teach students to communicate effectively with adults and peers
believe that it's important enough to get personally involved to increase arts education
"Arts Education Navigator." Americans for the Arts and Vans Custom Culture, 2013 .
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A student that is involved in the arts is 4× more likely to be recognized for academic achievement 3× more likely to win an award for school attendance 3× more likely to be elected to class office 4× more likely to participate in a math and science fair
"Living the Arts Through Language + Learning: A Report on Community-based Youth Organizations." shirley brice heath Americans for the Arts 22
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THE BENEFITS OF AN ARTS EDUCATION
PROOF BY THE NUMBERS Positive effects of high arts involvement are most apparent when looking at schools and students with a low socioeconomic status (SES). HIGH ARTS
LOW ARTS
4%
22%
high school
high school
Drop out of
HIGH ARTS
Drop out of
LOW ARTS
71%
48%
college
college
Ever attend
Ever attend
STANDARDIZED TESTS Students who take an average of 4 years of arts and music classes score 100Ă— higher on SAT scores than those who only take a half-year or less. MEAN GPA OF HIGH SCHOOL STUDENTS IN 2005 HIGH ARTS LOW ARTS
2.63
2.48
"Doing Well and Doing Art: A 12-Year Study of Arts Education." james catterall.
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IMPROVING A WIDE RANGE OF SKILLS
ACADEMIC IMPROVEMENT
SOCIAL SKILLS Certain arts activities promote growth in positive social skills and improve
READING AND LANGUAGE SKILLS The arts can enhance and complement basic reading skills, language development and writing skills—particularly through music and theatre.
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the ability to express oneself. Self-Confidence
Self-Control
Conflict Resolution
Collaboration
Empathy
Social Tolerance
MOTIVATION TO LEARN The arts nurture a motivation to learn, particularly for students at risk of dropping out of high school and for those with special needs.
MATH SKILLS
Emphasizing active engagement
Certain types of music instruction help develop the capacity for spatial
Disciplined and sustained attention
temporal reasoning, which is integral to the acquisition of important
Persistence and risk taking
mathematics skills. Spatial temporal reasoning refers to the ability to understand the relationship of ideas and objects in space and time. COMPREHENSIVE IMPROVEMENT POSITIVE SCHOOL ENVIRONMENT The arts help create the kind of learning environment that is conducive to teacher and student success by fostering teacher innovation, a positive professional culture, community engagement, increased student
BASIC IMPROVEMENT
attendance, effective instructional practice and school identity.
THINKING SKILLS Thinking skills (sometimes referred to as cognitive skills) is a broad
+
term that refers to the operation of various thought processes. Reasoning ability, intuition, perception, imagination, inventiveness, creativity, problem-solving skills and expression are among the thought processes associated with study of the arts. Participation in music, dance or visual arts lends itself to the development of thinking skills.
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"Critical Evidence." sandra s. ruppert. National Assembly of State Art Agencies and the Arts Education Partnership, 2006. 25
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Obama recalls that when he was a child 'you always had an art teacher and a music teacher. Even in the poorest school districts, everyone had access to music and other arts.' Today, sadly, that is no longer the case. arne duncan U. S. Department of Education Secretary, April 9, 2010.
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THE CURRENT LANDSCAPE
NON-PROFIT ORGANIZATIONS AND PROJECTS OUT THERE There are a lot of groups out there working toward positive change for arts education. It's important to share what they're doing to motivate participation and help people come up with more great ideas for creative and community-orientated activities. The following is a selection of organizations that have been inspirational and informative.
PROJECT OPEN DOOR The Rhode Island School of Design's (RISD) College Access program for artistically talented teens attending Rhode Island urban public high schools. Project Open Door has a dual mission: (1) to increase access to high quality arts learning and careers in art and design for under-served Rhode Island teens, and (2) to provide a community education laboratory for RISD students, alumni, faculty, and staff.
