Tiffany Soohoo's Thesis Research Book by tsoohoo

How the visual arts, the creative process and rise of technology impact the youth in America By Tiffany Soohoo 1

How the visual arts, the creative process and rise of technology impact the youth in america By Tiffany Soohoo A Research Thesis Book Fall 2016

TABLE OF CONTENTS 00 - Where it all started 01 - Introduction to Creativity 02 - Creative Education for students 03 - Creativity & impact on youth 04 - creativity & innovation 05 - creativity & digital technology 06 - what does it all mean 07 - appendix & credits 4

“Our future as a innovative country depends on ensuring that everyone has access to the arts and to cultural opportunity… but the intersection of creativity and commerce is about more than economic stimulus, it’s also about who we are as people.” – Michelle Obama

First Lady and Honorary Chair of Presidents Committee on the Arts and Humanities

(Fiske, 1999)

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Fig. 5

00 Where it all started I have always considered myself an artist but only in the last five years have I added designer. This summer I was a digital design intern for McGraw â&#x20AC;&#x201C; Hill Education in New York City. I began to realize my passion for education and how I took it for granted.

Fig 2. - Fig. 6 My personal artwork in my fine arts portfolio for when I applied to college after high school.

The Preface Art has always been a part of my life. My aunt has a MFA in photography and was a high school art teacher at Stuyvesant High School in NYC. My mom signed me up for art classes with a local artist in elementary school. My dad always encouraged me to draw and paint. I was lucky to have the support of my family to have art be a part of my childhood. Growing up I was the “artist” out of my friends. I was the one who would create, build models and draw pictures. In middle school, there was a drawing exercise to see if you could join art club. I remembered being a seventh grader and drawing for an hour being judged by my middle school art teacher. Unfortunately, I did not get into art club in seventh grade. I remember feeling defeated and questioned my ability as an artist. I knew I was talented in art but I was upset at myself for not being able to prove it. I continued practicing art and brushed off not getting into art club. There was a bit of resentment toward my art teacher when I had her that year for art class, but I continued to do my best because I loved art. Then in eighth grade, art club became a “invitation only”. To my surprise, I was one of twenty kids to be selected. How was I selected when I was denied the year before? I have never understood that. I still do not understand why I did not get selected in seventh grade. This incident made me a better creator because I proved to my middle school art teacher and myself that I had the skills to be in art club. At the end of eight grade my middle school art teacher recommended me for a sophomore level art class for when I entered high school. This was ironic to me because two years before I did not make the cut for art club. My high school art teacher was very influential into why I pursued a creative major. She encouraged me to go into the creative field and helped me prepare my portfolio. I had a fine arts portfolio that focused on painting, oil pastels and color pencils. I am a practical person and I knew a fine arts major did not

have the security I wanted. During my junior year of high school, I went to National Portfolio Day to get my portfolio reviewed. A college was reviewing my portfolio and said that my portfolio aligned with what an illustration major might do. From that moment on, from the advice of someone who looked at my portfolio once, I decided to apply to colleges as an illustration major. I chose my undergraduate university because of the reputation it had for its visual arts program and strong academics. I came in as an illustration major but knew it was not for me. During the second semester of my freshman year I took a 3D class and my professor gave assignments that involved problem solving. I was starting to understand critical thinking and creating for a purpose. That was the moment I knew I wanted to switch from fine arts to design. I consider myself both an artist and designer. I am an artist as a hobby and a designer as a career. I cannot see myself doing one without having the background of the other. Art propelled my creative career in design and I am thankful to have the experience of it. I went from a K-12 school district that is currently ranked 16th in the state of NJ. My elementary, middle and high schools all had a very strong fine arts program, but I did not know anything about design.

The Assumptions :

Traditional education Children explore creativity (school) are cutting funds when they are young for creative programs

Children want more exposure to creative and art based projects

Adults do not want to spend more money on art and creative / extra curricular activities Fig 7. - Fig. 10 My personal artwork in my fine arts portfolio for when I applied to college after high school.

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Fig. 9

Fig.10

Figure Fig. 11 2

01 Introduction to creativity Everyone has creativity within him or her, however some are more creative than others. There are many definitions of creativity depending on the context. There are different places to be creative, different people to be creative with and different knowledge on what it means to be creative.

What is creativity?

Fig.

There are many different definitions of creativity. Creativity is often defined as a way of thinking or characteristic that a person may have. According to the American Psychological Association, the psychological definition of creativity includes originality and functionality (Kersting, 2003). Creativity is being defined as a characteristic. “Creativity involves approaches to thinking rather than a set body of knowledge that can be taught” (Henriksen, Mishra, & Fisser, 2016, p. 34). The magnitude of what creativity embodies makes it hard to define. There is a lack of agreement on what the definition of creativity means and how it is interpreted in the dictionary (Robinson, 2010). Creative people are different, which makes defining creativity a challenge. Psychologist, Dean Keith Simonton states that there is a “different between the kind of creativity that helps a painter create masterworks and the kind that helps a physicist develop new theories on the origin of the universe” (Kersting, 2003, p. 40). Both professions use the same creative thinking skills but personality and interest diverge both.

Fig. 12

Fig. 13

definitions of creativity “The ability to transcend traditional ideas, rules, patterns and relationships, or the like and to create meaningful new ideas, forms or methods, interpretations, etc. originality, progressiveness or imagination” -Dictionary.com (The definition of creativity, 2016)

“The use of imagination or original ideas to create something; inventiveness” -OxfordDictionary (Oxford Dictionary Definition of Creativity, 2016)

“Creativity can be viewed as a process and/ or product and is generally thought of as the production of useful solutions to problems, or novel and effective ideas”

(Henriksen, Mishra, & Fisser, 2016, p.28)

“Mental Characteristics that allows a person to think outside of the box, which result in innovation” -BusinessDictionary.com (What is Creativity? Definition and Meaning, 2016)

“Creativity is the invention of thought” -Industrial Design Society of America (Vancoder, 2012, p. 1)

â&#x20AC;&#x153;Creativity has become increasing important, as one of the most important and noted skills for success in the 21st centuryâ&#x20AC;? 18

(Henriksen, Mishra, & Fisser, 2016, p.27)

insights & summary Creativity is an ambiguous word. There are a lot of different ways to define and apply creativity. The American Psychological Association defined creativity as being original and having a function. Although that is very broad it is accurate. Creativity cannot be confine to a basic definition; rather it is a definition that is improved upon how creativity is being used. I originally thought that defining creativity would be simple. I have been creative my whole life and never thought much it. Creativity is more complex because it deals with the emotional, psychological, talent and knowledge of a person. It is not just creating something that is â&#x20AC;&#x153;prettyâ&#x20AC;? or discovering a new way to solve a disease. Creativity is everything far and in between. The biggest take away is that anyone can be creative and it is important to have a level of creativity. Creativity is a characteristic that is highly sought out in the workplace and society.

Fig. 14 Second Graders being creative

02 creative education for students All states require some form of art education for their students. However, not all states have the same amount of requirements and resources. State officials have done a sufficient amount of research that proves that creativity has a strong impact on a child, yet there is not much being done to fix the lack of art programs in some schools.

“The arts helps students become tenacious, team-oriented problem solvers who are confident and able to think creatively. These qualities can be especially important in improving learning among students from economically disadvantaged circumstances” – Arne Duncan U.S. Secretary of Education (2008) 22

(Israel, 2009, p. 6)

ABout art education The National Coalition for Education in the Arts defined art education as “the process of teaching and learning how to create and produce the visual and performing arts and how to understand the evaluate art forms created by others” (Engebretsen, 2013, p. 6). The National Coalition for Education in the Arts has over 28 different arts organizations from around the United States. It is important to have art classes for children. Art is a way for students to express themselves. Zimmerman (2009) states that “Art education is a site where creativity can be developed and nurtured for all students with an emphasis on both individual processes and cultural practices” (p. 382). The impact of art education is much more than just the technical skills that students may acquire. An art education classroom is a place for students to learn all aspects of visual arts. Curriculum often encourages both theory and history of art. Art is a part of history and culture. “It must be characterize knowledge of the visual arts as essential to human life. It must take into account the cultural and personal impact of the range of popular and fine arts” (Freedman, 2011, p. 41). The art room gives students a chance to think creatively and explore different outlooks on life.

importance of art education Champions of Change: The Impact of the Arts on Learning initiative is a learning partnership with The Arts Education Partnership and The Presidents Committee on the Arts and the Humanities to research on why and how the arts experience has affected young people (Fiske, 1999). The accumulation of research studies show the arts have impacted the youth and why the government should invest in arts education. The research presented was done with over 25,000 students in the U.S. government database (Fiske, 1999).

1 The arts reaches students who are not being reached

The researchers found that the arts provided a reason (and sometimes the only reason) for why some students are engaged in school and other organizations.

2 The arts connects students to themselves and other

Artwork is a personal experience and students draw up his or her own personal experiences to create art.

3 The arts transform the environment for learning School transform into a place for discovery and curiosity.

4 The arts provide learning opportunities for adults

Adults participating in lifelong learning which helps young people gain an understanding that learning is never ending.

5 The arts provide new challenges for students

Boredom and complacency are barriers to success. The arts creates a way to challenge students who are successful.

