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OMG, Arts?! An MFA Graphic Design Thesis Book of Nicole Ryan for Academy of Art University
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A GRAPHIC DESIGN THESIS BY NICOLE RACQUEL RYAN
INSIDER'S GUIDE
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OMG, ARTS?! | INSIDER'S GUIDE
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 © 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 per-
mission 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 identif ied throughout this book are
used in an editorial fashion only and are for the benefit of such compa-
nies with no intention of infringement on trademarks or copyrights. No
such use, or the use of any trade name, is intended to convey endorse-
ment or affiliation within this book.
3
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 natu-
rally 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.
A GRAPHIC DESIGN THESIS DEFINED
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OMG, ARTS?! | INSIDER'S GUIDE
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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE
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OMG, ARTS?! | INSIDER'S GUIDE
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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE
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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OMG, ARTS?! | INSIDER'S GUIDE
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
CONTENTS
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OMG, ARTS?! | INSIDER'S GUIDE
THE BIG PICTURE
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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE
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 peo-
ple 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.
WHAT IS OMG, ARTS?!
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OMG, ARTS?! | INSIDER'S GUIDE
THE ARTS TAKE MANY FORMS
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.
VISUAL ARTS
DANCE
MUSIC
THEATRE
CREATIVE WRITING
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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE
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OMG, ARTS?! | INSIDER'S GUIDE
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.
AGRICULTURAL AGE INDUSTRIAL AGE
19th century18th century
THINKING WITH THE RIGHT BRAIN
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 increas-
ingly 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 work-
ers 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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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE
MODES OF THINKING
Sequential reasoning
Analyzes the details,
not the big picture
Understanding language
and words
Specializes in text
Simultaneous, holistic reasoning
Synthesizes the big picture
and pattern recognition
Interpreting emotions and non-
verbal expression
Specializes in context
20th century 21st century
INFORMATION AGE CONCEPTUAL AGE
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OMG, ARTS?! | INSIDER'S GUIDE
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 remark-
ably 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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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE
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OMG, ARTS?! | INSIDER'S GUIDE
FRAME OF REFERENCE
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
WHAT PEOPLE BELIEVE VS THE CURRENT STATE OF THINGS
Arts education has been part of well-rounded curriculum for decades.
But many schools today are cutting back or eliminating their art pro-
grams. 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 Educa-
tion 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 Educa-
tion 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.
THE CURRENT PROBLEM
local perspective
California ranked last among the states in per capita
support for the arts in 20 09 .
Josef Norris , a grant-supported artist who creates murals
with kids in San Francisco’s public schools , says he has
worked with classes where f if th graders have never picked
up a paintbrush or handled a lump of clay.
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OMG, ARTS?! | INSIDER'S GUIDE
A CLEAR DECLINE
18-YEAR-OLDS WHO RECEIVED ANY ARTS
EDUCATION IN CHILDHOOD
GOVERNMENT SUPPORT FOR THE ARTS
Local government funding, state legislative arts appropriations and the
National Endowment for the Arts (NEA) appropriations have had high
points over the last two decades, but have since substantially declined.
17%
7%
54%
4%1982 1992 2002 2008
36.9%
25.7%
12.8%12.2%10.1%
53%
36.1%
21.1%
9.6%
11.6%
U.S. HIGH SCHOOLS THAT REQUIRE THE FOLLOWING ARTS COURSES TO GRADUATE
2008
2001
2011
1992
20112011
$860 million
LOCAL
STATE
NEA
$704 million
$451 million
$276 million
$176 million
$155 million
Music Theatre Dance
Visual Arts Creative Writing
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
93%86%83%79%
A LOT OF TALK, NO ACTION
A May 2005 Harris Poll on the attitudes of Americans toward arts edu-
cation, commissioned by Americans for the Arts, revealed strong public
support despite what the numbers show.
agree the arts are vital to providing
a well-rounded education (a 2%
increase from 2001)
agree that an arts education encour-
ages 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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OMG, ARTS?! | INSIDER'S GUIDE
A student that is involved in the arts is
4× more likely to be recognized for academic achievement3× more likely to win an award for school attendance3× more likely to be elected to class office4× 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
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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OMG, ARTS?! | INSIDER'S GUIDE
THE BENEFITS OF AN ARTS EDUCATION
STANDARDIZED TESTS
Students who take an average of 4 years of arts and music classes score
100× higher on SAT scores than those who only take a half-year or less.
HIGH ARTS LOW ARTS
HIGH ARTS LOW ARTS
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).
