BFA Process Book

B FA
research & process
andie richardson
Cornish college of the arts BFA 2014
1

andie richardson
Cornish college of the arts BFA 2014

PERSON AL MANI FESTO
To enjoy the work I create and how I
create it. Appreciate what I have and
not dwell on what I do not have.
Carefully observe the problems at hand
and create an organized solution with
good intentions. To not over think or
overwork, but to find that beautiful
spot in between. Be meaningful and
inspire those around me. Bring myself
into my work. Realize what is necessary
and what is not. Avoid harmful and
unnecessary distraction and focus on
my creativity. To not bring suffering
upon myself but to accept all situations
and learn from them. Be open, aware,
and listen. Always remember who I am
and where I came from. Communicate
well and speak my mind. Make myself
heard and show my true potential.
Find peace in everyday. Thoroughly
research, reflect, and discover. Be kind,
respectful, and intentional. Be happy,
satisfied, and constantly challenged.
Surround myself with people and places
that bring out the best in me. To not
repress stress, fear, or any strong
emotions, but to notice observe and
reflect on them. Never stop creating.
Always keep in touch with close ones.
Clean up after myself. Drink a lot of
water everyday. Read new and different
things. Listen. Share insight. Seek
insight. Try new things. Bring art into
more children’s lives. Visit nature often.
See the ocean often. Write to others.
Keep a journal. Stretch more. Slow
down and breathe. Travel and see as
much of the world as possible. Use
what I have to it’s fullest potential.
Agree and disagree, but make solid
points and listen to others views.
Thank people and let them know I
mean it. Stop holding myself back
because of status. Put myself in
vulnerable situations that make me
think in different ways. Stay true to
myself. Always work hard. Always
remember I have room to grow.

The most organized I can make of the process of my exploration,
research, writings, and findings that lead me to my senior project.
Concluded with a branding guidelines section that I used to create
and produce the finalized elements for the show. Two semesters
worth of work to back up my reason for creating this project.

Content
Proposal
Exploration
From here
001
005
039
Philosophy study
Ta rget audience
Brand research
LOGO PRO CESS
BRANDING GUIDELINES
craf t day
Conclusion
045
077
087
111
137
165
171

We live in a highly structured society that holds us back from
connecting with our authentic selves. Each of us has the power to
make this personal connection. By finding a way to access and
listen to our inner selves, it can strongly impact our lives. I want to
use design to bring philosophy into the everyday life. As children
become more independent they start questioning why and who
they are. They are surrounded by the external world telling them
who to be, when they can and should discover this themselves.
For my BFA project, I want to help children find a sense of self to
honestly relate to the world they live in. I will provoke self discovery
by creating a versatile publication that influences meaningful
time spent in engaged thought through creative activity.
002
preci

Long form
The subject of my BFA project is to influence connection with
ourselves to better relate honestly to the external world. As well
as an exploration in combining philosophy and design to better
the individual. This interests me because I always valued my
personal journal as a kid and loved looking back on what I had to
say years later. It was a place to explain my thoughts to myself, to
really understand what it was I was feeling and why I was feeling
that way. It was a safe place to think out loud, organize my thoughts
and emotions, a place I could come to when I wasn’t sure of myself.
There is a unique individual inside all of us, most of us just aren’t
taught to connect with it. We have the power to make this
connection and by creating a way to access our inner selves, it can
strongly impact our lives.
The problem is that we live in a highly structured society that holds
us back from connecting with our authentic selves. Children ages
6-12 will benefit from a publication that influences meaningful
time spent in engaged thought through creative activity. This is a
time where individuality is formed, where children question why
and who they are. While at the same time the world is constantly
telling them who to be, when they can discover this themselves.
People who embrace individuality and mindfulness will engage
directly with this project. As well as those who have or know
children that they would like to help live up to their full potential
and find inner guidance or just inspire creativity.
My BFA will be remembered as a way to discover a personal
sense of self, beliefs, and ideals. A diverse and uplifting
publication that uses design to explore bringing philosophy into
the every day life.
003

Imagination kit
006
project one
Starting out I knew I wanted to make a project that was aimed towards
children. I am intrigued by their imaginations and realms of creative
possibilities they have within their minds. I wanted to create a physical
space to harness their creativity, a space they can call their own and
keep their personal tools to create with.
All of the items are meant to be standard useful crafting tools for various
projects. Not trying to structure the outcome, but to provide the
opportunities to create whatever is on your mind.

Mindful moments
A journal to reflect inward and think about hard personal questions in
life. The questions are intended to be stickers and meant to use as you
wish at your own pace throughout the journal. There is a mixture of
both questions and drawing prompts that all relate to the individual self.
It can be hard to open up a blank journal but the blank page is a magical
space, and with the right questions can open the mind.
010
project two

Pocket philosophy
014
project three
A time line of research on five philosophers and an exploration in
conveying and simplifying philosophical ideas. I broke down their main
concepts and ideas into what I believed personally reflected their
philosophical stance. I also chose to include a quote that inspired me the
most and encompassed their values and three writings of theirs that
did the same. The final was made into a small book. It not only allowed
me to organize these ideas and get a clearer understanding of the
philosophy of these particular men, but it also was a way to teach others
simply what these guys were all about.

016
RENE
DESCARTES
1596 -1650
QUOTE
“I think therefore I am.”
“It’s not enough to have a good mind. The main
thing is to use it well.”
CONCEPTS
Seeked the knowledge of truth by adopting a
moral code consisting of three conducts;
obey the custom laws of the country
act accordingly to the most probable
opinion whenever there is a lack of time.
try to subordinate one’s wishes to the
world, not the world to your wishes.
Freed reason from traditional authority. By
arguing that any anyone with proper training
can become educated and independent. You
choose your path in life.
A FEW WRITINGS
Meditations on First Philosophy 1641
Principles of Philosophy 1644
The Passions of the souls 1649

017
IMMANUEL
KANT
1724 -1804
QUOTE
“Space and time are the framework within
which the mind is constrained to construct its
experience of reality.”
CONCEPTS
Examined the limits of human knowledge and
the minds ability to reason.
The principle of universalization. Are you okay
with everyone acting this way?
Treat others as you would like to be treated.
Not as a means to gain, but as an ends.
The Categorical Imperative; ones own moral
duties to their own excellence.
Good is good, regardless of the ends or
consequences of actions. Your decisions are
made purely on your instinctual good natured
mind.
A FEW WRITINGS
Critique of Pure Reason 1781
The Contest of Faculties 1794
The Metaphysics of Morals 1797

018
FRIEDRICH
NIETZSCHE
1844 -1900
QUOTE
“ The snake which cannot cast its skin has to die.
As well the minds which are prevented from
changing their opinions; they cease to be mind.”
CONCEPTS
Quest for individuality, opposed to the heard
mentality.
The Superman or Overman; the potential
in human beings in rising to their greatest
heights.
Philosophy shouldn’t just be about great ideas
but how people really live and experience life.
Tragedy depicts the absurdity of life. The
tension of paradox and absurdity can only be
overcome through creative activity.
The institution of Christianity had brought
about the corruption of man.
A FEW WRITINGS
Beyond Good and Evil 1966
The Will to Power 1967
The Antichrist 1968

019
BERTRAND
RUSSELL
1872 -1970
QUOTE
“It is a preoccupation with possession more than
anything else that prevents men from living
freely and nobly.”
CONCEPTS
Human instinct is never completely self
centered.
Vanity passed at a certain point kills pleasure
in every activity.
A certain power of enduring boredom is
essential to a happy life.
Saw the suffering and unhappiness in the
ordinary day-to-day of civilized countries.
Analytical Philosophy; using analysis and
logic to discover your world. Realism over
Idealism, facts over symbols.
A FEW WRITINGS
The Conquest to Happiness 1930
An Inquiry Into Meaning and Truth 1941
The History of Western Philosophy 1945

Activity book
020
project four
Combining a little bit from each of my first three projects, I created an
activity book. The first sections on Why Philosophy and How to Use
This Book explain the ideas that are involved through this project. The
back of the book is mean to be a sketchbook to record the process of
your activities and use as a journal. The top of the sketch book page is
bordered with a header that records the date, project number, and items
used. Allowing for a simple way to help keep track of your process and
overtime develop a stronger connection with yourself.

ACTIVITY BOOK
A philosophical approach to creativity
#001
021

022
WHY
PHILOSOPHY?
We live in a highly structured society that can hold us back from
connecting with our individual selves. We are constantly pushed to
focus on the external world, we can easily forget to remember why we
are here and who are authentic being is. Even in a busy world we still
find those times were we stop and question life. There is a deep mystery
to being alive and as commonly rational humans it’s inevitable that we
try to reason life. Philosophy is a way to sort out your ideas and find
pathways for these questions. There is no right or wrong answers, just
dierent outlooks on living life. It can be a way to get in touch with the
inner self that each of us has the power to connection with. By finding a
way to access and listen to our inner selves, it can strongly impact our
lives. Through creative activities the mind becomes engaged in
reflective inward thought. Looking inward to inspiration and advice
rather than looking outward to find the right answers. Knowing where
we stand on ethical and personal situations is a valuable tool for
enjoying life. You can seeing your thoughts clearer and know how to ask
your self how to get through tough situations.