6 The arts connects learning experiences to the world of real work Working in a classroom or studio as an artist, the young person is learning and practicing future workplace behaviors

(Fiske, 1999)

About design education The Industrial Design Society of America (IDSA) defines design education as where “design and learning are forged together to form life-long habits of acquiring, working with and transforming knowledge in to new ideas, solutions and designs to help people live better lives” (“Education - Industrial Design”, 2016). Design education teaches students a blend of technical and problem solving skills. Design is about how to imagine, create, practice, modify, recognize, manipulate and share (Yalcin, 2015). There are multiple steps in the design process with learning outcomes such as problem solving. Design is more than just visually creating something but rather about exploring and understanding. It is important to be aware of the shift in design education. Design education in the 80s is much different than design education today. There is an emphasis on the holistic ideals of design which is combining multiple disciplines. Instead there is a focus on human centric design. Interaction designer and design strategist John Kolko suggested that “By shifting design education... toward the subject matter of humanitarian problem solving, we can create a generation of designs who expect to work on problems that are meaningful and socially pressing” (Kolko, 2011, p. 108).

design disciplines are connected Design strategy

Design researcher

Service Design

Process design

motion graphic desgn

advertising design

environemental design

game design

Industrial design

urban design

editorial design

information design

visual design

interior design

communication design

sound design

fashion design

digital design

interaction design

user experience design

Architecture design graphic design

web design

product design

Engineering Design

importance of design education Everything that is created in this world is designed. “During the later half of the twentieth century design became an increasingly valuable competitive asset in, for example, the consumer electronics, automotive, and consumer packaged goods industries” (Brown, 2008, p. 2). Awareness of design became more prominent once the consumer began owning more products. Another definition of design is that it is a “practical service directed toward enhancing the dignity of human beings in their daily lives with all that this entails in social and economic matters” (Buchanan, 2007, p. 40). Design education teaches students about empathy and human centric products and services. Experience Designer, Jared Vanscoder states “students that employ problem based learning methodology, and encourage design thinking, however have a tremendous advantage academically and professionally than those who are not” (Vancoder, 2012, p. 2). These students learn to think critically about ways to solve problems and increases engagement. Additionally, Vanscoder adds “students gain soft skills such as communication, collaboration, imitative and adaptability. When courses are conducted in this manner, the traditional role of teacher shifts to that of a facilitator” (Vancoder, 2012, p. 2). This way of educating creates a more intuitive program for the teachers and students. Design thinking and education teaches skills that are learned by doing.

â&#x20AC;&#x153;Less than .05% of high school graduates are estimated to attend and graduate from a four year Industrial Design program. In 2010, 3,304,000 young people graduated high school in the U.S. yet only 1,1432 graduated with a Bachelor of Industrial Designâ&#x20AC;? (Vancoder, 2012, p. 1)

About creative Education There is more research conducted on art education than there is on design education. Design education has gained attention with teaching critical thinking and problem solving. The education system is changing with an increased emphasis on evident based content and creative strategies for learners (Steelman, 2014). There is an increase in acquiring different creative skills. For the purpose of grouping art education and design education together, I am going to be referring to both as creative education. Creative Education is the umbrella term for both art and design education. The characteristics of creative education are to investigate work, inventiveness, ability to use models and the capacity for self assessment (Yalcin, 2015).

Currently happening in creative education The first programs or activities to get cut from funding are typically visual and performing art classes. A 2011 national survey of over 1,000 3rd to 12th grade public school teachers found that “according to most teachers, schools are narrowing the curriculum, shifting instructional time and resources toward math and language arts and away from subjects such as visual art, music, language and social studies” (“Learning Less: Public School Teachers Describe a Narrowing Curriculum”, 2012, Pg. 1). School administrators favor STEM (Science, Technology, Engineering and Math) curriculum over tradition humanities and art classes. Elective classes such as art classes are getting cut. According to Sir Ken Robinson, he argues that “we are educating people out of their creative capacities…we don’t grow into creativity, we grow out of it. Or rather we get educated out of it” (as cited in Vascorder, 2012, p. 1). The education system is not teaching how to use creativity to solve real world problems. As students go through the education system, the importance of creativity decreases.

83%

of teachers say that even when students are struggling, elective classes are necessary as they gives students something to look forward to and are essential in education. (Common Core: Learning Less, 2012, p. 12)

THE BENEFITS OF CREATIVE EDUCATION

93% 86% of Americans consider the arts a vital part of a wellrounded education

of Americans agree that an arts education encourages and assists in the improvements of a childâ&#x20AC;&#x2122;s attitude towards school

83% 79% of Americans believe that arts education helps teach children to communicate effectively with adults and peers

of Americans agree that incorporating arts into education is the first step in adding back whatâ&#x20AC;&#x2122;s missing in public education

(Freeman, 2011, p.40)

Effects of urban education Urban education can be broken down into three different subcategories. Urban Intensive: Schools that are concentrated in large metropolitan cities across the United States such as New York City, Chicago, Atlanta etc. Urban Emergent: Schools that are located in large cities but not as large as major cities. Typically have the same challenges as urban intensive schools such as resources, qualifications of teachers and academic development for the students. Examples are: Austin, Texas, Charlotte North Carolina, Columbus, Ohio Urban Characteristics: These schools are those that are not located in big cities but experience challenges that are associated with urban schools such as ELL. Many are located in rural or suburban areas. (Milner, 2012, p. 560) The U.S. government noticed that “one of the critical research findings is that the learning in and through the arts can help ‘level the playing field’ for youngsters from disadvantaged circumstances’ (Fiske, 1999, p. 10). Research shows that the arts and creativity help the development of children who are underprivileged. In addition, it is difficult when the child does not have a support system in his or her personal life. “Most existing models of talent development are based on studies of people who were born into a family that both valued their talents and had the means to support its development” (Fiske, 1999, p. 64). Statistically, when a child has a strong support system and role models, a child performs better in school. Many of the parents of disadvantaged children have other obstacles to worry about. Some of the obstacles that prevent opportunities for art programs include: a student’s zip code, immigration status or socio-economic status (Pacheco, 2015). The parents cannot devote as much time to the arts for their child.

LOW-INCOME STUDENTS WHO ARE HIGHLY ENGAGED IN THE ARTS ARE MOST THAN TWICE AS LIKELY TO GRADUATE COLLEGE AS THEIR PEERS WITH NO ARTS EDUCATION

LOW SOCIOECONOMIC STUDENTS WITH A HIGH PARTICIPATION IN THE ARTS HAVE A DROP-OUT RATE OF 4% BUT THEIR PEERS WITH A LOW PARTICIPATION IN THE ARTS HAVE A DROPOUT RATE OF 22%

(Engebresten, 2013, p. 10)

Fig. 15 Student showcases impact of Big Picture Learning

big picture learning Dennis Littky, an educator developed Big Picture Learning as a new approach for K-12 education to reduce the drop out rate for at-risk minority youth (Kolko, 2011, p. 104). The idea of Big Picture Learning is to change the education system by providing individual attention to students. Big Picture Learning caters to the strengths of the individual. For example if the student learns best by 3D models, the teachers will cater the lessons to feature building in all the core subjects that need to be taught. The Metropolitan Regional Career and Technical Center (The MET) in Rhode Island is a successful Big Picture Learning School. In 2000, the first graduating class at the MET, had a graduation rate of 96% and 98% of the graduating class were admitted to universities with over 500,000 dollars in scholarships (“Big Picture Learning – Our Story”, n.d.). Big Pictures gives underprivileged students a chance at success. Kolko explains, “this begins to feel like the true democratization of design, and designers themselves can begin to support other professionals in humanizing the technology associated with their professions” (Kolko, 2011, p. 104). Littky is designing a new way to educate the youth that reaches them more than traditional education. Big Picture Learning is similar to design because it is a student-centered learning school.

New York City Public Schools The New York State Education (NYSED) established a standard art curriculum for K-12 students. Only about 8% of elementary schools and less than half of middle schools in New York City met the standards of the NYSED curriculum (Israel, 2009). Students are having a difficult time meeting state standards because of the gaps in funding between each school district. Less than half of the middle schools reported that all students met the New York state requirement for art in the classroom (Israel, 2009). Data from the Education Department states that 20% of NYC public schools lack art teachers and about one in seven middle schools and high schools lack art teachers although the state requires it (Yee, 2014). There is a shortage of art teachers in and lack of resources in New York City. In the South Bronx and Central Brooklyn, 42% of those schools do not have state-certified art teachers (Yee, 2014). Scott L. Stringer, New York City’s comptroller is quoted saying “we’ve spent so much time over the last 10 years teaching to test, and lost in the shuffle was arts teachers, arts curriculum and arts space,” (Yee, 2014, p. 1).

29%

of middle school students met state art education requirements in New York City

84%

drop of spending on art supplies and equipment between 2006 - 2013

(Yee, 2014)

Fig. 16

Los Angeles Public Schools The Los Angeles Unified School District (LAUSD) is the second largest in the United States and has over 650,000 students and about 1,000 different schools (Pacheco, 2015). A large district runs into a lot of challenges to provide an equal education to each student. Poverty rates for Latinos, African Americans and Pacific Islander students are higher than Asians and Caucasian, with only 27% of poor students enrolled in a visual and performing arts course (Pacheco, 2015). Many of the students do not have visual and performing arts experience. In addition, the LAUSD arts program lost more than 50% of its funding and in 2008 there were only 335 full time elementary art teachers (Aquino et al., 2013).

â&#x20AC;&#x153;By graduation the average student in LAUSD will have spent 2% or less of his/her learning time receiving an arts educationâ&#x20AC;?

