Maketivity by Chiawen

MFA THESIS BY ZIV CHIAWEN TSAU

MAKETIVITY MFA Graphic Design Thesis Written and Design by Ziv Chiawen Tsau — Academy of Art University School of Graphic Design 79 New Montgomery Street San Francisco, CA 94105 — Find out more about MAKETIVITY www.maketivity.net View more work by Ziv Chiawen Tsau www.atoziv.com — INS TRU C TORS + Phil Hamlett, Jeremy Stout, Bob Slote and Anthony Jagoda PRIN T ING + Blurb.com BIND ERY + Blurb.com T YPEFACE + Museo Sans & Museo Slabs SOF T WARE + Adobe Creative Cloud Suite — All rights reserved. Copyright ©2015 Ziv Chiawen Tsau No portion of this book may be used or reproduced in any matter without the written consent of Ziv Chiawen Tsau. All respective work shown has been appropriately noted, identified, and credited. Any omissions found will be fixed and corrected in subsequent editions.

STIMULATE CREATIVITY IN THE CLASSROOM

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CONTENTS

For ward, background, problem and goal —

02 RESEARCH 020 Personas, literature, competitors, sur veys and inter views —

03 EXPLORATIONS 046 Ideation, timeline, visual explorations, identity, and wireframes —

04 REALIZATION 066 The brand, identity system, deliverables and ads —

05 ACKNOWLEDGEMENTS 108 Feedback and thanks

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01 PREFACE 006

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PREFACE

The MFA thesis required me to define problems, to distill information, and to find solutions with a graphic design approach. The design solutions should reach the audience on multiple levels and through multiple design platforms.

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I always wondered why school had to be so boring and asked us to memorize the contents of textbooks but not understand their meanings.

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FOREWORD This is how I started my thesis topic.

I wasnâ&#x20AC;&#x2122;t into learning because I didnâ&#x20AC;&#x2122;t like sitting in front of the desk, reading text books, nor memorizing all the content. I thought learning was always boring and tedious until I met a geography teacher, Karen Wang, in junior high school. She taught geography through traveling stories. Once she asked us to plan a trip on a map in Europe in order to learn the locations. This assignment was a big turnaround and offered me more options when doing the assignment. It intrigued me to want to learn more about geography. I enjoyed the chance to be creative on homework and it changed my learning experience. I believe graphic design can be a powerful tool to solve the problems of finding methods to stimulate creativit y in the class. I hope to unlock the challenge and support students in being creative.

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I was born and raised in Taiwan where the education is academic performance oriented. My experience in school was limited to reading, writing, and memorizing all textbook contents. All students were forced to study hard in order to be successful individuals. Our imagination and creativity were limited to lineal thinking. But I believe there are a lot of learning paths out there, and that learning should be more fun and interesting to motivate students to learn better.Â

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Cre路a路tiv路i路ty /noun/ The use of the imagination or original ideas, especially in the production of an artistic work.

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BACKGROUND

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Start researching, find related statistics, and define problems.

THE IMPORTANCE OF CREATIVITY According to research 01 in 2012, 85% of college-educated professionals agree that creative thinking is critical for problem solving in their careers and they believe creativity is the key to economic grow th. Also, creativity is one of three important personal traits for employers when looking for employees. In 2015, creativity has became the top quality for leadership 02 . The study—Global Creativity Gap 03 —points out most people feel the education systems are stif ling creativity.

67% 01

Adobe Creat iv it y and Educat ion: W hy It Mat ters

F ast Company—T he Most Impor tant Leadership

G lobal Creat iv it y Gap: Universal Concer n that

Qualit y for CEOs Creat iv it y is Suf fer ing at Work and School

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of people surveyed globallyfeel creativity is of value to society.

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80%

feelÂ that unlocking creativity is critical to economic growth.

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62%

of people surveyed in the US feel that creativity is being stifled by their educational systems.

