START Graphic Design BFA Senior Thesis by Melissa Dos Santos

452 THESIS

TOS

SAN S O D A S S I L ME

For all of us who are seekers . . . â&#x20AC;&#x153;Sometimes questions are more important than answers.â&#x20AC;? Nancy Willard

Be creative, do what you love, and find a career in Visual Arts!

INTRODUCTION

INITIAL CONCEPTS

RESEARCH & EXPLORATION

INTERVIEWS

BRANDING

DESIGN WORKSHOP

MIDTERM

FINAL FORM

WHERE DO I START? I am a teacher, formerly for high school and recently at Pellissippi Community College. I have noticed that one of the things that students comment and ask about frequently is college majors. And the most common question by far is simply, “Where do I start?” It usually comes from students who are creative or artistic, but feel sort of lost or confused about where to begin in the whole process of choosing a major and ultimately turning what they love into what they actually do for a living. My target audience is this group of students, the high school juniors and seniors (ages 16 - 18) who are told that they are “good at art” or “really creative “ but don’t know how to translate this into choosing a college major or eventually a career. They simply aren’t aware of what options currently exist in the ever-expanding field of Visual Arts. I wanted to find a way to encourage these juniors and seniors to explore their own interests and expose them to the different careers in Visual Arts. I chose to create an interactive website that would enable these students to learn more about themselves, what they like, and to provide information about the various careers available in Visual Arts that would be a good match for them.

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ABSTRACT

Artisitic or creative students entering college often donâ&#x20AC;&#x2122;t know where to start in the process of finding a major (degree program) that allows them to apply their talents beyond the fine arts. This is due to a lack of exposure during high school as to what alternative career options exist. An interactive website which aims to match their interests with potential career opportunities can help them to better select their major.

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PROJECT DESCRIPTION

Artisitic or creative students are traditionally exposed to classes that involve drawing, painting, sculpting and ceramics, therefore making known to them careers in the Fine Arts. Alternatively, students can learn about careers in computer science through technology based courses that introduce working with computers. Relatively few students explore a third possibility that incorporates a level of fine art and technology in the Visual Arts. These are the students who participate in yearbook or school newspaper activities. The students with only fine art, or computer science exposure are choosing college majors (degrees) that do not correspond with their artistic aptitude. This happens because they are not familiar with the careers that exist in the field of Visual Arts, and subsequently don’t understand what professionals in these fields really do. For example, students often enter into graphic design programs with misconceptions such as, graphic artists only work on computers or sell things to consumers. Students would benefit from an interactive website that helps them to better understand what careers in Visual Arts, such as graphic design, really look like and ask themselves questions to determine which major would best suit their individual artistic bend. This project intends to expose students to career possibilities in Visual Arts, and encourage self-exploration to help them decide which major(s)/degree program(s) match their interests. It also will promote understanding of what professionals in these creative fields actually do. It will feature creative professionals in a dynamic way. The goal is to provide needed information at a critical point in the student’s decision making concerning their college pursuits. — 11 —

INTENTIONS: This project is intended to be a tool for high school students. It is not: • • • •

a comparison of PSCC and UT or any other specific schools a guaranteed “one size fits all” for students to find the perfect major a discussion about the financial differences in programs a compare/contrast list of the pros and cons of various chools/degrees

WHY DOES THIS MATTER TO ME?:

INITIAL CONCEPTS Every design decision we make affects the way real people experience a product or service.

Fear of the unknown and not wanting to make the wrong decision has affected me as a student and a teacher more times than I would like to admit. Several months ago, when I first started to think about this thesis, I started to fall into the trap of looking for the “right” project. Time is precious, so I didn’t want to spend weeks and months of my time and energy on something that I wasn’t really passionate about. There were lots of interesting and study-worthy topics that I considered such as biometrics, semiotics, cultural norms in bilingual famiies, etc. , but I kept coming back to a comment that a high school, dual enrollment student at Pellissippi had recently made to me.

“I really don’t know what I want to do. I mean—can I even get a job doing art? I think I want to do graphic design, but I’m not so good at starting something from nothing. I really like to take pictures too. maybe I can do something where somebody else thinks up the concepts and I just sort of make it happen . . .”

J. H. , Dual Enrollment student PSCC Spring 2014

MY OBSERVATIONS (based on teaching/working with high school students): • Students do not usually see the relationship between their artistic abilities and applicable career skills • They assume that what they like to do is not connected to what they will choose as a college major/career • They are generally not aware of the careers available to them within Visual Arts • They presume that in order to have a career in art, it must be in the Fine Arts or Performing Arts

NARROWING IT DOWN—WHAT IS THE CORE FOCUS OF THIS PROJECT?: Excerpt from the letter I wrote the first week of class: One situation that I believe I have a unique perspective on is being a design student and teacher at Pellissippi and at UTK. I completed the PSCC design program in 2006, and since 2010 have taught as an adjunct instructor in the same Communication Arts program. I started UTK’s design program in Fall 2011 and had the opportunity to teach Art 150 with Cary during the summer for practicum. I have experienced and observed the struggles as a student and a teacher in both realms. I can’t help but think that there is a way to take the best parts of each program and customize a system in which students and teachers benefit from both. This sounded like a good idea at the onset, but I discovered that taking on the monumental task of writing a graphic design curriculum that UTK and PSCC would agree on was beyond me. Thankfully, with some help from my instructor and classmates, I realized this was not a very realistic approach to helping current students, so I dug deeper. Since I had seen first-hand how students were uninformed specifically about graphic design, I planned to only emphasize this area of Visual Arts. This is reflected in some of the names I was initially considering for this project: • A Creative’s Guide to College • A Designer’s College Major Guide • Designer by Choice • So, You Like to Draw • So, You Want to be a Designer? • The Design Decision • Decide to Design This quickly became really entangled in how the specific degree programs were set up. The problem was that the students I wanted to reach weren’t familiar with the programs or the lingo.

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FIRST PRESENTATION I presented my initial concept to the class. As I listened to the comments afterwards and reflected on what had been said the primary take away for me was that this is not an either/or concept. Visual Arts is inclusive. It brings together aspects of many different art and technology forms. I determined to rethink my thesis. I wanted to approach this problem proactively from the student’s perspective NOT at the administrative level. I was not addressing my audience of high school juniors and seniors directly or giving them a resource to expose them to careers in Visual Arts.

THEORY finding the right balance

PRACTICE — 14 —

OBSERVATION 1

Two year colleges are generally more technically oriented and primarily stress the mastery of software programs. The majority of the learning experience is digital only. Four year colleges emphasize design theory and conceptual thinking. There is greater opportunity to explore creativity away from the computer. Students are generally responsible to learn software on their own.

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OBSERVATION 2

More and more students are choosing to attend two year college design programs. These students often want to transfer to a four year design program but are finding that they are unprepared conceptually.

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DEFINING THE PROBLEM Design students transferring from two year programs are finding that their design course credits do not usually tranfer, and that they do not meet the specific requirements of the BFA Graphic Design degree program. They may also find that although they have strong technical abilities, they would like further instruction in design theory and conceptual thinking.

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developing a more cohesive transistion

MIXED METHODS — 18 —

INVESTIGATION

My goal is to develop a way for students to be more accurately informed about the graphic design profession in general and to investigate a two year design plan/guide that would better integrate and transfer into a four year BFA design program.

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Why does this matter? The demand for two year community colleges is increasing steadily. I believe that there is a need to gap the theoretical and practical design worlds. Community colleges are often geared toward local students and local needs. Encouraging students to complete BFA design degrees will produce better designers for our area.

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• Resistance to change • Unsupportive administration

POTENTIAL CHALLENGES

• Discovering that there is no way to truly create a mixed method that will actually be beneficial to students and teachers • Comparing/contrasting programs instead of objectively representing information to support and inform students

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my goals for the project

EXPLORE HOW TO IDENTIFY & BRIDGE THE COMMUNICATION GAP INVESTIGATE WAYS TO HELP STUDENTS LEARN & GROW AS DESIGNERS

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CHANGING DIRECTION Up to this point my research had focused on the different types of degrees programs available in graphic design. NASAD: National Association of Schools of Art and Design. http://nasad.arts-accredit.org/ AICID: Association of Independent Colleges of Art and Design. http://www.aicad.org/ AICID provides numerous benefits to students through collaborative exchange programs, shared resources on issues such as environmental and community sustainability, and the New York Studio Residency Program. They advertise that AICID is where creative individuals find their community and connect with a support network. These sites explain the general differences in art and design schools and compare many different programs including two and four year schools, online schools, and independent art trade schools such as The Art Institute. NASAD offers a ranking system based on the criteria entered.

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RESEARCH

RESEARCH One of the biggest challenges at first was trying to break down the ever-growing field of Visual Arts into specific categories. I wanted to do this so I could help students see where their interests might match an existing major or career. It was also important for me to show them how Fine Arts, which most of them were familiar with, was only a part of a variety of careers included under the umbrella of Visual Arts.

The Definition of the Creative Industries : The Standard Industrial Classification (SIC) Codes of the Nation's Arts-Related Businesses

SIC Code Business Description

Category

Sub-Category

Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts Crafts

Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass Stone, Clay, and Glass

Visual Arts/Photography 32290800 32290801 32290802 32290803 32290804 32690000 32690100 32690101 32690102 32690103 32690104 32690105 32690200 32690201 32690202 32690203 32690204 32690205 32690300 32690301 32690303 32690400 32690401 32690402 32690403 32690500 32690501

Art, decorative and novelty glassware Christmas tree ornaments, from glass produced on-site Glassware, art or decorative Novelty glassware Stationers' glassware: inkwells, clip cups, etc. Pottery products, nec Pottery cooking and kitchen articles Cookware: stoneware, coarse earthenware, and pottery Crockery Kitchen and table articles, coarse earthenware Kitchen articles, coarse earthenware Rockingham earthenware Laboratory and industrial pottery Chemical porcelain Cones, pyrometric: earthenware Filtering media, pottery Forms for dipped rubber products, pottery Grinding media, pottery China decorating Decalcomania work on china and glass Firing and decorating china Pottery household articles, except kitchen articles Lamp bases, pottery Smokers' articles, pottery Vases, pottery Pottery florists' articles Flower pots, red earthenware

Americans for the Arts Defined by Americans for the Arts, 2004.