WTF ART HISTORY For everyone interested in art history who has asked, WTF? A blog that showcases odd, unexplainable, random, or off-the-wall works of art in world art histories. Its goal is to provide daily content that elucidates yet confounds, bringing humor into learning.
JOHNNY CASH PROJECT An online global collective art project tributing the life of Johnny Cash. An ever-changing project, this crowd-sourced piece is a tribute to the renowned musician and to ideas of mortality, resurrection, and everlasting life. Its goal is to connect people around the world through universal themes that touch us all.
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Even if you don't build it, a culture will be established. And if it's not deliberate, it's not as productive as students need it to be. kim day Perspectives Charter School Chief Education Of ficer and Cofounder
BLUES IN THE SCHOOLS (PNBIS) Pacific Northwest non-profit that offers blues music education in schools in the greater Seattle area. PNBIS goal is to design and deliver an interdisciplinary musical experience for students (particularly under-served and at-risk youth) that, through playing, singing and writing Blues, will also teach them the history and heritage of this original African/American art form.
THE ACADEMY OF CREATIVE EDUCATION (ACE) An innovative, nationally recognized model high school in San Antonio, TX for students at risk of dropping out. The Academy is the collaborative result of a team composed of educators and community representatives and provides nontraditional educational opportunities to students in at-risk situations, empowering them to become thinkers, problem solvers, and leaders.
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ART IN ACTION Arts-infused classroom-based learning through an artist-in-residence program implemented in partner schools. The program is a four-year project that integrates dance, music, language and visual arts and drama into existing curriculum to enhance the quality of classroom teaching, as well as student achievement and engagement. Its goal is to improve teachers' ability to implement a model of arts integration in their classroom and improve student achievement.
FRIENDTORSHIP Collaboration between Portland State University art and design students and high school students from Centennial Learning Center. Built on a foundation of creative collaboration and strong personal friendships, the program aims to increase access to design and arts learning for underserved high school students, empowering them to engage in experiential creative processes that better their communities.
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Students at SAS meet with Annette Taborn of Pacific Northwest Blues in Schools for two weeks, practicing for a school music performance.
CALIFORNIA MUSIC PROJECT (CMP) A non-profit strengthening music education in California K-12 schools. Despite economical, social and/or institutional barriers, CMP provides services designed to increase the number of high quality music educators in California's public schools and deliver music education to students, particularly those in urban neighborhoods who have limited access.
TURNAROUND ARTS An initiative of The President’s Committee on the Arts and the Humanities (PCAH) supporting arts education. Created in cooperation with the U.S. Department of Education and the White House Domestic Policy Council, Turnaround Arts is a public-private partnership designed to help transform some of the nation’s lowest performing schools through comprehensive and integrated arts education.
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The Secondary Academy for Success (SAS) SAS is an alternative high school with a high volume of students designated "atrisk" of dropping out and low SES students. Like many similar high schools, students at SAS with high participation in the arts are 5Ă— more likely to stay in school than their peers with less than a year of arts education.
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WHAT TEACHERS HAVE TO SAY
INTERVIEWS AT SAS
secondary academy for success (sas)
I had the opportunity to visit the Secondary Academy for Success,
Location
several times. During those visits, I was able to interact with students and talk to some of the teachers. All of them seemed interested and supportive of a project to support and promote the arts. The following are excerpts of interviews with some of the teachers.
