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Public Relations Plan for Arts Alive SDSU (RPIE)

The document outlines the strategic plan for 'Arts Alive SDSU,' a program aimed at enhancing the visibility and engagement of the arts within the San Diego State University community. Key components include a SWOT analysis identifying strengths like a lack of competition and weaknesses such as perceived exclusivity and inadequate social media presence. To address these challenges, the program seeks to increase student participation and awareness of arts events through targeted initiatives and outreach strategies.

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2 Table of Contents Situation Analysis ...................................................................................................................................... 3 Problem Statement ................................................................................................................................................... 5 SWOT Analysis ............................................................................................................................................................ 6 Research ............................................................................................................................................................. 9 Pre-Campaign Survey ............................................................................................................................................ 10 Formative Research Interview .......................................................................................................................... 12 Content Analysis ...................................................................................................................................................... 13 Planning ........................................................................................................................................................... 17 Goals & Objectives………………………………………………………………………………………………………… 18 Messaging ................................................................................................................................................................... 19 Responses to Query ................................................................................................................................................ 22 Implementation…………………………………………………………………………………….25 Strategies and Tactics ........................................................................................................................................................................... 26 Evaluation ...................................................................................................................................................... 30 Evaluation Methods and Criteria ...................................................................................................................... 31 Conclusion .................................................................................................................................................................. 35 Recommendations .................................................................................................................................. 36 Appendix ......................................................................................................................................................... 37 A: Research ................................................................................................................................................................. 38 B: Planning .............................................................................................................................................................. 102 C: Implementation ............................................................................................................................................... 111 D: Evaluation……………………………………………………………………………………………………………….114
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4 Situation Analysis History Two years ago, the president of San Diego State University launched a strategic plan to bring awareness to the best kept secret on campus: the artistic talent of students. He wanted the community to have a transformational experience when encountering art on campus, but found that students simply weren’t exposed to art on a daily basis. The solution: Arts Alive SDSU. Background and Specifics Arts Alive SDSU’s mission states, “Arts Alive SDSU provides opportunities for students, faculty, and staff to engage in transformational arts interactions as part of an arts-rich, robust educational community on the campus of San Diego State University” *** In addition to their mission, Arts Alive SDSU goals are as follows: • To broaden awareness of arts events and opportunities • Increase attendance at arts events • To expand academically informed art-making opportunities • To integrate arts events and arts practices into curriculum at SDSU In order to reach their goals and mission Arts Alive SDSU has implemented the following to the academic school year. M O S A I C
5 Problem Statement Arts Alive SDSU helps promote the artistic abilities of six different colleges including art and design, music, creative writing, dance, television and film, and theater. Arts Alive SDSU organizes approximately 270 events per academic year to bring awareness of the arts to the campus community at San Diego State University. Currently, many negative connotations discourage the campus community from partaking in art related activities. Lack of participation decreases artists’ motivation, further widening the disconnect between the arts and campus community. Signature, Supported, and Pop-Ups Signature events are the highest quality arts events that SDSU has to offer. These events are designed to be academically informational and fully showcase SDSU’s range of artistic talent. These events can include large theatrical productions, invigorating musical concerts, and inspiring film festivals. These events usually take place on campus with each school having three to four events. The events also have an admittance fee and require sponsors and donors. Supported events are more curriculum based and include public performances and presentations. These events showcase various academic art disciplines, faculty-guided student organizations, and work created in classes. These events are not always highly advertised. Pop-up events promote and highlight signature and supported events. Most events take place in common areas where student exposure is high. The purpose of pop-up events is mainly to develop audience awareness and attendance to signature events. Although most events are interactive, some are performances that range from 10-45 minutes. Most events can be found on M O S A I C M O S A I C