(Aquino et al., 2013 p. 5)

Fig. 17 Teacher with students at Alexander Science Center Elementary (LAUSD)

Gap between K-12 & university There is a gap between K-12 and university education. The results from the statistics involving the case study of New York City public schools further the insight that schools are lacking and it affects upper education. â&#x20AC;&#x153;Children lack the opportunity to develop their creativity after leaving kindergarten; they begin the traditional type of education, which creates a huge gap between kindergarten and undergraduate design education later in lifeâ&#x20AC;? (Yalcin, 2015, p. 9). The gap is between what is being taught and what needs to be taught. Many students are not prepared for university education.

Primary and Secondary School

College and University

“One of the problems is that too often our educational systems don’t enable students to develop their natural creative powers. Instead, they prove uniformity and standardization. The result is that we’re draining people their creative possibilities” – Sir Ken Robinson, PhD

Creative Expert in the Arts and Education (Adobe Systems Incorporated: State of Create, 2012).

Fig. 18 Teachers are protesting budget cuts for arts programs

Fig. 19 Child reacts to budget cuts and protest for the arts

insights & summary A lot of research has been conducted on the effects that art and design education have on a child. There are multiple sources ranging from the U.S. government, to teachers, education professionals and media sources that show quantitative data about the importance of art and design being taught in the K-12 school system. There were a lot of data voicing concerns of cutting visual art programs. Or how some schools lack the resources because of budget cuts. To make matters worse, I realized that there is a lack of implementation to solve this problem. There has not been an effective solution that reaches all the children. Throughout my research, I became aware of the different obstacles that visual arts programs face in the United States. I realized the diversity and unfairness on the quality of education a child receives in the United States. Urban, rural and suburban schools all have different issues that they face within their own schools. In addition to the federal government creating art education policies, each state has its own standards. There is a range of funding for each of the visual arts programs in the different school systems across the United States. The range makes it difficult for each school to offer the same education.

â&#x20AC;&#x192;

Fig. 20

03 Creativity and The impact on the youth The current youth places a high priority on being creative. Their generation is focused on ways to incorporate creativity to make the world a better place. The advancement of technology has an impact on this generation.

Who is Generation z? Generation names change when “a generation comes of age and different characteristics or events come to define them” (“Top 10 Gen Z and iGen Questions Answered”, 2016). Generation Z is the newest generational group of people who are all born around the same time period. In the book Generations, Society and Culture, authors Edmond and Turner define generation as “an age cohort that comes to have social significance by virtue of consisting itself as a cultural identify’” (as cited in Buckingham & Willett, 2013, p. 2). The Center for Generational Kinetics also defines Generation Z as “Gen Z or iGen” to refer to them as cloud natives instead of digital natives because they live in an iEverything world (“Top 10 Gen Z and iGen Questions Answered”, 2016). There is not a definite timeframe to the start of Generation Z. The Center for Generational Kinetics and researchers define the birth year after 1996 because those born 1996 and onward do not remember September 11, 2001 (“Top 10 Gen Z and iGen Questions Answered”, 2016). September 11, 2001 is the defining moment to separate the past millennial and Generation Z.

describe Generation z

Students say

Teachers say

63%

76%

are smart

are a little lazy

47%

65%

are creative

are social

47%

49%

are hardworking

are bored by the past (Adobe Educate Gen Z in the Classroom: Creating the Future, 2015).

Characteristics of Generation Z Generation Z is unlike previous generations because they grew up in the rapid pace of technology. Northwestern News (2014) defines Gen Z as “highly self directed, demonstrated by a strong desire to work for themselves, study entrepreneurship and design their own programs of study in college” (p. 1) The majority of Generation Z does not remember a time before social media (“Top 10 Gen Z and iGen Questions Answered”, 2016). The result of this is that they are up to date and accepting of new innovations in technology. They are growing up in a media and digital technology obsessed world; Generation Z cares about making a difference in the world. The Gen Z Effect: The Six Forces shaping the future of Business, authors Thomas Koulpoulus and Dan Keldsen states that Generation Z will have be “working across generations, sharing technologies, promoting an awareness of the world and a collective engagement in economic and social institutions” (Murphy, 2015, p. 1). In an interview with Koulpoulus he explains that Generation Z is impacting how technology is being perceived. Koulpoulus uses examples such as “a child in Kenya is attending an open online course at MIT. An unemployed boomer is crowd funding her latest innovation on Kickstarter. And a grandmother is on her iPad skyping with a toddler” (Murphy, 2015, p. 1). These examples were not practical for everyone five to ten years ago.

According to Northwestern News (2014):

74%

said trans gender people should have equal rights

55%

61%

said gap between rich and poor is harmful for said everyone should have their generation the right to become a U.S. citizen

61%

knows someone who has been cyber bullied or stalked

69%

said their parents are their top role models 51

64%

want free healthcare for everyone

64%

said they are concerned about the U.S. going into war

Young children & creativity Children are most creative when they are young. “Artistic development occurs between ages 2 and 6 and it is more than at any other time during a child’s development” (Yalcin, 2015, p. 1). That is a crucial time that a child will be creative. Schiller (1995) adds on that “these studies supply evidence that young children enjoy and are capable of engaging in meaningful discussion about artworks” (p. 25). To express creativity young children need to have opportunities to create. The Public Broadcasting System emphasizes the importance of creativity. It is “The ability to be creative, to create something from personal feelings and experiences, can reflect and nurture children’s emotional health” (“Creativity and Play: Fostering Creativity”, p. 1). The main objective of art programs for children should be to provide opportunities to create art, opportunities to look and talk about art and become aware of art in their everyday lives (Schiller, 1995). Young children benefit from creativity by learning problem solving skills. “Creativity is essentially a form of problem-solving. But it is a special type of problem solving--one that involves problems for which there are no easy answers: that is, problems for which popular or conventional responses do not work. Creativity involves adaptability and flexibility of thought” (Moran, 1988, p.1). Creativity in young children helps build problem solving and critical thinking skills that will help children succeed.

Scribbling stage approx. ages 2 - 4 • Children are amazed at their ability to make marks. They have just realized that they can interact with and affect their environment. • Much time is spent practicing motor skills. • Children draw circles first, then squares and other geometric shapes. • Children begin trying to recreate their world. They may want to point to and name parts of their drawings.

schematic stage approx. ages 7 - 9 • Increased use of symbols, such as a cross for a church or dark colors to represent night • Less self-centered. • Still do not have a realistic understanding of their environment — for example, the sky may not meet the ground at the horizon. • Improved eye-hand coordination & motor skills. • Increased attention span. • Begin to develop a sense of humor. • Children divide by gender in play. • Special characteristics are represented for each person or object.

Pre-schematic stage late pre-school to approx. ages 7 • First attempts are made to represent people or objects. Efforts are recognizable to adults. • Children show a fascination with the variety of colors. • Obvious connections between a variety of different drawings. • Approval from teachers & peers are important. • Easily discouraged and fatigued. • Active, hands-on, eager to learn, selfcentered. • Imaginative yet tend to focus on one idea • Search for ways to represent their ideas.

realistic stage ages 9 - 12 • Greatly affected by peer influence. • Increased amount of detail and use of symbols. • Expanded individual differences. • Beginning to develop a set of values. • Want to do things “right.”

pseudo -naturalistic stage ages 12 - 14 • Children are highly critical of what they make. • There is a more adult-like mode of expression. • This is a period of great individual differences in the physical, mental, emotional and social arenas of a child. • Art often becomes an elective in school. For many children this will be their last opportunity for art instruction. • This is a period of heightened selfconsciousness. Children in this age group often feel a need to conform to their peers.

(BeBord & Amann, 2014, p.2)

SU early education & child care center To understand the depth of creativity for young children, I decided to conduct participatory research and observation at Syracuse University’s Early Education and Child Care Center. Syracuse University’s Early Education and Child Care Center provides childcare to approximately 61 children, including 7 infants, 26 toddlers and 28 preschoolers (“Early Education & Child Care Center”, 2011). I observed for an hour in the morning in the Pre-K room. I was able to observe their play time and snack time. Some of the insights I gathered were that the children created a lot with play. They were able to imagine and create scenarios based on what they were doing. Another was that they all had a very short attention span and they all reacted to the environment they were in (T. Soohoo, observation, October 15, 2016). (See Appendix A for full transcript of observations).