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SEARCHING HOW TO CATEGORIZE Many resources were based on existing school programs and corresponded to their majors/programs, and very extensive, This is an example from Tyler School of Art. (http://www.http://tyler.temple.edu/careers-visual-arts), that was fairly typical. Careers by Major Art Education Art Critic/Writer Art Teacher Artist-in-Residence/Artist-in-the-Schools Arts Administrator Freelance Instructor Postsecondary Instructor Recreation Specialist Teacher/Instructor - Overseas Teacher of Art and Recreation Art History Archivist Art Gallery and Auction House Assistant Art Historian, Art Law Specialist Art Critic/Writer Arts Organization Consultant/Administrator Corporate, Museum, University Curator Curatorial Consultant Fine Arts Appraiser Researcher Restorer, Conservator Publishing Proofreader Visual Resources Curator (Education & Industry) Teacher/Administrator, Art Lecturer Crafts: Ceramics, Fibers & Materials Studies, Glass, Metals/CAD-CAM Administrator, Industry Consultant Artist-in-Residence/Artist-in-Schools Commercial Serigrapher/Silkscreener Costume Designer, Court Artist Digital Imaging Foundry Owner/Operator Gallery Owner/Administrator Master Printer/Print Studio Owner Model Maker, Muralist Painter, Sculptor, Printmaker (freelance, commission) Portrair Painter/Sculptor, Set Designer Scientific Illustrator, Technical Illustrator Teacher/Administrator

Graphic Design, Illustration, Photography Art Director Book Illustrator, Technical/Production Illustrator Exhibitions Designer Freelance Photographer Font Designer Graphic Designer - Advertising, Corporate, Publishing TV/Film, Entertainment Multi-media specialist Package Designer, Product Designer Photo/Computer/Digital Lab Technician Urban Graphics Designer (display, signs, billboards) Web Designer, Webmaster Museum Studies, Arts Admin, Conservation/Restoration Social, cultural agencies; Education Art Director Art Lecturer/Visiting Scholar Art Supervisor Arts Administrator Arts Management Career Development Counselor Cataloger Conservator/Restorer Development/Grant Writer Director Director of Visual Arts Program Exhibition Coordinator Fine Arts Appraiser Gallery Director Museum Educator/Researcher Photography Lab Technician Registrar Architecture Architect Interior Architect Architectural Photographer Land Planner Architectural Writer/Critic Public Architect Architecture Educator

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Sustainable Design Specialist Building Pathologist Urban Designer CAD Specialist Urban Planner Construction Manager Corporate Architect Exhibit Designer Facility Designer Facility Managers Architects Industrial Designer Applied Art Arts Administrator, Art Dealer Art Conslutant Carpet Designer Curator, Writer, Critic Exhibition Designer Fabric and Textile Designer Furniture Designer Gallery Director Greeting Card Designer Resillient Flooring Designer Stylist Tableware Designer Toy Manufacturer and Designer Wallcovering Designer

Categorizing the areas of Visual Arts: Unites States Bureau of Labor Statistics (www.bls.gov/arts-and-design).

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FINAL CATEGORIES After reviewing multiple variations I decided to use eight categories to simplify the options on the website. • Art Education/Professional Arts • Arts Business Management • Craftsman/Art Trades • Design Arts • Editorial Art • Fine Art • Multimedia & Commercial Arts • Performing Arts ICONS AND COLOR To help students make connections to each of these areas I also wanted to associate a specific color and create an icon system that would correspond to each category.

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r140g198b63

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r97g60b191

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r82g188b180

r7g80b186

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STATISTICS Where are the numbers coming from?

usnews.com/news/blogs/rick-newman/2012/05/14/ (2012 US News.com) “Visual and performing arts compose 6 percent of all U.S. graduates. Jobs in this field account for less than 0.5 percent of the overall labor force.” naea/educators,org (National Art Education Association) “High school students engaged in Visual Arts classes excel in ways that are not recognized on traditional standardized testing, upward of 89% of teachers poled felt that the non-traditional (non STEM) careers were not fairly represented.” California College of the Arts Facts & Figures (cca.edu/admissions/facts-figures)

78% of graduates work in fields related to art, architecture, design, or writing 25% of graduates own their own business or freelance 75% of graduates believe they graduated with a degree that prepared them for a career in Visual Arts (Based on U.S. Dept. of Labor statistics)

The Occupational Outlook Handbook from the United States Dept. of Labor, Bureau of Labor Statistics listed statistcs for individual occupations in the Art and Design field. These were helpful overall but, more related to established careers.

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STATISTICS CONT. AIGA articles: http://www.aiga.org/guide-careerguide/ AIGA Guidebook : Graphic Design: A Career Guide and Education Directory, Edited by Sharon Helmer Poggenpohl, C 1993 Forbes.com http://www.forbes.com/sites/collegeprose/2012/10/29/does-your-major-matter/ Penn State, The Mentor, an Academic Advising Journal: The Developmental Disconnect in Choosing a Major http://dus.psu.edu/mentor/2013/06/disconnect-choosing-major/ neatoday.org/2012/04/05 (National Education Association) /the-good-and-bad-news-about-arts-education-in-u-s “A 2012 study by the National Endowment for the Arts that specifically tracked the impact arts have on economically disadvantaged students. The students who had access to arts in or out of school tend to have better academic results, better workforce opportunities, and more civic engagement, according to the report. Specifically, low-income students who had arts-rich experiences in high school were 10 % more likely to complete, for example, a high school calculus course than similar students who had less exposure to the arts. In addition, economically-disadvantaged students who had exposure to the arts were more likely to have planned to earn a bachelor’s degree (74 %) than were economically-disadvantaged students with little or no access to the arts (43 %).”

MY CONSENSUS FROM RESEARCH • art education at the high school level is critical to student success • fewer students are choosing to major in the Arts compared to Science, Technology, Engineering, Math, and Business • colleges that are designated as art and design colleges have a relatively higher percentages of graduates working in fields related to art, architecture, design, or writing • only 6% of U.S. students were graduating with VIsual Arts majors • students planning to attend college need more exposure to majors and careers in Visual Arts • a large percentage of students who potentially would choose Visual Art majors are declaring undecided majors

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THE RELEVANCE OF VISUAL ARTS EDUCATION : INFOGRAPHICS notredamecollege.edu/sites/Relevance-Statistics_0.pdf

indiegogo.com/projects/a-world-beyond-youth-exploration--2#home

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CHOOSING THE FORM I decided that an interactive website that matched the students interests with potential career opportunities could help them to better select their major. I started by simply Googling “Visual Art majors” and “how to choose a college major” The results were not very helpful.

www.luc.edu/undergrad/academiclife/whatsmymajorquiz/

quizfarm.com/quizzes/new/ohiojoshua/what-major-is-right-for-you/

www.luc.edu/undergrad/academiclife/whatsmymajorquiz/monsterjob.com

www.careercolleges.com/career-assessment-test

EXISTING AVAILABLE RESOURCES Althought there was valuable information available from many of these sites, the language used, and level of experience expected from the student user in general, made it difficult to navigate through. These are the common characteristics of the sources I found to be availale currently online for choosing a college major in Visual Arts: • associated with a specific college, art trade school (ex. Phoenix University, non- accredited), or career services dept. • sponsored by an employment website (such as Monster.com) • sites provided by 2 and 4 year schools, immediately listed degree requirements without explaining the options • several sites offered surveys, quizzes, or tests • these assessment tools generally used complicated or trade specific language (not layman terms) • the questions were lengthy, text heavy (usually void of any images), and no indication was given as to what the students’ answers corresponded to—no visible measurement or indication of progress • excessive navigation and subnavigation made sites confusing • ads in side bars were distracting • sites required student information before they could see the quiz and/or results(phishing)

MY TEST GROUP student 1

female

age: 16

junior

student 2

female

age: 16

junior

student 3

female

age: 17

senior

student 4

female

age: 17

senior

student 5

female

age: 18

senior

student 6

male

age: 16

junior

student 7

male

age: 17

senior

student 8

male

age: 18

*dual enrollment/senior

Based on the response to these websites, I asked the students which websites they liked to visit and why. I also looked at several free web statistic trackers and other analytics for the web to determine which sites had the heaviest traffic from my target age group (ages 15 - 18). I was interested to know if there was a particular page layout, naviagation, color scheme, use of media type, etc. that the most visited sites had in common.

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SOCIAL MEDIA SITES Social media sites led the top most visited sites as of March 2014.

BuzzFeed is a popular social news and entertainment website. I liked the way the students in the test group connected with this format and wanted my website to have similiar features such as:

• current, dynamic content based on social trends • image and motion based media • easy to understand language • short, clear options www.marketingcharts.com/wp/updates/top-10-multimedia-websites-march-2014-41853/

• clusters of information, in linear and offset grid formations • bold colors, clean typefaces • inobtrusive and uncomplicated navigation system

BUZZFEED BuzzFeed and Tumblr were inspiration site for me, especially in the treatment of images and catchy titles.

