TOMMI• SHARP SENIOR THESIS PROJECT............SPRING 2012
Dear Sarah Lowe, Overall, I can really see how much I have learned and improved after each semester. Especially when it comes to my working process. Each semester presents its own struggles, but it has gotten easier for me to have a good design process. I will begin by discussing what I have learned about my process from past design projects. Looking back on 351, I see so many better solutions to the projects I didn’t see at the time. In every project, I got stuck on one particular style or element of it that kept the project from getting to the level it could have achieved. For the Choice project, I made an illustration out of paper. I became stuck on that particular illustration and wasn’t sure what my goal was. I had made it, but I didn’t really know what to do with it after that. In that case, it was a problem of lack of my message’s clarity. If I had written down what I was trying to communicate before I made the visual response, it would have been more successful. The portrait project was a similar situation. I explored my subject visually, but not enough. I had the issue of not having the right photograph for the feeling I was trying to achieve. I should have abandoned the photos and went to hand drawn illustration or something similar to that. What I learned from this is to not be afraid to let go of the original look and try something completely different. Being able to recognize that something isn’t working and breaking out of a visual rut is a really important skill to have. My semester project dealing with the Appalachian dialect taught me a few different things. There are a few reasons it did not get to the level I wanted it to be on in the time allowed. I didn’t have a solid plan that drove the project forward in the right direction. Due to lack of planning, I didn’t experiment early on. I procrastinated many times along the way by doing more research. In this way my process was skewed toward thinking and reading and not actually doing anything. The longer it went on the harder it was to do something. It wasn’t a matter of losing interest in the project,
but a matter of getting lost in it along the way. I also had trouble managing my time between the two design classes that we had that semester. Also, I narrowed my focus on the interactive dictionary aspect of it and it should have been about the preservation of the oral culture of Appalachia. If I had realized that sooner through reflection, I wouldn’t have limited myself in that way and I would have had a much better interface design. In Typography, I felt my book project was successful. My process could have been better though. When I started it, I thought it was logical to use different colored papers for each section. It was a bad idea, and I didn’t realize it until I had about 3-4 weeks left in the semester. I would have realized this sooner if I had printed out drafts earlier on. This taught me the importance of pushing forward to seeing the actual product earlier rather than later so that appropriate changes can be made. It also showed me that even though the outlook is bleak, you can get things done well if you work very hard and not get discouraged. My internship at Robin Easter helped me grow as a designer. Through observation, they taught me how a design studio is run, what designers can accomplish, the process of working with clients, what makes a good brand, different things about design production, and the importance of good file management. Coming into my senior year, I have been able to apply things that I learned there into my design process. The last project I’d like to touch on is the branding project I did in 451. I found that if I made lists and kept up with a planner I was able to get work done in a timely manner and to a level that I was happy with. This allowed me to have more productive critiques. There were a couple times when I was researching that I got a little too absorbed in what I was reading. When I noticed this happening, I switched gears to sketching or something else to generate ideas and move on. When I found myself stuck, I was able to move forward through writing, brainstorming, and pushing myself
make new things. I was also able to refine my finals after multiple iterations because I started earlier and gave myself enough time to see what needed to be changed. Along the way, I have learned that writing is an important part of my process that I cannot skip. I don’t always enjoy doing it, but it allows me to organize my thoughts and more easily explain them to others when I need to talk about them. When it comes to presentations, I tend to get very nervous about them and not do as well as I know that I could. My strategy for presenting is to over-prepare. If I write about what I want to say and read it and practice enough, I don’t let my nerves get to me. I can speak extemporaneously more easily and I feel confident about what I am doing. In my design projects, I am motivated by my goal of becoming a better, more efficient designer. Projects that are meaningful to me and are in some way practical inspire me the most. In the art and design I do, I feel most fulfilled when I am making things that others can learn from or find useful. Making things that have entertainment value is important to me as well. I have diverse interests and each project provides me with the opportunity to explore things I haven’t before. For my thesis project I have narrowed down my topics to: oral cultures, card games, and crochet. I have read portions of books about the impact literacy has had on oral cultures and find the topic to be fascinating. There are many different aspects of this topic that I could delve into. Such as: the impact literacy has had on women in society, the oral traditions cultures use to share knowledge, or the power of writing verses spoken language. This topic would most likely become focused on one culture in particular, but at the moment I am not sure which. I feel this ties into the Appalachian project that I did last semester, and perhaps I could work with the Appalachian culture in this project as well.