Cornell University day care To compare the experiences between the Syracuse University’s Early Education and Child Care Center, I decided to interview a head teacher at Cornell Day Care, which is managed by Bright Horizons. Cornell University’s Day Care provides childcare to 160 children from six weeks to five years of age (“Cornell University: Human Resources”, 2016).The students come from affluent backgrounds as their parents and guardians are associated with Cornell University. The children have the latest technology and are well equipped to use it. The head teacher mentioned that as technology advances, the daycare is providing lessons that coincide with technology. The Day Care does not use any coloring sheets so that the children can do it themselves. The head teacher stressed, “we want to encourage that there is no right or wrong way and about the process to get to the outcome. The focus is on the process and not the outcome” (T. Soohoo, observation, November 11, 2016). In addition, he recalled an experience in which there was a woman police officer that came to talk to the children about safety. After she was done, the children wanted to make a model of her but did not know how to make the officer’s badge. Instead of the teachers showing them how to make the badge, they asked questions such as “What shape would you make the badge?”, “What color is the badge?”, “Where do you wear the badge?” (T. Soohoo, observation, November 11, 2016). (See Appendix B for full transcript of interview)

Art workshops for young people Every Saturday morning during the semester, Syracuse University’s Art Education program teaches a series of classes for young people ranging from ages 5 – 15. Syracuse University’s Art Workshops for Young People is a laboratory school for undergraduate and graduate art education students to get exposure and experience teaching students (“Syracuse University - Art Education”, 2016). University students plan each of the lessons including the objective and materials used. They teach the lesson twice, often perfecting mistakes that happened during the first. I observed a classroom with students from ages 11-15. There were two senior art education majors who were the teachers. Each of the sessions was about an hour with a debriefing after the first and before the start of the second. The students were making balloon clay models. The first half of the hour the teacher explains and demonstrates the art project. In the second half, the students explore with materials and create the project. All of the students go to different middle and high schools around Syracuse. They have different experiences with art. The students attend because they like to be creative. (T. Soohoo, observations, November 5, 2016). In addition to observing, I had the opportunity to have a conversation with a senior art education major at Syracuse University. Unlike most art education majors, she started out as a communication design major and then transferred to art education her sophomore year. She had the realization that communication design was not being taught how it should be. Instead she wanted to become part of the solution to fix the problems in teaching design. She told me that a lot of her lesson plans focus on design thinking and understanding design skills. A lot of art teachers only plan lessons with art but she wanted to expose her students to careers in design. In the future, she hopes to see design become part of STEM (Science, Technology, Engineering and Math). An example would be that if students were learning how to code a website, she wants to introduce them to graphic design too (T. Soohoo, personal communication, October 9, 2016).

(See Appendix A for full transcript of observations of Art Workshop for Young People. See Appendix B for full transcript of the interview with an art education major).

dr. weeks school enrichment program Dr. Weeks is an elementary school that is located in Syracuse, New York. Anne Cofer, director of the enrichment program at Dr. Weeks Elementary School advises her creative thinking staff in understanding how lessons can apply to what the students are currently learning. All the lessons her teachers conduct run parallel to what the students are learning in the general education classes. The curriculum focuses on design thinking and the process of how things get done rather than art. They use STEM (Science, Technology, Engineering and Math) skills to teach the students to think critically about their environment. Only one of Coferâ&#x20AC;&#x2122;s twelve teachers has a university education degree and certified as a teacher in New York State. Cofer chooses her teachers based on a passion for teaching critical thinking skills to urban elementary education. Over 25 different languages are spoken at Dr. Weeks Elementary School as there is a high refugee population. Many of the students and their families live below the poverty level. Cofer stated the main struggles for teachers are student behavioral issues. On the team is a personal social worker who takes students out of the classroom to work on socio-emotional and behavioral problems. (T. Soohoo, personal communication, November 16, 2016). (See Appendix A for full transcript of observations at Dr. Weeks Elementary School).

arts council of princeton The Arts Council of Princeton is the community arts center in Princeton, New Jersey. Its mission statement focuses on building community through the arts to encourage people to engage in the creative process (â&#x20AC;&#x153;Arts Council of Princetonâ&#x20AC;?, 2016). It offers various levels of performing and visual art classes to promote creativity. Classes range from children to adults with select skills taught at each age. The Art Council of Princeton also provides workshops and free creative experiences for the community. I have experience as a student and as a teaching assistant to children art classes. I helped professional artists teach art classes to children. The classes varied from painting, to 3D modeling to simple design. My role was to provide assistance but also encourage the children to express their creativity. This role has helped me developed an appreciation for younger children and the art they can create.

Fig. 22

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Fig. 26 Middle School students do art projects

Secondary school & creativity The National Middle School Association criteria for an exemplary middle school program focuses on integrated learning, engage students in problem solving, emphasize collaboration and seeks to develop good people who care for others (Rushlow, 2007, p. 2). Rushlow (2007) makes the connection that the criteria aligns with the criteria for successful visual arts programs in the country, however many art programs stop at the 6th grade (p.2). Visual art classes are around in elementary schools but not in secondary schools Without creative classes for students, there would be a lack of creative opportunities. Middle and high school students place a lot of emphasis on creativity as part of who they are. A lot of Generation Z students see creativity and technology as an important aspect of their personal identities (Gen Z in The Classroom: Creating the Future, 2016). Generation Z is growing up in an evolving world where technology is second nature to them.

Fig. 28

Fig. 27

Fig. 29

Fig. 30

photography & Literature Project Stephen Mahan is the director of the Photography and Literature project (PAL). The “Photography and Literature Project (PAL Project) is an innovative program positioned under Syracuse University’s Coalition of Museum and Art Centers (CMAC), that brings SU students into Syracuse City Schools to develop projects involving photography, video, and audio recording. The objective is to improve students’ writing and reading skills by linking these studies with photography, video and poetry” (“Pal Project - Seeing your potentia”, 2016). Mahan teaches the Syracuse City School students about critical thinking and problem solving using creative digital mediums. I was able to observe a sixth grade art class at Ed. Smith School K- 8 in Syracuse, New York. Instead of doing traditional 2D or 3D art, the 6th grade class focused on bridging the gap between literacy and photography. The 6th grade students wrote a short poem or story about the prompt “where I am from”. Then they were able to take a camera home and were tasked with taking pictures of the people and environment of their home. While I was there, they were finalizing their stories and were beginning to choose which pictures they wanted to edit in Adobe Photoshop. Mahan and his Syracuse University students teach the 6th graders about digital technology and Adobe Photoshop. From my observations, the 6th grade students were very engaged in the projects. They were proud of the photos they took and at the end they were displayed in a gallery in Syracuse. Some of the students come from lower resource families; technology is a luxury. All of the photos were personal and related to their lives and how they saw themselves. They were able to use photography to express what they want. (T. Soohoo, observations, November 10, 2016). (See Appendix A for full transcript of observation) Fig.27 - Fig. 30 Pictures I took when I observed the PAL Project 63

Talent agency portfolio prep. Talent Agency started because founders, Yvonne Buchanan and Doreen Quinn felt that there was a lack of diversity in art and design university programs around the country. Quinn figured out that the lack of diversity stems from the lack of portfolio preparation when applying to colleges. The families of inner city students have more to worry about than a portfolio or art supplies. Most of the students come from lower income backgrounds and are below the poverty line. Talent Agency is program for high school students who are serious about pursuing a career in fine arts or design. Talent Agency offers support for students who want to go into fashion, graphic design, illustration, photography, painting and sculpture. The program is free for any high school student and all materials and teaching are paid for by a grant from Syracuse University. The goal of Talent Agency is that “through its unique social entrepreneurship approach to youth talent development, Talent Agency Teen Art Portfolio Development, Inc. aims to present an enduring model for developing creative leadership capacity in public education settings and 21st century urban life” (“Talent –Agency: About”, 2016). Talent Agency is located in downtown Syracuse and I had the opportunity to observe and engage with different high school students and teachers who are a part of the program. The students are broken up into different groups depending on their interest and can participate as much or as little as they want. The teachers and mentors help prepare the students by giving feedback, advice and photographing all their artwork for their portfolios. This program helps high school students to be aware of the different art and design possibilities out there. A current communication design mentor, who went through he program, mentioned that there is a struggle to understand where design belongs in art and how design is influential and eventually become a career path. He stressed that without Talent Agency he is not sure if he would be doing communication design. (T. Soohoo, observations, October 29, 2016). Talent Agency helps students to understand the possibilities. (See Appendix A for full transcript of observation) Fig.31-Fig. 34 Pictures I took when I observed Talent Agency 64

Fig. 31

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Fig. 34

Youth design for urban youth Denise Korn, of Korn Design in Boston, Ma, also founded Youth Design in 2003. Youth Design has been “helping shape the next generation of diverse design professionals through aggressive educational and workforce development initiatives set in the context of design, while promoting diversity in the creativity community” (“Youth Design –Program”, 2014). The purpose of Youth Design is to develop creative design skills and professional development for high school students who are enrolled in the Boston public schools. The goal of Youth Design is to engage the community and give high school students the chance to learn about all aspects of design. Youth Design focuses on design education and technical skills, cultural enrichment with exposures to professional designers and career and college readiness support (“Youth Design - Program”, 2014). Design professionals can become mentors and help high school students be exposed to the possibility of design.

youth design focuses on:

PRE-COLLEGE DESIGN EDUCATION: Identifying and Critiquing DESIGN THINKING: Problem Solving Through the Lens of Design DESIGN SKILLS TRAINING: Pre-College Design Skill Building DESIGN ADVANCEMENT: Design as Career Pathway

(“Youth Design – Our Program”, 2014)

pre-college design programs Many of the reputable art and design colleges in the United States offers a precollege arts program for high school students. Some other universities that offer programs are: Carnegie Mellon, RISD, Pratt, MICA etc. This opportunity gives students a chance to explore different mediums and practice their visual art skills. Syracuse University provides pre-college summer classes for high school students to gain experience taking a college level course. This also gives high school students the opportunity to stay in a dorm, make new friends and take a class in a field they are interested in. A college Industrial and Interaction Design professor teaches a two-week summer course to high school students. To understand more about the high school experience with design, I was able to interview her. The program is about the psychology of design and design thinking rather than visuals of design. In the past having good technical drawing skills meant being a good designer. Instead, now being good at computer software also means being a good designer. The goal of the class was to get rid of the expectations and assumptions of what a designer is from the media. Another skill that was taught to the students was to pay attention to design around them. Nondesigners have a hard time understanding that everything is designed (T. Soohoo, personal communication, October 13, 2016). (See Appendix B for the full transcript of the interview.)