“Within the last year, BuzzFeed has become the most dominant force when it comes to generating viral content. For example, the site skyrocketed its traffic 855% between September 2012 to September 2013 after Facebook altered its News Feed.” Albert Costill, Search Engine Journal BuzzFeed embraces social, content-driven publishing and the under 18 target group I want to reach with my website is responding (see graph, bottom-left). The article* quoted above by the Search Engine Journal highlighted 10 reasons why BuzzFeed is so successful. www.buzzfeed.com/ryanhatesthis/did-you-know-that-high-schoolers-are-sharing-their-absolutel

The following is my personal summation of the article: 1. Obsessively Test BuzzFeed extensively uses A/B comparison testing and analytics and prospensity to go viral. It is critical to know where your audience is coming from and the type of content they’re sharing, 2. Have a Long Term Goal

Content is distributed through sharing and social media instead of transitional print and broadcast channels. They realized the advantages and urgency of using platforms like Facebook. 3. It’s About People

As a general rule, people are more inclined to share information that speaks to them. Content has to be authentic, a site has more meaning because it came from a real person. www.quantcast.com/buzzfeed.com#!traffic

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4. Keep It Short

People want to get right into the point of your content and have a clear call to action. 5. Build a Community

People want content that they can engage with, not just consume. Students want to be in on the fun and want their friends to join in as well. 6. Forget About Pageviews

Students will not complete multi-page lengthy quizzes. They lose interest. 7. Give People Something That They Want to Share

The best way to increase your traffic is by having others share your content. Provide useful, easy to understand content people want to pass around. 8. People Can’t Get Enough of Lists and Images

People are attracted to lists for several reasons. For starters, lists bring order to chaos and can help us organize things. Also, lists can help us remember things. 9. Be Positive

People are looking for answers. 10. Have an Enticing Headline

There have been some statistics that have shown that on average, 8 out of 10 people will read the headline copy. However, only 2 out of 10 will continue reading the text. By having a headline that is compelling, catchy and offers a call to action, you’re improving your odds of having more people read your content. INSTAGRAM, TUMBLR, SNAPCHAT, VINE, TWITTER According to Quora Analytics (quora.com/What-is-the-demographic-breakdown-of-Tumblr), over half of Tumblr users are under age 24, and a full 16% are under 17. This trend for users shows that to reach those students entering college, social media aggregate sites can be effective and potentially help them identify which careers (for this study, specifically in Visual Arts that they are best suited for, and give them encouragement to explore college majors that match their artistic apptitude. — 36 —

SOCIAL MEDIA STATISTICS (MY SYNOPSIS) Excerpt from DIGIDAY article, John McDermott | January 21, 2014 Facebook losing its edge among college-aged adults (http://digiday.com/platforms/social-platforms-college-kids-now-prefer/) Instagram (51.5 percent in Nov. 2013, 44 percent in Feb. 2013)

Instagram is popular with college-aged students because it is easy to use and it allows them to express themselves. It’s the visual version of Twitter. Instagram is just photos, so it’s easier to express yourself than through words and copy. It also allows them to assert their individuality. You can have two photos snapped from the same vantage point, but they’re different because of the filters and the blurring effect. Facebook owns Instagram, so its popularity ultimately benefits Facebook. Twitter (43.7 percent in Nov. 2013, 40.1 percent in Feb. 2013)

Twitter has caught on with college-aged adults because it allows them to comment on shows, concerts, parties and sporting events in real time. It’s a way to consume information within their peer groups. There’s a lot of back and forth at messaging. Tumblr (35.5 percent in Nov. 2013, 31 percent in Feb. 2013)

Tumblr is slightly less popular than Instagram and Twitter because it’s a more laborious medium. Rather than being solely for photos (like Instagram) or mostly text (like Twitter), Tumblr’s combination of text, GIFs, photos, links, audio and video makes it harder to master. Instagram is lightweight in many ways. With Tumblr, you register and you have more possibilities, but you have to think a little bit deeper about. Snapchat (25.9 percent in Nov. 2013, 3.2 percent in Feb. 2013)

On the other hand, college-aged students in the U.S. are nearly four times more likely to be on Snapchat than the general populace, according to comScore, and that meteoric rise is almost entirely due to its emphasis on ephemerality. You Snapchat your friend, and then it’s (hopefully) scrubbed from the Internet. The allure is the sense that it’s private and fleeting. Vine (25 percent in Nov. 2013, NA in Feb. 2013)

Vine is popular because it appeals to people’s short attention spans. (By comparison, only 9.7 percent of the total digital population uses it.) “Six seconds is just perfect in terms of the amount of time. It’s the 140-character version of video. It’s the same thing I’d say about Instagram; it’s lightweight. It’s very easy and quick to do. — 37 —

SAMPLE QUIZ FORMATS

www.seventeen.com/fun/quizzes/college/land-dream-job-quiz

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www.usnews.com/education/articles/2008/08/21/college-personality-quiz-part-1-enthusiasm

QUESTIONS, QUESTIONS, QUESTIONS Working with my test group and pouring over dozens of college career surveys, career services websites, Buzzfeed surveys, Tumblr sites, interviewing professionals, and the high school group I did a workshop with I came up with hundreds of possible questions that could work on the site. Ultimately I decided to concentrate on skills and personality traits as well as personal preferences for certain activities to build the site’s interactivity.

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EXPLORATION: The evolution of the website Early on I really tried to make the site a diagnostic to assign the student a Visual Arts major and pick a school for them. This was an impossible task because I didn’t frame questions to find out anything about the students’ preferences, skillsets, or what they thought about a given career. There were also too many variables involving choosing a school that I had not addressed.

IDENTIFYING WITH A NAME: Initial concepts for the website name:

EXPLORATION

Graphic design involves taking different elements—like typography, photography, illustrations—and orchestrating them to produce a single powerful message. GPS - guidance, prep, success direction finder fork in the road so you like to . . . is it for me? is it for you? does it fit just my type 2b or not 2 b a designer, an advertiser, a computer tech??? is design for you? try it on does it fit? does it fit you? fit4me fitforme — 40 —

Symbols: heart hand brain head key maze round maze square peg round hole right fit some assembly required imperfect fit - I’m per fect just start start here click click to start your assembly required a creative’s guide to college a designer’s college major guide designer by choice so, you like to draw so, you want to be a designer? the design decision decide to design

SECOND PRESENTATION

PROJECT GOAL:

OBSERVATION:

Create a tool for prospective college students which : 1) promotes understanding of what Graphic Design is and is not

Many artistic or creative people enter college and choose degrees without fully understanding what is involved and what professionals in a specific field really do. They also neglect to explore their own interest sufficiently to discover what fits them the best.

2) encourages self exploration as it relates to their particular interests 3) helps them by a process of elimination determine which degree program and school is best for them 4) provides needed information at a critical point in their college career

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You’ve probably been told that you were artistic, creative, or good with computers and now you may be wondering what to do about college, what major to choose, and asking yourself if . . .

is Graphic Design a

4 FITme

Graphic Design is a

4 FITme

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Do you want to work in a creative field, but just don’t know where you fit in?

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“I really don’t know what I want to do. I think it’s graphic design, but I’m not so good at starting something from nothing. I really like to take pictures too. maybe I can do something where somebody else thinks up the concepts and I just sort of make it happen . . .”

SQUARE PEG ROUND HOLE

J. H. , dual enrollment student Intro to Mac class at PSCC Spring 2014

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is Graphic Design the best

4 FITme

or is another creative field more my style?

There are many degree programs and careers in which you can work creatively, love what you do and have a successful career.

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design links print version

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WHAT DOES A GRAPHIC DESIGNER DO?

GRAPHIC DESIGN

He or she combines art and technology to communicate ideas, usually including images and typography.

misconception: Graphic designers only work on computers and their goal is simply to “sell stuff.

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WHAT DOES A CAREER AS A DESIGNER LOOK LIKE?

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OK I’M READY TO FIND OUT IF THIS IS A

FITme

David Carson Stefan Sagmeister

Milton Glaser

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design links print version

home

flowchart

resources

design links print version

home

4 FITme

WORKING ON THE COMPUTER

Which of these activities do you enjoy the most?

WORKING ON THE COMPUTER

DRAWING OR DOODLING

CREATING WITH MY HANDS

home

I ENOY COMMUNICATING MY IDEAS TO OTHERS VISUALLY

yes

TAKING PHOTOGRAPHS

flowchart

CREATING USING *ADOBE

CAN YOU TRANSLATE YOUR IDEAS INTO

VISUAL CONCEPTS?

resources

flowchart

resources

design links print version

When you are on the computer which of these do you prefer to do?

VIEWING & STUDYING ART CREATING ANIMATIONS

PROGRAMMING *CODE

CREATING USING *ADOBE

LOOKING FOR DESIGN *IDEAS

using programs such as After Effects, Active Edge, or Flash

*for websites or video games

*Creative Suite: Illustrator, Photoshop & InDesign

*Sites such as AIGA, Behance & Dribbble

design links print version

home

flowchart

resources

design links print version

I ENOY COMMUNICATING MY IDEAS TO OTHERS VISUALLY

LET SOMEONE ELSE DEVELOP THE CONCEPTS & I’LL JUST DO THE WORK

ARE YOU PASSIONATE ABOUT ART & GRAPHIC DESIGN?

no It is critical to be able to convey your ideas as visual concepts as a graphic designer.