023
HOW TO
USE THIS BOOK
The book starts with a short philosophical story, providing an uplifting
outlook to begin your crafting. The main part of the book is guided
activities to do around the house and outside to influence creativity in
the every day life. The steps involve recording the process and thoughts
along the way, thoroughly involving your sketchbook as you go. They are
guides to creative findings and explorations. Turing a gray afternoon
into a one filled with imagination. You can follow them as you wish, add
or subtract as you go. The point is to create and these are just
suggestions to help you be creative.
Following the acclivities is a sketchbook section for you to record your
creativity. There are journal questions and drawing prompts for when
you aren’t up to a full activity or just need to reflect inward. Record the
dates in your sketchbook for future inquiries. This book if for you so use
it as you best see fit.

LESSONS
ON LIFE
seeing life through the seasons
025
There was a man who had four
sons. He wanted his sons to learn
not to judge things too quickly.
So he sent them each on a quest,
in turn, to go and look at a pear
tree that was a great distance away.
The first son went in the winter,
the second in the spring, the third
in summer, and the youngest son
in the fall.
When they had all gone and come
back, he called them together to
describe what they had seen.
The first son said that the tree was
ugly, bent, and twisted.
The second son said no it was
covered with green buds and full
of promise.
The third son disagreed; he said
it was laden with blossoms that
smelled so sweet and looked so
beautiful, it was the most graceful
thing he had ever seen.
The last son disagreed with all of
them; he said it was ripe and
drooping with fruit, full of life and
fulfillment.
The man then explained to his
sons that they were all right,
because they had each seen but
only one season in the tree’s life.
He told them that you cannot
judge a tree, or a person, by only
one season, and that the essence
of who they are and the pleasure,
joy, and love that come from that
life can only be measured at the
end, when all the seasons are up.
If you give up when it’s winter,
you will miss the promise of your
spring, the beauty of your summer,
fulfillment of your fall.

EXPERIMENTAL
NATURE SCULPTURES OUTSIDE & INSIDE ACTIVITY
find a new meaning in something.
026
Go on a hike and gather materials
as you go.
Notice what is around you, take
your time and have a mindful walk.
Bring a bag with you to carry your
findings.
Look for rocks of all sizes and
leaves of dierent shapes.
Once you return home, check out
your new treasures, lay them out
and see them as a whole.
Take pictures, draw, and record
what you have found.
Take some time to imagine what
you could make with what you
have. Using paint to decorate and
define your sculptures, and glue
to construct them if needed.
#001
you will need
A BAG TO CARRY FINDINGS, PAINT,
BRUSHES, TWINE, AND NEEDLE.
WORKBOOK 001 | PG . 7

027
ALPHABET ROCKS
Make multiples of
each letter to spell
out words.
PLAY A GAME
Make dominoes or
X’s and O’s for a
game of tic tac toe!
PATTERN LEAVES
Thread some twine
through the leaves
and make a banner.

PIPE CLEANER
CREATURES
make something out of one thing.
028
For this activity you will use one
main object, pipe cleaners. They
are a simple and flexible material
that can be manipulated into
many forms. Start by drawing
small creatures, plants, anything
you can think of while keeping in
mind of this simple form.
Look at your creatures, imagine
how you could make them with
your pipe cleaners. How many
would you need to use, and what
colors could they be?
Draw over your sketches with
colors to see the dierent sections.
Try to gage how long each piece
would need to be for each part
and how they could connect.
Begin bending, twisting, and
experimenting with what you can
do with the pipe cleaners.
#002
INSIDE ACTIVITY
you will need
VARIOUS COLORED PIPE CLEANERS
AND SCISSORS.
Start attaching them by twisting
the ends together and begin to
sculpt your creatures.
Remember they can easily be
taken apart and remolded so just
keep experimenting to figure out
what works best.
Once you have your creatures,
take pictures and redraw them as
their completed forms. Give them
names and write a small note
describing how you made them.

OUTLINE
Start with simple
shapes to discover
what the pipe
cleaner can do.
029
PETALS AND WINGS
Common forms that
use multiple
colors and lengths.
CATERPILLAR
Twist short pieces
of various colors
around one core
piece. Attach legs
every few rings!

030
PLANT A
NEW FRIEND
watch your creativity grow
#003
OUTSIDE INSIDE ACTIVITY
you will need
SEEDS, SMALL CLAY POT, SOIL,
PAINT, BRUSHES, HEAVY PAPER.
Take a moment and think about
the seed you are going to plant,
consider what it might look like.
Draw and write down your ideas
and thoughts.
How do I relate to plants in my
life? What does it mean to plant
something?
Use paint to decorate around the
outside of the pot giving your
plant a personality to grow into.
Create a planters tag indicating
the species and any other
personality markings you want to
give it. Name, age, goals, dreams,
fears, etc.
Make this by cutting a rectangle
with heavy paper about 5 inches
long with a pointed end to stick
into the soil.
Remember to water your new
friend every day.
Draw and record the growth of
the plants life.
Once the plant gets too big for
the pot, you will need to move it
to a larger pot, or into the ground!

031
THE EXTERIOR
Paint letters, faces,
or patterns on the
outside of the pot.
MARKING
A descriptive plant
tag will keep the
gardener informed.

032
Start collecting the paper tubes at
the end of your toilet paper and
paper towel rolls. And any other
various paper scraps you can find.
While you collect paper tubes
over the next couple days or once
you have all your materials first
sketch some ideas of what
to make.
Start with the paper tubes as the
body of your sculpture.
Experiment with your materials,
how can they connect, how can
you alter them to look like arms,
hair, wings, antennas, etc.
Make as many as you can, or see
how intricate of a piece you can
make with only paper.
Once your done, line them all up,
take pictures and enjoy what you
have created!
#004
Draw your finished sculptures,
write a small paragraph about
how you made each of them. If
they are a creature, give them
backgrounds, characteristics,
friends, hobbies, and talents.
PAPER TUBE
DUDES
a dierent a to recycle
INSIDE ACTIVITY
you will need
PAPER TUBES, CONSTRUCTION PAPER,
GLUE, PAINT, MARKERS, SCISSORS.

033
USEFUL CRAFTS
You can simple paint
the tubes in scenes
or patterns, the can
be used to hold pens
or as figurines.
WHISKERS
The tubes are sturdy
enough to poke
holes into and stick
materials through.
FEATHERS AND BEAKS
Cutting your tubes
into smaller pieces
will give you more
material for your
creatures!

Answering hard questions about your own life is dicult, but it opens
your eyes. Writing and can be a powerful outlet to discover ideas and
feelings more solid. These are questions to consider to reflect on your
own life and help dig deeper. Clarifying these ideas will help make more
sense of your self as an individual in this world. Writing down your
thoughts not only can benefit you right now, but it can be a place to look
back on in the future. Revisiting old thoughts connects you with a past
self that can open your present mind to reflect on what may have been
long forgotten. Journalizing can impact your life when you ask the right
questions.
034
JOURNAL
QUESTIONS
dig a little deeper

HOW ARE YOU FEELING?
WHAT MAKES YOU HAPPY?
RECALL A DRAMATIC CHANGE IN Y OUR LIFE. HOW DID YOU
COPE WITH THIS?
WHO ARE YOUR CLOSEST FRIENDS?
WHAT QUALITIES DO YOU ADMIRE IN OTHERS THE MOST?
RECALL A DREAM.
WHAT ARE YOUR BIGGEST FEARS?
WHAT ARE YOUR GOALS?
WHAT CHALLENGES DO YOU SEE YOURSELF FACING? HOW
CAN YOU PREPARE FOR THEM?
WHEN DO YOU DO THE BE ST WORK?
WHAT ARE YOUR BEST QUALITIES? WHAT ARE YOUR WORST?
HOW CAN YOU IMPROVE YOUR LIFE?
WHAT ARE YOUR FAVORITE ACTIVITIES?
WHAT ARE SOME ACTIVITIES YOU WOULD LIKE TO TRY?
WHAT ARE YOUR FAVORITE TOPICS AND SUBJECTS?
HOW DO YOU CONNECT WITH YOUR FAMILY?
HOW DO YOU HANDLE LIFE WHEN THINGS DON’T GO Y OUR
WAY? IS THIS THE W AY YOU FEEL YOU SHOULD REACT?
IS THERE ANYTHING IN YOUR LIFE YOU DON’T AGREE
WITH? WHY AND HOW CAN YOU CHANGE THAT?
035