Another topic I am interested in is card games. There are a variety of games played with cards. Some utilize playing cards, others are a self-contained set designed for a specific game such as Uno, and others are collectable trading card games. They all have their own set of rules, metaphors, goals, and target audience. I am interested in this topic because I have played a variety of different card games throughout my life and I enjoy the strategies and bonding experience that comes with playing with friends. They have a remarkably rich history; the first reference to the card game was in the 9th century during the Tang Dynasty in China. These are just a few different aspects I could explore to make an interesting thesis project. As a designer, I am interested in the fact that card games are systems and designed objects players use to experience the game. The last topic I am thinking about is crochet. I make all sorts of things with my hands. One of the crafts I have been doing since I was in middle school is crochet. I touched on the topic of handmade things during sophomore year, but I think if I did something with it for my thesis project I could take it farther. I love working with yarn and the fact that you can make an infinite number of practical and impractical things with it. There are many facets to the craft. Its origin, the reemergence of the craft in the past few years, yarn-bombing which is a guerrilla art form, the process of crochet, and the crochet culture are all areas that I could research and form my thesis project around. Sincerely, Tommi Sharp
After much thought, I decided my topic would be music & learning.
Abstract Blending music with a chosen subject makes learning the subject easier and more enjoyable. When learning the French language, singing, writing, and learning songs in French is an effective way to study and retain the new knowledge. This project focuses on the creation of songs for the use of study. Project Description Research suggests the relationship between language and music can be used as a powerful tool in learning a new language. Each year, more time and money is cut from music education in public schools, creating a deficiency in many students’ education. When music is used in the context of a language class, learning is easier and more enjoyable. An effective way to learn a second language is by singing it and visualizing the meaning. Tedious memorization techniques such as using flash cards are not captivating and can be ineffective. When out-of-context word-toword associations are made repeatedly, it can form bad habits and is a slow way to learn language. When the mind is actively engaged in writing songs, then singing and visualizing the meanings of the words, something different happens. When students sing a new language, learning it ceases to be a chore and becomes a pleasant activity. Having fun while studying helps the brain be more receptive to new information thus learning happens easier. The process of writing a song in French and singing it also helps students’ understanding of word pronunciation, vocabulary, and sentence structure. Also, associating images with the phrases and using your imagination further aids the learning process. The purpose of this project is to create a video series of French songs that will demonstrate the effectiveness of this learning technique. French students could watch the videos and sing along to make new associations that help them remember what they have learned. This could encourage them to make their own videos like these, which would further help them in learning French.
Observation: Learning music is a vital part of a well-rounded education. Argument/Proposition: When acquiring a second language, learning a song in the chosen language and singing it is an effective way to study and retain the knowledge. What research backs up your argument?
↠ Neurological research has shown that musical and lingual processes occur in the same section of brain and
that there are significant similarities between musical and lingual syntax (Maess & Koelsch 2001). ↠ Teaching techniques that employ song and music involve their implementation as a medium for pronunciation, morphological or syntactic patterns, vocabulary-building, and cultural aspects, to name but a few of the possibilities (Bartle 1962). ↠ Fun is a basic genetic instruction for all higher animals because it is the way they learn. Humans must learn all their lives and therefore continue to play and look for fun into old age (Control Theory, Glassier MD). Final Form + Deliverables: A video series that utilizes songs composed of simple French words and
grammar to teach verbs. Three songs and videos will be produced for this project. Audience: English-speaking college students learning elementary French Audience Value: My audience would see the usefulness of singing a song as a way to study French and be able
to use it as a learning tool. What is your intention with the outcome? To educate Definition of any key terms used:
Education: Pursuit of knowledge. Music: Music is made up of different rhythms and pitches that come together to form chords. We listen to music for fun. Second Language: A language that is learned that is not the individual’s native language. Song: Music that has lyrics and a melody. Study: To actively try to remember things one has been taught through reviewing the lesson. The goal is to commit the lesson to long-term memory so the person may remember and recall it when needed. Learning: Acquiring new skills and knowledge an individual may recall when needed.