Insights & summary Each age level experiences creativity differently. Extensive research has been conducted on Generation Z. Generation Z is unlike previous generations because they are growing up in a world with digital technology. They are more exposed to social issues around the world and are optimistic that they will solve these critical issues in the future. Generation Z values creativity and believe it is a priority for success. It has become common that adults are creating programs and communities for youth to experience art and design. The emphasis on creativity is known. The adults are teaching the youth to use creative thinking and problem solving skills to understand their environments and societies. They are teaching the idea of process driven results. The adults are exposing the youth to different creative opportunities art and design can provide. Most of my direct observation came from local community organizations and students in the public school system. I talked to teachers and students to understand the reasons why they like being creative and making art. My first major insight was how teachers are incorporating the creative process to subjects and lessons that are not visual arts. Subjects such as math, literature and social studies are being introduced to the creative process built into their lessons. Both the Cornell Day Care and Dr. Weeks Enrichment program are using divergent thinking to supplement the main lessons. Students are able to be creative in fields outside of just art and design. The second insight that I gained was that I realized how impactful these programs have on the youth and their communities. The programs provide a sense of belonging and safe place for students to express themselves creatively.

DEsign innovation desirability (people) feasibility (technology)

viability (Business)

(“Design Thinking – IDEO U”, 2016)

04 Creativity and innovation Innovation is often connected to creativity because to have innovation there needs to be creativity. Innovation is about doing something new or different that creates value. Businesses and companies want to be innovative to complete in the market today.

â&#x20AC;&#x153;The United States devotes less time than other nations to developing creative and innovative skillsâ&#x20AC;? (Zimmerman, 2009, p. 382)

what is innovation? Illinois Institute of Technology Design Professor Vijay Kumar defines innovation as “a viable offering that is new to a specific context and time creating user and provider value” (Kumar, 2013, p. 1). The term innovation is used in different disciplines that want to promote creativity. Businesses strive for innovation because that is what sets them apart from their competitors. On the other hand, CEO Tim Brown of IDEO, an international design and consulting firm uses a different but similar definition to Kumar. Brown (2008) states that “Innovation is powered by a thorough understanding, through direct observation of what people want and need in their lives and what they like or dislike about the way particular products are made, packaged, marketed or sold and supported” (p. 1). The term innovation is used as a descriptor in various industries such as marketing, design, entrepreneurship, engineering and Architecture. Design thinking and strategy are key components for successful innovation

Digital darwinism / kodak moment The NEXT 2016 conference is an event that engages attendees in the fields of technology, manufacturing and innovation field. The 2016 NEXT conference was held at the Marriot Downtown Hotel (Hotel Syracuse). The conference brings together different students and professionals who are working in innovative fields. Many of the speakers focused their workshops on Upstate New York and the impact that innovation has for the future of technology. In October, I had the pleasure of being able to attend the NEXT conference in Syracuse. Brian Solis, Principal Analyst, Altimeter Group, a Prophet company delivered the keynote talk on “What drives innovation and disruption and what are the lessons for CNY and the rest of us?” His keynote focused innovation and how businesses need to keep innovating their products (Solis, 2016). In addition, Solis mentioned digital Darwinism or better known as the Kodak Moment. Digital Darwinism occurs when technology moves faster than an organization or company can keep up with. Digital Darwinism emerged once technology started improving at a rapid pace. A lot of the digital advancements that are happening today were impractical five years ago and unthinkable twenty years ago. In the keynote, Solis stressed, “innovation begins when you see things differently”. It is difficult to change behaviors, which means that designers need to embrace it. Solis also states that innovation begins by “unlearning the things that prevents us from doing things.” He is stating that to be a fully innovative, a designer or researcher need to be unbiased with the creation. This eliminates any bias that might come with user testing. (Solis, 2016). (See Appendix C for full transcript of the conference)

“If you’re waiting for someone to tell you what to do, you are on the wrong side of innovation” – Brian Solis

NEXT 2016 Conference Keynote Speaker

(NEXT 2016 Conference, 2016)

“In design innovation, the emphasis is to create innovations that have a good fit with the users. The focus shifts from products that people use, to what those people do” – Vijay Kumar

Author and Professor of Design Methods at Illinois Institute of Technology 76

(Kumar, 2009, p. 93)

Problem Solving & Design thinking David Kelley, IDEO founder, popularizes the concept of design thinking. Design thinking is about understanding the depths of user experience design to combine a human centric approach to be technological feasibility and bring economic value (“Design Thinking – IDEO U”, 2016). The design thinking process thrives on empathy for the users. It is about fully understanding the user to create something that suits the users’ needs. Design thinking is a new technique that emerges once there becomes an emphasis on focusing on the user experience. Problem solving and design thinking are essential skills to creative endeavors. Design thinking is a way of creative and divergent thinking to critically solve problems and is a part of innovation. It requires a human-centered, creative, iterative, and practical approach to finding the best ideas and ultimate solutions” (Brown, 2008, p. 9). Design thinking and innovation are being used in a variety of industries.

Design innovation used for businesses Businesses and companies are adding design innovation and strategy methods to their standard practice. “Innovation conceived by carefully integrating design processes with business and technology have a better chance of achieving high user value and economic value, leading to greater adoption and market leadership” (Kumar, 2009, p. 92). Design thinking methods give businesses a completive edge. Businesses are learning to emphasize and focus on the user experience of their products. There are a lot of different products and choices that consumers can choose from. Businesses are realizing that to “…to stay competitive, they need to switch their innovation focus, paying more attention to creating desirable user experiences and thereby greater adoption” (Kumar, 2009, p. 91). Innovative companies are shifting their thought process to incorporate design methods. For example Nike is not focused on the design of making shoes but also creating an enjoyable experience of running and working out for the user (Kumar, 2009, p. 91). Paying attention to these attributes is important for companies because the users want products that they can identify with. Users will not spend money on products that they feel do not represent them. In addition business students are also learning about design innovation and strategies. It is now being taught as part of the curriculum to business students.

“We need to ensure that the solutions are purposefully built around people’s experiences and can provide real value. We also need to make sure that these solutions add economic value for the companies producing them” – Vijay Kumar

Author and Professor of Design Methods at Illinois Institute of Technology 79

(Kumar, 2009, p. 99)

Apple inc. & design thinking The company, Apple used design thinking and problem solving skills to understand their consumers and products. Apple has a deep commitment to understanding how people use computing devices and a desire to develop great products (Thomke & Feinberg, 2012). Many companies use design thinking and design methods to create innovations for their business. It has become a popular way of thinking for creative people. When Apple came out with the Ipod they were more focused on the user experience of listening to music than other MP3 players (Kumar, 2009, p. 91).

insights & summary Innovation has been synonymous with design and creativity for years. Designers and businesses strive for innovation. The way to stay competitive in the market is by creating something innovative that solves a problem. Design thinking has become favored by many businesses because of the strong emphasis on the user. There is pressure to become innovative and to be a first for its market. Top companies such as Nike, Apple, Google, Facebook etc. have all used design thinking methods to be able to synthesis and analysis different trends in the market for the user. Using design thinking methods not only improved their businesses but made them all more user friendly. Like creativity, innovation was another term that was difficult to define. Innovation has different meanings depending on the field. At first, I thought that innovation was about creating something new that has not been done before. I realized that a lot of people and companies want to be innovative, but not all of them are achieving it. As a marketing management minor, I had taken a New Product Management class with Professor Sue Smith that focused on the design thinking process and creating innovation from a business standpoint. The final for that class was a group project with three marketing majors. Although Professor Smith taught us about the design thinking process it was different than what I learned about design thinking from being a design major. An insight that I found was that there was a lot of research about design thinking in business, but what about business for designers? This furthered my curiosity in realizing that design thinking is essential in creativity and the future of innovation. I discovered that being able to think creativity to solve problems was used in the early education (as seen in the previous chapter) and in the university and workplace. â&#x20AC;&#x192;

Fig. 35

05 Creativity and digital technology Technology is advancing at a rapid pace. The digital world has become a huge part of many peopleâ&#x20AC;&#x2122;s daily lives. Digital technology had become a way to communicate, network and gain information.

digital technology and generation Z Digital media contributes to globalization and diversification of ideas and how we communicate and share those ideas with each other (Henriksen, Mishra, & Fisser, P, 2016). Digital media has become a part of many people’s daily lives. This creates a new world of fast communication and knowledge. New media ecology is “where more tradition media such as books, television and radio are intersecting with digital media, specially interactive media, online networks and media for social communication” (Ito, 2009, p. 15). Previous technological advancements are starting to become enhanced by the growth of digital technology. Creativity and innovation has changed drastically with the advancement of digital technology. The creative community had to adapt to the changes that technology brings. Digital technology can assist in creating different creative work. Designers have seen changes in the design field as technology advances. Computers and digital technology have injected a lot more weight in successful work than before. Graphic designers have seen illustrations turn into vector art. Industrial designers have seen physical models turn into computer aided software product designs. Generation Z are more educated and skilled in digital technology than past generations. There are predictions that Generation Z will use technology to impact the future in a positive way. Tracy Trowbridge, World Wide Lead on Education Programs at Adobe stated, “Gen Z students have all grown up in a tech-enabled and information-driven world” (Morey, 2016, p. 1).