A blank page can be intimidating because of all the possibilities that
could take place, and it is all up to you! But don’t worry, there are always
more blank pages to fill, so don’t think too hard and draw away. Although,
if you need some inspiration and a way to start moving around on the
page, let these prompts help you begin filling the pages!
036
DRAWING
PROMPTS
watch your creativity grow

BLIND DRAWING
Get in a comfortable standing or sitting pose and make sure your
sketchbook is propped up. Look to your left or right and draw what you
see by looking at it and not the paper. Once you think you have gotten
a good sketch take a look and check out your blind creation. Doing this
over and over in the same spot on the same page with dierent colored
pencils or markers can create a very abstract and interesting eect! You
can see how dierent you drew things every time, and how they changed.
IMAGINARY ELEMENT
Look at a space around your house, draw the scene first as it is. Make a
list of objects or people that you could use as an additional imaginary
element to the space. Draw a few sketches of a few of your favorite
options, experiment with how they are placed on the page and interact
with the environment. Pick one to redraw to the same scale and detail of
your first drawing. Look at the two completed drawings together. Create
a story related the two scenes together, what situation occurred for this
to happen?
DRAW A DREAM
DRAW WHAT YOU SEE OUTSIDE YOUR WINDOW
DRAW A MAP OF YOUR NEIGHBORHOOD
DRAW YOUR FAMILY AND FRIENDS
DRAW YOUR FAVORITE CHILDHOOD MEMORY
DRAW OBJECTS IN YOUR ROOM
DRAW YOUR FAVORITE PLACE
DRAW THINGS THAT MAKE YOU SMILE
DRAW YOUR FAVORITE ANIMAL
DRAW A DISTINCT MEMORY
DRAW YOUR SOURCES OF INSPIRATION
037

From here
Looking at my process of exploration so far I see a solid theme
to inspire creativity and individual growth in children’s lives.
From here there are many directions and outlets that could form.
Knowing that the form is crucial to what the overall project
becomes, and should also be a direction that I would want to
spend the next semester devoted to, plus one that would dictate
what sort of career path I would potentially go down. I knew I
wanted a publication to be part of the scope, as well as product
packaging, branding, and an element of web, to show my interest
to learn. After brainstorming routes, I decided on creating a kit
that comes with a publication, either monthly or just once, that
is individually curated around a philosophical idea combined
with activities that tie in with the theme. The website would be
a place to subscribe to the kit as well as create an online portfolio
and gallery of your crafts. I settled on this form because it will
allow me to show my versatility in design application as well
as keep my inspired while I create it.

Project brief
To introduce philosophy into children’s lives through self reflective
creativity. Taking away the structured idea of what their final piece
should look like, and focusing more on the process and the growing
aspect of creating. I plan on making a kit that comes in a package
monthly that children can interact with at home. Each kit would be
curated around a philosophical idea that would be expressed through
the included craft activities, adding a self reflective aspect to the
creative process.
My idea is to create a company that is sourced through a website.
You can subscribe for a monthly kit to come, or just chose them one at
a time. First timers get a starter kit that include essential creating tools.
Kits that require specific tools for the activities will come in the
individual packaged kits. Each kit will be curated around a philosophical
theme and contain a story to start the process followed by activities.
The kits will contain unique supplies to craft with that go along with
the individual activity book.
The website will have a section for children and parents to create an
online gallery to post and record their projects and crafts, they can
keep in private or share it with their friends and family.
I foresee creating an overall brand, small website, a starter kit, 3 to 5
individual philosophical kits, and a promo giveaway item for the show.
040

Project elements
041
Brand
Logo
Website
Guidelines
Postal packa ging
Kit + product
packaging
Publicati on
Individual kit
Postal packa ge
3 activity boxes
Book
Poster
Pamphlet
Extras
Website
Pencils
Journal

Dead Lines
4th week review
Feb. 4th at noon
8th week review
All assets due
Show time
March 4th at noon
Program Coordinator
Art with Heart, non-profit Seattle , WA
042
April 30th
May 9th
Mentors
Katie choate
Drew hamlet
Lead Designer
Hum Creative, design studio Seattle, WA

Projected goals and time line to current project plan.
Subject to change through research and development.
4th week review
5 solid themes for kits
1 kits fully conceptuali zed
Site map planned out
Namin g options
Mood board / brandin g styles
8th week review
Brandin g guidelines done
One complete physical kit to show, 3-5 in works
Website comps , close to done
Give away item decided
1-5 kits completed to show
Website complete to interact with
Give away item ready
043
All assets due
Show time
Shelves up
Kits presentable
Monitor with site
Give away items in place

Philosophy
Study
A combination of research, readings, and reflections in my
independent study with Raymond Maxwell and in my senior
studio class with Tiffany De Mott.

046
Reading review
James mcguire
Creative story tellin g for children
James McGuire presents storytelling as part of human nature, an innate
behavioral quality to pass on knowledge, influence listeners, and share
imaginations with each other. McGuire highlights that storytelling is especially
important to children. They use storytelling themselves as they grow and
play as a way to interpret their feelings and surroundings. As well as listening
to many stories from families and friends, they are constantly learning
history, morals, and ethics in an engaging form. Storytelling is an interesting
way to present practical knowledge to children, bringing things to life and
making a more vivid image for them to grasp.
In relating this article to my BFA project, it helps bring to light one major
element. That is, I need to have a structured flow to the process of each kit.
To treat each kit as a physical story, engaging the children through a creative
process of learning. Although I will be having a small story in each kit that is
selected to construct what the kit will be, I need to have a flow to how the kit
will be used and engaged with.
My initial thoughts are to start with have an beginning, middle, and an end.
First introduce the child to the story then ask them a few questions regarding
the story and themselves to bridge the story and the activities. The middle
would be the activities themselves, then to end would be questions to conclude
what has been learned by the activities personally. If I can, it would make
sense to have a finishing element to each kit that builds on each other, a way
to wrap up each activity kit, but to show that their is no end to the nature of
your knowledge, philosophy, and the why questions.

047
Reading review
Leo tolstoy
Two brothers
Tolstoy illuminates the idea of individual happiness in this story about two
brothers. He presents the idea that is hard to understand, especially at a young
age, and that is that your idea of perfect happiness in life is very different
from anyone else, even that of those closest to you such as your brother. You
might think someone has a poor life because of the way they live, but this
might be the way they choose to live. Just because you think and feel certain
ways about things, doesn’t mean that holds for everyone else.
Being aware of this indifference in life as well as being able to accept it is a
beautiful and challenging thing. It is easy to think less of someone because
they don’t have the same standards as you, but being able to see them as they
and being aware that they mad their choices is a skill to have in life. It makes
it easier to see the world for what it is, rather than what you think it should be.
Having this awareness and acceptance in ones life can greatly benefit their
well being and day to day interactions with others. This is a strong and useful
idea to present into children’s lives.

The following passages are from the novel of philosophy, Sophie’s World, by
Jostein Gaarder. I started reading this novel after Raymond Maxwell gave me
a copy about half way through the semester. It immediately sparked my interest,
it takes you through the journey of a young girl who is being introduced to
philosophy. This translates so perfectly with my project I decided to read it
chapter by chapter giving a writing reflection after each read. I briefly try to
explain all of the points made in the chapter, all of the learning objectives, and
bigger questions being asked. As well as relating the individual chapter to my
project and seeing how it backs up or expands my concepts and reasons. Each
chapter brought something new to light, and helped me clarify my reasoning
towards making this activity kit for children.
049

Our own time
man is condemned to be free
“...we are free individuals, and this freedom condemns us to make
choices throughout our live. There are no eternal values or norms
we can adhere to, which makes our choices even more significant...
On the other hand our freedom obliges us to make something of
ourselves, to live ‘authentically’ or ‘truly’... But it is we ourselves that
must create this meaning in our own lives ” (pg. 458).
050
Reading review
Sophie’s world
Freedom is a large and vague concept that is intertwined into many parts of
our lives. It is an idea that is brought into focus at a young age when we are
discovering out who we are in the world. We test the boundaries and try to
understand how free we truly are and the choices we make create the person
we are. Growing up we can listen to everything that our parents say, but we
still wonder about what is truly right, wrong, normal, and strange. Yet, most
of the time things aren’t just black and white, the gray areas of life are the
where we find ourselves wondering about. Wondering questions like why
there is something rather than nothing, how something came from nothing,
and whether nothing matters.
We can’t answer these broad questions with concrete answers, but we can
address them with outlooks on how to life ones life. We can’t know that
anything of our lives matters to the world as a whole, but we do know it matters
to us as individuals and the ones we share it with. All we can truly do is what
matters to us and be true to ourselves. If we create our own meaningful life it
all matters in the end. If we live ours lives trying to be something we are not
or not giving it your all, there will be no meaning to that life.