Expert:
I spoke with Katie Nelson of the UT French department. From our meeting, I learned that memorization is most important in the elementary French level courses (students must learn a lot of words at the beginning to get started), making meaningful associations between what is already known helps in learning new words, and that students often have trouble with the conjugations of verbs. Also, mnemonic devices are very helpful for students learning grammar rules and verbs. Precedents:
↠ Children’s French Songs on Youtube - These songs are meant for beginner French speakers such as children and use simple words and memorable melodies. These videos do not typically have effectively designed visuals to accompany the songs. (http://youtu.be/hIHT76QT9rc) ↠ HistoryTeachers’s Youtube Channel - This video series utilizes humor, humorous visuals, and music to teach different lessons about history. ↠ LyricsTraining.com - A video-sharing website that allows users to upload lyrics and embed music videos from other sites as a way for users to learn and improve foreign language skills. The focus is on using favorite songs to learn the language of one’s choosing. Value to Design Community: This thesis project brings singing and experimental typography together in order to help students learn language. My process begins with sound as the starting point to inspire visuals that both entertain and facilitate learning.
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↠Song & Lyrics
I chose the verbs etre and aimer as the topic of my first two videos. They are both among the first verbs taught in elementary French. At this stage, I had in mind a loose idea for the video’s narrative so that I could work towards developing the story and visuals once I had recorded the soundtrack. Additionally, I later wrote the Regular -ER Verb song to fit into the same system From my research, I found that when you incorporate something you are trying to learn with something you already know, the information is more likely to go into long term memory. I chose simple, recognizable tunes to take advantage of this fact, and also because it is easier for listeners to learn the songs if they already know the tune. I wrote the lyrics to be very simple and repetative for the same reason of making it easier to learn the congegations. This project presented me with an interesting challenge. I had to write a song, something I had never really done before. Then I had to figure out the melody, accompaniment, and how it would come together. I can play guitar a bit, but not really well. When it comes to making music, I am much more confident in my vocal abilities than playing an instrument. I never considered looking for stock music or free stuff online. I felt it was important that I produce all the sound for the videos.
↠Sound
Recording
& Editing
I considered a few different choices for the sound. I thought about rapping the lyrics or singing them in a way similar to speaking with minimal accompaniment. I thought about playing guitar or keeping it really simple and going the accapella route. I am experienced with constructing soundscapes and considered composing music in an experimental way through field recordings and sound editing software. I felt a bit lost for a while about the direction I should take. Then, serendipity struck. I found a blog on tumblr ran by Rebecca Sugar, an artist and composer of many of the songs heard in episodes of the cartoon Adventure Time. She records demos on ukulele and posts them on her blog along with the chords. They are simple, catchy, funny, and sweet. I couldn’t stop listening to them. I realized that this spirit and playfulness was exactly what I needed in my videos. The next day I bought a ukulele at Guitar Center. Two days later, I recorded the être song. It actually took me a week to finish recording the aimer song because it had eight chords in total, as opposed to the first one, which had only three. It took many, many takes. I learned to push through the frustration and stick it out until I had recorded something I was happy with. The aimer song’s chords were actually recorded in the back seat of my car around midnight. It was the only quiet place I could find, and I finally got a good take! All of the songs were produced using the same method of recording the ukulele first, then recording the vocals while listening to the ukulele track, then combining them in Soundtrack Pro.
↠Storyboard
& Planning
Videos
↠Visual Inspiration
↠Brainstorming Series Title
& Look
Aimer
Aimer aimer Aimer Aimer Aimer Aimer Aimer Aimer Aimer Aimer Aimer Aimer
Aimer
Chantons! (let’s sing)
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etre (to be)
je suis nous somme tu est vous êtes il, elle est ils, elles sont
etre (to be) je suis tu est il, elle est
nous somme vous êtes ils, elles sont
Visit www.chantons.com/etre for the music video!