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WHY EDUCATION? In the United States, most people spend a quarter of their lifetimes getting their education. School is the stage before we step into a career. Based on the development of personality types 04 , the time from 12-20 years old is the best time to develop “self-identification”. This is the time people receive education. School is the place to satiate curiosity, grow knowledge and develop character.

PersonalityPage.com

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of Americansâ&#x20AC;&#x2122; lives engaged in getting education.

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“Creativity is the key to success in the future, and primary education is where teachers can bring creativity in children at that level.” —A.P.J. Abdul Kalam, Former President of India

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PROBLEM Under the pressure of curriculum and common core standards, teachers feel a lack of time in the classroom, and it is hard to adapt or develop new teaching materials.

“I have too many things to work on in the classroom. If there is something simple to adapt, I will want to use it.”

In this digital age, there is a lot of information on the Internet, but it also contains scams, frauds and false information that teachers are not willing to spend time exploring. I have to distill information and provide a better resource to engage teachers.

—Nini, a 3rd grade teacher

—

GOALS My goal is to organize information, to develop useful tools and methods that support teachers in stimulating and cultivating their students’ creativity.

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CHALLENGES

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RESEARCH

To dig deeper for more input, insights and to find a unique point of view. The design research process includes defining the audience, researching literature, understanding competitors, and conducting primary research, surveys and interviews.

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Now, itâ&#x20AC;&#x2122;s time to dig deeper for insights and develop design opportunities.

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PERSONAS Personas are archetypes built from an explicit observation of the potential users.

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WHO IS THIS PROJECT FOR? My main target audience is high school teachers. High school is the time that students are developing their identities and finding their interests in future careers. High school teachers have to focus on students’ academic performance, so they have a hard time finding and developing creative teaching materials. —

Natalie, 26 A 3rd grade English teacher + S he feels a lot of pressure to finish the class in a limited time. + S he has a 2-year-old kid, so it’s hard for her to spend time researching new teaching materials.

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Rachel 62

James 42,

A 1st grade art teacher

A special education teacher

+S he is a homemaker and a part-time art teacher.

+ H e mainly focuses on building students’ confidence in the classroom.

+S he spends a lot of time preparing teaching materials at home.

+ H e is always finding materials to encourage students.

+S he believes all kids are creative individuals, and she always feels amazed by their work in the classroom.

+ H e believes students have their own talents and teachers should help them to develop their abilities.

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Lily 31,

Vicky 25,

A French tutor

An extracurricular Chinese tutor

+ S he is originally from Québec, Canada and is currently pursuing her MFA degree at an art school.

+ S he is originally from Taiwan and currently studies in a language program.

+ H er students are mostly adults and mainly focus on speaking skills.

+ H er students are mostly kids, aged 5-9, and some of their parents.

+ H er tutoring location and hours are flexible, depending on students’ schedules.

+ H er classes focus on speaking and reading skills.

+ S he usually meets her students individually at cafés for 1 hour, once a week.

+ S he teaches Chinese through singing songs and drawing characters.

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LITERATURE To fully understand teaching methods and materials in order to develop tools for teachers to stimulate creativity in the classroom.

STUDIES

Out of Our Minds: Learning to be Creative 2011 by Ken Robinson ISBN-13: 978-1-907-31247-2

Creative Climate as a Means to Promote Creativity in the Classroom 2012 by Szilvia Péter-Szarka Department of Educational Psycholog y Institute of Psycholog y University of Debrecen, Hungar y

A Whole New Mind—Why Right-Brainers Will Rule the Future 2006 by Daniel H. Pink ISBN-13: 978-1-594-48171-0 — WEBSITES BBC School w w w.bbc.co.uk/schools Ted w w w.ted.com/ Adobe Education w w w.adobe.com/education Common Core State Standards Initiative w w w.corestandards.org Imagination Foundation w w w.imagination.is Share My Lesson w w w.sharemylesson.com —

Creativity and Education: Why it Matters 2012 by Adobe Systems Inc Global Creativity Gap—Universal Concern that Creativity is Suffering at Work and School 2012 by Adobe State of Create Study — PRESS Fresh Thinking Drives Creativity and Innovation 2005 by Larr y Vint, Lecturer, Design Friffith University, Australia Fostering Creative Thinking During High School Years 1962 by E. Paul Torrance Bureau of Educational Research University of Minnesota Creativity Should Be Taught as a Course 2012 by Adobe Systems Inc

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BOOKS

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COMPETITORS

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To understand competitors and their markets can help me to market my brand and find opportunities to develop products and services.