18603 Bothell Way NE Bothell, Washington 98011 Student population 151 enrolled 61 % male; 39% female, 17% minority; 34% low SES
Q&A Can you share with me what you feel are the biggest differences between SAS and some of the other schools in the Northshore School District? tony At SAS we meet the students where they are—academically and socially. At the comprehensive high school they are just too large to be that adaptable. To succeed at the comprehensive high school a stu-
Mission To continue our leadership role in expanding alternative learning opportunities for Northshore secondary stu-
dent must adapt to the school. At SAS we try to adapt to the students'
dents. To assure students develop the skills and ability to
academic needs first and then work on their social needs. Because of the
discover and create their possible self through purposeful
smaller student body and emphasis on earning credit and not a grade we as teachers can make a connection to the student. barbara I feel one big difference between SAS and the traditional high schools, within the Northshore School District, is that we emphasize
work and meaning ful enrichment opportunities. donna tyo Principal Teachers in the interview tony olney Social Studies & Physical Education laurie nunnelee English
effort by awarding credit to students for completing their work without
toni janus English
the fear of earning an “F” or no credit for their attempts. The “wounded”
barbara wilson Family & Consumer Sciences
at-risk student, who may come to us after failing classes at a comprehensive high school or are returning after completing rehabilitation for a drug or alcohol addiction, has a fresh start in a new environment with smaller class sizes and more individualized attention. There are many students, also, who have had a medical or mental health crisis or were bullied for an assortment of reasons such as sexual preference or learning disabilities such as Asperger’s Syndrome. Then there are those who have suffered a great loss, such as a death of a parent, and simply were unable to attend school for a lengthy period of time. The reasons students attend SAS, as you can see, are numerous and varied.
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How would you describe/explain your personal teaching methodologies to someone who doesn't work in education? laurie I just finished an activity in my English 10 class that the students really enjoyed. Sometimes it is difficult to get them jazzed about poetry so I was excited to see them so engaged in this lesson. I really liked the integration of art in their interpretation/analysis of "Hope is a Thing with Feathers," by Emily Dickinson. I believe with most students that when you involve a tactile experience to the concept you are teaching that it broadens their understanding. I try to use Howard Gardner's theory of Multiple Intelligences in designing lessons. Our education system tends to focus too much on verbal/linguistic and mathematical/ logical in teaching skills and concepts. Students learn in different ways, so concepts need to be taught using the different intelligences. If you were to try to convince or communicate to someone that the arts are necessary in schools, what would your main argument be? If you disagree, why? toni Students need to explore various opportunities for creativity throughout their education. Schools have become too focused on math & science but there can be integration of the arts. All disciplines can have art integrated into it. When I taught Math last year I integrated Garage Band with math.
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Students at SAS created wall hangings from used jeans, sharing positive messages and words around the school.
tony Art is essential to what makes us human. No other animal expresses itself artistically. Art is history and captures a society's values and essence. My favorite painting is The Coronation of Napoleon by David. Without that painting the essence and nature of Napoleon would not be so complete or deeply understood. That painting says so much about the person—his arrogance, his position in society, his understanding of history, his understanding of place and importance, of leadership, his jealousies…I could go on and on…That is why art in school is important and must remain part of public education. barbara The arts are an integral part of all Family and Consumer Sciences courses but are particularly a dominant force within the culinary arts, fashion design, and housing, interior and furnishings curricula. Providing a creative way for students to truly express themselves in a multitude of disciplines strengthens the teens’ abilities to communicate effectively with others, develop critical intellectual and life skills, and enrich their own lives and those of their families. For example, the very essence of addressing elements of presentation when planning, preparing and serving a meal helps students succeed and feel a sense of pride through such aesthetic learning. Exploring the arts, through a class such as interior design, is an outlet for student talents that might not necessarily be appreciated or developed within other areas of study.
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THE STUDENT QUESTIONNAIRE
GAINING INSIGHT Student Engagement
QUESTIONNAIRE 1
The goal of this survey is to find
out from students what kind of in-school creative project would be of most interest to them!
How many hours a day do you spend doing the following?
DOODLING/DRAWING
hours Whether as background music, active listening, or singing or dancing along!
WRITING
hours How likely are you to pick up a pen or pencil and create something visually?
PHOTOGRAPHY hours
Whether poetry, stories or stream of consciousness in a journal.
learn, what their hobbies are and what type of projects they would be most interested in. The results helped me to understand what types of
Fill in the box with average number of hours you think you spend doing each of the activities. LISTENING TO MUSIC
A questionnaire was developed to understand how students prefer to
hours Not as much drawing, you prefer create still and/or moving pictures.