6 Stengths Lack of Compe8tors Promo8on Weaknesses Perceived Exclusivity Lack of Social Media Presence campus in a variety of locations, such as the farmer’s market on Thursday afternoons, under the library dome, and in the student union. SWOT Analysis One strength that Arts Alive SDSU has is the lack of competitors on the campus. Arts Alive SDSU is the only program that continually and constantly bring awareness to the arts on campus. Another strength to consider is the promotion of various art forms on campus. Another strength that Arts Alive SDSU hosts is their ability to integrate art throughout the community and beyond. The organization is responsible for the painted benches around San Diego State University, and recently opened an art gallery in Downtown San Diego. Arts Alive SDSU promotes all aspects of the art community and exposes the talents of SDSU students across San Diego. A weakness that Arts Alive SDSU has is that the events and activities promoted can seem very exclusive. This can have an extremely discouraging effects on participation between the arts and the average SDSU student. Another weakness is the lack of social media promotion. Though Arts Alive SDSU has a Facebook, Instagram and Twitter account, it has failed to grasp a social media presence. That absence has cause students to become unaware, unresponsive, and dismissive of current efforts to have art be a stronger presence on campus. M O S A I C
7 Some opportunities that Arts Alive SDSU has is the ability to collaborate with and benefit from other organizations, councils, and clubs on campus. Since other organizations have abilities and resources beyond Arts Alive SDSU’s, the collaboration would be advantageous on reaching and engaging more students. Another opportunity would be further expansion into the San Diego community. North Park, Coronado, and La Jolla are a few areas to possibly start a new gallery or host an event for Arts Alive SDSU, especially considering the success of the Downtown art gallery. It would allow for an increase of exposure for San Diego State University students to the surrounding community. One of a few threats that Arts Alive SDSU faces is the lack of student involvement. The less students involved, the less profit that Arts Alive SDSU receives. This lack can severely harm the organization’s ability to promote and create more events. Another threat that faces the program is the dependency on donations or donors. Should donations ever fail to meet expectations or cease to exist, Arts Alive SDSU would have to redesign their entire budget to accommodate the lack of funds. This can lead to a lack of events, fewer promotion, and less student involvement overall. Threats Lack of Involvement Dependency on Donors Opportuni8es Collabora8on Expansion M O S A I C
8 Publics The primary need that Arts Alive SDSU has is to have students, faculty, staff and the campus community to become more active and aware of the arts program on SDSU. Their public is primarily aware of the arts programs on campus, the events that are hosted, and promotion that is done, but have no desire to become active or participate in art related events. Some of the public was found to be latent however as some had never heard of Arts Alive SDSU, were unaware of promotions or of art related events on campus. Our primary goals are to move more of the campus community, students, faculty and staff to become more active in art related programs. The additional involvement from participants could help generate revenue and shift Arts Alive from their dependency on donations and donors. M O S A I C
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10 Pre-Survey Campaign Research Introduction One of the individual class assignments we all had to do was to conduct a Pre-Campaign Survey with at least ten students around the SDSU campus community. We asked them about their opinions on the arts on campus and Arts Alive SDSU. It was a quantitative survey that measured the participants’ thoughts and/or opinions on a 1-5 scale with 1 being “very little” or “strongly disagree” and 5 being “very much” or “strongly agree”. We amassed a total of (N=505) respondents and through the survey we essentially asked students about how much they value art, how relevant art is to the field they’re trying to get into, what they think and how often they think about art, and their overall thoughts and/or opinions about Arts Alive SDSU on campus. To get a better sense of our demographic, at the conclusion of every survey, we then asked for how old they were, what college or field of study they’re in, and the amount of times in a week they felt they interacted with art. The survey was conducted verbally and participants were all essentially students chosen via convenience sampling around campus; every individual student in the class was assigned to do the same task. In the end, we plugged this research into a shared database with the rest of the class for future reference and more primary research to back up our respective reports. M O S A I C
11 Summary Based on our Researcher’s findings, overall, more than half of our respondent’s stated having prior knowledge about Arts Alive SDSU and in general, PSFA students had more knowledge about the arts on campus than any of the other students in other majors. As far as attitude goes, it tended to rank negative within the campus as a whole and again, out of the entire campus community, PSFA students had much more positive attitudes. In terms of behavior, 77 percent of students on campus reported using the painted benches, 45 percent have seen the Love Library mural, and 36 percent of our students went to jewelry making at the Farmer’s Market. In addition, 17 percent have attended a pop-up concert and 10 percent have been to the Downtown Art Gallery. Interestingly enough, once again, PSFA students tended to interact more frequently with art than any other school on campus and o be exact, 6 times more than students in the College of Business and 4 times more than those in the College of Engineering. Knowledge More than half had prior knowledge PSFA students had the most knowledge ARtude Ranked nega8vely as a whole PSFA students had the most posi8ve aRtudes Behavior Benches: 77% Mural: 75% Jewlery Making: 36% Pop-up Concert: 17% Downtown Art Gallery: 10% M O S A I C
12 Formative Research Interview Next we had to conduct a qualitative interview with a non-art major from a college that was assigned to our team to use as formative research for our group. We talked about the majors they’re in, the value and relevance of art to their everyday lives, what they consider to be “art”, and the main challenges that the art department faces on campus as far as bringing engagement and awareness around the SDSU campus community. We then meticulously transcribed our recorded interview into a script that we had to turn in as part of our assignment. Each and every line including “uh’s”, “uhms”, murmurs, and background noises was included line for line, word for word. Other groups from the rest of the class were assigned different non-art majors to do the same task and we would all eventually post these onto Blackboard. This allowed us to share them with other groups and use for future references. Our assignment was to interview a student studying within the College of Education; this individual we interviewed happened to be majoring in Child and Family Development. One of the main problems this student pointed out was the fact that students on campus just don’t really know much about the opportunities on campus at all as far as art is concerned and that there are many factors as to why people tend to disregard it. The student explained how Arts Alive SDSU needed to think outside the box in terms of figuring out different and more creative ways to get the attention of the students and faculty around the campus community. M O S A I C