THE THIRD TEACHER + The Third Teacher+ is an educational design consultancy within the global architecture firm, Cannon Design. It’s a multidisciplinar y group t hat looks at t he whole pict ure, the whole ecolog y of learning. It designes learning environments and uses design thinking to strategize cultural, pedagogical and organizational change with clients. Its living practice was born out of a collaborative research experience that resulted in the book, The Third Teacher. — INSIGHTS The Third Teacher+ defined the change of environment that can help students learn better. They offer a design vision to school programs, architectural design, organizational strategies, and community workshops. However, they are targeting schools and offering a range of areas from design thinking to using the environment as a teaching tool.

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PROJECT H Project H uses the power of creativity, design, and hands-on building to amplify the raw brilliance of youth, transform communities, and improving K-12 public education from within. Their programs teach rigorous design iteration, tinkering, applied arts and sciences, and vocational building skills to give young people the creative, technical, and leadership tools necessar y to make positive, long-lasting change in t heir lives and their communities. — INSIGHTS Project H has a small team with a big impact. They involve hands-on experience by building architecture projects t hat help st udents to be confident, creative, and excited about school. However, their programs mainly focus on students and offer camps for students to get involved.

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STEM TO STEAM

INSIGHTS

The STEM to STEA M initiative, championed by Rhode Island School of Design (RISD), is suppor ted by teachers, researchers, policy makers, students, and businesspeople from RISD and beyond. At the heart of the activity, a team of student research assistants works in the Office of Government Relations to apply their firsthand knowledge of Art+Design education to exploring new avenue for STEM to STEA M.

STEM to STEA M focus on the big picture of involving Art + Design in STEM. However, it focuses on innovating the curriculum and targets schools.

The objective of the STEA M movement are to: +T ransform research policy to place Art+Design at the center of STEM + Encourage integration of Art+Design in K-20 education. + I nf luence employers to hire artists and designers to drive innovation. —

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Share My Lesson is a place where educators can come together to create and share their ver y best teaching resources. Developed by teachers for teachers, this free platform gives access to high-quality teaching resources and provides an online community where teachers can collaborate with, encourage and inspire each other. Share My Lesson was developed by the American Federation of Teachers and TES Connect, the largest network of teachers in the world. — INSIGHTS Share My Lesson has a massively resourceful website. However, it’s curriculum oriented and hard to find stimulating creativity teaching resources.

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SHARE MY LESSON

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SURVEY

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To conduct surveys to contact the target audience and provide insight, and general thoughts of my topic. Also, to help me to build the net and connect to more interviewees.

QUESTIONS 01. W hat is your age?

11. W hat can students get from school that is important to their future career?

02. W hat grade do you teach?

12. H ow important do you think creativity is to their future career?

03. W hat subject do you teach? 04. In which state do you teach?

13. D o you think “teaching methods” and “teaching styles” are different?

05. How many years have you been a teacher? 06. W hat are your teaching methods?

14. W hat teaching style can stimulate students’ creativity?

07. W hat is the student participation level in your classroom? 08. Have you ever felt pressured to follow curriculum? 09. H ave you ever felt lack of time to finish work in the allotted class time? 10. P rioritize the following (number 1 to 4) Curriculum Facilitating students’ understanding Stimulating students’ imagination Other

15. I f there were any teaching materials that could stimulate students’ creativity, would you use them? 16. W ould you take classes after work with other creatives to become familiar with innovative teaching materials? 17. W hich of following resources would you choose to help you teach in classes? (Choose all that apply) Internet Games Extracurricular Programs Media (videos, audio, etc.) Books Other

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RESEARCH

17%

of teachers think stimulating imagination is the priority

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87%

of teachers feel they are pressured to follow the curriculum

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65%

of teachers think studentsâ&#x20AC;&#x2122; understanding is the priority

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INTERVIEW

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To conduct interviews with teachers in different schools, from kindergarten to high school, based on their survey responses to find what they need.