— 44 —

I NOTICE GRAPHIC DESIGN IN EVERYTHING

yes

no HONESTLY NO

home

flowchart

resources

design links print version

home

When you notice graphic design, which stands out the most to you; drawn images, type, or photography?

design links print version

TYPE

TAKING PHOTOGRAPHS

PHOTOGRAPHY

home

flowchart

resources

design links print version

USING PHOTOS IN DESIGN LAYOUTS

Which do you enjoy more?

home

I LIKE WORKING IN A STUDIO

TAKING PHOTOGRAPHS

resources

PHOTOGRAPHY

DRAWN IMAGES

I NOTICE GRAPHIC DESIGN IN EVERYTHING

flowchart

resources

design links print version

I LIKE WORKING IN A STUDIO

WITH MODELS & PRODUCTS

PORTRAIT PHOTOGRAPHY

WITH MODELS & PRODUCTS

I PREFER TO BE OUT IN THE FIELD

— 45 —

PORTRAIT PHOTOGRAPHY

home

DESIGN IS EQUALLY AS IMPORTANT AS PHOTOGRAPHY

yes

flowchart

WITH MODELS & PRODUCTS

design links print version

home

*Refers to better pictures conceptually not technically.

resources

design links print version

yes

no THEORY & CONCEPT

home

4 FITme

DIGITAL EDITING

Based on your answers: a 2 year program of study in digital photography may be the right fit for you.

FINISH AS QUICKLY AS POSSIBLE

resources

DIGITAL EDITING

IS LEARNING TECHNICAL SKILLS THE MOST IMPORTANT?

flowchart

ONLY IF IT HELPS ME TAKE *BETTER PICTURES

ARE YOU INTERESTED IN GROWING AND LEARNING MORE DESIGN SKILLS?

home

resources

I WANT TO COMPLETE A BACHELOR’S

2 YR PROGRAM

— 46 —

STUDYING DIGITAL PHOTOGRAPHY

flowchart

resources

design links print version

After the second presentation, the feedback helped to identify some overlying issues:

REFLECTION

— 47 —

• Fit4Me did not translate to my audience in the way I had intended. I hadn’t considered, the word “fit” has a strong association with nutrition, diet, and exercise • the color pallette seemed dated and not well suited to my target age group • the website used terms that high school students would probably not be familiar with such as “create using Adobe” • In the section “What Does A Career As a Designer Look Like” only older, white, males were depicted—students need to see a diverse example to be able to identify with it • It was not clear that I was presenting a web site, I need to show the frame or “chrome” of the device on which the site will be viewed • the personalities, likes/dislikes of the student user were not addressed • more familiar scenarios should be used to help them identify their current skills • it needs much less text and more images • no obvious correlation between the different shapes and colors • there was no way for students to see their progress as they move through the site • using different sections and clustering simil iar information would help show connections • tie in to social media and link to existing resources such as AIGA archives • don’t “assign” a college major/career at the end or choose a program type • site should be a tool to help them selfexplore, link to information and decide for themselves

INTERVIEWS

INSTANT MESSAGING(IM) WITH A NON-DESIGNER FRIEND This was a valuable tool because it allowed me to see an objective view of my project as a whole. Things that I thought were clearly explained, were not clear to someone who had not been part of the process. I also noticed that although people are willing to help in the research process, they felt that there is a “right” or “correct” answer that you are wanting to hear. This was a factor I had to work around with my test group of students as well. It took several rounds of explanantions and reassurances that I was not the teacher in this scenario, but a researcher and designer. I had to convince them that questions, answers or comments that they had were valuable to me as a designer, because they were genuine and not contrived.

image from question 4

— 49 —

images from question 4

— 50 —

— 51 —

images from question 12

— 53 —

INTERVIEW

with Cary Staples Professor of Graphic Design University of TN MD: I want to explain Visual Arts to students and phrase things in their vernacular, but I also want to find a way to help them see what they’re good at and how it can translate into a college major and eventually a career. I’d really appreciate your input and wonder if you could tell me what you feel the issues high school students entering college are facing? CS: The main thing that strikes me is that there is a disconnect, a communication interruption in the transition between high school and college and between college and starting a career (the profession). The goals of academia are very different from the goals of the profession. The ability to draw tends to be the nexus. That seems to be what the students are good at and what propels them to be here, it’s how they have been identified in the past. But there’s not really a “drawing” profession once you leave school, so they have to bring something else to the table. A lot of times that translates to, I want to work at Disney or Pixar because they see a clear relationship between drawing and having a job. This is the point when I’m advising a poten-

tial student, I give them homework, because I can’t read their minds. I explain that they really need to be the advocate for what they like to do. Start looking around at what the job is you want when you are finished with school. So it’s not about picking a major or a school, look beyond the finances of paying for it and consider what would be best for them over the long haul, and that’s something only they and their family can answer. Access to resources is the second part of it, that’s where listening to someone like Michael from IDEO is helpful because this introduces them to interdisciplinary studies —it’s not just fine art classes, it’s nursing or engineering or biology or math or whatever it needs to be. It is very important to be able to collaborate but have your voice heard in the team process. Kids come in with their own level of creative problem solving that they’ve already applied to the process, so we have to bust that up a bit and giving them the opportunity to see how a real team actually does function, and if they really are a solo operator they need to know that too. MD: Do you think personality testing is helpful for these students? CS: Yes, such as the Myers Briggs which they have over at the UTK Career Testing Center or at the Counseling Center here on campus. They can do that in high school too. The question is what are you going to do with that information?

They also have to realize that their personality can evolve, change as they go through this process. MD: What are some examples of the homework assignments you have given in the past to these potential students? CS: They need to ask themselves, what’s my dream job? Now what do I have to do to make that happen? MD: So it is very individualized, and students will approach it according to their own skill set and personality? CS: Exactly, they can look around and see who has their dream job, get on a website, send an email or instant message, ask them how did you do it? MD: Other than randomly looking at the web where can they start? CS: With their own ethnographic exploration—who do they know, who do they have access to - either directly or through another level? This is the translation that they are missing -this is the book we need to write Here’s what I like, so what do I study in college so that I can get this kind of job when I get out? There are two main problems with this, before we could finish this book it would be obsolete. The landscape is always changing and the students can invent anything they want—they can be their own start up

without limitations. Most professionals are more than willing to talk to high school students about how they got to where they are and sort of show them around, This lets the student sort of project themselves into the shoes of the other person, what’s it like to spend a day at this place? If they love it then maybe this would be for them. So then find out what it takes to get this job, Of the last person you hired, what made you hire them above everyone else, what made them special? Then you not only have the criteria for your major, but also for your electives. MD:What is students come from the mindset that there is only one correct path to college/career, but then they don’t have a clue what their path is supposed to be or that path is not clear? Or the path is evolving, maybe more than once and they feel pressured to quickly choose a major just to say they have one. Is there room within a four year program for experimentation in Visual Arts or other subjects or is this something they need to do outside of their coursework on their own? CS: No, that’s the whole point of having a focus so that you can experiment during the program, the major gives you a focus and frees you up when you know the end goal so it makes taking the other classes interesting. Example my son does robots so when you build one, you know it will need an electrical system—so know taking electronics is interesting because it moves you toward your end

goal - it’s related and has meaning for you. I’ve see that a lot with the students, if they know where they’re going with something, then they care - if it’s totally abstract then they don’t really know how to apply it, so creating a context where they are the ones seeking the information rather than they are being educated on. MD So, the element of self exploration is critical - and shouldn’t be overlooked? CS: Actually, here look at this book, The Five Metaskills for the Robotic Age - one is being

“Open yourself to the possibility that weird juxtapositions can lead to interesting combinations and outcomes” autodidactic - the ability to teach yourself. So say here’s what I want to know so how can I figure out how to do it? Feeling, seeing, making, dreaming, and learning the five metaskills (p.54 image 1) and here’s how school needs to change (image 2). Open yourself to the possibility that weird juxtapositions can lead to interesting combinations and outcomes, they have to be willing to put themselves in this type of environment. MD I want to provide links to IDEO workshops, AIGA archives, things like that to

encourage students to explore the Visual Arts fields. I want to avoid assigning traits to the students as they work their way through the site. It’s about them, selfdiscoveries, my goal is to be an enabler. Do you have any suggestions on how I can improve this? CS: At a fundamental level, we are all creative in our chosen field - we can all be problem solvers, creative problem solvers who find connections - unique innovative connections - aha moments that trigger pleasure and addiction. So can you help these students experience this positive human thing - finding the content that they are interested in and finding other people who are doing that thing in a creative or productive way and you can find this in all fields. The trick is to play at their level, find out what’s cool or interesting to them and engage them, draw them in to the interaction with the tool. It’s like the upside down school - you don’t see it coming in, but that’s where you have to start to see how am I going to be able to take this and what am I going to be able to do with it on the other end? It’s sort of like the metadata card game in 150 - they are having to analyze the data to see if the game works, learning the data is the side product of solving the problem by playing the game. MD: To summarize would you say that, students need; connections, exposure and exploration - a way to get to their next dot on their connect the dots.?

image 1: the Five Metaskills

CS: Yes, that’s it and also students should consider the value of a guide or mentor, someone who’s opinion you value - even if it’s contradictory to help you see things in a new way. College is all really a design problem you have x amount of time in order to get a degree so how can you design that experience so that by the time you go from here to here you have what you need to get you to the next step of your journey?

FEELING: including empathy, intuition, and social intelligence. SEEING: the ability to think whole thoughts, also known as systems thinking. DREAMING: the metaskill of applied imagination. MAKING: mastering the design process, including skills for devising prototypes. LEARNING: the autodidactic ability to learn new skills at will. Learning is the “opposable thumb” of the five talents, since it can be used in combination with the other four.