13 Content Analysis Next, we conducted a Content Analysis using numerous popular Social Networking Platforms on the internet to get a better sense of what the campus community was saying or thought about Arts Alive SDSU on Social Media. Twitter Step one: Search #artsalivesdsu in the Twitter search bar Step two: Separate the tweets that the search resulted in into categories of negative and positive comments Step three: Rank both categories in order of most likes and retweets to least likes and retweets to gauge the most popular thoughts about the program Step four: Continue this process with a combination of other hashtags, including #artsalive and #sdsu; remembering to also search these words and phrases without a hashtag Step five: If Arts Alive SDSU is having a specific event look up the name of that event on twitter, for example, “The Drowsy Chaperone” Instagram Step one: Search #artsalivesdsu in the Instagram search bar Step two: Look at photos from this academic year and rank them from least liked to most liked to see what events from Arts Alive SDSU received the most attention M O S A I C
14 Step three: If you want to get a wider range of Arts Alive SDSU events look at photos from the past two academic years Step four: Repeat steps one through three with surrounding buildings and Arts Alive SDSU events like, #hepnerhall #artbenches #sdsufarmersmarket #thedrowsychaperone Step five: In addition to looking up hashtags also look at the photos the Arts Alive SDSU Instagram profile are tagged in Facebook Step one: Search #artsalivesdsu in the Facebook search bar Step two: Look at what people are saying about them and separate the negative posts and positive posts Step three: Rank the two separate categories of posts by most likes and comments too least likes and comments Step four: Look at photos and videos that Arts Alive SDSU is tagged in on Facebook Step five: Follow same steps as above searching “Arts Alive SDSU” and also events Arts Alive SDSU are apart of (ex. The Drowsy Chaperone, SDSU Choir, and SDSU Downtown Gallery) Web Step one: Google search Arts Alive SDSU Step two: Go the “news” results on Google M O S A I C
15 Step three: Read articles from this academic year to make sure that all data to collected from research is current Step four: Read comments (if applicable) on articles Step five: Look to see how many times the articles has been shared or liked on social networking sites (ex. Google+, Facebook, Twitter) Tumblr Step one: Search #artsalivesdsu in the Tumblr search bar Step two: Switch the results filter from most popular to most recent (switching the filter will to assure the data being gathered from research is current Step three: Organize the recent posts from most liked and reblogged to least liked and reblogged to see what the most prominent things being said about Arts Alive SDSU are YouTube Step one: Search Arts Alive SDSU in the YouTube search bar Step two: Change the filter on the results to show you the videos in order of upload date so that your results will be in order most recent video to least recent video Step three: Read comments on videos and see if any have a substantial amount of likes Step four: Look at the amount of likes and dislikes on the videos Step five: Search the video link on other social networking sites (Twitter and Facebook) to see if its been shared by anybody M O S A I C
16 Step 6: Click on the “more” button under the video and look at the statistics for it M O S A I C
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18 Goals and Objectives • Get students thinking o Informational Goal § To increase awareness of arts events and opportunities at SDSU amongst the campus community by 10 percent by December 1, 2016 • Get students to engage and interact o Attitudinal Goal § To increase campus community attendance at Arts Alive SDSU events by 5 percent by December 1, 2016 • Get students involved o Behavioral Goal § To increase involvement in Arts Alive SDSU events from students throughout the seven Colleges by 5 percent by December 1, 2016 M O S A I C
19 Messaging Preface: We at San Diego State University believe that art is a pivotal part of the Aztec experience. To make art flourish, we have partnered with Arts Alive SDSU. Our goal is to encourage each and every student to participate in discovering their purpose and value through art. Through our partnership, we have been able to integrate a deeper sense of what art truly is. Art is YOU. We are all artists. Art is not merely just about the theatre, dance, creative writing skills or even music. We have discovered that every single person has a special gift to contribute to this prestigious university in expressing themselves; where an engineer can make beautiful, artistic structures and a chemist can create a solution filled with vibrant colors. EVERY HUMAN IS AN ARTIST. THE DREAM OF YOUR LIFE IS TO MAKE BEAUTIFUL ART Miguel Angel Ruiz M O S A I C
20 Therefore, we want to create a friendly and open atmosphere to all students that will allow for utmost expression and inspiration Aztec Mosaic is a way to invite students of all ages to step outside of their comfort zone and discover who they are through different forms of art and art events. Awareness We want to build awareness to all students that their art matters. A way we wish to do this is to invite every student to participate in an art lamination event that is to be located in East Commons. In hopes to discover individual talents, we ask that students submit their personal art to us, such as photography, favorite quotes, paintings or portraits. We will display them underneath protective glass on the tables in East Commons; alongside both the hashtag #ArtsAliveSDSU and a QR code containing a mini-bio of the artist. The QR codes bring deserved recognition to those who contributed to the art underneath the table, and the hashtag exposes Arts Alive SDSU as the organization responsible. Both of these pieces increase awareness to the average student eating in East Commons. M O S A I C
21 Target Audiences Based on our research with art events that take place on several other college campuses nationwide, we have come up with three targeted audiences: 1. SDSU Students This audience is every student who attends SDSU. If students see their fellow peers’ pieces of art, they could be inspired to create a piece of their own. Students, regardless of their majors, can come together to work as one. • Stop by our table events! • Get to know your fellow Aztecs at our lamented table events through a QR code scan. • Come discover your own artistry. 2. SDSU Faculty This audience includes every faculty member who is a part of SDSU. This allows any teacher to take a break from their everyday duties to explore their artistic abilities. Many of the faculty members devote many hours to their semester plan, so this could alleviate their stress of grading papers, correcting tests and making lesson plans. • Get to know your favorite professor’s hidden talent. M O S A I C
22 • Explore the ways art has changed your favorite professor’s life. • Talk to a professor you have never met about your own art experience. 3. SDSU Alumni This audience includes Aztecs from years past. Alumni are important to our community because they give us our identity as being a proud piece of SDSU. Our alumni can contribute their skills and talents to show their love for their alma mater. • See your past Aztecs love for art. • Get to understand alumni’s originality. • Speak to one of your favorite alumni from the past. Response to Query: What is Aztec Mosaic? Aztec Mosaic is an event where students of all types can present their art on display in order to discover the value it holds in their lives. Why will SDSU hold Aztec Mosaic? M O S A I C