051
Reading review
Sophie’s world
Democritus
the most ingenious toy in the world
This chapter starts out questioning the ingeniousness of the toys Legos. This
question helps the philosopher introduce the concept of the Atom Theory to
Sophie. It is a visual, physical, and relatable way for the complex idea of Atoms
to resonate with a child. Backing up the way I am approaching to introduce
philosophical concepts to children through crafting activities and questions.
Democritus and the Atom Theory. Unlike Heraclitus believing that the world
is constantly in flux, Democritus believed that transformations in nature are
not actual “change”. He believed that everything breaks down into small
particles that are eternal and immutable. These atoms come in various shapes,
sizes, and colors and attached to each other to transform into different things.
But these atoms, the smallest units that exist, themselves can never change.
When the atoms disperse and reorganize to transform into something new,
this isn’t a random process, but one that follows the laws of nature.
“Everything that happens has a natural cause, one that is inherent to itself.”
(pg 45). When it came to the Soul, Democritus believed that their were “soul
atoms” that were different and smoother. He believed that when a person or
animal dies, these soul atoms disperse into the world to create other souls.
Democritus was a natural philosopher and also a Materialist, believing in
nothing but material things that exist. He didn’t believe in a spiritual element
to nature, he only went but what he could perceive with his senses and reason
with his mind.
This chapter takes on the over arching question of, do things change? It seems
that yes they do change. I watch bananas rot in my kitchen after not eating
them for over a week. I watch my cat grow, my dog die, my shoes fall apart, my
toast burn. Things change, whether it’s over time or with force, there is no
denying a force of change. What is the difference change and transformation?
Because I think this where Democritus fails to explain, I think they are two of
the same thing. He cannot say things don’t change, but they transform into
something else. I get that he is saying at the root of it all, there are small physical
elements called Atoms that don’t ever change, but that is almost too technical
for this situation. To our perception, which excludes Atoms, things change.

052
Reading review
Sophie’s world
Socrates
wisest is she who knows she doesn’t know
Is there such a thing as natural modesty? Wisest is she who knows she does not know.
True insight comes from within. He who knows what is right will do right.
These were Sophie’s starting points for her lesson on Socrates. They each hold a larger
lesson within them and together create a solid view point on societies basic outlook
on philosophy. Athens society rejected Socrates because he was to self liberated with
his ideas, he was unfit for the masses. Yet her we are thousands of years later, we aren’t
killing people directly for their philosophies, but we aren’t accepting everyone either.
People still look strangely at the person who questions the normal, the outcast the one
who speaks the harsh truth, and punish those who don’t abide by the law. We may think
we can be whoever we want to be, but there is a limit. Most people, once they have gone
to the limit, they recede and conform slightly so save their lives, but not Socrates. He
held on to his beliefs to the very end, where he was forced to death because he did not
agree to conform but continued to question. Later in this chapter, Socrates courage
is compared to Jesus’s. It is presented that they both looked within for guidance and
believed in their reason in over their lives. They are also both men that didn’t leave any
written documentation, but legacies have been passed down by others. This idea really
fascinated me, I am not a religious person and am not too familiar with the stories of
Jesus but to think that Jesus was a philosopher of his days standing up for a higher
reason against the society is an interesting one. This makes me also wonder, why isn’t
their a religious following for Socrates, now that is something I might get into.
Socrates was known for hanging out daily at the public market starting up conversations
to the passersby. He wanted to awaken the wonder in others by questioning them and
showing them that there is a lot that is unknown. He was known to be the wisest of men
of his time, but he did not believe this. He also believed that he didn’t know everything,
or even a lot, he was aware that the origins of life are unknown and wanted to question
everything with everyone. This connects again with children, the fascination in wonder
and the ability to question yourself and others without the restrictions of society. This
is just an illustration of how society slowly conforms us as we age. We are born with
fresh eyes, but as we grow we develop boundaries to relate to the society we live in.
This is a natural occurrence, one that is hard to avoid when in a community of people.
The more secluded you become, the more independent your thoughts, but then the more
lucid or delusional they could become. Society is there conforming us, but it is at our
own will and awareness to how much we will be conformed. It is also there keeping
us on in touch with reality, so it is the individual balance of how in touch and how
conformed you are to become.

In this chapter when Sophie confronts her mother with some philosophical comments,
her mom becomes irritated and angry with Sophie for speaking back to her. This
shows how Sophie’s mother is already so conformed she doesn’t have the patience
or awareness for these thoughts that Sophie is having and sharing with her. This is
where the conformity of society is saddening, when awareness to reason is closed off
this disconnection happens between individuals and the results of the relationships
can be detrimental. Sophie is now at a point where she could believe in her mother,
that she is being foolish with her thoughts, or she could keep an open mind and
continue her search for reason.
Finally, Sophie is left with some questions from the philosopher. “Can you live a happy
life if you continually do things you know deep down are wrong? There are lots of
people who lie and cheat and speak ill of others. Are they aware that these things are
not right— or fair, if you prefer? Do you think these people are happy?” (pg 69).
It would be really hard for me to believe that people who lie and cheat do not know
that what they are doing is not right. There are basic levels of right and wrong such
as lying and cheating that are universal to all, we may not all follow them, but these
common rules are in our conscious. They are told to us through stories, teachings,
or in encounters in our everyday lives. It is not to say that these liars and cheaters,
aren’t aware, because they are, given that they are sane and in a civilized community.
They merely aren’t in touch with these social standards, they either disapprove of
the structure of society and want to rebel against it, or they just don’t care. The first
is disruptive, but passionate about reason, the later is without reason and any self
respect. So there aren’t obvious reasons for why one would lie or cheat, but I believe
they are aware of the wrong they are doing. If someone doing the wrong truly knows
and believes in the right, they will feel guilt, and in doing so won’t be happy for some
time. If someone does wrong without this connection to the self and the sense of
rightness, they won’t feel this guilt, but this also means they don’t have that self of
self connection and will never be able to be truly happy.
I get pretty angry with myself when I do something that I later think back and realize
I knew I shouldn’t have done. They are small acts of temporary relief, where I am not
in touch with myself but get caught in the moment where I don’t think about my actions.
As I have grown up they slowly lessen, but there is always something to learn about
myself in these moments.
053

The myths
a precarious balance between the forces of good and evil
It is shown to be a natural habit of humans to search for reason amongst the
mysterious forces of nature. The myths are examples of strong beliefs that
are so far fetched into the imagination to form a structure around what seemed
like chaos in their world. These myths, which now seem more ridiculous than
rain itself, were believed as Truth and passed on for thousands of years.
Proof of human nature not allowing absurdities and mystery to just be, but to
find a suitable truth for the unreasonable.
It is hard to truly say I wouldn’t have been involved in believing these myths,
because time and science are so far more advanced now, I was never given
the opportunity to be so consciously vulnerable. It seems so ridiculous now,
but I’m sure if someone thought the myths were ridiculous back then, they
would be the outsider, the strange. This is proof that beliefs change, that the
Truth isn’t always stable, but mostly a reminder to not over analyze the absurd,
learn to accept the parts of life you will never truly understand. It is a hard
and difficult thing to do, but it can make life more enjoyable. Not to forget
about these questions, in fact keep questioning the world more, but accept
that a lot of those questions wont have one solid answer.
054
Reading review
Sophie’s world

Fate
the fortune teller is trying to foresee something that is really quite unforeseeable
What governs the course of history? If it is a form of fate or acts of god, then
this means that there is no free will. To accept that you have free will, you
are accepting that people have the power over their lives and that there is no
“fate” or predetermined life.
Terms and meanings 101
Superstition is a way to find a natural explanation for a transformation in
nature. Fatalism is whatever happens is predestined. Materialism is believing
in what is real to the senses, atoms and particles.
It is natural to seek advice when needing to make a hard choice or when you
are faced with a horrible situation. During your decision making your beliefs
become a strong contender to how your choices play out. How and where you
seek advice to justify your decisions determines the kind of person you are.
If you fall into what is known as a superstition, which is another form of fate,
you are ultimately believing that you do not have free will and that something
more powerful than you is in control over the outcome of your life. With-standing
from praying or claiming power in any form other than yourself
over your choices and path of life gives you this free will.
This concept of taking responsibility and pride in your decision making could
benefit children at a young age when first faced with the idea of freedom.
Informing them that they are responsible for their choices.
055
Reading review
Sophie’s world

Working out the content of my kit
Beginning my independent study in philosophy with Raymond, I wanted to
narrow my concepts and ideas that I was interested in into solid themes for
my BFA activity kit. My kits mission is to introduce basic concepts of
philosophy into children’s lives through self-reflective creativity, including
questions and crafts. So I needed to start thinking like a philosophical child,
which led to a lot of questions that began with why. So I created a list of
common hard questions that children ask about life that don’t have an easy
answer if any at all. I then created a list of themes and concepts derived from
those questions. I organized them and picked 5 that seemed the most important
and universal to me as major concepts to work with. Attaching stories and
philosophers along with them that represented this theme to me in some way.
To further rough out how I would create an activity with one of these concepts,
I took one and broke it down into components.
056

057
Questions
How much longer?
Where do we come from?
Why are you crying?
Why should I believe you?
Why do people get sick?
Why are there homeless people?
Why do people wear clothes?
Why do I have to go to bed so early?
Why do I have to go to school?
Why did my dog die?
What is beyond the stars?
How do I know something is bad?
Why do I have to say sorry?
Why do I have to do it all myself?
Why do people get sick?
Why do people go to church?
Why do people believe in god?
Why do bad things happen to good
people?
Why is the sky blue?
Why do I have to pick up after
myself?
Why/how do I have dreams?
Why do I have to be nice to them?