MD: Any final thoughts? CS: I always tell student to ask these three things when they interview with professionals in the field: 1) What separated the last person you hired from everybody else you talked to, what made them unique? 2) Which courses do you wish you had taken when you were in college? 3) Which courses did you take that you were a total waste of your time?

image 2: Old school vs. New School

OLD SCHOOL: factory model mechanistic lectures transmitting fact-based standardized homework textbooks competitive monologues bundled classes reductive passive learning analytical left brain memorizing duty-driven completion credits subjects

NEW SCHOOL: human model creative workshops mentoring idea based personalized projects superteachers collaborative dialogues unbundled classes holistic dynamic learning generative whole brain making passion-driven acheivement credits metaskills

INTERVIEW

with Stewart Taylor Associate Professor, CGT Pellissippi Community College

MD: Based on your experience working with and advising students, what do you feel would be helpful to include on the website for high school juniors and seniors to let them know about majors and careers available in Visual Arts? ST: Many students who come in for advising initially don’t really even know what the field of Visual Art is. I point out to them that we’re swimming in it. It’s like the fish that is surrounded by water in the ocean to the point it’s unaware that the water is there, because it was born in it, and has always lived in it. In that way it’s hard to see where design is not. For example, I’ve even pulled off my shoe before and shown them the logo on the bottom just to demonstrate how pervasive visual arts and design really are. I encourage them to stop and think about the design all around them and evaluate what they see, consider the message. MD: Students are traditionally exposed to fine arts in school, but not necessarily visual arts, do you find this to be true?

ST: To a degree, there are opportunities for students to be exposed to fields such as web design, photography, and graphic arts because of their experience with the internet. Some high schools now offer courses in Visual Arts and Technology as well. MD: Since students have greater exposure in a general sense to these areas what advice would you offer to help them process this information? ST: First, I would encourage them to be critical of what they see - all design is not good design, there is bad design everywhere. If they are honest with themselves they will know right away if something is appealing to them, if they like it or don’t like it. Or do they understand it, is it clear and does it make sense. So if it’s good and they understand it - why do they think it’s good why is it easy to understand? I want them to be able to analyze what they see and be able to interpret what is around them, to evaluate. When they figure out what looks good and works, and why, then they can start to incorporate these concepts into their own work. MD: Do you think that this evaluation carries over from being a student to working as a professional? ST: Definitely, students must learn to understand a company’s culture and familiarize themselves with the norms of that organization and its individual design style, Ask, are they mainly photography based, or

illustration, what is their overall goal? How can their design style compliment that company’s business agenda? I encourage students to creatively problem solve, but to incorporate their style into the corporate environment that they are working with. They don’t need to reinvent the wheel, but maybe just paint it a different color or look at it from a new angle. MD: If a student didn’t know what they wanted to major in, but said he/she liked drawing and photography, what would you say? ST: I would encourage them to pursue both, many schools, such as Pellissippi, offer dual majors so they could definitely do both. It is important for students to experiment and explore. Also they can begin to evaluate why they like to draw or take pictures. Is it for pure self-expression, or would they also be interested in drawing diagrams for products, or another application where illustration or photography could work in a commercial type setting? MD: So, are you saying that students not only need to be exposed to what careers exist in Visual Arts, but also to how the skills they develop will apply to these careers? ST: Yes, I try to help recognize their current skills, decide which new ones they want to develop and to see how what they enjoy doing can translate into actual careers.

MD: Should students mainly be responsible for exploring and researching possible majors or careers themselves on the web? ST: Students have more access than they think they do through social media. If you see someone with the career you want, follow them on Twitter, you’ll learn about their day to day job and they are generally happy to answer questions about their career and education. They may even follow you back. I had that happen with an artist that I followed because I liked their work, after commenting on one their tweets - they began to follow me back. It’s about making connections, and it’s really not that hard. Professionals are real people too.

“It’s about making connections, and it’s really not that hard. Professionals are real people too.” MD: Any final thoughts? ST: Many students ask me how I got started. I sold my first illustration around age 14, then graduated college with an Art degree. I found that although companies liked my work, they did not budget the time for intricate illustrations, but they would refer me to other companies—I couldn’t find a position as an illustrator. Eventually I started my own business in screen printing, then I was able to offer an application for my illustration and had a surplus of business.

At the same time I taught my self computer graphic applications, (then that was a new thing), and wound up applying for a job at a software company while I was still working for the University. Because of my illustration, animation and printmaking portfolio they hired me as a multimedia artist. I learned that flexibility and the ability to meet deadlines are crucial and that as an artist you must be adaptable. I also spoke with these professionals; David Gilbert, Communications Graphics Technology Program Coordiinator at Pellissippi State Ella Ruggles, Video Production Technology Program Coordiinator at Pellissippi State Katie Lovette, Video Production Technology Associate Professor Pellissippi State David relayed the story of his journey from student, to design professional, to educator and administrator. He emphasized the importance of art in context. Students need to be visually acute, being able to express themselves using some form of visual communication. He pointed out that graphic designers had to be creative as it related to solving problems, not just for self-expression or self-fulfillment. Design’s basic goal is communication not just aesthetics. Students who enjoy being creative, and can express themselves and their ideas in a

professional and clear manner to others tend to do well in Visual Arts careers such as graphic design. He said that he encourages students to spend time looking through publications such as Communication Arts and become familiar with the history of good design. Ella also shared her experiences as a former high school teacher, and a current educator and administrator. She felt strongly that students needed mentors. Teachers, professionals, parents, etc. people in their lives who could help them form connections. Students tend to wait to be told what to do, she stressed the importance of encouraging them to think for themselves. Creativity and personality are very important— people skills are critical in media technologies. Deadlines must be met and be technical skills have to be in place. In the Visual Arts, people must be adaptable and evolve by learning new skills as necessary. Katie also discussed how important internships and making connections in the Media Arts fields were for students. She said that she encourages her students to encounter as many real world experiences as possible. She touched on the value of exploring classes outside of Arts to form relationships so that you could better collaborate with others.

VIDEOS The videos were originally designed to be an element of the website. They were going to play as the student users answered questions and navigated through the site. Due to extenuating technical challenges they were omitted from the final website, but I was able to glean a great deal of insight from the brief questions I asked each high school student as they were being filmed. I asked each of the students to talk about what it meant to be artistic or creative in general and what that meant to them. Some were in the performing arts, others into computers, drawing, stage makeup, music, or vocals. They were incredibly open and honest and had a lot of insight into the fears and challenges going into college can bring.

â&#x20AC;&#x201D; 59 â&#x20AC;&#x201D;

BRANDING

BRANDING AND LOGOTYPE The branding for the website needed to be a lot of things • a way to convey the site’s purpose • attractive to the target audience, high school juiors and seniors • easy to recognize • dissimiliar to existing logos • not overly collegiate • not associated with any one academic organization INITIAL DRAFTS

F YOU R

i’m a — 61 —

LOGO DRAFTS

perfect

— 62 —

LOGO DRAFTS

Y U art

ST RT

START JUSTART — 63 —

LOGO DRAFTS

START ST ART

here

HERE

SMAR T

ART

here

here — 64 —

here

LOGO DRAFTS

STARThere

START here

here

st — 65 —

justart

LOGO DRAFTS

— 66 —

LOGO DRAFTS

— 67 —

FINAL LOGOS

THE START LOGO: The final logo is clean, but stylized. I decided to lose the racing stripes on the “ST” and offer three variations; horizontal with the “start” triangle arrow, a square version with the elements stacked, and a horizontal version without the arrow symbol to the right side. I chose a color pallette that features primary cyans, blues, reds, and uses black as a neutral.

THUMBNAIL SIZE:

TYPEFACE: Stylized form of Lato Bold with pattern overlay and added extrude and depth features

— 68 —

FINAL LOGOS

— 69 —

DESIGN WORKSHOP

DESIGN SHOP

ABCDEFGHIJKLMNOPQRSTUVWXYZ

— 71 —

& 03.08 2014

UT HIGH SCHOOL ART ACADEMY 2014 I was given the opportunity to lead a high school design workshop this semester. It was a great experience and I really enjoyed working wiith the students. I spent about eight hours with the group of 15 to 18 year olds, and during that time I had the privilege of sharing about Visual Art and specifically Graphic Design. We identified key terms such as scale, contrast, line, etc. by a series of hands on exercises. We divided into three groups and each group chose a colorful name.

In casual conversation throughout the day I had the chance to speak to each person and find out more about what their plans were for college, choosing a major, and eventually selecting a career. There were 14 students and each without exception called themselves artistic and/or creative. It was a perfect time to test out many of the questions I was working through as I was developing the website. I talked to them about which websites and apps they used a lot. The majority of them had access to a laptop or tablet device and did say they used them to access social media sites such as Facebook and Tumblr. I also poled the room to find out what they thought of questionnaires or surveys overall. They had used BuzzFeed surveys and thought they were usually funny or interesting and easy to use, â&#x20AC;&#x201D; 72 â&#x20AC;&#x201D;

SOCIAL MEDIA Along with hands on experimentations, I also asked the class to use social media to demonstrate and categorize the key terms they were learning during the workshop. Students used hashtags to describe what they were seeing, for example. a set of stairs and a railing were photographed and hash tagged #line.

â&#x20AC;&#x201D; 73 â&#x20AC;&#x201D;

PITCHING PROPOSALS Towards the end of the workshop the students were asked to brainstorm about a problem teens were currently facing. One group devised an app and sitemap to alleviate having to carry an overly heavy back pack by having all textbooks available as apps on line. The other group came up with an iPhone app to help police exccessive or unwanted Selfies.

â&#x20AC;&#x201D; 74 â&#x20AC;&#x201D;

UTK 2

BANNER 0

To commemerate the students’ efforts, I designed a banner that incorporated their Instagram messages and the rest of their workshop.

DESIGN SHOP

ABCDEFGHIJKLMNOPQRSTUVWXYZ

— 75 —

& 03.08 2014

MIDTERM

PRE-MIDTERM: THIRD PRESENTATION The precursor to the site that brought me to the midterm presentation addressed the site map and changing the logo name, but was still struggling to maximize the use of photography and to add layman versions of Visual Art terms.