QUESTIONS 01. How long have you been teaching? 02. W hat subjects and grade levels do you teach? 03. Have you ever had difficulty engaging students? 04. H ow do you develop teaching materials to fit the school curriculum? 05. F rom your sur vey responses, you indicated that . Could you tell me more about that? 06. W here do you find your inspiration? 07. How would you define creativity? 08. W hich grade level do you think is the most important for helping students to develop creative thinking? 09. A re you willing to add activities in your class if they can help students become more creative? 10. D o you think technolog y is becoming more important to teaching? 11. D o you think using technolog y is becoming more important for teachers? 12. W ithin your school ’s curriculum, what can get in the way of you developing your students’ creativity?

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RESEARCH

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“Students' understanding is important, but teachers are pressured to follow the school curriculum.”

“In science, there is a gap of study process between middle school and high school.” —Shahram Mostarshed

“I believe students learn from movement and that movement can be integrated in their memories.”—Michael Guenza

—Shahram Mostarshed

“Test is the method I use to determine if students understand what I taught.”

“I always inspired by students reactions with what we collaborated on in the classroom.”

—Shahram Mostarshed

—Teresa Camajani

“I have hard time to engage students in the class, because they are not interested in science.”—Shahram Mostarshed

Build connections with students is important in the classroom.—Michael Guenza

“It’s better to stimulate students' creativity before high school.”—Michael Guenza

“Giving students' appreciation of the importance of science process to their lives is my motivation.” —Shahram Mostarshed

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“Students at this age are sometimes out of control but I always can find a way to engage them.”

”Memorizing is a big part of learning a new language. So I always finding ways to help students remember words.”

— Ruth Kiskaddon

—Arron-Harper Lee

“I believe students are creative individuals.”—Ruth Kiskaddon

”Kids mostly learn faster because they can integrate the words into their imagination.” —Arron-Harper Lee

“An open environment is important to my class.”

“It’s hard to teach different comprehension levels students in the same classroom.” —Antoinette Marquez

“It’s a lot of things going on in class so it's hard to put more energy to develop new teaching material.”—Antoinette Marquez

“Middle school teachers have to spend extra time taking care of the equality in class because there is no special education teacher in school.”

—Ruth Kiskaddon

—Antoinette Marquez

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INSIGHTS

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These are the “Aha!” moments that I used to develop useful tools for my target audience.

+L earning to think outside the box—Creativity becomes an Academic Discipline.—The New York Times

+H igh school curriculums’ main focus is academic performance. There is limited room for them to explore their abilities.

+S hop classes are gone in 2012, and students don’t have chance to experience different skills and to explore their capacity.

+ Technolog y equipment has became more important in teaching.

+O ffering a safe working environment in the classroom can help students to express themselves

+T here is too much false information and online scams that take up a lot of time when finding useful resources.

+ S tudents are visual learners in this era.

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+M ost teaching community websites offer broad information, and there isn’t one specific focus on teaching creativity.

+O lder teachers have hard time finding references online.

+ Students learn better when teachers are open-minded.

+M ost teachers think students’ understanding is the key to studying.

+ M iddle school and below have more room to put playful assignments in the classroom.

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+S tudents have lower skill levels than they should have. (Computer and craftsmanship)

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EXPLORATIONS

To develop an ideal solution based on the research; make a timeline, explore different kinds of visual styles, color palettes, typography, photography, graphic elements, and multiple design platforms.

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E X P LO R AT I O N S

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Let the ideas spark, visualize them , and start designing.

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IDEATION To stimulate creativity through transforming traditional literature assignments to hands-on projects that can make the assignments more playful and create meaningful moments for students.