What other activities or hobbies take up most of your free time?
creative projects students would enjoy and find valuable. Students were most interested in participating in projects that incorporated music, visuals and group projects.
2
How do you learn and retain information best?
Students say that they learn best through the use of visuals and by physi-
Rate the projects on a scale from 1-5. (ONE being NOT AT ALL and FIVE being VERY MUCH) THROUGH VISUALS
WITH MUSIC & SOUND
WITH WORDS
PHYSICALLY DOING
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
You prefer using pictures, images and spatial understanding.
You prefer using sound and music to retain information.
You prefer using words, both in speech and writing.
You prefer using your body, hands and sense of touch.
THROUGH LOGIC
IN A GROUP
BY YOURSELF
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
You prefer using logic, reasoning and systems to learn something.
You prefer to learn in groups or with other people.
You prefer to work alone and figure things out yourself.
cally doing an activity. More than half of the students prefer to work collaboratively on projects. MUSIC PER DAY
Check out the back!
On average, students claim they listen to 7 hours of music per day. It is interesting to note that there are no music classes offered at SAS.
the questionnaire Student participants 4 4 total 21 females; 23 males grade 10-12; age 15-19 years old
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A SOUND APPROACH
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DISTILLING THE OPPORTUNITY
KEY FINDINGS The information gathered boiled down to a few key points that needed to be addressed. Arts education has been underfunded and deprioritized, particularly in school districts with less funding in general. All the arts have been proven to improve school performance and attendance, yet students are reporting less exposure and access to these subjects. Most teachers agree that the arts play a significant role in education, but don't feel qualified to teach it themselves. DEFINING THE AUDIENCE To address these issues, I have defined 3 audiences. Although you could easily separate these groups out further, the campaign only scratches the surface of a topic that can become far more extensive. First and foremost, the students need materials that will get them excited about creative projects. Students that are excited and engaged in school stay in school. Materials that teachers and parents can implement will introduce the arts into activities in and outside of the classroom. Materials that communicate and create awareness around the benefits of arts education will be an important means for reaching policy makers and the general public.
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A SOUND APPROACH
THE MISSION
THE GOAL OF OMG, ARTS?!
Advocate the importance of the arts in high schools Encourage creative projects to better engage students within the school community KEY TOUCH POINTS In order to practice what we preach, we need to approach the topic from all sides and reach as many people as possible.
STUDENTS
ENGAGE
EMPOWER INFORM
TEACHERS &
LOCAL
PARENTS
COMMUNITY
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THE VISUAL VOICE
DELIVERABLE BREAKDOWN
STUDENTS TEACHERS/PARENTS COMMUNITY INFORM
AWARENESS CAMPAIGN
POSTERS ADS & BILLBOARDS BRANDED PRODUCTS
EMPOWER/ENGAGE
RESOURCES & MATERIALS
WEBSITE MOBILE APP EXERCISE KIT Face Forward Sound Impressions Pinhole Camera Exquisite Journal
DESIGN RESEARCH The overall look and feel of OMG, Arts?! needed to have an animated and expressive tone, while appealing to both teenagers and a more general audience. I was inspired by hand drawing and lettering, doodling, graphic silkscreen posters and children's coloring books. Because the project had a wide audience, I also needed the aesthetic to be clean and graphic, but without it veering too elementary.
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WHY OMG?! The project started was initially called Project One:Self. The name was a call to action for self-expression and the ability to communicate. A play on words, the word "project" could be pronounced with either pronunciation and still make sense. Although I still think that Project One:Self is appropriate and clever, it lacked the playfulness and youthfulness that OMG, Arts?! embodies. The name of the project was inspired by a blog called WTF Art History that chronicles and categories humorous and oftentimes shocking examples of visual art. To those without a lot of exposure, participating in the arts can be uncomfortable and unfamiliar. OMG evokes that feeling of foreignness and surprise. As a recognized acronym, it plays off the idea that the arts can be many things—sometimes unexpected.