23 Aztec Mosaic hopes to instill a legacy here at SDSU. We want to inspire to create a bigger art community here on campus so each person can discover their certain artistic talents, abilities and gifts. When and where will it take place? These events will take place in front of the ENS field, Student Union, in front of Hepner Hall and even Montezuma Hall. The event itself will take place about two weeks prior to final exams in December of 2016. How much will Aztec Mosaic cost? Aztec Mosaic events are free! All we ask is for you to bring an open heart and open mind to explore the depth of talent presented by your fellow peers and faculty members. Who can participate in Aztec Mosaic? Anyone! Mostly, these events are aimed towards the SDSU community, but if you know of anyone who is interested or someone who is just discovering their artistic abilities, let us know. How can we find out more about Aztec Mosaic? You can find out more about Aztec Mosaic and our events at #AztecMosaic on Facebook, Twitter and Instagram. We will also be posting our events on Snapchat and Periscope. We also have a site that can be located at http://AztecMosaic.com Please feel free to email us any M O S A I C
24 questions you have about our events at www.AztecMosaic.sdsu.edu. We will be happy to assist any of your concerns or curiosities. Thank you! M O S A I C
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26 Strategies and Tactics In order to create awareness for Arts Alive SDSU we have created certain events that include attractions to inform, enthuse and show people how exciting art on campus could be. To raise a culture of art in a school as big as SDSU, we realized that we need to not only think out of the box, but also implement things that could be effective for our plan. So to put our plan into effect, we have organized a few events that will keep the campus aware, involved and engaged. In the following paragraphs we will be outlining each strategy and its tactics by the strategy’s function. Art Laminated Tables Art Laminated Tables is a tactic that will display Arts Alive SDSU work in a common area: the food courts in East and West Commons. This idea is meant to display art where least expected while also garnering some attention to where it came from, Arts Alive SDSU. Similar to the art benches, this idea is aimed at showing that SDSU is a school that cares about art. Each year Art from students, staff and faculty will be displayed on the table. The table will be laminated with glass so that it can be protected and changed each year. This tactic is aimed to create awareness about the art community that runs deep within the SDSU culture. The art in the tables will also have a QR code attached that will be linked to the Arts Alive SDSU page featuring the artist (student) and a mini biography. M O S A I C
27 Aztec Mosaic Aztec Mosaic in short is a spirit week, in this event we seek to create awareness for art throughout the whole campus. Aztec Mosaic is an idea that encompasses numerous tactics that tackle two strategies. It is important to keep in mind that we are primarily looking to create awareness and engagement. Social Media Campaign: Five-for-Five to Keep Arts Alive Initially, we begin with a social media campaign called Five-for-Five to Keep Arts Alive. In this campaign we seek to excite students to participate in an event that requires them to display how they are “keeping art alive”. The participant would post a picture of their interpretation of the prompt “How do You Keep Art Alive?” on Instagram. They would then tag five of their friends along with the @artsaliveSDSU and the hashtag #AztecMosaic. And each person that does so is entered into a raffle to win five textbooks for their next semester or a maximum of $300, as an incentive. Although, if the person is graduating they can receive $300 for their graduation materials. The winner will be chosen by the end of the spirit week; therefore the contest will last for two weeks in total. As we know, social media could be a very powerful tool and this sort of event can create awareness for Arts Alive SDSU, while even capturing students’ curiosity to join the Arts Alive SDSU community. Aztec Mosaic Kine8c Color Aztec Tiles Five- for-Five M O S A I C
28 Tabling: Aztec Tiles As Five-for-Five to keep Arts Alive starts, the following week is where all the action will take place. The event that follows is the tabling tent event entitled Aztec Tiles. In the tabling event we will have seven tables for the seven colleges of our school, SDSU. Each school will be assigned a color to base their projects and showcases off of. For example, if the College of Education was assigned the color yellow, they would base their tabling display off of significant objects or concepts that are associated with yellow, such as children and the happiness that yellow evokes. These tables will comprise of two Arts Alive SDSU personnel who will welcome and inform students about the color associated with their college, along with events that will follow in the week, such as Kinetic Color. This event is meant to encourage students to associate with their college and maybe even think about art in relation to that color. In the tabling event we will also have information regarding the colors chosen for each college. Kinetic Color Our last tactic to engage students is the event Kinetic Color. This event, held on Friday of the spirit week, will feature Aztec Nights. In Kinetic Color we will have a DJ set/stage in the ENS 700 field of the SDSU campus. The stage will have several Arts Alive SDSU affiliates who will spray people with color as they dance to the music. The students will also be provided organic chalk to allow for more interactivity in the color spreading. Each chalk color will have the college name associated with it, as it was previously mentioned in M O S A I C
29 the Aztec Tiles. But at the end of the night, everyone will have a multitude of colors on their clothes, symbolizing the unity of a one campus through a mosaic feel. The event will also hold a booth for white shirts with Arts Alive SDSU Aztec Mosaic featured on it. These featured shirts are given before the event when the students want a spare shirt that will allow them not to get their own shirt colored. M O S A I C
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31 Introduction After taking the time and effort to implement the various tactics and strategies thoughtfully designed for this campaign, the next phase of the campaign requires the organization to critically evaluate the execution or implementation of the tactics by measuring certain metrics against the objects outlined at the onset in the planning phase. Awareness Strategy Tactics Art Laminated Tables This first tactic involved covering the surfaces of lunch tables in the cafeteria with students’ artwork in order to attract attention. The team should have incorporated quick response (QR) codes into the tables to work in tandem with the artwork to raise awareness. The team should monitor and log aggregate website traffic at regular intervals for the Arts Alive SDSU website. In addition, the team may opt to plot the traffic data on a chart to visually interpret the findings. Conducting a post-implementation survey would serve to support data gathered for measuring increases in knowledge or awareness. To determine meaningful changes in awareness and knowledge, more than 54 percent of students must indicate having heard of Arts Alive SDSU, and the combined knowledge average should exceed 2.39. M O S A I C