“Television is a passive medium whereas the Net is active; TV ‘dumbs down’ it’s users, whereas the Net raises their intelligence; TV broadcasts a singular view of the world, whereas the Net is democratic and interactive; TV isolates, whereas the Net builds communities…” 85

(Buckingham & Willet, 2013 p. 6)

“To me that’s fascinating the idea of an entire generation embracing this creative culture, this entreprenueruship” – Victor Pineiro

Senior VP of Social Media at Big Spaceship

(Mastroianni, 2016, p.1)

New Technology: Build Ar Pro There are many new technologies that are improving the way students are creating. Augmented Reality (AR) and Virtual Reality (VR) have both seen new digital advancements that are changing the creative process. Augmented Reality has been used as a tool to assist in virtual prototyping and visualization (Vancoder, 2012, p. 7). Designers are using virtual prototyping and visualization to explain design solutions. University of Canterburyâ&#x20AC;&#x2122;s Human Interface Technology Lab created Build AR Pro. The Build AR Pro works in which the model is matched to a target and that target moves in 3D space as the virtual model reacts to that. (Vancoder, 2012, p. 7). The purpose is for students to be able to visualize how their designs react in a 3D space.

social media & the youth Generation Z has grown up with social media and the Internet. Victor Pineiro, Senior Vice President of social media at digital agency Big Spaceship said that Generation Z “has grown up with influencers who they see on Snapchat and Youtube and Vine and Instagram…Gen Z uses social networks to achieve influence and get celebrity status. The wall separating them from being influencers has been completely taken down” (Mastroianni, 2016, p. 1). Social media sites such as Facebook, Instagram and Twitter connect the world and now there is a new market for using social media as a form of communication. Creators are currently posting innovative ideas onto social media to get attention and feedback. Pineiro is fascinated about how Generation Z is using social media and how much they are using social media to their advantage in the world. He expressed it by stating that “they are creating artifacts for their generation. They spend half of their time working on creative skills, whether it’s posting videos or learning how to design things in Photoshop” (Mastroianni, 2016, p.1). It has become a networking opportunity to meet people and spread ideas. Innovation has become a “migration to the internet with its greatly extended opportunities for collaboration through networking” (Duncum, 2015, p. 45). Social media creates a sense of belonging and togetherness. Now people are connecting and collaborating with people they never met in real life.

Fig. 36 The image represents how common people use social media.

technology & the classroom Social media has expanded into the classroom. There are also negatives to social media in the classroom. It provides a distraction for many students and becomes a constant temptation. The students are not living in reality but rather the social media and Internet reality. Gail Leicht, an eighth grade language arts teacher in New Jersey, reinforces the idea by stating “…kids are only interested in their small circle and anything that constantly reinforces what they already know and validates their own existences, they lack any sophistication or know-how or just basic awareness of the immediate and notso immediate world around them” (Kapko, 2014, p. 1). Students are absorbed in their own lives. Students are beginning to use social media to be able to connect, collaborate and network. The Internet has provided a way for teachers to connect with their students by giving out assignments that relate to the students’ daily lives. Brianna Crowley, an English teacher and Instructional Technology coach in Hershey, PA, suggest “connected classrooms can reach beyond physical barriers to create conversations with people from other classrooms, cultures and communities” (Crowley, 2015, p. 1). Social media provides a way for students to think about their communities and the rest of the world. They are able to engage with the world around them. Teachers and academic professionals agree that technology has both positives and negatives regarding learning and education. Jane Owens, professor of educational leadership at Midwestern State University in Texas, comments that “Technology in the classroom results in bullying, distraction and cheating… and also engagement, deep and authentic learning and global interactions” (Kapko, 2014, p.1). Teachers agree that social media should be used with caution but if it is used right the results can outweigh the negatives.

93%

of students said they will be better prepared knowing technology

91%

of teachers said that creativity will be essential to Gen Z Success 91

(Adobe Educate Gen Z in the Classroom: Creating the Future, 2016)

social media & creativity There are some growing concerns regarding creators and social media. One of the major concerns for digital networking is that it lets students work for big businesses (who may have ownership of the work) and compromising a student’s privacy (Duncum, 2015). Once an creative piece, whether it be tangible, digital or writing, is not always safe on the internet from plagiarism. “Social networking sites rely heavily on users to provide content free of charge. While users exploit the numerous opportunities offered for free by social networking sites, they are equally exploited for providing free content” (Duncum, 2015, p. 49). Social media gives access to see other people’s ideas and designs to inspire creativity, yet there is little protection that ideas are being given away for free. Facebook also gathers a lot of data about its user. Overall, Duncum states that his “own uneasy view is that youths are already using these sites, and that the downside of the sites outweighed by the significant benefits the sites offer to youths for creative exploration” (Duncum, 2015, p. 51).

insights & summary Digital technology is a part of the culture of Generation Z. Technology is advancing faster than originally predicted. It is improving at a rapid pace. Products that are newer, faster and better are being created each year. Creators have to adjust to the rapid change and Generation Z are the ones who are adapting the fastest. Digital technology such as social media is promoting a sense of community and collaboration that was otherwise unknown. Social media has become a tool to share ideas, inspirations and creations with each other. Technology has impacted my life, however I never realized how influential it is on Generation Z. One insight I discovered was that the youths are using technology to their advantage. They are able to identify the positives of technology to make parts of their lives easier. Generation Z is using technology to improve their knowledge, communication, networking and collaboration with other people. Social media and the Internet has become a useful tool for the youth. â&#x20AC;&#x192;

Fig. 37

06 what does this all mean? The past four months have been about discovering and synthesizing new insights that I gained from researching the impact and the importance of creative education and how it impacts the youth. I had personal assumptions about art and design education because I went through it from K-12 and am now a design major at a university. I know the impact it had on me, but was unaware of the problems creative education faces in the United States.

Fig. 38

Found insights I started off synthesizing the insights that I found in each chapter. I wrote all of the main insights on a post-it-note and then began by clustering and then insight sorting. From there, I was able to form six different groups within my insights.

There is a lot of research that state the benefits of visual arts programs but there is not much being done to implement solutions.

The diversity and unfairness of the quality of education students receive.

Incorporating the design process to other subjects/fields and teaching it early on to students.

Community based art programs are beneficial by providing individual attention and exposure to different visual art areas.

Design thinking is popular for business students and professionals but what about business skills for designers? How can designs be innovated by design skills.

Youth are using technology to their advantage for collaborating, communicating, networking and gaining more knowledge.

insights & summary From my research, I gained knowledge about creative education and how the youth are affected by it. Some of the assumptions that I posed in the beginning of the thesis such as Traditional Education (schools) are cutting funding for creative programs and Children explore creativity when they are young has been validated by the research that I have done. Most schools are reducing or losing funding for creative programs although there are a lot of benefits for visual arts programs. Children are starting to explore the design process at an early age. Certain programs are integrating problem solving as part of the learning curriculum. Being able to critically think is an important part of creativity. My research led me from discovering more about visual arts for children in an educational setting to how digital technology and innovation create advantages for creative thinkers. I gained insights about how youths discover their own creativity and how there is inequality in the opportunities the youths get. I interviewed and observed places around Syracuse, New York and was able to be empathetic of the resources these students had. Creativity is a valued characteristic, however the education system is not doing much to foster it.

design principals VISUAL ARTS / CREATIVITY

DIGITAL TECHNOLOGY

YOUTH (ADOLESCENTS)

COMMUNITY & INTERACTIONS

CRITICAL THINKING SKILLS 99

The design brief 100

To design an experience, service or product that enhances creative visual arts, problem solving skills and builds a community for adolescents while utilizing the growth and advantages of technology. 101

07 Appendix and credits

102

Appendix A Observations Observation – Early Education Child Care Center Syracuse University South Campus Day Care 10/15/16 8:30 – 9:30 8:30 -2 Toddlers and 2 Teachers -Play with play doh -Asian girl (Rita) drawing with crayons and with teacher scribbles in different colors -Break Puzzle – 3 boys playing. Black kid with curly hair (Jojo) doing most of the puzzle. 2 other boys knocking it down. -Running around with puppets. 8:50 -3 boys and 1 girl playing dinner time with puppets and pumpkins – Running around boys put on hat. Environment: Lots of toys – 2 classrooms near and loud music and screaming. Older drums are pounding. -Blonde boy (Leo) playing with crayons – coloring circles -Rita starts crying because she misses Mom -Jojo Hit Isabell – Jojo drawing large circles -Lorna (Erin’s Daughter) annoyed that Jojo wanted to tell her he didn’t like the haunted house. -Nervous that kids are going to throw the pumpkins -Leo colors on the table. -Teachers interact but aren’t as loud -4 students; 3 girls and 1 boy share paper to color. Leo wants his own and lorena coloring a bit -Crayons fall to floor – crushed crayons -Jake (who is almost 3) plays with purple play doh and puts “muffins are done” calls to Jojo. Teacher told to stop and jake is upset because he made them for jojo

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9:05 -Lorena hogs crayons – “snack is coming” from teachers -Clean up, teachers – wash tables to eat -Ethan (curly hair with pants falling down), Leo and Jake go and tackle Ethan. Ethan is crying on the floor. -Jojo mad/ crying because he sat on table and the teacher moved him. -Teacher does not have as much authority (Very laid back) -Lorena yelling at Leo. Leo kicked Lorena (while sitting – Jake attacked Leo to stop Leo from hurting Lorena). -Younger group not sitting down. Teachers wash all their hands. -Eating cereal with milk – ask if they want milk -Leo brushes a lot of cereal on the floor

-Teacher (Kendra) holding a boy while using and giving out food -Isabelle (18 months – the youngest) split her cereal and milk -Gave Isabelle a pear -Older kids better at eating cereal than younger -They interact with each other -All Talk and laughs -Jojo/Jake “cheering” about milk cups 9:00 -Still Eat snack -Need to Change Diapers (Isabelle) -Lorena and Ethan knock over trash can -Run around Kitchen -Ethan and Lorena playing and having fun together 9:30 -Lorena resting -All known to dump food in trash and dishes in a box -Younger kids all sit and drinking milk and eating. Older kids are not at table. -Jake attacks Ethan. Ethan start crying because Jake doesn’t want anyone to come in. -Jake doesn’t look friendly and is blocking Ethan -Jack doesn’t want to give space. -Boys playing farm with toys -Leo hitting things -Rita drinking other toddlers milk -Environment: Hetic, yelling, run around. Lost of mess and singing. Playing.