Aimer (to like) j’aime tu aime il, elle aime danse avec moi je t’aime mon fromage mon ami
nous aimons vous aimez ils aiment dance with me I love you my cheese my friend
visit www.chantons.com/aimer for the music video!
Aimer (to like) j’aime nous aimons tu aime vous aimez il, elle aime ils, elles aiment danse avec moi je t’aime mon fromage mon ami
dance with me I love you my cheese my friend
Visit www.chantons.com/aimer for the music video!
Aimer (to like) j’aime tu aime il, elle aime danse avec moi je t’aime mon fromage mon ami
nous aimons vous aimez ils aiment dance with me I love you my cheese my friend
visit www.chantons.com/aimer for the music video!
Aimer
(to like)
j’aime nous aimons tu aime vous aimez il, elle aime ils, elles aiment danse avec moi je t’aime mon fromage mon ami
dance with me I love you my cheese my friend
Visit www.chantons.com/aimer for the music video!
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etre (to be)
je suis nous sommes tu est vous êtes il, elle est ils, elles sont Visit www.chantons.com/etre for the music video!
Aimer
(to like)
j’aime tu aimes il, elle aime danse avec moi je t’aime mon fromage mon ami
nous aimons vous aimez ils, elles aiment dance with me I love you my cheese my friend
Visit www.chantons.com/aimer for the music video!
Idea for Printed Material: Each video could have a cheat sheet that has the same look and feel of the video. It would include all the French terms used in the video. It would be a card with a peel-off sticker. The URL to the video would be on the sticker. Students could place the sticker anywhere to use to study and to help recall the song. In the final, I did not expand on this idea, but I did however use the style of the stickers as my title screens.
Visual System: I chose to relate each video through the use of flourishes that surround the verb. Each video has a different kind of flourish but they are all visually related. Since this series is about French, which is perceived to be sort of “fancy,” I felt it made sense to use this system. The color related to the video will change based on the kind of verb it is. There is variety within the system, but they are visually related. The typefaces I chose are Liberator Regular and various weights of Sabon LT Std. When I was choosing the typeface, I wanted it to feel kind of fancy, but not too girly. I thought Sabon went well with the flourishes and Liberator was a sturdy font that could help keep the system gender neutral.
↠Filming
↠Video
Editing
↠Midterm
Deliverables for Midterm: One video with intro sequence and one song with lyrics.
Feedback from Midterm Presentation: ↠ “Great experimentation with video, typography, and design.” ↠ “Video editing/cutting was very nice.” ↠ “Would be good to incorporate your type more so you can read it better.” ↠ “Drawing type on window was not successful. Movement detracted from type.” ↠ “The first three type experiments were great.” ↠ “Very effective recall for former French student.” ↠ “Stickers: Make stickers larger. Maybe incorporate CD packaging.” ↠ “Is nice that you are reinforcing the subject with printed material.” ↠ “Has a ‘hip’ vibe.” ↠ “Since the title is "Let's sing" should it have sing-a-long captions?” ↠ “Maybe design a worksheet to incorporate with video.” ↠ “Include a review at the end of the video.” ↠ “Provide MP3s.” ↠ “Color needs work- needs to be more vibrant.” ↠ “Work out the system of the videos more.” ↠ “Don't focus on the printed material/stickers.”
Reflection & Choices I made based on midterm feedback: ↠ Put more thought into the videos as a system. How will I use color?
What precisely is my content? Figure it out ↠ Figure out how to make my colors more vibrant. Everything currently looks dull. ↠ Show my videos to more people to see how effective they are. ↠ Rethink my timing/editing choices in the “Aimer” video. How can I use editing to make it interesting and easy to understand? ↠ Edit the flag and the handwriting so that it is easier to read and not distracting. ↠ The worksheet suggestion was outside of what I am trying to do. I want music to be the main tool for recalling the lessons. Students get enough of the worksheet kind of thing in their French class. ↠ Sing-a-long captions are not something I feel should be in this series The songs and lyrics are simple enough to understand. It is way too elementary to include captions. The song is the primary tool study, not the text. ↠ Only focus on things outside the videos and video system only if there is time.