Themes and concepts
Existence /reality / percepti ons
How do you know what you know
Plato’s cave
Good/evil / right/wrong / morality
What determines our morals ethics ?
Bein g thr own int o this world
Makin g somethin g out of nothin g
058
Absurdity / truth
Creatin g your own reality
The myth of, camus
Self reali zation/ know thyself
Disc overy, actuality , authenticity .
THE TWO ARTISTS, S.K.
Time /space
How we exist in our envir onment
Capacity and the nature of knowled ge
Trust / auth ority
Privacy / respect
LIBERTY/RESPONSIBILITY
Appropriati on / limitati ons
FAITH / RELIGION
THE TAME GEESE, S.K.
WEALTH/ STATUS/ MONEY
THE KING AND THE MAIDEN, S.K.

059
KIT #1
Concept theme:
Existence /reality / percepti ons
QUESTIONS:
WHERE DID I COME FROM?
WHAT IS BEYOND THE STARS?
WHY DO MY FRIENDS LIVE and think DIFFERENTLY THAN ME?
HOW DO YOU KNOW WHAT YOU KNOW?
MY OBJECTIVE:
REALITY IS HOW YOU PERCEIVE IT. OUR REALITY IS BASED OFF OF
HOW WE PERCEIVE THE WORLD AND WE PERCEIVE THE WORLD
THROUGH OUR FIVE SENSES. THERE ARE UNIQUELY COMFORTABLE
WAYS FOR INDIVIDUALS TO EXIST BASED ON OUR KNOWLEDGE OF
OUR SURROUNDINGS.
PHILOSOPHICAL STORY:
PLATO’S, THE ALLEGORY OF THE CAVE
POSSIBLE ACTIVITIES:
RANDOM PIECES TO CRAFT WITH, WHAT WILL YOU MAKE WITH YOU
HAVE. CAN USE THE ONLINE GALLERY TO SEE WHAT OTHERS MADE
OUT OF THE SAME MATERIALS
CREATE A CHARACTER BASED OFF OF YOUR SENSES. DIFFERENT
TRIGGERS IN THE KIT TO SPARK MEMORIES OR FEELINGS FROM ALL OF
YOUR SENSES TO CONSTRUCT A CHARACTER WITH AN ENVIRONMENT,
CREATE A BACKGROUND STORY FOR THIS CHARACTER.
YOUR PERSONAL CAVE. A 3D MODEL OF YOUR WORLD

After the next meeting with Raymond and discussing my questions and concepts
we realized that I needed to back up and really clarify my target audience. This
way I could better narrow the concept and fully justify choosing to make a kit
curated around the theme that I chose. Before I was thinking in a broad sense, of
just general philosophical questions that are wondered at a young age. But, the
mind of a 6 year old is going to wonder about the question very differently than
the mind of a 12 year old.
I decided that I would make my target age range be 9 to 12 year old children, this
way I could have room for more abstract questioning. So I did some research
and then remade a list of philosophical questions and a list of themes that were
geared around the life of a 9 to 12 year old child. I then took five of the most
relevant concepts and delved a little deeper into those. Coming up with possible
questions, activities, and short stories that related with the theme. From there,
I picked one out of the five concepts and expanded that out into components of
a possible activity kit with 3 activities, a list of questions and a story.
060

TARGETING 9-12 YE AR OLD CHILDREN .
9-12 year old children are my main target audience because they show strong
aspects of intellectual, emotional, social, and cognitive development that could
benefit greatly from self-reflective creative philosophy. This allows for more
abstract thinking. Deeper questions for the minds that desperately need a sense
of direction. They show a need for independence and a curiousness for univer-sal
truths, fairness, and what is right or wrong. They are at a point in their lives
where they want to find these things out for themselves, not ask their parents but
discover things directly. Having a personal place to read, create, and write will
help organize thoughts and feelings to make better sense of life. Exercises the
judgment of opinion at this age can benefit the growth of confidence in the self.
“It is very easy to express an opinion, much harder to justify it.”
- Philosophy for everyday life, pg. 6
061
Common themes
Independence
SELF CONSCIOUS
Fairness
Attitude
Self discovery
Normal / conformity
Authority
Right and wrong
Universal truths
Self reali zati on
Personality
Control / limitati ons
Beliefs
SELF ESTEEM / INSECURITY
Embarrassment / pride
Free will
DECISION MAKING
Relati onships
Values and morals
Change

5 ma jor themes
Free will : INDEPENDENCE / authority
How do you define your free will?
List 5 ways in which you exercise your free will.
List 5 ways in which you feel held back from being free.
To what extent can I do what I want to do?
The Ring of Gyges, Plato’s Republic
Draw what you think the Ring of Gyges looks like.
What would you do with the Ring of Gyges?
Draw in the comic panels your first mission with the Ring. Create
a beginning middle and end to your story. Why you chose to do this, how
you did it, and what became of the actions?
Self realization : attitude
Who am I ?
Who am I at home? Who am I at school?
3D self portraits. Masks. How do you portray yourself to the world?
With your appearance and your attitude?
Do you have multiple masks?
Different attitudes for different people or places?
062
Conformity / NORMAL
What is normal? Do I fit in?
Is being different a bad thing?
The Pedestrian, Ray Bradbury
How do different views on the way we should act in society create
problems, can they bring people together?
List things that you like to do, that you may find normal, that
other friends or family might view as not normal. How does having
someone else think that what you enjoy is strange, or out of the ordinary?
Create a character that seems Normal to you, and a character
that seems completely odd and out of (your) world

063
FAIRNESS / control
Why is life not fair?
The Guest, Albert Camus
Was Daru treated unfairly? How did he handle this situation?
Do you think Daru was thinking of himself or of the prisoner? Could he have been
concerned about both? Did his opinions change after the task was over, or were
their different concerns on his mind?
Are their different types of fairness?
To what degree does the desire for fairness become selfish?
Think about a time that you felt like you were being forced to do
something that made you feel like life wasn’t fair, after doing the task did you feel
differently on the matter?
Where do fairness and control relate and differ?
Draw different places you feel in control, and not in control. Draw a
situation occurring in 2 different places where the environment changes the control.
With the thread, create a fairness bracelet. You have total control over the
outcome of the bracelet, it is yours. You can wear it to remind you that their are a
lot of things out of your control that seem unfair, but remember that you can only
be responsible for what is in your reach.
Truth : UNIVERSAL TRUTHS / beliefs
How do you decide what to believe and what not to believe?
Why do others believe differently than me?
The Two Artist, Soren K.
Can you find beauty in the everyday?
Draw people, places and objects in your life that you find especially
beautiful and explain for what reasons you find that beautiful. Why might others
see them differently? How can two or multiple opinions exist in the world?

Concept theme
Free will/justice/control
MAIN PHILOSOPHICAL STORY
The Ring of Gyges, Plato’s Republic
The concept of community, being around others is a strong force in the
exercise of our individual free will. We have the tendency to be more
free when we are alone, or with those we are comfortable with. It is
when we are around others, those we aren’t familiar with, or just a mass
of people when we put our guard up and make choices based off of how
you think others will react.
Writings and concepts
Heidegger’s “being thrown”, looking at freewill in the lens of what we
can’t control about our existence. We can’t decide when, where, and
to whom we are born into, but we have the power to control how our
lives turn out. Sophie’s Choice, even under the most extreme situations
were we seam powerless, there are still ways we can make an authentic
choice, use our free will.
MY OBJECTIVE
Free will can be viewed from many different perspectives regarding
ones life. How being aware of how your free will is effect by your
environment, and how being aware of your free will can change the
way you live. Maybe it just lies in how you think about things, your
actions might stay the same, but it’s about how you view yourself in the
world and your control over your existence.
064
Free will