You’ve probably been told that you were artistic, cre ative, or good with com

that you were artistic, cre ative, or good with com puters and now you may be wondering what to do about college, what major to choose, and asking yourself if . . . You’ve probably been told that you were artistic, cre ative, or good with com puters and now you may be wondering what to do SENIOR THESIS about college, what ma maMelissa Dos Santos jor to choose, and asking yourself if . . .

OBSERVATION: Students entering college, who consider themselves artistic or creative, often don’t know where to start in the process of finding a degree program that is right for them. ,

ative, or good with com puters and now you may be wondering what to do about college, what ma jor to choose, and asking yourself if . . .

GOAL: PROPOSITION:

Create an interactive website for prospective college students which :

Students will benefit from a tool that helps them to

1) promotes understanding of what careers in visual arts include and what professional actually do

a) better understand what jobs in creative fields, such as graphic design, actually include and

2) encourages self exploration as it relates to their particular interests

b) ask themselves questions to determine which degree program would work best for them

3) helps them by a process of elimination determine which degree program is best for them 4) provides needed information at a pivotal point as they start their college career

Home

Which would you like to be doing the most?

Bachelor of Arts in Theatre

Bachelor of Science in Marketing

Bachelor of Science School of Advertising & Public Relations

Animation

Mixed Media

Architechture Graphic Design

Bachelor of Music

Bachelor of Science in Interior Design

Marketing

Built to Look Good

BOth of these field have strong visual compoents but are not part of the Visual Arts program.

Advertising

A future in Visual Arts doesn’t seem to be your cup of tea . . . BUT a degree and future career in a branch of Computer Programming will probably make your little geek heart technically happy!

Music Education

Bachelor of Arts in Theatre

Bachelor of Science in Marketing

Bachelor of Science School of Advertising & Public Relations

Cinematography

Cereamics

Animation

Mixed Media

Wood working

Architech Architechture Graphic Design

Encore!

Although these majors are not considered to be part of the School of Art, there are may visual components that are essential in these careers, So technically not considred Visual Arts but we work hand in hand.

Interior Design

Photography Bachelor of Architechture

Painting

Get the Word Out!

Performing Arts definitely have components in the Visual Arts and also includes the Auditory Arts. You primarily create with your voice, body, and/or instrument.

Visual Arts

Public Relations

Acting/ Theatre

Bachelor of Arts in Vocals

ALL of these categories are included in the Visual Arts so create and enjoy if this suits your passion!

HO M

Band/ Orchestra

Vocals

The Magic of Code!

Print Making

Bachelor of Fine Arts

Performing Arts definitely have components in the Visual Arts and also includes the Auditory Arts. You primarily create with your voice, body, and/or instrument.

Bachelor of Architechture

Painting

Get the Word Out!

Encore!

Interior Design

Auditory & Performing Arts

Photography

Wood working

Computer Programming Computer Computer Computer Information Science Engineering Information Technology (IT) Systems

Print Making

Bachelor of Fine Arts

Bachelor of Science in Interior Design

Built to Look Good

BOth of these field have strong visual compoents but are not part of the Visual Arts program.

Visual Arts

ALL of these categories are included in the Visual Arts so create and enjoy if this suits your passion!

Cerºamics

Acting/ Theatre

Bachelor of Arts in Vocals

Music Education

Cinematography

College of Architecture & Design

Printed/ Painted/ Drawn (2D) Art

Sculpture (3D) Art

The Magic of Code!

A future in Visual Arts doesn’t seem to be your cup of tea . . . BUT a degree and future career in a branch of Computer Programming will probably make your little geek heart technically happy!

Public Relations

Motion based art (4D) Art

HO M

Bachelor of Music

Advertising

Band/ Orchestra

Vocals

Marketing

LIN

Auditory & Performing Arts

Bulding or makmak ing something with your hands

College of Arts & Sciences

College of Communications & Information

College of Architecture & Design

Printed/ Painted/ Drawn (2D) Art

Sculpture (3D) Art

Computer Programming Computer Computer Computer Information Science Engineering Information Technology (IT) Systems

Motion based art (4D) Art

Sketching, or drawing on the computer to create a logo for a new company

Brainstorming with a team on new ways to increase Katy Perry’s Tweet volume this week

On stage performing alone or with a group

LIN

College of Arts & Sciences

College of Communications & Information

Sitting in a dimly lit room, coding for a new gaming system

Bulding or making something with your hands

Sketching, or drawing on the computer to create a logo for a new company

Brainstorming with a team on new ways to increase Katy Perry’s Tweet volume this week

On stage performing alone or with a group

Sitting in a dimly lit room, coding for a new gaming system

OVERVIEW OF WEBSITE

Which of these activities do you enjoy the most? Maybe people have told you that you were artistic, creative, or good with computers and now you may be wondering what to do about college, what art major to choose, or if you even want to go into art? How are you going to make money and do what you love? How are you going to figure all of this stuff out?

Sitting in a dimly lit room, coding for a new gaming system

Being on stage performing alone or with a group

Brainstorming with a team on new ways to increase Katy Perry’s Tweet volume this week

— 78 —

Bulding or making something with your hands

Sketching, or drawing on the computer to create a logo for a new company

OVERVIEW OF WEBSITE Home Which would you like to be doing the most? Sitting in a dimly lit room, coding for a new gaming system

Sketching, or drawing on the computer to create a logo for a new company

Brainstorming with a team on new ways to increase Katy Perry’s Tweet volume this week

On stage performing alone or with a group

College of Arts & Sciences

College of Communications & Information Computer Programming Computer Computer Computer Information Science Engineering Information Technology (IT) Systems

Auditory & Performing Arts Band/ Orchestra

Vocals

Bachelor of Music

The Magic of Code!

A future in Visual Arts doesn’t seem to be your cup of tea . . . BUT a degree and future career in a branch of Computer Programming will probably make your little geek heart technically happy!

Marketing

Advertising

Public Relations

Cinematography

Bachelor of Arts in Theatre

Bachelor of Science School of Advertising & Public Relations

Animation

Cerºamics

Mixed Media

Get the Word Out!

Encore!

Performing Arts definitely have components in the Visual Arts and also includes the Auditory Arts. You primarily create with your voice, body, and/or instrument.

— 79 —

College of Architecture & Design

Printed/ Painted/ Drawn (2D) Art

Sculpture (3D) Art

Wood working

Bachelor of Arts in Vocals

Music Education

Motion based art (4D) Art

Acting/ Theatre Bachelor of Science in Marketing

Bulding or making something with your hands

Bachelor of Fine Arts

Architechture Graphic Design

Interior Design

Photography

Painting

Print Making

Bachelor of Architechture

Bachelor of Science in Interior Design

Built to Look Good

BOth of these field have strong visual compoents but are not part of the Visual Arts program.

Visual Arts

ALL of these categories are included in the Visual Arts so create and enjoy if this suits your passion!

DID YOU KNOW? KNOW

KS LIN

LOGO > PAPER >

Which do you prefer: sketching on paper or drawing with the computer?

GRAPHIC DESIGN

BL O

LIN

E $

BL O

M HO

I really only sketch or draw when I’m trying to come up with a new idea

paper

misconception:

LOGO > PAPER > DRAW FOR FUN >

I draw just because I enjoy it, I don’t need a reason

KS LIN

HO M

LIN

OG BL

E HO M

I draw just because I enjoy it, I don’t need a reason

Artists, such as graphic designers only work on computers and just do so to make money. This is false - working on computers is only one aspect of what designers do as they create and everyone has to consider making money . . .

LOGO > PAPER > DRAW FOR FUN > PUZZLES > DRAW IDEAS> PAINT > NO TYPE > HANDS ON

Based on your answers:

Do you like to solve puzzles?

I relax by working with my hands

Do you like to draw out ideas or talk about them?

You would probably enjoy pursuing a Bachelor of Fine Arts Degree in 2D Art.

yes no no

click for more info

— 80 —

colleges that offer degree programs that match your choices

LEADING UP TO MIDTERM After the third presentation I completely reinvented my site. The midterm iteration of the website reflects the attention to the students’ personalities and the way they choose to creatively problem solve. The name has changed from Fit4Me to Start Here to just + start = justart. This is in response to the most common response students reported hearing from parents and teachers when they questioned what to do about finding a college major—just start! I concentrated on keeping the sections short and incorporated photography instead of illustration. This is also when I experimented with incorporating video clips.

— 81 —

MELISSA DOS SANTOS SENIOR THESIS

— 82 —

STUDENTS ARE ASKING WHERE DO I

START? — 83 —

CHOOSING A COLLEGE MAJOR

In the U.S. an estimated 40 to 50 percent of students enter college as “undecided” majors.

http://dus.psu.edu/mentor/2013/06/disconnect-choosing-major/

— 84 —

graduate in

VISUAL & PERFORMING ARTS

— 85 —

Commercial Art Graphic Design Drama and Theater Arts Video & Photographic Arts Fine Arts Music Studio Arts Performing Arts http://www.usnews.com/news/blogs/rick-newman/2012/05/14/

just start with what you like

— 86 —

justart

be creative, do what YOU love, AND find a career Home

WHAT DO YOU WANT TO DO?

Advertising Creative Director

Animator

Fix the horrible website you just saw by changing the colors, moving stuff around, basically just making it look and function better

Take photographs or shoot video at an awards show Film/Photography

Brainstorm with a team on new ways to increase Katy Perry’s Tweet volume this week

Learn about famous artists, study their work, and share what you learn with others.