↠Chantons
Videos as a
System
Video Series Constants: Music- Ukulele Same voice Simple, recognizable tunes (children's songs) Color is associated with each video Playfulness and humor Chantons intro sequence at the beginning Review conjugation chart at the end Title of video (verb) always follows intro Titles are contained within a frame of flourishes Each is about a verb or category of verb Video Series Variables: Melody/chords The visuals Color theme Topic: Each video is about a different verb (or a category of verb)
Video topics
Video topics Regular
Irregular Verbs
-ER Verbs
-RE Verbs
être avoir faire aller pouvoir venir boire mettre prendre sortir
aimer chercher dîner donner écouter danser chanter regarder penser porter
attendre descendre entendre perdre rendre répondre vendre jouer pendre défendre
Regular Verb Endings
Other Verb Forms
-ER -IR -RE
imperitive form irregular past participles passé composé endings
-IR Verbs
abolir agir avertir bâtir bénir choisir établir finir applaudir obéir
↠FIN
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DESIGN 452
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Music goes hand-in-hand with learning language.
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“Hey !” guys
Reflection: I believe this intro sequence is successful in that it ties the series together visually. I chose to make this sequence very abstract and ambiguous in order to contrast the video series, which is by nature, very literal. I also felt this related to language in an abstract way. I chose to make it colorful to reference the color system of the series, which varies depending on the video’s topic. The first draft of the intro, which I presented at midterm, was twice as long as the final draft. I chose to shorten it so that it does not become tedious to subscribers of the series. It is a total of 4 seconds. One thing that I would explore if I could work on this project longer is adding sound to it. I think it is suitible for it to be silent, but it might be nice to have something to bring you in at the beginning. This is something I think would require experimentation as well as trial and error to get right.
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etre (to be)
Etre Song:
(to the tune of the song “Kookaburra”)
If you wanna say I am say Je suis, Je suis (x2) I AM! Je suis I am (x3) If you wanna say you are say tu es, tu es (x2) YOU ARE! Tu es, you are (x3) If you wanna say he is say il est, il est If you wanna say she is say elle est, elle est HE IS! Il est, he is Elle est, she is (x2) If you wanna say we are say nous somme (x2) WE ARE! Nous somme, we are (x3) If you wanna say you all are, say vous êtes, vous êtes (x2) YOU ALL ARE! Vous êtes, you all are (x3) If you wanna say they are, say ils sont, ils sont If you wanna say they are, say ils sont, ils sont THEY ARE! Ils sont, they are (3)
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etre (to be)
je suis nous sommes tu es vous ĂŞtes il, elle est ils, elles sont
Reflection: This video is my favorite of the three. I think it is executed better than the others, and the song is the most recognizable and catchy. And the visuals are fun and colorful. I have played it for many people, and they later tell me that it is stuck in their head, and they remember many of the words. My french classmates have told me that it is useful for them to remember the verb. It is arguably the most important verb in the French language. I think this video is successful in a few ways. The speech bubbles are very easy to read and understand, and the repetiton is good to help remember the congegations. I was worried that the repetition would get boring, but there is enough variation in the visuals that this does not happen. There are a few parts that I would re-shoot if I had the time. The part with the garbage can is grainy, and I could not improve this in editing. The lighting was too low when it was filmed and I did not realize it at the time. I have learned many things about video production and planning while working on this project. Small mistakes like this one has taught me to stick to a strict schedule when filming and photographing work. And always try to have an alternate plan for things that are out of your control, like the weather. Otherwise, this was a fun video to make.
