Student-Faculty Summer Research Program Application Form
Name of Faculty Member: Rose Gonnella / Date: 5/19/2004format MM/DD/YYYY
Department: Department of Design / Telephone Extension: 74450
Position or Title: Professor / E-mail:
Name of Student 1: Marc Grill / Date: 5/19/2004format MM/DD/YYYY
Telephone (Home): 7327920404 / Cell: 9084156322 / E-mail:
Class Level (Senior/Junior/Graduate etc.):Senior / GPA: 3.536 / Credits Taken:111
Name of Student 2 (if applicable): / Date: format MM/DD/YYYY
Telephone (Home): / Cell: / E-mail:
Class Level (Senior/Junior/Graduate etc.): / GPA: / Credits Taken:
Title of Project for which Support is Needed: CREATIVE THINKING PROCESSES
Abstract of Project (In less than 50 words):
The primary aim of this research project is the development and testing of a series of creative thinking and visual thinking exercises and an explanatory report (which includes case studies of professional designers) that will expand the body of knowledge in the teaching and development of creative thinking. The series of creative thinking exercises and their sample solutions developed and compiled during the research period will result in two publication formats, a journal article and an illustrated book. In addition the findings will presented during the Kean University state-wide design conference tentatively scheduled for March 2005.
Questions to be Answered in Students Narratives (SEE NEXT PAGE)
Kindly structure your narrative on the following pages using the following sub-headings, please remember to keep it to 1,000 words or less. (The specified area will expand automatically with narrative).
- Academic Program - Major(s) and Minor(s)
- History - A list of past research activities related to your academic program in which you have engaged
- Prospects - How do you anticipate this project will benefit you?
Questions to be Answered inJointProject Narrative by Student(s) & Faculty (SEE NEXT PAGE)
Kindly structure the narrative on the following pages using the following sub-headings, please remember to keep it to 1,500 words or less.
- Context - How the project relates to important issues in your discipline
- Scope and Impact - Describe the project and how it will benefit Kean, the students and the larger discipline
- Goals and Methods - List the goals to be achieved and the methods used to achieve them
- Timeline - When the project started/will start and when it will be completed
- Plans for Dissemination - What types of publications/presentations will this work lead to and in what venues (please provide a tentative list)
- Detailed Budget with Justifications
Questions to be Answered in Faculty Narrative (SEE NEXT PAGE)
Kindly structure the narrative on the following pages using the following sub-headings, please remember to keep it to 1,500 words or less. This limit does not apply to the list of past research activities (sub-heading ‘c’).
- Faculty Prospects - How will this benefit you in your academic career and research agenda
- Level of Interaction - How much interaction you anticipate with your student(s) during the course of the project (be explicit)
- Describe what the student(s) will specifically be doing during this research activity.
- Assess the students’ ability to perform the tasks needed.
- List of Peer Reviewed Research Publications/Presentations in the Last Two Years. (format: title,author(s),journal or venue, volume, page, date, etc.)
Endorsements
We commit to working together for at least 6 weeks starting June 15th, 2004 and to continue our research during the following academic year.We promise to submit a progress report to ORSP by August 31st, 2004.
Signature of Student 1: / Date: 5/19/2004format MM/DD/YYYY
Signature of Student 2: / Date: format MM/DD/YYYY
Signature of Faculty Member: / Date: 5/19/2004format MM/DD/YYYY
NOTE: Please mail a signed hardcopy of this application to ORSP IN ADDITION TO the electronic submission made to with the subject line “Summer Research Award.”
NARRATIVE BY STUDENT 1
NARRATIVE BY STUDENT – Marc Grill
ACADEMIC PROGRAM
I am a student of the Department of Design with a major in Visual Communications and a concentration in Graphic Design.
HISTORY
In the past 2 1/2 years, I have conducted research in a variety of my major classes. In the course History of Visual Communications, I completed research and responded to critical thinking questions posed by the professor in relation to the historical impact of visual communications on
society and culture. Topics included the evolution of writing, the technological revolution in printing and typesetting, and the impact of the vision of American designers on the evolution of
design. Term research papers were developed during the Fall semester of 2003.
For the course Introduction to Visual Communications, the final assignment was to complete a research binder that was compiled throughout the Fall 2002 semester. This binder
included information researched on contemporary designers and prominent design studios, as well as self-assigned research on topics that were found to be relevant to my course of study. In my case, this research focused on the magazine industry. A major research assignment involved finding a professional in the field, completing an interview, and compiling a report.