PR/Marketing/Advertising

Art History/Art Education

Graphic Design/Web Design

Art HIstorian

Billboard Designer

Paint a wall mural for a new restaurant in the city

Figure out how to make a better mod for Mine Craft

Fine Arts

Computer Science/Game Developer

Draw a character that would be featured in the next Cartoon Network series Fine Arts/Illustration/Animation

MacBook Pro

— 87 —

Create one of the Google logos that change everyday. Graphic Design

Calligrapher

Show All

MEET CHRIS

HIGH SCHOOL SENIOR likes: • photography • drawing • organing things • computers

— 88 —

justart

be creative, do what YOU love, AND find a career Home

WHAT DO YOU WANT TO DO?

Advertising Creative Director

Animator

Fix the horrible website you just saw by changing the colors, moving stuff around, basically just making it look and function better

Take photographs or shoot video at an awards show Film/Photography

Brainstorm with a team on new ways to increase Katy Perry’s Tweet volume this week

Learn about famous artists, study their work, and share what you learn with others.

PR/Marketing/Advertising

Art History/Art Education

Graphic Design/Web Design

Art HIstorian

Billboard Designer

Paint a wall mural for a new restaurant in the city

Figure out how to make a better mod for Mine Craft

Fine Arts

Computer Science/Game Developer

Draw a character that would be featured in the next Cartoon Network series Fine Arts/Illustration/Animation

— 89 —

Create one of the Google logos that change everyday.

Calligrapher

Graphic Design Show All

justart

be creative, do what YOU love, AND find a career Home

WHAT DO YOU WANT TO DO?

Advertising Creative Director

Animator

Fix the horrible website you just saw by changing the colors, moving stuff around, basically just making it look and function better

Take photographs or shoot video at an awards show Film/Photography

Brainstorm with a team on new ways to increase Katy Perry’s Tweet volume this week

Learn about famous artists, study their work, and share what you learn with others.

PR/Marketing/Advertising

Art History/Art Education

Graphic Design/Web Design

Art HIstorian

Billboard Designer

Paint a wall mural for a new restaurant in the city

Figure out how to make a better mod for Mine Craft

Fine Arts

Computer Science/Game Developer

Draw a character that would be featured in the next Cartoon Network series Fine Arts/Illustration/Animation

— 90 —

Create one of the Google logos that change everyday.

Calligrapher

Graphic Design Show All

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design

WHICH ONE DO YOU LIKE?

click on any of the underlined words to view the definition

Advertising Creative Director

Animator

Learn to write code, and understand how to make websites, games, and apps work

Create a website layout that makes sense, is easy to follow and looks really sharp

Web Design/Computer Science

Graphic Design/Web Design

Art HIstorian

Billboard Designer

Meet with clients, learn about their business and talk to them about what they want

Sketch a new logo and come up with a catchy tagline for the company you are working with

Graphic Design/Web Design/PR/Marketing/Advertising

Graphic Design/Web Design/Illustration/Fine Arts

Calligrapher

Show All

â&#x20AC;&#x201D; 91 â&#x20AC;&#x201D;

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design

WHICH ONE DO YOU LIKE?

click on any of the underlined words to view the definition

Advertising Creative Director

Animator

Learn to write code, and understand how to make websites, games, and apps work

Create a website layout that makes sense, is easy to follow and looks really sharp

Web Design/Computer Science

Graphic Design/Web Design

logo Art HIstorian

Billboard Designer

A logo is the graphic symbol that represents a person, company or organization. If the logo is well-known enough, such as the Nike swoosh, you may even see a logo used without the name of the

Meet with clients, learn about their business and talk to them about what they want

Sketch a new logo and come up with abusiness catchy tagline the that it is for associated with. company you are working with

Graphic Design/Web Design/PR/Marketing/Advertising

Graphic Design/Web Design/Illustration/Fine /Illustration/Fine Arts

Calligrapher

for more info on logos click here

Show All

â&#x20AC;&#x201D; 92 â&#x20AC;&#x201D;

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design | Photography

EXPRESS THE CONCEPT OF HAPPINESS - CHOOSE ONE

Graphic Design/Photography

Computer Science

Advertising Creative Director

Animator

Graphic Design/Photography

Art HIstorian

Billboard Designer

Illustration/PR/Marketing/Advertising

Graphic Design/Typography

Illustration/PR/Marketing/Advertising

Calligrapher

Show All

— 93 —

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design | Photography

EXPRESS THE CONCEPT OF HAPPINESS - CHOOSE ONE

Graphic Design/Photography

Computer Science

Gallery Director

Graphic Designer

Graphic Design/Photography

Industrial Designer

Industrial Photographer

Illustration/PR/Marketing/Advertising

Graphic Design/Typography

Illustration/PR/Marketing/Advertising

Lithographer

Show All

— 94 —

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design | Photography

IS THIS FOR ME?

graphic designer Gallery Director

Graphic Designer

Suppose you want to announce or sell something, amuse or persuade someone, explain a complicated system or demonstrate a process. In other words, you have a message you want to communicate. How do you “send” it? You could tell people one by one or broadcast by radio or loudspeaker. That’s verbal communication. But if you use any visual medium at all-if you make a poster; type a letter; create a business logo, a magazine ad, or an album cover; even make a computer printout-you are using a form of visual communication called graphic design. Graphic designers work with drawn, painted, photographed, or computer-generated images (pictures), but they also design the letterforms that make up various typefaces found in movie credits and TV ads; in books, magazines, and menus;

and even on computer screens. Designers create, choose, and organize these elements-typography, images, and the so-called “white space” around them-to communicate a message. Graphic design is a part of your daily life. From humble things like gum wrappers to huge things like billboards to the T-shirt you’re wearing, graphic design informs, persuades, organizes, stimulates, locates, identifies, attracts attention and provides pleasure. Graphic design is a creative process that combines art and technology to communicate ideas. The designer works with a variety of communication tools in order to convey a message from a client to a particular audience. The main tools are image and typography. Image-based design: Designers develop images to represent the ideas their clients want to communi-

cate. Images can be incredibly powerful and compelling tools of communication, conveying not only information but also moods and emotions. People respond to images instinctively based on their personalities, associations, and previous experience. For example, you know that a chili pepper is hot, and this knowledge in combination with the image creates a visual pun. In the case of image-based design, the images must carry the entire message; there are few if any words to help. These images may be photographic, painted, drawn, or graphically rendered in many different ways. Image-based design is employed when the designer determines that, in a particular case, a picture is indeed worth a thousand words. click to read the full description

Industrial Designer

Industrial Photographer

Lithographer

Show All

— 95 —

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design | Photography | Personality

DESCRIBE YOUR PERSONALITY

Gallery Director

I am a serious neat freak. I like to keep things very organized. I’m good at controlling work or social situations.

I like to collect interesting cards, I like to work on something boxes, books, wrappers, etc. until it’s finished - I adapt. I think that inspiration comes from all around us.

WHICH ONE OF THESE THINGS DO YOU HAVE IN YOUR HAND THE MOST OFTEN?

I need my sleep I want a 9 to 5 kind of career. I really like to keep work and play separate.

Graphic Designer

Industrial Designer

Industrial Photographer

Lithographer

Show All

— 96 —

justart

be creative, do what YOU love, AND find a career Home | Graphic Design/Web Design | Photography | Personality

DESCRIBE YOUR PERSONALITY

Gallery Director

I am a serious neat freak. I like to keep things very organized. I’m good at controlling work or social situations.

I like to collect interesting cards, I like to work on something boxes, books, wrappers, etc. until it’s finished - I adapt. I think that inspiration comes from all around us.

WHICH ONE OF THESE THINGS DO YOU HAVE IN YOUR HAND THE MOST OFTEN?

I need my sleep I want a 9 to 5 kind of career. I really like to keep work and play separate.

Graphic Designer

Industrial Designer

Industrial Photographer

Lithographer

Show All

— 97 —

justart

WHICH ONE DO YOU LIKE?

89% 53% 14% 6%

Graphic Design/Web Design Major

Advertising Creative Director

Photography Major Public Relations/Msrketing Major

Animator

Computer Science Major Art HIstorian

Graphic Design Web Design

14% 65% 6% 89% 53% Illustration

PR/Marketing

Photography

Computer Science

Billboard Designer

Calligrapher

Show All

â&#x20AC;&#x201D; 98 â&#x20AC;&#x201D;

Reflection after midterm:

REFLECTION

• The jurors really liked the concept of an interactive website to help high school students choose a major in the Visual Arts • my attempt to simplify the layout went too far, it needed some type of navigation • the sidebar on the right read as “ads” • initially as people viewed the site it was not clear what the purpose was and they were not sure what they were being asked to do • consider navigation on multiple levels, pos sibly incorporate a sub nav and a sitemap link in the footer area • too much information is presented, it is confusing to the viewer • go back and revisit the demographic, they like quick and easy options • create a call to action immediately • no way to track progress or know what your answers mean, make connections for user • avoid editorial looking layouts, too text heavy • reference more current art examples • the “meet Chris” page is working well • pop culture refernces are catchy, but may sway user to choose based on the celebrity • good idea to use scenarios but these are really dreaming big - Katy Perry example • use shorter but connected sections to transition, but keep it short and sweet • the results page feels too compact, can it be dynamic and change with each user? • teens do like junky, crazy, cluttered sites • pull pages more vertical, utilize the scroll fxn • try catchy titles • explain what site is about • link to aggregate sources of information

FINAL FORM

PROGRESING TO THE FINAL FORM There were more changes between the midterm and the final form. The following slides show some of the progression. Search

You can do what you love AND make a living doing it! Find out if a career in Visual Arts is right for you.

Start Here

SO YOU’RE CREATIVE - WHAT DOES THAT EVEN MEAN?