Create Your Own Journal
Writing is a great way to work out feelings, hard decisions, and keep memories. It is not
only a way to discover yourself right now, but to look back on in the future and learn
about your past, keep in touch with old thoughts and feelings. There are no boundaries
in a personal journal, you have complete free will with your words and drawings. Explore
how individual, personal free will is just as important as free will in society and your
personal community.
Tools: thread, needle, bees wax, paper, book board, book cloth, end paper, book glue, glue
brush, ruler, scissors, pencil, exact-o knife,
CANVAS COLLAGE
Testing the limits of what free will is. Whether using others material, weather that be
words or images, in a different way, can it still be original? Is anything original?
Tools: canvas panel, paint, paint brush, glue stick, tacky glue, markers, magazine clippings
MAKE YOUR OWN STAMP
You can control the shape of the stamp but each print will come out uniquely different.
Sometimes they are small and sometimes they are big, you never know exactly what will
come your way but can you accept that their are things in life that you won’t be expecting
even when you think you are in complete control?
Tools: craft foam, wood, ink, roller, plastic slate
IN BOOK
Draw your ring, what would you’re ring of gyges look like?
Think and list things that you would do with the ring. Pick your number one choice and
create a short story with a beginning middle and end. What would you do, how would you
do it and what would happen from it? Divide the story into 5 segments and create it into a
short comic by filling in the panels.
Draw whatever you want. Now color in the lines. Compare the experience of a controlled
drawing compared to a free one. Is it easier having someone tell you what to do? Do you
prefer to have complete freedom?
065
Activities

066
Questions
How do you define your free will?
List five ways you exercise your free will and 5 ways you
feel held back from being free?
How are free will and justice related? How do they
conflict with each other in our lives?
Without the fear of punishment would use your free will
more?
Why do you think we hold ourselves back in the
presence of others? Is it for the good of us or of them, or
both?
Would you say you make just choices because you feel
like they are truly better or because you have been
taught they are the better choices?
Do you think anyone can be just all the time?
Do you think just behavior is natural,
What would you do with the ring?
Do you think answering the question hypothetically of
what you would do with the ring, would yield the same
results if you were to actually have the chance to be
invisible?
What do you think would happen if everyone had a ring
of Gyges?

Is there behavior that you consciously refrain from
when you are among others/ in public?
Explain different behavior types that you have in
various places you visit in your life. Why do you think
this happens?
Do you think that it is true that unjustness is far more
profitable for an individual over justice?
Do you think that words alone could be a way to
exercise your free will? Or do you need action?
Are words necessary to find and resolve the action?
Do you have someone to share your deepest feelings to?
Do you find that by answering these questions you are
discovering more about your existence? Are you feeling
more connected with yourself?
How does writing your thoughts down effect your
feelings?
067

After this weeks meeting with Raymond I realized a few things. First, that my
kit was obviously going to get slightly complex so I could foresee only making
one solid kit for the show. If this ends up being the case, then I want that theme
to be something that not only am I really interested in, but one that would be
an appropriate starting point for the exploration in creative philosophy. After
some contemplation, it occurred to me that there is a concept that I learned
in a previous class with Raymond that comes to my mind quite often. It is the
concept of Martin Heidegger’s, of being thrown into the world and falling
towards the average.
You can’t change the facts of your life as they are, but you can aspire to who
you want to be with what you are given and how you interact with the world
around you. If I could have been presented with this concept at this age it might
have made things easier. The concern of status regarding your wealth, intellect,
athleticism, are all very relevant and new concerns during this time of your life.
Most of the activities I have curated all have this theme of making something
out of what you have, seeing things through a different light, not following the
normal that all tie into this concept of Heidegger’s throwness. So my next step is
to revisit Heidegger’s concept and think about it in a new light.
Another thing that was realized after this meeting, was the there could be a
structure to approaching making these concepts into activities. Because this kit
addresses philosophical questions and also asks questions throughout the book,
the structure naturally began with questions. There needs to be a main question
to guide the overall kit. Following that there needs to be three sub questions for
each individual activity to be derived from. The activity book will then guide
you through the box using the three activities as sections. I will create multiple
questions to start the sections and end the section with the craft.
Following researching Heidegger’s concept of being thrown and falling, I will
apply the concept to the structure of the kit.
068

Heidegger’s thrown and fa lling
Heidegger describes Facticity as Mans condition of being, who he is,
where he is born his circumstances of life. Children are constantly
questioning things about life that are part of their Facticity. This is an
ideal learning objective for making activities in my kits. To sum up
questions regarding the facticity of ones life such as “why am I short?
Why do I have this family?” The main question being asked is, why
am I me? This is a question without a straight forward answer like
many that children ask and often leads to more questions. There are
some things that can be beneficial about knowing why you are you at
a 6-9 year old perspective. To understand you were thrown into this
world without control over your existence and what makes up your
environment. As well as to realize that the parts that really make up
who you are, aren’t really your facticities (although that does effect it)
it is the choices you make that make up how you exist. Breaking down
these concepts into ideas like chance and choice and reflecting them
through hands on activities will provoke these ideas and concepts into
the children’s lives.
“Man is always falling into the world, into the they, or
the One, the crowd, the herd; a faceless power that
governs us all. It is a shared abstraction and it exerts
a force against one’s individuality, tends to pull the
individual towards mediocrity and averageness. “
Heidegger views mas as falling towards death, which is the truth but
I wouldn’t want this to be a focus in children’s craft activities. I think
that the same concept that Heidegger is making can be shown in a
lighter way for children. The falling is simple towards the crowd, those
at school that make you feel like you aren’t normal. Pointing out that
breaking away from this concept of needing to fit in, accepting your
facticity and doing what you can with what you have in life. By not
focusing on being who others think you should be, and being your true
self you can find authenticity and happiness in individuality.
069

THERE ARE FACTS IN YOUR LIFE THAT YOU HAD AND HAVE NO CONTROL OVER. YOU
ARE THROWN INTO THIS WORLD, IT IS UP TO YOU TO ASPIRE TO YOUR GREATEST
POTENTIAL THE WAY YOU CHOSE TO EXIST IN THE ENVIRONMENT AROUND YOU IS
HOW YOU CHOSE TO CONNECT TO IT. THERE IS ALWAYS GOING TO BE A UNIVERSAL
FACELESS CROWD TO ASPIRE TO, BUT THAT DISTRACTS FROM ONES INDIVIDUALITY.
HOLDS YOU BACK FROM FINDING INNER HAPPINESS. YOU HAVE UNLIMITED
POSSIBILITIES IT’S UP TO YOU TO CHOSE YOUR PATH
070
The main questi on
Why am I me?
Sub questi ons
Why do I have to live here?
Do I have this family?
I short/tall?
Thrown
How do you feel held back
from attempting to fit into
what is determined normal
in society?
What do you love to do?
What makes you happy?
What do you love about
yourself? Can you appreciate
this everyday?
There are facts in life you
have no control over. The
choice of your existence, your
family, where you live, what
you look like.
What are the facts of your
life that you have no control
over? How do they effect
your life?
You are always being faced
with the possibilities of
who you could be. There is
always going to be a “they”
a normal that pulls you
from individuality towards
averageness.
There is an authentic
individual in us all. It is
only when you break from
the They and realize your
own possibilities. You can
find happiness in being your
authentic self.
Why can’t I look like them?
Don’t I fit in?
Can’t I run fast?
How can I be happy being me?
Do I fit in this world?
Falling
The objectives
My questi ons
Projection
LEARNING OBJE CTIVES

NEW RE ALI ZATION
I am going to now lower my target audience to 6-9 year old children. This is because I
have made the kit more about the crafts and they are better suited for this age range. I
don’t want the book to be straight forwardly teaching them philosophy, it will just be
rooted around the question, Why am I me? Maybe never using the word philosophy,
but giving them the tools to ask their own questions.
Who are you, gettin g to know you type questi ons
What’s your name
How old are you
What is your favorite food
What is your favorite book
Who are you’re friends
What qualities do you like to have in your friends
Talk about your school
What are your favorite subjects
What makes you happy
What makes you upset
Make a list of different parts about your life that make you, you, but you
had and have no control over. (i.e., girl, short, blonde, glasses)
Make a list of different parts about your life that make you, you, that you
do have control over. (i.e., funny, nice, studious, responsible, careful, etc)
071
Unit #1 / intro

After exploring Heidegger and breaking down the concept, as well as changing
my age range to 6 to 9 year old children, I realized I had to take a slightly
different approach. I need to look at the concept in the eyes of a 6 year old child.
Use his concept as inspiration and not directly teach it to the children, but let
them come up with the questions.
Moving forward I need to create a main question that is inspired by the main
objectives I took from Heidegger. Use the three sections I previously made
of thrown, falling, and projection as the grounds for building the kids sub
questions and crafts. Constantly keeping in mind that these are questions for
children, be clear, concise and direct.
072

Explorin g the concept of choice
Who are you? Personality and Individuality
General opening questions and facts that make up you as a person.
Then moving into questions that make up your individual personality.
Seeing the difference between the facts of your life and the qualities
of your life.
How do you choose? Chance and Choice
Some parts of your life are out of your control but a large part of what
makes you who you are, are the choices that you make. Each choice
determines something about your self. Discover how your choices
create your existence.
Who do you want to be? Goals and Ambitions
Creating goals and having ambitions can show how you can make a
difference in your own life. Making it a point to smile, say you are
thankful, create something meaningful, keeping productive, happy
and engaged with life can be beneficial to any ones life.
073
why am I me?
Inquire
Discover
Aspire