32 Social Media Campaign The team should have used this tactic to further raise awareness on the Internet by encouraging the spread and use of the hashtag #artsalivesdsu with any arts activities in relation to the organization and its core mission. To evaluate the effectiveness of this tactic the team should measure and pay close attention to the placement of messages on the following social media: Facebook, Twitter, Instagram, Tumblr, and YouTube. According to a student from the College of Education, students SDSU actively participate in social media. Therefore, the team will use the hashtag #artsalivesdsu to conduct another content analysis on the aforementioned social media. The team should analyze content for mentions of the organization, the amount of space the organization occupies in stories or posts, messages pertaining to Arts Alive SDSU or its events, and any photos, video footage, or other visuals illustrating awareness of Arts Alive SDSU and its events. M O S A I C
33 Engagement Strategy Tactics Five for Five to Keep Arts Alive This tactic sought to engage the organization’s target publics by requiring Instagram users to post an activity related to the arts and tag five friends in addition to following the Arts Alive SDSU account. The organization should have allotted a time frame of at least one semester for the students and incentivized participation by offering to purchase five of the winning student’s textbooks for the following semester with a $300 cap. The team will measure engagement by conducting a search query in the search function of Instagram under the tags category. Using the hashtag #artsalivesdsu will bring up the hashtag in the search results along with the number of posts that use it. In order to realize meaningful gains in awareness, the team should expect to see 2,000 more posts than the number of posts at the beginning of the semester. Aztec Tiles The purpose of this activity was to encourage students to actively participate in the various arts by conducting an arts showcase. The organization should have assigned a color to each college. To evaluate the success of this tactic, the team should measure changes in opinion and attitude by conducting simple, quick pre-event and post-event surveys. The opinion questions should gather data by M O S A I C
34 asking students to rate the desirability of the arts using a Likert scale from one through four with one meaning highly desirable and four meaning highly undesirable. Likewise, the attitude questions should require students to rate the likelihood of attending future Arts Alive SDSU events using a Likert scale from one through four with one meaning highly unlikely and four meaning highly likely. Occasionally, reversing the scales will help to minimize the halo effect, which occurs when survey participants choose all the positive options simply because they all exist on the same side of the spectrum. Lastly, the team should measure changes in behavior by measuring the number of new participants who attend the event. The organization should expect to see a 10 percent increase in attendance based on previous attendance numbers. Aztec Mosaic This signature event aimed to intensively increase public engagement by propagating the arts for one whole week and encouraging the campus community to participate in all the activities as much as possible. To measure the success of this major event the team should conduct pre-event and post- event surveys identical or similar to the surveys conducted for Aztec Tiles. Furthermore, the team should expect attendance of at least 535 participants per day. M O S A I C
35 Kinetic Color This event should have served as the final event in the Aztec Mosaic. It aimed to engage students by celebrating the arts through paint and music. The team can evaluate the success of this event by monitoring participation and attendance and by giving event attendees a post-event survey asking participants to rate their satisfaction and the overall hedonistic value of the event. The team should expect to see at least 535 participants. Conclusion If executed and implemented carefully and strategically, the tactics and strategies laid out in this book should have helped the organization move closer to its mission, goals, and objectives. For the purposes of this campaign, success means the tactics and strategies helped the organization achieve the following objectives: • Increase awareness of arts events and opportunities by 10 percent • Increase campus community participation at Arts Alive SDSU events by five percent. M O S A I C
36 Recommendations Upon achieving the planned objectives, the team should consider implementing the same or similar tactics every semester to continue increasing both awareness and participation. If successful, the organization should expect to see an increase in repeated behavior over time. It is highly recommended that the team conduct continuous research on its target publics to uncover hidden or new wants and needs, such as new social media the campus community or external publics might be using. The organization can potentially adapt the Aztec Mosaic signature event to meet different wants and needs of its targets publics, such as a week dedicated to promoting the arts unique to different cultures around the world or by showcasing one art differently by various cultural groups. M O S A I C
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38 Research This section contains various tools we used to conduct our research. Contained within are survey forms, transcripts, and an interview proposal. Surveys Survey purpose: Determine the stigma associated to art amongst San Diego State University students Sample: Students in COMM 103 Method: Online survey Survey origination: “Generalized Belief Measure” from jamesmccroskey.com McCroskey, J. C., & Richmond, V. P. (1996). Fundamentals of human communication: An interpersonal perspective. Prospect Heights, IL: Waveland Press. Questionnaire: On the scale below, please indicate the degree to which you believe the following statement: “Every person is an artist in their own way” (1 = Agree, 7 =Disagree) Agree 1 2 3 4 5 6 7 Disagree
39 Scale Inspiration: Survey purpose: Determine how comfortable San Diego State University students would be when asked to participate in a type of art form. Sample: Students in COMM 103 Method: Online survey Survey origination: “Classroom Anxiety Measure” from jamesmccroskey.com Richmond, V. P., Wrench, J. S., & Gorham, J.(2001).Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press. Questionnaire: After each statement, indicate the number that best describes how you generally feel when asked to participate in theater, music or any other fine art. There are no right or wrong answers. Circle your first impression. Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly Agree = 5 _____1. I feel apprehensive. _____2. I feel disturbed. _____3. I am peaceful. _____4. I feel relaxed.