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C 74
R 2
M 1
G 183
Y 36
B 178
K 0
C 0
R 153
M 29
G 187
Y 93
B 42
K 0
C 6
R 225
M 100 G 26 Y 54
B 88
K 0
C 40
R 166
M 2
G 202
Y 100
B 57
K 0
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OMG?! THE MARK The logo is more of a system of marks, instead of just one. The logotype was inspired by doodling you will often find on the side of high school kid's notebooks. Each of the different symbols that accompany the name represent a different art form, and is used accordingly. When only one can be used in a design, the mark with the hanging picture frame is the primary logo.
SECONDARY COLOR PALETTE C 81
R 40
M 33
G 135
Y 33
B 154
K 3 C 30
R 182
M 22
G 183
Y 30
B 173
K 0
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IDENTITY SYSTEM TYPEFACES IDEAL SANS The primary typeface, Ideal Sans has a clean yet friendly feel to it. All body copy is set is Ideal Sans Light. Italics are often used at larger type sizes to designate quotes and instructions in the exercise set.
OMG?! OMG?! omg?! omg?! Light and Bold
Thin Italic and Bold Italic
SKETCH ROCKWELL This typeface only used in all caps for very large display and titles. The sketch quality mirrors and compliments the illustration style.
OMG?! inform
POSTERS, ADS AND BILLBOARDS The poster series is geared towards students, teachers and educators. Using popular idioms that reference an art form of some kind, they are intended to encourage teenagers to engage in creative and artistic endeavors. For teachers, the posters are intended to remind them that the arts should be omnipresent in schools. Ads and billboards throughout the community are aimed at catching the attention of the general public.
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engage & empower
THE EXERCISE KIT OMG, Arts?! has provided an exercise kit for students to use in and outside of school. Each one of the exercises are meant to be used both privately and collaboratively to encourage teenagers to find their own voice. All of the exercises are activities to stretch the creative muscles while learning something new. The questionnaire revealed that most students prefer group activities. All of the exercises are conducive to working together, while still relying on each individual's contribution. Teachers and parents who want to offer their kids creative activities, but feel they lack the resources and knowledge, can use these exercises as a tool and a source of inspiration. The exercises aim to show that it isn't hard to make any learning experience interactive and more engaging.
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FACE FORWARD This exercise was initially inspired by Candy Chang's Before I Die project. Her project was a community sourced experiment that made people reflect on what really matters to them by completing the sentence: "Before I die‌" In the same vein, the Face Forward exercise asks teenagers to contemplate who they are and what they aspire to be. Having to consider what you will look like in the future pushes students to look into their future and consider goals that maybe they have yet to make.
inform
Branded school supplies of fer a constant reminder to create and use creativity.
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MAKE IT ALL ABOUT YOU The frames used throughout the book are in reference to a hallway in a family home, charting the life of the people who live there. The students are encouraged to fill in the frames as they wish, treating the book as a visual diary.
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Drawing the self-portraits made the students self reflective and a bit vulnerable. Even in a quick drawing, kids are acutely aware that they are creating something that labels themselves. janice ryan the art teacher at the Secondary Academy for Success (SAS)
FACE FORWARD IN ACTION Two classes at SAS participated in a Face Forward test run. They were asked to answer the sentence: "When I grow up‌" and draw their present selves, themselves at 30 years old and again at 50 years old. The students took drawing their self-portraits surprisingly serious and the results were unique interpretations of how they view themselves and their future. It was interesting to realize that for teenagers, 50 years old seems quite old and the prospect of being that age was hard to imagine. The experience was successful in the sense that the students became engaged in an activity that had meaning for them, validating the significance the project can have in the classroom.