Saturday Art School 11.05.16 Art Education at Syracuse University Saturday Art School 9:30 – 10:45 / 11:15 – 12:30 Teachers: Steve (Undergraduate Art Education major) Jen (Graduate Art Education Major)

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-2 Teachers -Teach the same lesson twice because it is beneficial so they can make changes to the second lesson -Age Group: 12 – 15 years old (Most in Middle School / Junior High School) -Lesson: Plaster -Essential Question: How do artist manipulate material into abstract shapes? -Teach lesson as a big group -Students will learn they can transform materials into a 3D abstract shape through plaster -Use Laptop to show students who the artist and their work (PowerPoint) -Teachers demo the lesson for kids -Kids are engaged and curious about the demo.

-Explain process to kids -Plaster – water bottle with plaster and fill balloon. -Balloon broke (Balloons wait on tray) -High School – Only drawing -Jr. High Art Class -Want to be animation / illustration because comic books -Want to be an animation artist -Middle School - Change computers to art -Bishop Grimes – uses technology such as Google Hangout and each student gets an Ipad (7th grade) -7 Students in the class -7th grade knows vocab – vantage points and practice a lot -Kid on his cell phone -Abstract / semi realistic -Abstract Colors -Semi realistic Cartoons -Paintings / Drawings -Studio Art (Different Levels) -Animations – story with pictures and words -Art Teacher – but more of a hoppy. -Surrealisim -Co-op mini School for engineering -Lesson: -Massage balloons (have to wait) -3 Instructors -Use Balloons to form different shapes -Some broke off – cut off balloon and start sanding -Review at the end of the artist who influences Ken Price and his forms. Dr. Weeks Elementary School: Syracuse, NY Observations & Conversation Wednesday November 16, 2016 @9:30 a.m.

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Enrichment Program -Meet with art teachers to talk about projects with kids -5th grade make tissue paper lanterns -Each kid do own and make 2 real model ones. Do all the teachers do the same lesson plan? This is a pretty big room with lots of supplies. Where are the art education rooms? Who decides the lesson plans? How to decide what to do? -4th grade are making cars – problem: Cars are getting stuck because of the straws -Talk about different lessons for each grade. -Problem: BEHAVIORIAL ISSUES -Stops lessons from getting done -Social workers work on social/emotional lessons. -Anne Cofer has her OWN Social worker for her teachers -Social Worker takes about 2 – 3 kids out of each class. Mainly ones that stop the lessons from happening -Hires Male social workers because a lot of the kids do not have male

role models. -2nd grade is the hardest -Need to test the ramp for the cars -Art Show is in December and coming up -Are these teachers part of Syracuse University? Mentions about budgets and need to talk to bursar at Syracuse University to hire more teachers. Are all students behavioral? -Next generation of science -Takes concept of art and design by incorporate it to science -ELT Class -Goal is to teach problem solving and critical thinking skills with art. -Not all teachers have an “Art or Design Education background”. -Cofer hires diverse teachers who want to teach in an urban education environment -Below 5% of the state -See Students everyday -Grants based -Anne Cofer –Director and Project Manager of the Enrichment Program. -Embedded with the school -Builds a relationship with the students -There is an art teacher but that is different than the enrichment program. The art teacher teaches art-based programs. Students -One 5th grader got expelled from another Syracuse City School District. -Over 25 different languages spoken -Many are under the poverty level and are refugees. -Parents have other worries and concerns. -A lot of kids at Dr. Weeks – about 3,000 elementary students from K-5th grade Atmosphere -About 6 minutes from Syracuse University campus (on the other side of Erie Blvd) -Administrators on the phone and dealing with parents who are very rude to them -Kids are fighting with each other in the hallway -Kids leave their classrooms and wonder the halls or go see other teachers -High turnover rate of teachers at this school -Most of the teachers are younger -One teacher (who teaches 2nd grade), made a joke about all the behavioral issues the children have PAL Project – Tuesday 8 – 9 a.m. Ed Smith School (Elementary and Middle School) Tuesday 8 – 9 a.m.

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-Art Photo – Journals 14 Students -Share Presidential Election – immigrants -Class paired up with 5 SU mentors -6th Grade -Teaching literature / writing with digital photography -Emotions and “Real Life”

-Prompt: “Where I am from” – writing expands to country -Talk about impact of election -Pick Image to pair writing up -Image speak to ‘where you are from’ -Art Room has a kiln and dark room -Choose 2-3 images -Take camera home -10 week program – switch -List 10 weeks superheroes in WH gallery -Last 10 weeks don’t do it -Longer/Shorter Project -Combining digital technology and art -Next Week learn Photoshop – Cameron (student) knows photoshop. -“Where I am from” based on image -Kids very engaged and likes the project -Expression – Choose what they want -Some never had to used a camera before Talent Agency Observations & Questions Saturday 10.29.16 at 2:00 p.m. – 3:00 p.m. Environment/ Space -Ground floor of Warehouse -3 Different rooms (Computer – Graphic and Photography, Fashion, Painting) -12 Students (Doreen inferred it’s because of Halloween Weekend Fashion Room – Interview with Gianni - 2 students and 1 TA (Gianni – Illustration Major but started as a Fashion Major at SU) *Mainly talked to Gianni about her experience - Fashion portfolio – Watercolor based - Last Year was more intense because they were trying to figure out their portfolios. Right now there is no rush. They are taught about sewing and art. - They are able to learn before they reach college. Many start with no portfolio and they get better. It prepares them for a better start to college - Most go to colleges they want to - Help with anything and mentor them as they go

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Painting Room – Interview with Doreen - Talent Agency started because there is a lack of diversity in Art and Design programs in Colleges - Talent Agency is for students who want to pursue a career in art and design. - Worked at Pratt for a few years and noticed the same thing. Many of the students with portfolios were ones that came from middle – higher income class families who could afford art classes and development outside of high school art program - Lack of opportunities for lower income students - Focus is to provide good students with good scholarships - Talent Agency was founded in 2011

- Over 24 students have went to 4 year college for art schools - Tuesday are mentorship for high school seniors (artist statements and essays) - No charge – would loose people because of low income - There is an average of 32 people a year for the program, but they can come and go as they please. - Difficult with transportation because many do not have it and the Warehouse is far away and there is no funding for a bus or carpool. - Want to create something for junior high (8th grade) because there is no arts class for 8th grade junior high school students in Syracuse. Kyra- freshman at Syracuse University in the Sculpture Program - College for Art with Sculpture Major (for now) - Heard from other students and was invited to come. - Talent Agency helped her get an idea of 3D forms and spatial design. Computer Room – Art Photography Teacher - Art photography teacher – MFA in Art Photography but has an undergraduate degree with Graphic Design with a minor in photography but has more of a passion for photography - Children and technology – Wonder how technology is reducing a child’s creativity because everything is on a screen. - Sarajah – Communication Design Sophomore at Syracuse University - Environmental impact - Apply for colleges - Partner with CNY Arts (That’s how he hear about this program) - Illustration side of digital – Many students go from fashion/illustration, graphic design and photography. - “I wish I had something like this when I was applying to college” because it gives kids readiness and exposure to the different opportunities of design. - “There is a struggle to understand in education where design belongs in art” such as like how design can influence and be a feasible career path - Graphic Design teaches the big idea, collaboration, typography. - They let them do everything – 6 week intensive where they change between different concentrations. Talent Agency Observations & Questions Tuesday 11.01.16 at 4:30 – 6:00 p.m. Senior Portfolio Night -Photoshop with photos -Animations – make own manga -Apply to college junior year and go to Saturday art classes. -Money – There is more money in photography -Single Parent – want to support each other because most of friends parents are single parents. -Picked up art when little -Expression – use to fight a lot -Draw people such as their life and struggles. 108