4% Drop out of
high school
71% Ever attend
college
22% Drop out of
high school
48% Ever attend
college
HIGH ARTS
LOW ARTS
2.63
MEAN GPA OF HIGH SCHOOL STUDENTS IN 2005
2.48
"Doing Well and Doing Art: A 12-Year Study of Arts Education." james catterall.
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
IMPROVING A WIDE RANGE OF SKILLS
ACADEMIC IMPROVEMENT
READING AND LANGUAGE SKILLS
The arts can enhance and complement basic reading skills, language
development and writing skills—particularly through music and theatre.
MATH SKILLS
Certain types of music instruction help develop the capacity for spatial
temporal reasoning, which is integral to the acquisition of important
mathematics skills. Spatial temporal reasoning refers to the ability to
understand the relationship of ideas and objects in space and time.
BASIC IMPROVEMENT
THINKING SKILLS
Thinking skills (sometimes referred to as cognitive skills) is a broad
term that refers to the operation of various thought processes. Reason-
ing 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.
SOCIAL SKILLS
Certain arts activities promote growth in positive social skills and improve
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.
Emphasizing active engagement
Disciplined and sustained attention
Persistence and risk taking
COMPREHENSIVE IMPROVEMENT
POSITIVE SCHOOL ENVIRONMENT
The arts help create the kind of learning environment that is condu-
cive to teacher and student success by fostering teacher innovation, a
positive professional culture, community engagement, increased student
attendance, effective instructional practice and school identity.
+
+ + +
+
+
"Critical Evidence." sandra s. ruppert. National Assembly of State Art Agencies and the Arts Education Partnership, 2006.
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OMG, ARTS?! | INSIDER'S GUIDE
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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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OMG, ARTS?! | INSIDER'S GUIDE
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 eluci-
dates 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 everlast-
ing life. Its goal is to connect people around the world through universal
themes that touch us all.
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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 expe-
rience for students (particularly under-served and at-risk youth) that,
through playing, singing and writing Blues, will also teach them the his-
tory 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.
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
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OMG, ARTS?! | INSIDER'S GUIDE
ART IN ACTION
Arts-infused classroom-based learning through an artist-in-residence pro-
gram 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 inte-
gration 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 learn-
ing for underserved high school students, empowering them to engage in
experiential creative processes that better their communities.
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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 per-
forming schools through comprehensive and integrated arts education.
Students at SAS meet with Annette Taborn of Pacif ic Northwest Blues in Schools for two weeks , practicing for a school music performance.
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OMG, ARTS?! | INSIDER'S GUIDE
The Secondary Academy for Success (SAS)
SAS is an alternative high school with a high volume of students designated "at-risk" of dropping out and low SES students.Like many similar high schools, students at SAS with high participation in the arts are 5× more likely to stay in school than their peers with less than a year of arts education.
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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OMG, ARTS?! | INSIDER'S GUIDE
INTERVIEWS AT SAS
I had the opportunity to visit the Secondary Academy for Success,
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.
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-
dent must adapt to the school. At SAS we try to adapt to the students'
academic needs first and then work on their social needs. Because of the
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
effort by awarding credit to students for completing their work without
the fear of earning an “F” or no credit for their attempts. The “wounded”
at-risk student, who may come to us after failing classes at a comprehen-
sive 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.
WHAT TEACHERS HAVE TO SAY
secondary academy for success (sas)
Location
18603 Bothell Way NE
Bothell , Washington 98011
Student population
151 enrolled
61 % male; 39% female , 17 % minority; 34% low SES
Mission
To continue our leadership role in expanding alternative
learning opportunities for Northshore secondary stu-
dents. To assure students develop the skills and ability to
discover and create their possible self through purposeful
work and meaning ful enrichment opportunities .
donna tyo Principal
Teachers in the interview
tony olney Social Studies & Physical Education laurie nunnelee English toni janus English barbara wilson Family & Consumer Sciences
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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OMG, ARTS?! | INSIDER'S GUIDE
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 stu-
dents that when you involve a tactile experience to the concept you are
teaching that it broadens their understanding. I try to use Howard Gard-
ner'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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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
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 understand-
ing 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 Sci-
ences 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, prepar-
ing 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 neces-
sarily be appreciated or developed within other areas of study.
Students at SAS created wall hangings from used jeans, sharing positive messages and words around the school.
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MFA THESIS | NICOLE RACQUEL RYAN FRAME OF REFERENCE
GAINING INSIGHT
A questionnaire was developed to understand how students prefer to
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
creative projects students would enjoy and find valuable.
Students were most interested in participating in projects that incorporated
music, visuals and group projects.