I have my main question now, Why am I me? Which I thought was the very basic
question of the thoughts that Heidegger was bring about as well as is approachable
to children. When someone wonders about the fact that they are in this world
without any choice of existence and circumstances, they are basically wondering,
why am I me? Or at least this is the way I connected the question to the theme.
Following the main question I came up with the three sections with sub questions,
Inquire: who are you? Which connects with being thrown into the world addresses
the facts of your life. Then Discover: How do you choose? Which connects with
falling towards the average and addresses chance and choice. Then there is
Aspire: Who do you want to be? Which connects with projecting your authentic
self and being the best you can with who you are.
These are now going to be used as guides and the framing for my book of questions
with crafts. I need to connect the three sections with a flow of multiple small
questions to fill out in the activity book that brings about the concept and theme
of Why am I me. While continuing to work that out, I have to come up with
three activities that are inspired by the three sections and further teach these
concepts to the user.
074

See how the facts of your life and your personal favorites work
together to make you the unique individual that you are.
Fill in the accordion book with different aspects that make up you as an individ-ual.
A mixture between your facts and your favorites. The book can expand to
show all of your aspects at once, or you can flip through looking at one at a time.
See how your choices on how to handle your chances work out
to create an authentic piece of art.
Understand how chance and choice work together. If you are given a random
collection of things what will you create with it? In the box will be an
assortment of crafting supplies, it is up to you on what will come out of it!
075
Activities
Accordion book
Mystery box
Shadow frame
See how by reminding yourself with personal crafts and
inspiring messages everyday makes your day a little happier.
Create your own shadow box that frames a personal memory or something you
aspire to do. Paint it your favorite colors, add a motto banner, pictures, anything
that inspires and reminds you of your authentic self.

CHILDREN AGES 6-9
6-9 year old children are my main target audience because they are new
to abstract thought. They show a need for independence and a curiosity
for universal truths, fairness, and what is right or wrong. They are at a
point in their lives where they want to find these things out for themselves,
not ask their parents but discover things directly. Having a personal
place to read, create, and write will help organize thoughts and feelings
to make better sense of themselves and their life.
Going deeper, there are particular types of children ages 6-9 that would
find a special connection with my product. Those who want to know it
all, those excited to create, and those destined to find out the meaning
of life. Introducing philosophy into children’s lives at this drastic time
of eagerness to learn, create, and search can help guide and ground
them making some sort of sense out of their millions of thoughts.
078

079
smarty pants
Wants to know it all and let
everyone know it. Eager to
learn about the world to
better relate to it.
Creatives
Love for the arts, creates
constantly, running
imagination and ready to
create something new out of
something different everyday.
Parents are most likely artists.
Curious minds
Constant desire to find
out what the point of life
is, always asking questions
about things that can’t be
answered.

Growth and Development
What kinds of development occur between ages 6 and 10?
They are more independent, physically active, involved with
friends, and are learning to think in more complex ways.
This is the kind of reader that I am targeting. Someone curious
to find things out themselves and able to think in more
abstract situations.
How will my child change physically?
Strength and muscle coordination improve rapidly in these years.
They learn basic active skills like throwing, hitting, and kicking.
Some children may even develop skills in more complex
activities, such as playing basketball or dancing.
This could be adapted in crafts as well, learning complex
things like cutting paper, gluing, sewing, and overall attention
to detail.
How will my child change intellectually?
Develops a more mature and logical way of thinking. He or she
gradually becomes able to consider several parts to a problem
or situation. This is a change from the simplistic thinking of a
preschooler. Even though their thinking becomes more complex,
children in this age group still think in concrete terms. This
means they are most concerned with things that are real rather
than with ideas. In general, these things are those that can be
identified with the senses. For example, actually touching the
soft fur of a rabbit is more meaningful to a child than being
told that an object is soft like a rabbit. Because they still can
mostly consider only one part of a situation or perspective at a
time, children of this age have difficulty fully understanding
how things are connected.
080
CHILDREN AGES 6-9

Having simply written questions that are broken up by hands
on activities addresses this issue of needing to be in contact
with the subject. Rather than telling them these philosophical
concepts I am giving them the opportunity to come to them
themselves while creating.
How will my child change emotionally and socially?
When children enter school, they leave the security of home
and family. Here, they learn some crucial skills-including how
to make friends-that they can use for the rest of their lives.
Children's self-esteem, which is their sense of worth and
belonging, is fragile and can change rapidly depending on
what is happening around them.
Bringing the concepts of authenticity, self worth, and
individuality, roots the question Why am I me? And addresses
this self esteem issue that is common to children at this age
that are being entered into a larger world of people.
www.webmd.com/children/tc/growth-and-development-ages-6-to-10-years-topic-overview
081

082
Fam ilies
Families of the 6-9 year old children are my secondary target audience
because they are the ones purchasing and approving the use of the
product. Getting them sold on the idea of self growth through conceptual
creative philosophy is just as important as hooking the children who
are using the product themselves. The aesthetics must also be appealing
to the adults of the family.
Going deeper, there are specific relatives that are apart of a child’s family
that are inclined to provide them with engaging knowledge and fun
productive creativity. The first being the child’s parents, those directly
influencing and teaching them about life, providing them with the tools
to learn and create. Next is the grandparents, who don’t have to worry
to much about taking care of the children which allows for more time
providing knowledge and entertainment. Then there are the aunt’s
and uncle’s who maybe don’t have children themselves, and direct their
eagerness to provide for children towards their nieces and nephews.
A child with a large caring family has a wider opportunity for more
channels of knowledge and creative entertainment.

083
Parents
The providers for the child, the
final decision makers and the
persuasion over what forms of
education and creativity are
in the child’s life.
Grandparents
Provides the child with an
excess of entertainment,
knowledge and love. Not
the main caregivers, so
less of an authority role
and more of a giver.
Aunts and
uncles
Also not the main caregivers,
so still less of an authority
role but more like an older
friend. Maybe they don’t
have children of their own
and have lots of love and
generosity to give to those
closest to them.

Employers
The final layer of my audience is potential employers. This project is
intended to get myself a job after graduation so everything I make
should reflect a career path that I would desire.
My first target is book publishers. I would love to layout and illustrate
for the exterior and interior of books. The main part of my project is a
kit but the kit is controlled by the book inside and demonstrates layout
and overall extension of a publication. The next target is small design
studios that focus on brand, product, and web design. I am going to be
creating a cohesive brand system that runs through the product and
website as well as a structured brand guidelines booklet. There will
be a lot of attention paid to the craft and execution of my design and
product, which attracts more to the smaller studio. My final target for
potential employers is the emphasis on user experience. My product is
driven by the user and created for them to connect with.
084

085
Book
publishers
The kits main part is a
publication and the whole
kit shows the application
of a theme extended
through a product.
Product
design
Branding
The whole project will be
a consistent brand that is
expressed in all elements.
User
experience
The kit is based around user
experience. From opening
and handling the product,
writing your thoughts,
creating the project, and
sharing online.

What has
been done?
A detailed look at brands with similar
missions, products, and target audiences.
089
Brands
Art with heart
Highlights
Land of nod
Products
Philosophy book covers
Postal packa ging
Elements
Photography
Colors
Typography

Art with heart
A non-profit company that creates activity books targeting
children going through traumatic times.
This brand is similar to my brand because it is using creativity and
self reflection to connect with individual children. This brand differs
from mine because it is specifically targeting children going through
sickness, loss, or coping with tragedies in life. They emphasize on
emotional and social issues, where I am reflecting on personal values
and the mindful concepts about understanding life. Overall it is the
most relatable product and brand to my project. It targets the same
age range of audience and has similar brand values and goals.
090

091
Photography
Up close and personal.
User included with product.
Eyes directly looking at audience.
Natural humanistic shots.
Item in action.

For children 6+ dealing
with grief and loss.
Natural brown brings a
solid wholesome feeling. A
connection with the earth
bringing a sense of stability,
orderliness and convention.
A therapeutic self discovery
activity book for teens.
One main color. Blue allows
you to look beyond and
increase your perspective
outward. Lots of white to let
the user fill in themselves.
For tweens facing crisis.
Muted warm red increases
interest and encourages
those to go after their dreams.
The muted blend of colors
emphasise the change and
how things in life can be
unclear.
092
Color

093
Typography
Title is bold, all
connected, and
slightly futuristic.
Bold lettering for
headlines. Clear
sans serif type for
questions that are
directed to the reader.
Abstract hand done
headers. Paired with
a friendly clean
sans serif body copy
typeface.
Hand done title and
headlines. Same
color as background
contained in a darker
shade of that color.
Expressive and various
different hand done
typography.