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Date 2006
But I’ll be close behind I’ll follow you into the dark No blinding light or tunnels to gates of white Just our hands clasped so tight Waiting for the hint of a spark If Heaven and Hell decide That they both are satisfied Illuminate the “nos” on their vacancy signs If there’s no one beside you when your soul embarks Then I’ll follow you into the dark In Catholic school as vicious as Roman rule I got my knuckles bruised by a lady in black And I held my tongue as she told me “Son fear is the heart of love” So I never went back
PERSONAL RESPONSE?
DEATH CAB FOR CUTIE Written by ben gibbard Album plans
Love of mine some day you will die
IS THERE A DEFINITE RHYME SCHEME?
Song title
I WILL FOLLOW YOU INTO THE DARK
If Heaven and Hell decide That they both are satisfied Download the song at the iTunes Store. download code: N475NJJ4BRXW
Illuminate the NOs on their vacancy signs If there’s no one beside you When your soul embarks Then I’ll follow you into the dark
Identify important words or phrases, figures of
You and me have seen everything to see
speech,
From Bangkok to Calgary And the soles of your shoes are all worn down
words.
sounds of
WHAT IS THE SONG ABOUT?
WHAT IS THE MAIN IDEA? After reading it, what thoughts are on your mind?
The time for sleep is now It’s nothing to cry about ‘cause we’ll hold each other soon In the blackest of rooms If Heaven and Hell decide That they both are satisfied Illuminate the No’s on their vacancy signs If there’s no one beside you When your soul embarks Then I’ll follow you into the dark Then I’ll follow you into the dark www.omg-arts.org
How do the lyrics relate to mood and atmosphere of the melody of the song?
SOUND IMPRESSIONS This exercise introduces song lyrics as a study of literature, history and culture. Popular music is rich in variety, opening up potential discussions across an array of topics. The flash cards included a sample of music that can be used as a starting off point for personal insight students might not have considered before. Because music is an outlet for self-expression that most can relate to, it is a safe and familiar platform for students to voice their own opinions. Listening to the music while reading the lyrics adds another element of interaction while learning. Aside from discussing social issues and culture, students can also compare musician's words to poetry and discuss different forms of communication.
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LEARN BY LISTENING The flash cards come with a download code for the music because song lyrics are meant to be heard. The back of the cards have potential questions students can use to discern meaning from each of the songs.
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PINHOLE CAMERA This DIY exercise is a learn-by-doing activity that helps students experience the physical process of creating something from start to finish. Current technology has automated so many things, which can devalue the process and intentions behind making something. Constructing a pinhole camera and taking photographs allows students to really consider how something works and the stakes of the outcome become greater. The exercise teaches students about the properties of light by physically having to engage in an activity. In the end, the book itself is a photo album of images taken and shared between peers, which can garner a sense of pride in one's work. Each photograph will have more meaning because it is not easily reproduced and its subject matter was more carefully considered.
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NOT JUST AN INSTRUCTION MANUAL The Pinhole Camera takes you step-by-step through the process of making and using a pinhole camera. It differentiates itself from a simple "how to" book because it also functions as a field journal and photo album. Students are encouraged to use the book as a place to keep ideas and notes. It also is a keepsake item to collect photos they took and ones they've swapped with friends.
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FILL IT UP Not just a blank page, the book was designed to entice students to want to pull out a pen or pencil and start jotting down ideas.
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Creativity now is as important in education as literacy and we should treat it with the same status. sir ken robinson English author, speaker, and international advisor on education in the arts
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EXQUISITE JOURNAL The last of the four exercises was inspired by early 20th century Surrealist poets that invented the exquisite corpse, an exercise that required collaboration between poets to create a completed poem. Using the same process, the Exquisite Journal needs 15 participants to contribute to an original story. The book guides the students through the typical steps of a narrative, teaching story structure as they create.
inform
The branded materials are all products that students and teachers can use in the classroom.