Students say that they learn best through the use of visuals and by physi-
cally doing an activity.
More than half of the students prefer to work collaboratively on projects.
MUSIC PER DAY
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 STUDENT QUESTIONNAIRE
the questionnaire
Student participants
4 4 total
21 females; 23 males
grade 10-12; age 15-19 years old
QUESTIONNAIREStudent Engagement
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?
Fill in the box with average number of hours you think you spend doing each of the activities.
1
LISTENING TO MUSIC
Whether as background music, active listening, or singing or dancing along!
DOODLING/DRAWING
How likely are you to pick up a pen or pencil and create something visually?
PHOTOGRAPHY
Not as much drawing, you prefer create still and/or moving pictures.
WRITING
Whether poetry, stories or stream of consciousness in a journal.
hours hours hours hours
What other activities or hobbies take up most of your free time?
How do you learn and retain information best?
Rate the projects on a scale from 1-5. (ONE being NOT AT ALL and FIVE being VERY MUCH)
2
Check out the back!
THROUGH VISUALS
1 2 3 4 5You prefer using pictures, images and spatial understanding.
WITH MUSIC & SOUND
1 2 3 4 5You prefer using sound and music to retain information.
THROUGH LOGIC
1 2 3 4 5You prefer using logic, reasoning and systemsto learn something.
PHYSICALLY DOING
1 2 3 4 5You prefer using your body, hands and sense of touch.
WITH WORDS
1 2 3 4 5You prefer using words, both in speech and writing.
IN A GROUP
1 2 3 4 5You prefer to learn in groups or with other people.
BY YOURSELF
1 2 3 4 5You prefer to work alone and figure things out yourself.
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OMG, ARTS?! | INSIDER'S GUIDE
A SOUND APPROACH
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MFA THESIS | NICOLE RACQUEL RYAN A SOUND APPROACH
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 atten-
dance, 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 intro-
duce 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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THE MISSION
THE GOAL OF OMG, ARTS?!
Advocate the importance of the arts in high schoolsEncourage creative projects to better engage students within the school communityKEY 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.
ENGAGE
INFORMEMPOWER
TEACHERS & PARENTS
STUDENTS
LOCAL COMMUNITY
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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.
THE VISUAL VOICE
STUDENTS TEACHERS/PARENTS COMMUNITY
INFORM
POSTERS
ADS & BILLBOARDS
BRANDED PRODUCTS
EMPOWER/ENGAGE
WEBSITE
MOBILE APP
EXERCISE KIT
Face Forward
Sound Impressions
Pinhole Camera
Exquisite Journal
AWARENESS CAMPAIGN
RESOURCES & MATERIALS
DELIVERABLE BREAKDOWN
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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 pronuncia-
tion 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 for-
eignness 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
M 1
Y 36
K 0
C 0
M 29
Y 93
K 0
C 6
M 100
Y 54
K 0
C 40
M 2
Y 100
K 0
R 2
G 183
B 178
R 153
G 187
B 42
R 225
G 26
B 88
R 166
G 202
B 57
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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 pic-
ture frame is the primary logo.
SECONDARY COLOR PALETTE
C 81
M 33
Y 33
K 3
C 30
M 22
Y 30
K 0
R 40
G 135
B 154
R 182
G 183
B 173
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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.
Light and Bold
OMG?! OMG?!Thin Italic and Bold Italic
omg?! omg?!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 teenag-
ers 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, chart-
ing 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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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 signifi-
cance the project can have in the classroom.
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 (SA S)
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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 cul-
ture, students can also compare musician's words to poetry and discuss
different forms of communication.
Song title
I WILL FOLLOW YOU INTO THE DARKDEATH CAB FOR CUTIE
Written by ben gibbard Album plans Date 2006
Love of mine some day you will die 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
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
You and me have seen everything to see From Bangkok to Calgary And the soles of your shoes are all worn down 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
Download the song at the iTunes Store.
download code: N475NJJ4BRXW
How do the lyrics relate to mood and atmosphere of the melody of the song?
WHAT IS THE MAIN IDEA?
After reading it, what thoughts are on your mind?
IS THERE
A D
EFINITE
RHYM
E SC
HEM
E?
Identify important words or phrases, figures of speech, sounds of words.
PERSON
AL
RESPON
SE?
WHAT IS THE SONG ABOUT?
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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 expe-
rience 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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A SOUND APPROACH
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 Surre-
alist 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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engage & inform
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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engage, inform & empower
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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engage & inform
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 For-ward 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 inte-grated 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 encourage-
ment, 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 © 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