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“To make creativity happen instead of waiting for it to bubble up. A muse doesn’t have to hit you.”—Roger L . Firestien, Buffalo State Professor

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DELIVERABLES

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To develop opportunities and tools for teachers to stimulate creativity in the classroom.

WEBSITE Teachers mainly use the Internet to find new teaching resources and develop teaching materials. A website with a creative focus and accessible information w ill help teachers to distill information and fit their needs. The website contains three functions: Videos, Events, and Forum to share stories and thoughts. — VIDEOS Demonstrate what Maketivity does and share inter views about other teachers’ successful hands-on projects and how they developed their teaching materials. — EVENTS Offer chances for teachers to get involved, experiment with hands-on projects, and develop their own creative teaching materials. — FORUM Provides a place to share stories, thoughts, and concerns with us and other teachers. Communication is the key to helping us improve and get better.

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E X P LO R AT I O N S

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WEBSITE Find your needs

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EVENTS Let the ideas spark

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VIDEOS Learn from other teachers

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TIMELINE ToÂ organize and complete the project in a well thought out time frame in order to achieve the final goals.

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SEP

S P 14 OCT

NOV

DEC

JAN

FEB

SU14 MAR

APR

M AY

SCHOOL COURSE

GR600 Visual Communication Lab G R 6 0 1 Ty p e S y s t e m G L A61 2 Writing and Research

GR801 T hesis Concepts Development G R 6 1 2 I n t e g r a t e d Communications G R 6 1 3 Ty p e E x p e r i m e n t s

PROCESS JOURNAL

Thesis Idea Proposal

Keep journal and document on thesis website

BRAND IDENTITY

Midpoint Review

Start branding research and sketches

JUN

GR801 T hesis

W 1-2 D e s i g n b W3-4 Develop

WEBSITE

W3-4 Researc W5 Wireframe W6-8 Develop

VIDEOS

W5 Flying log W8 Refine Fly

W W EVENTS

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E X P LO R AT I O N S

FA 14 JUL

Thesis Explorations

AUG

SEP

OCT

NOV

DEC

JAN

G R 8 0 0 P a c k a g i n g 2 GR605 Digital Design Studio G R 6 1 2 I n t e g r a t e d Communication

FEB

SU15 MAR

APR

M AY

GR801 T hesis Refinement G R 8 0 0 T y p e 4 GR604 Nature of Identity

JUN

FA 1 5 JUL

AUG

G L A 6 76 Pro. Practice

SEP

OCT

W 8 -1 0 D e v e l o p b r a n d v i s u a l g u i d e W 14 F i n a l i z e b r a n d v i s u a l g u i d e

esearch references frame eveloping Website

W 1-5 R e f i n e w e b s i t e l a y o u t

ng logo first draft ne Flying Logo

DEC

GR650 Por tfolio Seminar Final Review

(On going) Design the process journal and update website

esign brand name evelop brand identity

NOV

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SP15

Process journal Print out

Finalize thesis website Upload videos and event pictures

R e f i n e Te r e s a ’ s v i d e o

W 6 I n t e r v i e w w i t h Te r e s a W 8 Te r e s a ’ s v i d e o f i r s t d r a f t

Produce flying logo music

W 6 F i n a l i z e Te r e s a ’s v i d e o

Michael’s first draf t

W11 Inter view with Michael

W 1 2-1 5 D e v e l o p i n g e v e n t f o r m a t

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Thesis promotion video Finalize Michael’s video

Hold a event/workshop

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VISUAL INSPIRATION

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To explore and find inspiration through a variety typography, photography, graphic elements, color palettes, and visual style with different kinds of material platforms, such as books, magazines, and websites.

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E X P LO R AT I O N S

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VISUAL EXPLORATION

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To explore different typography, illustrations, photography, color palettes, and graphic elements.