Aimer
(to like)
Aimer Song: (to the tune of Adventure Time song “Oh Fionna” by Rebecca Sugar) “J’aime” means “I like” en française “Tu aimes” means “you like” en française “Il aime” means “he likes” en française “Elle aime” means “she likes” en francaise “Nous aimons” means “we like” en française “Vous aimez” means “you all like” en française “Ills aiment” means “they like” en française And now that you, baby, you can say “aimer” Danse avec moi! “Je t’aime” means “I love you”! Your golden complexion reflects my affection for you Oh, mon fromage Your crust has touched my heart Oh, mon ami I wont let anything in this world keep us apart
Aimer
(to like)
j’aime tu aimes il, elle aime je t’aime
nous aimons vous aimez ils, elles aiment I love you
Reflection: This video has more of a narrative than the other two do. I wanted to play up the quirkiness and humor through a bait and switch tactic by referencing a love song to a boy, but in the last third of the video reveal that the subject of the main character’s affection is actually a grilled cheese sandwich. In terms of the song and type, I think this video is not as clear as the first video. The lyrics and tune are simple and easy to learn, but the type isn’t always presented as clearly. I do think the humor and playfulness are spot on, however, and the editing is well done. I also like the vibrancy of the colors. All the type in this video is either cursive, or curvy to reference a love letter or feeling similar to that. There are a few things I would reshoot if I did have the time. The timing is slightly off when I am strumming the guitar on the bench to the grilled cheese, and there is a part near the beginning that did not have enough light when it was filmed.
-er verbs (regular verb endings)
-ER Verbs Song: (to the tune of Frère Jacques) -E -ES -E -E -ES -E -ONS -ONS -EZ -ENT -EZ -ENT -ER verbs -ER verbs
Parler
(regular -er verb)
je parl -e nous parl -ons tu parl -es vous parl -ez il, elle parl -e ils, elles parl -ent
Parler
(regular -er verb)
je parle tu parles il, elle parle
nous parlons vous parlez ils, elles parlent
-er verbs (regular verb endings)
-e -es -e
-ons -ez -ent
Reflection: This video and song were created after I had completed the other two. It is meant to be a tool for recalling the endings for regular -ER verbs, rather than actual words. The lyrics contain only the endings in an attempt to make a simple song students can use to remember how to conjugate regular -ER verbs. My purpose behind the video and musical choices is to reference a lullaby. Instead of strumming the ukulele, this time I plucked the strings. I think this gives the song a dreamy quality, and allows me to sing the song more slowly than if I had strummed it. The personified letters are progressively getting sleepier as indicated by their eyes. I chose the tune of Frère Jacques for the same reason as the Kookaburra song. It is simple, catchy and recognizable to help you learn the song and content easier. The visuals are simple enough to not be confusing, but they are not so simple that it is boring. I chose to film in front of a green screen to give myself the freedom to use a digital photo of the night sky in the background to further reference a lullaby. I feel that this video is successful.
↠Final
Deliverables for Final: Three videos with intro sequence and three accompanying songs.
Feedback from Final Presentation: ↠ “Do you think students will use this on their own? In class?” ↠ “Has this been shown to be effective with students? Have you shown them?” ↠ “This is solving two problems of students. Having to memorize and the
pronunciation. We hear, see, and think the language to learn.” ↠ “Loved your humor.” ↠ “Think about your target audience. Could even be elementary level.” ↠ “Your series could teach culture.” ↠ “This could show kids that learning a language can be fun.”
Reflection: I enjoyed presenting to non-designers and hearing their perspective. It was a refreshing experience to receive their feedback. If I had more time to work on this project, I would definitely design a website for the series and accompanying printed promotional materials. I envision that the design would to be set up as a subscription service for students to use the videos and songs to study French with downloadable songs. Verbs are the most tedious thing students must learn, and anything that can make it easier and more enjoyable and I believe it would be received well by students. I feel that this opened my eyes to different possibilities of graphic design in thinking about how design relates to music, music as a system, and the qualities they share with each other. Great graphic designers are good at creating strong systems that accomplish a specified goal. I feel this project has helped me get take another step closer to this.
Acknowledgments: A special thanks to Julia Antrican, Anna Halliwell Boyd, and David Samples for their assistance in filming as well as the moral support. Also, thank you Rebecca Sugar for inspiring me to play ukulele. To my father, Ronnie Sharp: Thank you for all the love and encouragement you never cease to provide. And thanks for always supporting my decision to become a designer, financially and otherwise. And to Sarah Lowe, Deborah Shmerler, and Cary Staples: Thank you for all the encouragement, critique, opportunity, advice, inspiration, knowledge, and support you have given me throughout my time at the University of Tennessee. The time and energy you devote to your students does not go unnoticed, and I will never forget it.
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