In addition to library research and interviews, I conducted marketing research and audience response analysis for a number of projects for all of my upper-level courses, including the following: Studio Skills, Graphic Design Fundamentals, Typography II, Advertising I, Promotional Design, and
Corporate and Institutional Uses of Graphic Design. Aside from the need for strong creative concepts, research into the client areas represented by the designs was needed for the pieces to be entirely successful. Research of consumable goods, the performing arts, fashion and retail, and financial services resulted in final projects such as the following: promotional and informational brochures, advertisements, packaging, identity design, and corporate materials including an annual report. In addition, research is also conducted through instructor-assigned and self-assigned visual
thinking exercises. These exercises are conducted for the purpose of developing creative and innovative solutions to design problems. Each group of exercises led directly to successful completion of course related assigned design projects.
The most recent and in-depth research project I've completed was self-assigned. Extensive research of the fashion industry, retail, and consumer behavior resulted in design applications and marketing development for a new retail clothing company (a speculative example for my senior
portfolio). My research, in combination with my own creative thought process, led to the establishing of a unique identity for the company. The identity is comprised of all major graphic design elements such as a logo, posters, magazine advertisements, and consumer-related materials.
My department faculty members were extremely pleased with the end result and said that my thorough planning process clearly helped to make the pieces rise to a professional level. I will use this retail identity/marketing project in my final senior portfolio (due May 2005).
PROSPECTS
My involvement in the Student-Faculty Summer Research Program will prove immensely beneficial to me. It will put me in direct contact with leading professionals in my field of study, which will allow me to create networks for possible future endeavors. In addition, the result of the
program will be a publication, a major work that will exist due to my assistance, efforts and personal research. Having this publication will be an important addition to my resume and employment prospects. I have completed numerous research-based projects as a student however, my
involvement in this program will allow me to work and complete a fully recorded, professional level project, one that is actual not merely an assignment or speculation. Since this project will be done jointly with Professor Rose Gonnella, who is both a practicing professional designer and
faculty member, it creates a direct bridge for me from my student life to the professional community.
Finally, with this research project and its publication I will be given the opportunity to help advance the creative skills of both students and professionals of design in the greater design community. The research project carries a personal benefit but I also recognize that I will be helping others in the field.
I look ahead in enthusiastic anticipation to the work on the creative thinking research project with Professor Gonnella.See Attached.
NARRATIVE BY STUDENT 2 (If Applicable)
JOINT PROJECT NARRATIVE BY FACULTY MEMBER AND STUDENT(S)
Professor Rose Gonnella and Marc Grill, design student
CONTEXT / SCOPE AND IMPACT
Innovative creative thinking is one of the pillars of the foundation for solving problems and finding successful solutions in any professional field whether it is science, humanities or business. Creative thinking can be taught, developed, nurtured and result in expanded control and success in
problem solving. Creative solutions lead to the enrichment of our society, culture and economy.
This research project includes an examination and analysis of creative and critical thinking for use specifically in our professional field of visual communications and business - graphic design and advertising design.
For practitioners and students of graphic and advertising design, creativity can be illusive. An individual's mind is taxed every day and pressed to be innovative and creative. The need to constantly invigorate the thinking process is essential to successful creative thinking. Contrary to how a great majority of how people think, a creative solution does not come from a single "big bang" of inspiration mysteriously gifted to them from the heavens. Most professional designers work diligently at being creative and maintaining creativity. The most esteemed designers, such as Stefan Sagmeister (branding and information design, New York), have admitted to, at times or for long stretches, feeling creatively dry or to relying on imitating his own former ideas.
The research and resulting creative thinking exercises developed in this research project will stimulate, refresh and expand creativity - a practice that is critically necessary for all levels of designers and students.
The research that will be conducted and the resulting series of creative thinking exercises devised is a continuum of professor Rose Gonnella's research and publications over the last five years. Professor Gonnella has worked with Robin Landa, a colleague in the Visual Communications program of the Department of Design, on several published books, including: Creative Jolt and Visual Workout. In addition, she was primary researcher and author for Creative Jolt Inspirations. These research and publication projects explored the foundations of creative thinking. With this next phase of research, Professor Gonnella and student researcher, Marc Grill will conduct an exploration leading to a comprehensive study of the development of creative thinking. The research project will be carried out by Professor Gonnella with the assistance of Marc Grill.
Students of Kean's Department of Design Visual Communications programs will benefit through direct and immediate participation in the learning experience and through dissemination of the knowledge and exercises in the classroom. In addition, the students of Kean and of other
New Jersey and metro area universities, and national design professionals will gain further knowledge and experience when the information compiled during the research project is presented at the Thinking Creatively Design Conference at Kean University (sponsored by Kean and the Art Directors Club of New Jersey) tentatively scheduled for its second year in March of 2005.
With the publication of a book on creative thinking, the broader, national design community and students benefit from the body of new knowledge and guidance. In bringing the project findings to a national community, Kean University benefits in terms of credibility of programming and educational experience and visibility on a national scale.