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E X P LO R AT I O N S

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IDENTITY DEVELOPMENT

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To develop a visual identity that approaches the target audience with an active, creative, and playful mood. The logo is a combination of Maketivity and splashes of creative power.Â

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E X P LO R AT I O N S

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WIREFRAME

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The wireframe is for the website, which has four sections, including homepage, videos page, events page and forum page.

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E X P LO R AT I O N S

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REALIZATION

After the visual explorations, the next step is to build the brand by creating the identity system, the website, videos, and events.

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R E A L I Z AT I O N

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Market the brand, make it alive, support teachersâ&#x20AC;&#x2122; needs and stimulate creativity in the classroom!

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R E A L I Z AT I O N

THE BRAND A brand refers to theÂ perceived image and subsequent emotional response to a company, its products and services. It also represents the conversation that audiences are having with each other about the brand, and how that spreads.

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WHO WE ARE Maketivity is a non-profit organization that provides teachers access to creative teaching methods and supports them in developing their unique teaching materials. â&#x20AC;&#x201D; OUR MISSION Support teachers in developing hands-on projects.

MAKE A CREATIVE ACTIVITY

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IDENTITY SYSTEM

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The identity system is the visual components package that usually pairs with style guidelines and is used as a framework to ensure the corporate image is cohesive and consistent.

THE LOGO The logo is the central, identifiable visual element that helps the audience to discover, to share, and to remember a companyâ&#x20AC;&#x2122;s brand.

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R E A L I Z AT I O N

46 x

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RULES FOR LOGO

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The logo is the core of the brand; it should be used cohesively and be consistent.

WHAT WE DO The logo is the central, identifiable visual element that helps the audience to discover, to share, and to remember a company’s brand. The colored logo can only be used on a white background.

PRIMARY LOGO The primar y logo should be used as much as possible in an effort to keep the branding and images consistent across all in and out of house communications.

SECONDARY LOGO The secondar y logo should be used as a credit and small icon.

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R E A L I Z AT I O N

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USAGE OF BLACK LOGO

USAGE OF WHITE LOGO

Use black logo when the background is lighter than 30% black.

Use white logo when the background is darker than 31% black.

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WHAT WE DON’T DO The logomark has several variations to suit any application. The mark has text and icon layouts. The logomark has been created to be a stand alone symbol that is easy to recognize and reproduce.

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R E A L I Z AT I O N

+ We don’t f lip logomark

+ We don’t squeeze it

+ We don’t outline it

+ We don’t use it without logotype

+ We don’t put it on color background

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+ We don’t change color order

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TYPOGRAPHY

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Museo Sans Rounded and Museo Slabs are low contrast and highly legible typefaces very well suited for any display and text use. The sturdy features convey a friendly and welcoming mood to readers.

MUSEO SANS ROUNDED Museo Sans Rounded is a sans-serif typeface used for title 900 , subtitle 100 , and headline 700 . This wide usage shows the typeface has a great legibility. It has friendly features but it is also sophisticated so it represents Maketivity’s brand personality.

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Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1234567890~!@#$%^&*()_+

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Museo Slab is a slab-serif typeface used for body text 100 , quotations 700 and book titles 500 Italic . It has great legibility and is comfortable to read when itâ&#x20AC;&#x2122;s a small text size. It also has a playful characteristic but sophisticated features that can convey the soul of Maketivity and express a f lavor of being creative.

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Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1234567890~!@#$%^&*()_+

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Color stands for the brand’s personality and spirit. It communicates to the audience the brand’s values, mood, and energy.

AQUA SPLASH

SUNSET ORANGE

PANTONE COATED 7472C

PANTONE COATED 7416C

CMYK C65 M0 Y30 K0

CMYK C0 M65 Y70 K0

RGB 75 195 190

RGB 245 120 85

HEX# 46C1BE

HEX# F47A55

WINTER DUSK PANTONE COATED 663C CMYK C0 M0 Y0 K10 RGB 230 230 230 HEX# F4F4F4

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PANTONE COATED 447C CMYK C0 M0 Y0 K90 RGB 65 65 65 HEX# 3A3E3D

HARVEST YELLOW PANTONE COATED 1355C CMYK C0 M30 Y70 K0 RGB 255 185 100 HEX# FCBA63

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GO BLACK

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WEBSITE

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Maketivity believes the hands-on learning experience can stimulate students’ creativity. We offer interview videos, true stories, events, and a forum to create an inspiring community for teachers.

