OMG, Arts?! Insider's Guide

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.

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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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MFA THESIS | NICOLE RACQUEL RYAN THE BIG PICTURE

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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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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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THE BIG PICTURE

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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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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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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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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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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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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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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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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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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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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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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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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 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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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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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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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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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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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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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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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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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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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?!

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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

Documents

OMG, Arts?! Insider's Guide