GOALS
The goals of the project and resulting research and exercises developed include:
1. Conduct research leading to expansion of knowledge on the development of creative thinking
2. Report and implement findings on creative thinking
3. Create exercises in creative thinking for use in developing the skill in the area
4. Stimulate visual creative thinking in the form of hands-on exercises
5. Refresh the imagination and creative thinking of students and professionals through a deeper
awareness of new approaches
6. Foster creative thinking practices that will strengthen skills in problem solving on long range
applications in graphic design and advertising design
7. Present the findings at the Thinking Creatively Design Conference at Kean University, tentatively
scheduled for March 2005
8. Write a book on the findings (Thomson Learning Publishing has expressed strong interest in the
publication. A contract offer is in process; a contract is tentatively set to be offered in July 2004.)
METHODS
CREATIVE EXERCISES AND CASE STUDIES
The creative thinking processes project begins with research into existing documentation on creative thinking by educators and design professionals as well as related fields such as philosophy and general critical thinking. Once initial research is complete, a report on the findings will include an analysis of creative thinking in practice and design applications. The analysis is meant to dissect the final solutions of visual communications problems and trace back the origin and development of the solution. In doing so, an understanding of the creative process can be documented and reported. The analysis will drive the creation of new exercises meant to promote, enhance and teach creative thinking. Additional exercises will be compiled from the existing classroom lesson plans of Professor Rose Gonnella.
It is estimated that there will need to be approximately seventy-five hands-on exercises created to develop a series which will effectively provide a body of information that will assist in the development of creative thinking for visual communication professionals and students,
specifically in the area of graphic design and advertising design. The exercises will be didactically designed, with step-by-step instructions.
Once exercises are in progress they will be tested in the classroom as well as carried out by the student researcher. The researcher and faculty will determine which exercises were most successful and edit the body of work accordingly.
Final research and work includes contact and interview with selective and cooperative professional designers. Written interviews or “case studies” will document the professionals' personal processes in creative thinking. The case studies will supplement and affirm the direction provided through the creative thinking exercises.
Finally, the research, exercises, and case studies will be compiled into a book-length format and prepared for publication. The information will also be summarized and submitted to professional journals. Most importantly, the research will be presented during the state-wide design conference at Kean (March, 2005).
POTENTIAL CATEGORIES AND DIRECTION OF THE CREATIVE THINKING EXERCISES
I. Communication and Audience
All visual communication problems and their creative design solutions begin with an understanding of the problem as defined in the creative brief (design document compiled by designer and client).
Exercises for developing creative thinking in regard to:
a. Listening to the client
b. What will be communicated
c. Understanding the audience
II. Design Research Development
Creative solutions to visual communication problems start with a thorough understanding of the subject matter of the problem. Understanding is gained through research into the subject matter. In order to develop creative thinking processes, design research methods exercises will be created exploring several types of research:
a. pictorial
b. informational
c. field
d. arts
e. historical
III. Fundamental design elements
Fundamentals design elements as a point of departure for creative thinking development. Exercises will be created in regard to the fundamentals including:
a. denotation & connotation of form
b. elements of design: color, shape, form, texture, pattern, format
c. principles of design & composition: balance, rhythm, unity, contrast,
d. focal point, hierarchy
e. typography
IV. Exploration of Materials & Techniques
Focus on how the technique or material creates or effects communication and meaning. Exercises will be created in regard to:
a. photography: designing the photo, designing with photos
b. drawing: techniques, defined emotionally such as lyrical or rugged
c. collage/montage - what is implicit in the use of this technique
d. found objects - what is implicit and what does it mean as a technique
e. printing: inks, on press printing techniques
f. post press: binding techniques, folding techniques
g. paper: the substrate as base; substrate as object special effects: embossing, engraving, stamping
V. Miscellaneous Directions
In this section, the researchers will be looking to gain knowledge in any possible venue that may contribute to the project. Current directional ideas include:
1. Referencing/Borrowing from:
- Language: similes, puns, metaphors, cognitive connections, words that play games
- Arts: adaptations from art, dance, music: jazz, classical, pop, hip hop, opera, etc.
2. Visual playfulness: visual merges, juxtapositions, elevating the commonplace
3. Referencing style: borrowing from history
VI. Professional Case Studies
The study of the work of designers or individual pieces of designs will be gathered and an analysis prepared to dissect the creative thinking development.
- Analyzing specific design solutions
- Analyzing the body of work of a single designer
TIMELINE
June 15 - July 30
- Initial meetings with professor and student researcher
- Review of tasks and schedule of implementation
- Review research methods and techniques with student to adapt to specific nature of the project
- Begin research on existing documentation on creative thinking processes
September - December 20
- Continue research on existing documentation on creative thinking processes
Compile a report on initial research
- Review previously published research by Professors Robin Landa and Rose Gonnella
Compile a report on adaptation of existing research by Kean professors
- Research the creative thinking development of professional designers
Identify ten designers for in-depth study
Contact and begin interviews of chosen professional designers
- Begin writing of creative thinking exercises
January 2 - June 15
- Interview chosen professional designers