SERVICES Our ser vices include inter view videos with inspiring stories, events to create opportunities for teachers to meet up and learn from each other, and a forum for teachers to communicate and share their stories and thoughts. — GALLERY Demonstrates what Maketivity has done so far and welcomes the audience to join us.

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EVENTS

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Conduct events to bring teachers and artists together to collaborate on ideas that can help teachers develop their unique teaching materials.

IT’S TIME TO BE CREATIVE The goal of this event was to help teachers transform their curriculum oriented materials into creatively oriented materials. The artists and teachers brainstormed together and came up with solutions to transform an essay assignment into creating a movie posters. Students would have to understand the contents in order to transform them into a poster. How fun!

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PROMOTIONAL VIDEO

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Demonstrate a playful and welcoming mood to the audience, inviting them to join our events and get more information.

MATERIALS During the event, I recorded some footage to create this promotional video. All teachers are passionate about what they do. I want to welcome more teachers to join us and share their stories with us. This video helps me to promote our playful and educational brand image.

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INTERVIEW VIDEOS

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Share other teachers’ stories about how they stimulate students’ creativity through transforming their curriculum oriented assignments to creatively oriented projects.

MATERIALS Through inter views with Teresa and Michael, I found their stories are inspiring and touching. I want to share these stories to inspire other teachers to develop their own teaching materials. I use these two videos to demonstrate how you can transform essay assignments into group projects or hands-on projects. T he projects can be in any form. These materials can stimulate students’ creativity and engage them in the classroom.

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ACKNOWLEDGEMENTS

User feedback and thanks.

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ACKNOWLEDGEMENTS

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FEEDBACK

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Gather users to test deliverables and collect their thoughts and opinions to make Maketivity better.

“The website is different from other websites. I love it! So much fun!”—Ruth

“I love these colors on the website.”—Thomas

“This event is different, and I can’t wait to share with my colleagues.”—Michael

“It’s fun and intriguing to browse your website.”—Kelley

“I want to watch more videos!”—Louis

“I would definitely use this website and go to the events.” —Kelley

“These videos are inspiring.” —James

“I can’t wait to try some activities with my students.” —Raoli

“I can definitely learn something from this website.” —John

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ACKNOWLEDGEMENTS

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“This is fun. Teresa’s story is inspiring.”— Jim

“The event is small but it has a large idea.”—Andy

“I wish I had a teacher like them.”—Chananya

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ACKNOWLEDGEMENTS

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I am really grateful for all your support and participation.

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Thanks to you all!

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ACKNOWLEDGEMENTS

ACKNOWLEDGEMENTS After years on this thesis project, I have a lot to say.

I want to thank all my instructors for the lessons in thesis development over these years, especially Phil Hamlett, Jeremy Stout, Bob Slote, Anthony Jagoda, Brian Toth, Jill Ballard, Rey-Philip Genaldo, Amy Shipley, and Susan Pasley. You have taught me how to be not only a graphic designer but also a communicator, and an independent thinker, a problem solver, and a hard worker. — TO INTERVIEWEES Big thanks to Teresa Camajani and Michael Guenza. Without your input and inspiring stories, I wouldn’t have been able to finish this thesis project. — TO THOSE WHO HAVE HELPED ME I really appreciate your help and support during these two years, especially Thomas Wright, John Wright, Ruth Kiskaddon, Jackie Berliant, Pete Morris, Derek Wang, Peace Chen, Emily Chu, Jim Lachman, and Kelley James. — TO THE TSAU FAMILY Thank you for all your unconditional love and support. I love you guys!!

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TO INSTRUCTORS

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ACKNOWLEDGEMENTS

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