Highlights
A creative educational brand that creates activities for
learning and development while targeting children and families.
This brand is similar to my brand because it is using creativity to educate.
They create activity books and kits that involve reading, writing, drawing
and crafting. This brand differs from mine because it has a large range
of topics, ideas and crafts that are aimed at many different children ages.
Where as my brand will be uniquely philosophical topics aimed at 6-9
year old children that already are beginning to refine their hand skills
and the ability for abstract thinking.
094

095
Photography
Happy children that are the
same age using the product.
Illustrated surreal background
setting context, mood, and
type of user.
Stand alone product shot.
Using white space to focus on
the products .

096
Color
The title being in bright red
brings direct attention and
interest to the book. The bold
secondary colors are common
with children products to
engage the reader.
A combination of various flat
colors the familiarize the type
of book with the type of
activities it has inside.
Natural brown brings
a solid wholesome
feeling combined with
blue as an influences
to be open minded.
Along with hints of red
to increase interest in
those focused areas.

097
Typography
Bolder and more unique letter
for the tiles. Serif type for
instructions with use of bold
type to emphasise key parts.
The logo uses a suggested
hand done marker lettering.
Rounded tips and low x-height
giving off a friendly vibe.
On the website where the
parents are most likely the
user, there is standard cased
sans serif type, all in same
size using different colors
and weights to distinguish
hierarchy.

La nd of nod
A creative youthful brand that focuses on children’s crafting
and home products targeting children and families.
This brand is similar to my brand because they have a wide variety of
user experienced based products, such as educational and creative
activity kits for children. They have a similar target audience and present
themselves as an honest, uplifting, and fun company. This brand differs
from mine because they are targeting a higher class and also provide
products for a younger age group of children. They are mainly designing
for the women of the family that want their children to be part of this
look and feeling. Where as I am branding mine to target all status’s of
families and those that think for themselves.
098

099
Photography
Using grids on the website to
showcase products in their
natural environment. Styled
and staged bedroom shots
with and without children.
Informational product shots
are out of environment, laid
out on white surface in a
neatly manner to show what is
included. Bright lit and from
birds eye view.

100
colors
Website uses white and gray
combined with blues and
corals. They are references
both genders while also
being neutral. Creating a
clean and solid look with
just a few colors.
Using slightly muted
primary and secondary
colors on product
packaging. One main color
on each product with white
as a common secondary
color.

101
Typography
Bold caps sans serifs
combined with small capped
thin sans serifs. Use of
condensed combined with
one word in script type.
Hand done script lettering
combined with thin sans serif
humanistic type.
The website product
information for parents
use. The same sans serif
humanistic type as subheads
and a standard book
sans serif for the detailed
information. Select type that
has its own function is a solid
color.

Book covers
When creating an activity book that is geared towards introducing
philosophy into children’s lives it makes sense that I look at the design
of philosophy book covers. There are beyond numerous amounts of
philosophy books but there seems to be a trend in both simplicity and
abstraction. There is a trend of simple use of hand done illustration and
photography. As well as a strong use of flat muted colors and bold all
caps sans serif. There is also a use of simple shapes, repetition,
patterning, and overlaid colors.
The penguin Great Idea Series is a great example of a set of book cover
designs that are cohesive yet unique by themselves. They use white
space and creative typography in an engaging and unique way.
102

Using purely type and flat
colors lots of negative spac e
103

Using ab strac t patterning,
design, or type
104

Using one main photo or
illustration with type
105

Penguin great idea series
106

Postal packaging
This activity kit is going to be packaged and sent in the mail so I need
to look at various types of boxes and packaging for mailing. I need to
explore the different materials, colors, and shapes that my package can
take. I know I want the natural craft material of the cardboard shipping
container and kit boxes to be used as a visual element. Letting everything
pretty natural with hints of brand colors and the logo stamped.
108

Logo target audience
mostly type, unique clear lettering, contrast and definition
112

Logo target audience
unique logo mark, hand done elements, friendly, colorful
114

Logo st yle inspiration
hand done elements, texture, simple
116

118
Brand name
wonder
Ta g line
activities for curious minds

I want my logo to be mostly hand done. From looking at the similar
brands that are both educational and targeting children, the main
element that connects them all is the simple use of type as the logo.
It is defined, legible, but unique to the brand. I want the logo to be
simple, clear, and engaging for the youthful audience. Texture and
hand done elements adds a layer of human to the brand, allowing
it to be inviting, relatable, and comforting. The following pages are
logo explorations and options for the final. It is in order of thought
process and shows how I arrived at my final logo.
119

wo n d e r wonder
125
wo n d e r
WONDER
WONDER

126

130
wo n d e r
w n d e r
W O N D E R
w n d e r

131

WOND E R WONDE R
wonder w o n d e r
132

wonder
133

wonder
wonder

wonder wonder
wonder wonder
wonder wonder
134

wonder
CRAFTS FOR THE MIND
wonder
CRAFTS FOR THE MIND
135
wonder
wonder

Branding
guidelines
MI S S ION
THE LOGO
COLOR
T Y POG R APHY
IMAGE RY
1
2
3
4
5

wonder’s mission
To bring basic concepts of philosophy into
children’s daily lives through self-reflective
creativity. Inspire authenticity and personal
growth during important physical and
intellectual developmental stages in life.
To encourage hands-on learning while
provoking abstract thought to better connect
with the individual self. To explore visual
aesthetics through crafting while opening
minds to each individuals many possibilities.
To invite children to look within for reason,
guidance, and inspiration. Most importantly,
remind everyone to keep wondering why
142

the content
inquire
who are you?
Inquire about the facts and choices
of your life that make you, you.
discover
how do you choose?
Discover how your individual choices
determines and create your life.
aspire
who do you want to be?
Aspire to be your best, happiest, and
most original self that you can.
143

LOGO WITH TYPE
min. width: 0.75 in

WHEN TO USE WH AT
Logo ma rk
Standard go to logo to use. Smallest
size logo. Use for individual product
parts where name is already
mentioned.
Logo with t ype
Use on independent pieces, post card,
ads, posters, etc. Where name needs to
be included for more information.
TYPE MARK
For more formal situations like credits
and footers. Use for horizontal spaces.

HOW TO USE
must be
Centered with 1/8 of an inch of
white space surrounding the logo.

HOW NOT TO USE
do not
Stretch, over shrink, break up, or distort in anyway.
Cover, crowd, or cram into unfit space
Use any off branding colors or typography.
wonder

PRIMARY COLORS
Yellow
Pantone
Cmyk
Rgb
Seafoam
Pantone
Cmyk
Rgb
115 m 351 m
0, 9, 80, 0 17, 0, 16, 0
255, 225, 79 211, 235, 219
WAYS TO USE
The yellow and seafoam are both mainly used
for background colors, and bigger details.

Olive
Pantone
Cmyk
Rgb
SE COND ARY COLORS
Light Gray
Pantone
cm yk
rgb
Da rk Gray
Pantone
cm yk
Rgb
5767 m cool gray 5 m cool gray 9 m
15, 0, 68, 39 0, 0, 0, 29 0, 0, 0, 51
148, 155, 80 190, 192, 194 145, 145, 149
WAYS TO USE
Olive, light gray, and dark gray are used for
illustrations, text color, and small details.

knock out
A B C D E F G H I J K L M N O
P Q R S T U V W X Y Z
1 2 3 4 5 6 7 8 9 0 , . ? !
TITLES, headers and footers
JuniorFeatherweight with 75 point letter spacing.

Archer
abcdefghijklmnopqrstuvqxyz
abcdef ghijklmno
pqrstuvq xyz
1234567890 , . ? !
BODY COPY , sma ll ca ptions, subheads
Book and light italic, with 20 point letter spacing.

Photography
Children using product, muted colors,
bright lighting.
Clear table product shots,
bright light, arranged neatly.

Hand done illustration
pen outline with thick lines.
Illustrations
Layered flat colors under the thick
outlined illustrations. Slight use of half
tone texture, and off setting the color.

craft day
These last few spread are pictures from my crafting day. The
day was intended to test out the craft activities I curated with
children in the targetted age range. I was lucky enough to have
a great teacher lend me his seven your old daughter for a day
to craft with. She also brought along her friend so we had some
company. She was a great crafting buddy, very excited to make
things so she fit perfectly into my target audience. She went
through the activities smoothly and made very interesting adn
unique pieces, just as I was hoping for. Her friend, even though
he was the same age, was not so much into the crafts so he just
kept us company cracking jokes here and there. Overall this
craft day was a sucess, it showed me that my crafts actually
work and are entertaining for children who have the interest to
craft. The done crafts are also going to be used at the show to
give visual examples of the crafts.
165

Conclusion
This is the end of the summary of my process. From here I take
on the completion of my project. Making my research come to
life creating a physical project for the show. I will be using my
knew and old knowledge, and skills along with my completed
branding guidelines to create the pieces for my show. In the
end, the physical items I will have created for the show will be
what the audience sees and takes away from it all. But this book
is what I have taken away from this project. It has been the
grounding place to organize my thoughts and a place to create
a time line of the research and exploration that led me to my
final project. It is a small fragment of my mind that I have
developed over the mast few months.
171

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