SITEMAP

START HERE

MY PERSONALITY STYLE

WHAT I LOVE TO DO

MAJORS 101

JOBS

MORE INFO

MORE INFO SITE MAP

See all careers in

MEDIA & COMMERCIAL ARTS

Art Directors Craft & Fine Art Fashion Designer Graphic Designer Industrial Designer Interior Designers Multimedia Artists & Animators

TAKE THIS QUIZ TO SEE IF A MAJOR IN VISUAL ARTS IS FOR YOU.

WHAT”S YOUR DREAM JOB?

Art Directors Craft & Fine Art Fashion Designer Graphic Designer Industrial Designer Interior Designers Multimedia Artists & Animators

See all careers in

MEDIA & COMMERCIAL ARTS

Art Directors Craft & Fine Art Fashion Designer Graphic Designer Industrial Designer Interior Designers Multimedia Artists & Animators

CARTOON ILLUSTRATION

FINE ART PAINTING/DRAWING

COMPUTER PROGRAMMING

See all careers in

MEDIA & COMMERCIAL ARTS

PHOTOGRAPHY/FILM

ADVERTISING

ART HISTORY/ ART APPRECIATION

Art Directors Craft & Fine Art Fashion Designer Graphic Designer Industrial Designer Interior Designers Multimedia Artists & Animators

ANIMATION See all careers in

GRAPHIC DESIGN

what’s this?

PRODUCT DESIGN

Art Directors Craft & Fine Art Fashion Designer Graphic Designer Industrial Designer Interior Designers Multimedia Artists & Animators

See all careers in

MEDIA & COMMERCIAL ARTS

Art Directors Craft & Fine Art Fashion Designer Graphic Designer

SOUND EDITING

percentage complete

PERFORMING ARTS MUSIC/STAGE

PUBLIC RELATIONS/ MARKETING

START HERE QUIZ: WHAT’S YOUR DREAM JOB?

Career Tests Take the Career Key test Career Interest Inventory Beware of Misleading Career Tests Choose a Career How to choose a career Holland’s Theory of Career Choice and You What are Holland Codes? What is RIASEC? Learn More about Yourself How Parents Can Help Sources of Help on the Internet Changing a Career Career Change Military to a Civilian Career Success and Satisfaction The Free Agent Outlook on Work Networking Job Satisfaction Explore Career Options Match Your Personality to Career Options Learn about Occupations Learn More about the Jobs that Interest Me Self-Employment Choosing a Military Career Green Careers, Green Jobs Career Opportunities Choose a Career Cluster or Career Pathway Be Job and Work Skills Smart Be Job and Work Skills Smart What Are Skills? The Foundation Skills, Job Skills All Workers Need Types of Work Skills Make My Skills List Identify Your Motivated Skills and Dependable Strengths Identify Skills Employers Want Communicate Your Skills Learn New Work Skills Choose A College Major What Is a College Major? Is College Worth It? Choose a Major in High School? How to Choose a Major, Training Program Personality - College Major Match - Why It Is Important Colleges that “Match Up” Learn About College Majors The Holland College Major Environments Learn More about College Major Environments Select a College, Apply for Admission, Finance Liberal Arts, Humanities & General Studies Majors Make a Good Decision

be creative, do what you love, and find a career

START HERE

DID YOU KNOW?

IS IT FOR ME?

be creative, do what you love, and find a career

WHAT’S NEXT?

START HERE

DID YOU KNOW?

IS IT FOR ME?

WHAT’S NEXT?

CAREERS

WHAT YOU LOVE = YOUR DREAM JOB? Take this quiz to see if a major in Visual Arts is for you.

ANIMATOR

CAREERES IN VISUAL ARTS

GRAPHIC DESIGN

3D MODELING/ANIMATION click for more information

CAREERS IN VISUAL ARTS ART EDUCATION

Art Education/Professional Arts The following careers are for anyone who wants to work as a licensed professional within the arts:

BRAND IDENTITY DEVELOPER

Art Teacher Art Therapist Arts Business Management The following careers are geared toward anyone interested in the business side of the visual arts, including museums, restoration, organizations and firms:

Which one of these would you like to do?

Art auctioneer Art gallery owner Art consultant Art restorer

ARTS BUSINESS MANAGEMENT

Craftsman/Art Trades The following visual arts careers are jobs in which one can make a solid living, after learning the specific skills of the trade: Culinary artist Signmaker Jeweler T shirt designer Stained-glass artist Mosaic artist Glassblower

CRAFTSMAN/ART TRADES

click for more information

ILLUSTRATOR

Design Arts The following careers are possibilities for anyone who is interested in design work: Furniture designer Landscape designer Architect Interior designer Fashion designer Automobile designer

DESIGN ARTS

click for more information

Editorial Art The following visual art job positions are similar to the careers in the Media Arts. In the Editorial Art field, however, these artists either write about art for print, or are given assignments to work for print production: Art critic Film critic Art historian Book illustrator Comic book artist Medical illustrator

EDITORIAL ART

News photographer Cartoonist Greeting card designer Advertising designer Professional Criminal Justice sketch artist Arts editor

PACKAGING DESIGNER

FINE ART

click for more information

Multimedia & Commercial Arts The following careers are possibilities for anyone who is interested in digital art, graphics, and using technology (computer, scanners, cameras, editing software) to create art:

MULTIMEDIA /COMMERCIAL ARTS

Performing Arts The following careers are possibilities for those interested in theater or film work, in front of or behind the camera, on stage or behind the curtains: Singer Musician Costume designer Film director Make-up artist Set designer Choreographer Actor Dancer

PERFORMING ARTS

30%

RESOURCES

WHAT’S NEW

MORE INFO

VISUAL ARTS CAREERS

Graphic Design Photography Art History Music Sculpture Illustration Web Design

Art in the news FAQ Art Publications Art Competitions Student Work Submit a question/comment

College Degree Programs Visual Arts Careers BLS Projected salaries Career Personality Tests Industry Trends

Art Education Arts Business Management Craftsman/Art Trades Design Arts Editorial Art Fine Art Multimedia /Commercial Arts Performing Arts

WEB DESIGNER

Graphic Art Managers : Art Director/Art Production Manager Graphic designer Packaging designer Brand Identity developer Layout Artist Fashion photographer Animator TV Graphics designer Web designer Special effects artist Font designer Illustrator Typographer

Graphic Design Photography Art History Music Sculpture Illustration Web Design

— 102 —

click for more information

Show All

Art in the news FAQ Art Publications Art Competitions Student Work Submit a question/comment

College Degree Programs Visual Arts Careers BLS Projected salaries Career Personality Tests Industry Trends

Art Education Arts Business Management Craftsman/Art Trades Design Arts Editorial Art Fine Art Multimedia /Commercial Arts Performing Arts

be creative, do what you love, and find a career

START HERE DID YOU KNOW?

IS IT FOR ME?

be creative, do what you love, and find a career

WHAT’S NEXT?

START HERE

DID YOU KNOW THAT YOU . . . Check all that apply to you.

I love to draw. I’ve even gotten in trouble for sketching on my homework.

I can measure a piece of furniture correctly to know if it fits in a space.

I know how to set up a wireless network.

People like the way I take photographs and say that I have a “good eye”.

I can create a basic website/blog.

I know how to calculate a tip.

I can do basic math in my head.

I can use both a Mac and PC.

I can adjust my Facebook privacy settings with ease. I know how to update my phone.

11.

I know how to hang a picture - level.

12.

I can read a text and recall the most important details.

13.

I know how to use the internet — beyond Google — for finding things.

14.

I notice logos and trademarks all of the time.

15.

It’s really noticeable to me when text looks good or bad.

16.

I can usually find things I save on the computer.

17.

I love to read, books are my friends.

18.

I like working in a team environment with creative people.

19.

I notice subtle differences in color that others ignore.

20.

I like to build things with my hands.

21.

I like to sew, knit, or otherwise work with fabric or materials.

22.

I enjoy looking at artwork, and I’ve heard of Picasso, Warhol, and Van Gough.

23.

I can spend hours creating something and not notice the time.

24.

I like to oranize information and make it easier to understand.

25.

I have a Snapchat, Instagram, or Vine and use it almost everyday.

26.

It’s hard for me to finish a task, I get bored with things easily.

27.

If I could create art and get paid it would be the best job ever.

28.

I like to write stories. I am a great storyteller.

29.

Speaking in front of groups doesn’t bother me.

30.

I like learning new technology - on my phone or computer.

31.

I have a good idea for an app and I’ve sketched at least one screen of it.

32.

I like commercials, especially the ones with catchy slogans or taglines.

33.

I like solving puzzles, especially visual puzzles like optical illusions.

34.

I’ve worked on the yearbook at my school.

35.

I pay attention to details, such as shape, color, and texture.

WHAT’S NEXT?

WHICH OF THESE IS MOST ESSENTIAL TO YOUR HAPPINESS? Choose one:

CAREERES IN VISUAL ARTS

ART EDUCATION

10.

IS IT FOR ME?

PROBABLY ALREADY POSSESS SEVERAL SKILLS OF A VISUAL ARTIST 1.

DID YOU KNOW?

A JOB THAT I LOVE

DOING THINGS RIGHT

THE LATEST GADGET

BEING FAMOUS

MONEY

HELPING OTHERS

ART EDUCATION

HOW DO YOU LIKE TO TELL A STORY?

ARTS BUSINESS MANAGEMENT

Choose one:

CRAFTSMAN/ART TRADES

OUT OF THESE FOUR - WHICH WOULD YOU MOST LIKE TO LEARN MORE ABOUT? Choose one: DESIGN ARTS

DESIGN ARTS

WRITING CODE

CREATING LOGOS

EDITORIAL ART

CREATING A WEB LAYOUT

ART DIRECTING

FINE ART

WHICH PUZZLE DO YOU PREFER? Choose one:

MULTIMEDIA /COMMERCIAL ARTS

PERFORMING ARTS

PERFORMING ARTS 70%

40%