Appendix B interviews R.B. Cornell Day Care Interview 11/06/16

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1. After graduated from college, I knew I wanted to get my masters. I wanted to the ESL program at Cortland and worked in Childcare in an after school program. Cornell was the one. I always worked in childcare. The biggest appeal is the kids are really excite dot learn and want you to teach them everything you know. They are really excited to what you have to say and to learn about. You don’t need to get them interested because they want to learn. 2. K – Prep, ages 4 and 5. I am a teacher. They move to our program before they turn 4 and in our pre-school. WE have the 2-3 and 4 -5. Center open at 7 and they have choice time and they have center. They can have free choice time. 9 we put snack. Choice time is an art center, math center, writing desk and language arts center. They make a choice in one of those center. 10 we talk about what we want to learn. We do our routine. 11 – 12 movement, kids have appropriate clothing. We stay inside and games to get the kids moving. 12 – 1 lunch – family style dining and we always sit with them. We are big on engaging with their interest. 1 is a nap, all have own bed. They are doing quiet activities. 3 They snack. And more free time and child directed time. 4:30 go outside and try to be back by 5. Kids have more directed time. 3. Teacher director activities and our curriculum is a child driven – we teach about cares. They learn a whole week, then we drop and change to something else. The kids dictate what we learn about. We teach through a different subject. We learned about music, we taught all through music (such as art, science and social studies through music). Each kids is handwriting, we use handwriting – handwriting without tears. It is used in the public schools. Teaching independence-encourage themselves. 4. Morning meetings, try to do 10 minutes. Someday. Attention gets better as it goes on. After they been there and usually can get through all morning meetings. We only use positive guidance – if we see one child. We will praise another child. If a child is really upset, we encourage to go to relax and calm down. We always use positive language. Push to be independent. Students come from affluent families, half of our class get to kindergarten. Much more prepared then they need to be. Our families are not at school. Parents make sure they are very prepared. Really prepare kids for kindergarten. 5. Encourage in our classroom, is using kind words. Giving them a language to ask them. Job is to give them the language, but because we are constantly working on the language, we are very involved in solving issues. We try to sit back and have them facilitate. We have language we use for sharing. “Ask your friends how many minutes”. Giving friends an answer, and have control of how long. That works really well, they know what is what they need to say. Gives their friends, and some control. Younger classes, share day and can bring a toy from home. Encourage sharing. If you bring a toy,

you are willing to share with friends. That helps them build the skills. 6. Art centers and activities we never use coloring sheets. They do it themselves. The focus is on the process not the outcome. We want to encourage, there is no right or wrong way and how we got to the process of this outcome. How we explore visual arts. We don’t have any branded materials – no Disney or from a brand attach. It comes from them not influenced. Ex: Cornell police officer and gave a presentation and after she left. Two to three friends made a model of the police officer to look like her. They work together to make. Teachers would say “What would the shape be made a badge” Science and art projects use journals. It doesn’t matter is the process of thinking what to get done. How can we work together, to get a project done. Cornell, contract through Bright Horizons. All Bright Horizons ideas- Boston should see same system and ideas about it 7. A lot of kids have digital technology such as ipads. Part of curriculum is using technology. We use a smart board. We have to be careful with it. If you. Some “friends” are addicted to the technology. If there is a screen to where. It can be a great tool, they know how ot use the technology. In the future, these children are able to, and they won’t understand without a touch screen. All of them have used it whether it’s phone, or smart board. Their ability and understanding, I can use it. They know it’s a tool as teachers use. It’s understanding what the technology can do. 8. Before working at pre-school. I only worked with school age. I never understand how engaged they can be. It’s a very affluent center. I learned how they developed mentally and how they can interact before working at the center. How they can talk and how their vocabulary. You learn how they develop and what age they do certain things and how educators can help with those milestones. These kids are capable of preschoolers. Kids want to learn about magnets and learned vocab. About repel and attract and make predictions. They are going home and teaching third grade sister about magnets. If they want to learn, we don’t have standardized testing. Parents must be affiliated with Cornell, or graduate systems. A lot of the international students, have 7 different language. Have a lot of diversity. 9. Personally, I really love this age group. Pre-school is lowest paid. You don’t need a degree, the pay. You can’t make more than 33,000. Bright horizons are the one of the highest. Probably going into the schools. E.S. Art Education major at Syracuse University 10/9/16 Preliminary questions about art and design education 1) minor in education. Pedagogy not matching reality what was happening. The rights of students. A lot of students have not touched design. Create curriculum with design focus on designing. 2) Inclusive classroom. South Brunswick grew up segregated ranking. That model is not successful. Stream students to be smarter. Students from different backgrounds require different teaching. Sick of Van Gogh, but rather get on indesign and programs.

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3) Start young and build up. I am teaching Kindergarten and teaching them positive and negative space. 5 year old is’t a regular laboratory school (testing new methods). Little need, more structure, nursery taught at elementary school. They have behavioral

needs. 4) In tune to world than adults. Need space to develop conversation can have conversation but frame at developmental needs. Ex: 5 year old don’t answer a direct question but give a story. 5) TA for program- Intro to Contemporary art. Her way “crazy art” and she post while looking at forms. Put in front of face before product. She stays within the common core curriculum but she does what she wants. Middle/HS looking at contemporary designer using adobe Photoshop and asking why. Read Curriculum by Olivia Goode (take apart curriculums and break down). –Element/creative thinking down. –What is a concept and story behind 6) People attempt to separate art and design. I think they are connected, you cannot have one without the other 7) A new trend is coding (HTML) Little kids are doing it. I think they need to teach design websites and interactions. They don’t just need to stop in learning the technology but learn design. 8) Education is day by day process. I do sculptures and show sculptures and their environment. Show both artist and designers. Talk about it 9) Competition is a reality of the design world. Ask McMillian (HS art teacher) about lesson plans. Only one designer out of all of them. Textiles should be incorporated more into design. 10) STEAM instead of STEM. Need to incorporate that into the lesson plans There is creativity but more of it. There is a lack of knowledge.

D.H. Industrial and Interaction Design Professor and Summer Class Professor Interview – 10/13/16 1) Graphic Design. Students do now know there are different kinds. They are vey open and never know what to expect. 2) 2 week class – basic precision. They made a 2 in x 2in. black square and foam core. Attempt to do a cube. Hand skills and precision. Gives supplies to students, while basic pens are used. Intro for high school student sophomores and juniors.

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3) Very good grasph, they understand and it is easier to get then some college students with completing tasks. Teach with book “Visual Language for Designers” which is the psychology of design more than the visual of design. Design is not just visual and that is what is taught. It is ideation and visual thinking. Really something they were not expecting (the thought process). They thought it was just going to be Adobe Creative Suite. In the past it was known good at drawing = designer. Now it’s good at computer = designer. A challenge was that a lot were homesick and were here for the experience

and I didn’t give as much homework. 6) Took 4 years and it introduce me to what we don’t always think about. Keeps me honest and helps me to understand where students start. I took a lot for granted before with what students learn in high school and beyond. Working with a TA (usually a design student) I got to see through their eyes. 7) I make it very college base. Not much different as what is taught to freshman college students. I noticed that there is not much skills and they do not come with many. Impressed with what they did know. I take for granted the level of skill. They worked and collaborated ideas as a group. 8) Ability to pay attention to the design around them. Non-designers have a hard time realizing that everything is designed. They lack the ability to do something and then making revisions. They think that they are finished and do not want to do it again. Need approval. 9) Some have understanding of materials. Some knew how to critic people Half have art background but some schools do not offer art or think about the study of design. Come to get a portfolio. That’s acceptable because there are two paths. Change portfolio for VPA design so it is not as art related. 10) Never knew you were a part of it 11) Help to understand. Up against those who are pixel junkies to art related. Don’t think design can ever just be that 12) I want to apply. I write a letter for students but I don’t get to know them as well as my college students. One student actually took my advice and wrote a publication, she did it. More prepared in problem solving. Many students think that it is just cars and shoes 13) Sense of history/ where started and understand of designs role 14) Competition, some went to design schools 15) Very little, not as much of a personal relationship. My TA had a better one as they were always there when I was teaching.

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Appendix c conference NEXT Conference 10/11/16 – Hotel Syracuse The Experience when Business meets Design – Brian Solis -Experience design in a digital economy -Digital Darwinism / Kodak Movement -Evolution of society and its impact -Iterative instead of innovative = leads to compromise -Unlearn things that prevent us to do things differently -Business thinks being innovative is important Iteration- Same things better Innovation- New things to make value Disruption- doing things that make one ones absolute (as a “metric”) -Innovation begins when you see things differently -Challenge not them but how we (designers see them) -Can’t change behaviors – embrace it -Ex: People on phones / digital tech -Innovation – Students to be innovative and learn about future -Create value – all sides STEM, Business, Art and Design -New Supply, New Demand, New Behaviors -“If you’re waiting for someone to tell you what to do, you are on the wrong side of innovation” Relevance gap: Close gap that exist between you and the now. Innovation: Unlock knew value More money on Starbucks gift cards and loyality cards -Lifestyle not coffee shop -Outside of industry Uber Customers Experience -Maybe people don’t like to be in a Taxi? Innovation begins with us

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Figure 14. Second Grade Writing Class: Public School [Photograph]. (2010). Retrieved from https://flic. kr/p/8Jkhjr Figure 15. [Big Picture Learning: This is My Classroom] (n.d.) Retrieved from http://www.bigpicture. org/rotating_images/9528/9528_13_1350_0_138.JPG. Figure 16. Marino, J. (2015). New York Daily News. [Photograph] Retrieved from

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Figure 25. Arts Council Of Princeton- Kathleen Preziosi with ceramic students. [Photograph]. (n.d). Retrieved from http://artscouncilofprinceton.org/wp-content/uploads/2014/07/ DSCN1063.jpg

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