40 _____5. I feel uneasy. _____6. I feel self-assured. _____7. I feel fearful. _____8. I feel ruffled. _____9. I am jumpy. _____10. I feel composed. _____11. I am insecure. _____12. I feel satisfied. _____13. I feel safe. _____14. I feel flustered. _____15. I am cheerful. _____16. I feel happy. _____17. I feel dejected. _____18. I feel pleased. _____19. I feel good. _____20. I feel unhappy.
41 Scale Inspiration: Survey purpose: Determine how San Diego State University students feel when attempting to participate in various forms of art. Sample: Students in COMM 103 Method: Online survey Survey origination: “Evaluation Apprehension Measure” from jamescmcroskey.com Richmond, V. P., Wrench, J. S., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press. Questionnaire: After each statement, indicate the number that best describes how you generally feel about being exposed to theater, musical performance, or other types of fine art. There are no right or wrong answers. Circle your first impression. Please indicate the degree to which each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly Agree = 5
42 _____1. I feel apprehensive _____2. I feel tense _____3. I am calm _____4. I feel peaceful _____5. I feel fear and uneasiness _____6. I feel self-assured _____7. I feel fearful _____8. I feel ruffled _____9. I am jumpy and nervous _____10. I feel composed and in control _____11. I am bothered and tense _____12. I feel satisfied _____13. I feel safe _____14. I feel flustered and confused _____15. I am cheerful after participating _____16. I feel happy about how I performed _____17. I feel dejected and humiliated before even starting _____18. I feel pleased and comfortable while participating _____19. I feel confident while participating _____20. I feel unhappy while participating
43 Scale Inspiration: Survey purpose: Determine the demographics of San Diego State University students Sample: Students from COMM 103 Method: Online survey Survey origination: “Individual Innovativeness (II)” from jamesmccroskey.com Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4, 58-65. Questionnaire: People respond to their environment in different ways. The statements below refer to some of the ways people can respond. Please indicate the degree to which each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree = 2; are Neutral = 3; Agree = 4; Strongly Disagree = 5 _______ 1. My peers often ask me for advice or information. _______ 2. I enjoy trying new ideas.
44 _______ 3. I seek out new ways to do things. _______ 4. I am generally cautious about accepting new ideas. _______ 5. I frequently improvise methods for solving a problem when an answer is not apparent. _______ 6. I am suspicious of new inventions and new ways of thinking. _______ 7. I rarely trust new ideas until I can see whether the vast majority of people around me accept them. _______ 8. I feel that I am an influential member of my peer group. _______ 9. I consider myself to be creative and original in my thinking and behavior. _______10. I am aware that I am usually one of the last people in my group to accept something new. _______11. I am an inventive kind of person. _______12. I enjoy taking part in the leadership responsibilities of the group I belong to. _______13. I am reluctant about adopting new ways of doing things until I see them working for people around me. _______14. I find it stimulating to be original in my thinking and behavior. _______15. I tend to feel that the old way of living and doing things is the best way. _______16. I am challenged by ambiguities and unsolved problems. _______17. I must see other people using new innovations before I will consider them. _______18. I am receptive to new ideas. _______19. I am challenged by unanswered questions. _______20. I often find myself skeptical of new ideas.
45 Scale Inspiration: Survey purpose: Determine the opinions of the faculty and staff Sample: San Diego State University faculty and staff Method: Online survey Survey origination: “Perceived Organizational Innovativeness Scale (PORGI)” from jamesmccroskey.com Hurt, H. T., & Teigen, C. W. (1977). The development of a measure of perceived organizational innovativeness. In B. R. Ruben (Ed.), Communication Yearbook I (pp.377-385). New Brunswick , NJ: Transaction Books. Questionnaire: Universities respond to change in different ways. The statements below refer to some of the ways faculty and staff perceive their place of employment to be. Please indicate the degree to which you agree that the statement describes San Diego State University. In the blank just before the statement,
46 indicate whether you: Strongly Disagree = 1; Disagree = 2; are Undecided; Agree = 4; Strongly Agree = 5 _______ 1. cautious about accepting new ideas. _______ 2. a leader among other organizations. _______ 3. suspicious of new ways of thinking. _______ 4. very inventive. _______ 5. often consulted by other organizations for advice and information. _______ 6. skeptical of new ideas. _______ 7. creative in its method of operation. _______ 8. usually one of the last of its kind to change to a new method of operation. _______ 9. considered one of the leaders of its type. _______10. receptive to new ideas. _______11. challenged by new ideas. _______12. follows the belief that "the old way of doing things is the best." _______13. very original in its operational procedures. _______14. does not respond quickly enough to necessary changes. _______15. reluctant to adopt new was of doing things until other organizations have used them successfully. _______16. frequently initiates new methods of operations. _______17. slow to change.