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WORKING AS A GROUP The main objective of the exercise is to encourage collaboration. It engages students by creating a teamwork environment, where everyone's opinions and input is valid and key to the success of the whole.
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MULTIPLE WAYS TO TELL A STORY The participants are given prompts every step of the way for little bits of inspiration and to keep the story moving. Some students will be asked to draw, while others might be writing, collaging or creating a rebus. The goal is to allow students the opportunity to create the story through different forms on communication. The multimedia approach is a more dynamic and engaging way to involve them in an activity because students get to decide how they'd like to contribute.
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OMG, ARTS?! MOBILE APP Ever wonder why a toilet can be considered art? Many people have! The app introduces a different work daily as an attempt to introduce visual arts to students in a more compelling way. Key points will offer a small amount of information about the piece and the artist as a way to expand students' knowledge of what art is and can be.
engage & inform
Branded iPhone cases of fer a constant reminder to create and use creativity. The sketches create a pattern that can be universally appealing to all age groups.
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MAKING ART RELEVANT FOR TEENAGERS The intended purpose of the app is to expose teenagers to different forms of visual art that they may not get otherwise. The option to share, bookmark and discuss different work creates a platform for students to voice their opinion and explore concepts and themes in a manner that makes it seem less foreign.
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THE WEBSITE The website is a catch-all for relevant information relating to the benefits of arts education. Targeted toward everyone, people can visit the site to buy and download the exercises, students can discuss art from the app and advocates can learn more about other programs and organizations that support the arts in education.
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Branded products like t-shirts, tote bags and headphones, are a platform to spread the brand message while also being useful tools in artistic activities.
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MOVING FORWARD FROM HERE
CONCLUDING THE THESIS This project should not and will not end here. The trial-run Face Forward exercise proved successful but has only scratched the surface. There is potential for these projects and similar ones to have a wider reach, introducing activities that offer theatre arts, dance, different visual art mediums, music theory, and other subjects that can be integrated into creative exercises. As long as projects are designed to be relevant to participants, they will be more willing to contribute, work together and stay engaged.
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THANK YOU
TO MY FAMILY Mom, Dad and James, without your continuous support and encouragement, I would have never pushed myself to embark on this journey. You believe in me and I am so extremely lucky to have you all in my life. I am deeply grateful for your love everyday and I strive to make you proud. TO ALL MY FRIENDS You cheered me on, brainstormed with me, kept me sane, modeled for me and helped me in the final hour. To Nick, Kayhan, Ray and Hadley, you put up with my crazy late nights and chaos, made me coffee and reminded me to eat. Living with so many wonderfully talented people has been incredibly inspiring and motivating. TO MY ADVISORS AND PROFESSORS Mary Scott, Phil Hamlet, Hunter Wimmer, Chris Riggs, Carolina de Bartolo, and Gaston Yagmourian, I truly couldn't have gotten to the finish line without you. To all my teachers and Shardul Kiri and Ann Jordan at UNIT partners—your guidance, advise and words of wisdom throughout my education have been invaluable. Thank you for challenging me and helping me become a better designer. I've learned so much from you all. TO BARRY I quite literally don't know how I would have done this without you. While on this journey, you have helped and supported me in every way possible. You put up with my ill-timed and random requests and helped me stay on track. You have more patience than you realize and I'm so lucky to have you by my side.
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OMG, THE ARTS?! INSIDER'S GUIDE Written and Designed by Nicole Racquel Ryan
Copyright Š 2013 Nicole Racquel Ryan. Department Chair Mary Scott Department Director Phil Hamlet Dept. Assoc. Director Hunter Wimmer Printing Epson Stylus Photo R1800 Binding Nicole Racquel Ryan Paper 32 Lb Red River Premium Matte Photographer Nicole Racquel Ryan Typefaces Ideal Sans, Sketch Rockwell Software Adobe CS6 Master Collection
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