47 _______18. rarely involves employees in the decision-making process. _______19. maintains good communication between supervisors and employees. _______20. influential with other organizations. _______21. seeks out new ways to do things. _______22. rarely trusts new ideas and ways of functioning. _______23. never satisfactorily explains to employees the reasons for procedural changes. _______24. frequently tries out new ideas. _______25. willing and ready to accept outside help when necessary. Scale Inspiration:
48 Survey purpose: Determine attitude demographics of students in terms of social occasions Sample: Students in COMM 103 Method: Online survey Survey origination: “Introversion Scale” from jamesmccroskey.com Eysenck, H. J. (1970). Readings in extraversion-introversion: Volume I. New York: Wiley-Interscience. Eysenck, H. J. (1971). Readings in extraversion-introversion: Volume II. New York: Wiley-Interscience. Questionnaire: Below are eighteen statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree 2; are undecided =3; Agree = 4; Strongly Agree = 5 _____1. Are you inclined to keep in the background on social occasions? _____2. Do you like to mix socially with people? _____3. Do you sometimes feel happy, sometimes depressed, without any apparent reason? _____4. Are you inclined to limit your acquaintances to a select few? _____5. Do you like to have many social engagements? _____6. Do you have frequent ups and downs in mood, either with or without apparent cause? _____7. Would you rate yourself as a happy-go-lucky individual? _____8. Can you usually let yourself go and have a good time at a party? _____9. Are you inclined to be moody? _____10. Would you be very unhappy if you were prevented from making numerous social contacts? _____11. Do you usually take the initiative in making new friends?
49 _____12. Does your mind often wander while you are trying to concentrate? _____13. Do you like to play pranks upon others? _____14. Are you usually a "good mixer?" _____15. Are you sometimes bubbling over with energy and sometimes very sluggish? _____16. Do you often "have the time of your life" at social affairs? _____17. Are you frequently "lost in thought" even when you should be taking part in a conversation? _____18. Do you derive more satisfaction from social activities than from anything else? Scale Inspiration: Survey purpose: Determine how comfortable students when interacting with artists Sample: Students from COMM 103 Method: Online survey
50 Survey origination: “Personal Report of Interethnic Communication Apprehension (PRECA)” from jamesmccroskey.com Neuliep, J. W., & McCroskey, J. C. (1997). The development of intercultural and interethnic communication apprehension. Communication Research Reports, 14, 385-398. Questionnaire: The 14 statements below are comments frequently made by people with regard to communication with artists. Please indicate how much you agree with these statements by marking a number representing your response to each statement using the following choices: Strongly Disagree = 1; Disagree = 2; are undecided = 3; Agree = 4; Strongly Agree = 5 _______ 1. Generally, I am comfortable interacting with artists _______ 2. I am tense and nervous while interacting artists _______ 3. I like to get involved in group discussion with artists _______ 4. Engaging in a group discussion with artists makes me tense and nervous _______ 5. I am calm and relaxed with interacting with artists _______ 6. While participating in a conversation with artists, I get nervous _______ 7. I have no fear of speaking up in a conversation with artists _______ 8. Ordinarily I am very tense and nervous in a conversation with artists _______ 9. Ordinarily I am very calm and relaxed in conversations with artists _______10. While conversing with artists, I feel very relaxed _______11. I am afraid to speak up in conversations with artists _______12. I face the prospect of interacting with artists _______13. My thoughts become confused and jumbled when interacting with artists
51 _______14. Communicating with artists makes me feel uncomfortable Scale Inspiration: Survey purpose: Determine how comfortable artists are to display their works (theater, music, dance, art) to the campus community Sample: Students from the School of Theater, Television, and Film; School of Art and Design; School of Music and Dance Method: Online survey Survey origination: “Test of Singing Apprehension (TOSA)” from jamesmccroskey.com Andersen, P. A., Andersen, J. F., & Garrison, J. P. (1978). Sing apprehension and talking apprehension: The development of two constructs. Sign Language Studies, 19, 155-186. Questionnaire: Below are 19 statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree = 2; are Neutral = 3; Agree = 4; Strongly Agree = 5 _____1. I look forward to creating art along with my friends. _____2. My mistakes sometimes make me embarrassed to create art. _____3. Creating art in front of others causes me to be embarrassed.
52 _____4. I'm afraid to perform around friends. _____5. I am tense and nervous while performing at group gatherings. _____6. When performing, my posture feels strained and nervous. _____7. I look forward to an opportunity to present to the public. _____8. I have no fear of performing in a group. _____9. I feel that I perform better than most people do. _____10. I like to get involved in group performances. _____11. I always avoid performing in public if possible. _____12. I look forward to performing in front of my friends. _____13. When I perform in front of others, my throat tightens up. _____14. I dislike performing formally. _____15. I feel relaxed and comfortable while performing. _____16. I am afraid to perform in a group. _____17. I am fearful and tense all the while I am performing before a group of people. _____18. I have trouble cooperating in group performances. _____19. I am able to overcome any initial nervousness as soon as I start performing. Scale Inspiration:
53 Transcripts College of Education College from which the student was enrolled: College of Education Date of interview: March 18, 2016 Name of Interviewer: Delaney Heil Name of Transcribers: Hilda Chang, Katherine Gilman, Wyatt Guina, Delaney Heil, Stephen Keck, Ivan Zora Length of Interview: 10 minutes, 11 seconds Link to Interview on Google Hangout: http://youtu.be/pJbg_Rgr4NI I: Yeah! Okay, awesome. So, um… P1: Okay. I: Thank you so much for meeting with me. Uh, my name is Delaney, uh, and I’m working with a program at San Diego State, uh, focusing on art in everyday life. P1: (nods) Okay. I: So, um, thank you for taking the time to talk with me, aha, um, I wanna share some things with you, uh, sorry, excuse me, I want to share the things you tell me about, uh, with the class that I’m in. Is-is that alright? P1: Yes.
54 I: Awesome. Um… so tell me a little bit about your major. P1: Um, my major is, um, Child and Family Development, and I’m working on getting a teaching credential. I: Awesome. P1: And what I like about my major is that we get a lot of hands-on experience… and, um, [inaudible segment] with the opportunity to go internships for work, and I really like it. I: Cool! Uh, what are you, um, what kind of classes do you take? P1: Umm, most of them are about just learning about theories of children… umm… from zero months all the way to adolescence and, um… it depends if you want to learn about older people; um, my focus is on the child so… we do a lot of… um… volunteer work in the Children’s Center here at State. And… um, we implement curriculum, and stuff like that’s very… fun. I: Very cool. P1: And we learn lots of ideas. I: Awesome. That sounds really good; that sounds really, really cool. Um… what, uh— P1: And the opportunity to work with infants, which I had never done before so it’s interesting. I: You got to work with infants? P1: Yes. I did Children’s Center here at State. (soft giggle) I: Wow. That’s cool! That’s awesome. What, um, forgive me, what year are you in?
55 P1: Uh, this is, next year is my last year, so technic— [inaudible segment] senior next year. I: [inaudible segment] Awesome. Congratulations; that’s going to be fun. P1: Thank you. I: Um… cool! So, uh, switching gears a little bit, what types of events, places or experiences on campus do you consider art? And it could be-- P1: Art? I: Like, informal art beyond, uh, beyond the traditional sense of, like, paintings in a gallery… um… just something that you consider art, um… P1: I just feel like bringing in different people from different cultures. And that’s something that SDSU does a lot; it has a lot of events with various… um… parties or just get- together’s or reunions. I feel like that’s art, because you learn from other people - other cultures. I: Mhm. P1: Um, also, um, we have like food fairs every other Thursday or something like that-- I: Mhm. P1: And I feel like, in a way, we get to learn from other people and I feel like that’s art. I: Yeah, yeah! P1: And — And then we see it around on the benches, they also have them, like, um, painted and with a message. And, I mean, it’s something that everybody can look at in their spare time.
56 I: Yeah, oh yeah! The benches are great! Um... P1: Yeah… I: Yeah, the murals are everywhere, there’s flyers, painted benches, those are all really great… Um, so now, what kind of interactions have you had with art on campus, would you say? P1: With art, okay…? I: Like, what-what inspires you to interact with art and are there any barriers, by chance? P1: I feel like... I mean, just people out there engaging you and telling you like, “Oh, come over here”, “You wanna look at this?”, “You wanna try something new?” Um, especially when we come back and we have that welcome week... um... thing, they have a lot of events where we can participate in, then they’re very inviting… So I feel like [inaudible segment] are some of the things that we... we can, um, get ourselves involved in. I: Mhm. Do you ever feel like there’s any barriers, um, to interacting with art? Or do you think it’s pretty open? P1: Here in school? Um, I feel like it’s very opened. Just because it’s very diverse, so… I don’t see, like, any barriers. I: Mhm, yeah, cool! So, um, so now going back to your major, um, how — how does art relate to your future career by chance? Like, thinking of art in a tradi— in a non- traditional sense? P1: I feel like art is just another way to say “creativity” and when you’re working with children you have to be very creative, just because... different learning styles. And you
57 have to get creative with the way you teach them and also to keep things fun and out-of- the-normal. And just create an environment where they… don’t get bored. And just have to be very creative. I: Mhm, yeah! Oh, absolutely, I agree. Um... so, building on that, uh, can you think of any way that art could be worked into your classes by chance? Or, um, maybe as an assignment or a field trip? Like — like what do you think? P1: Uh, in terms of classrooms I feel like many times we... read stories, but I think that it’s important also to bring those stories to life. Um, for example we were learning about Ros-I-I- work at Rosa Parks Elementary. I: Mhm. P1: And we read, um, about her story, but we took it one step further and they had… um... uh, art teacher come in and actually teach them some drama a-and acting skills and had them (indistinct noise in background) act and-and, like, create a play of Rosa Park’s life so, that was very fun and they really enjoyed it. I: That’s awesome. P1: And it’s different… yeah. I: Cool! Cool, yeah… um... that’s really, really cool. That’s awesome. Um… so Arts Alive SDSU, um, works on campus to ensure that art is in everyday life. They painted the benches actually on campus and they have a, uh, jewelry-making popup at-at the farmer’s market, um... So like what do you think, um, what do you think appeals to you, uh, about Arts Alive SDSU? (long pause) As far as like...
58 P1: What appeals to me? I: Yeah, like, like a connection with art in a non-stuffy, like, formal manner, or like, creating things, how, how does it appeal to you, personally? P1: I just feel like when you’re having a bad day or something; for example, the other day I was work, I was sitting on the bench and then it had a little message on top of it, and it just made you think and analyze and, I don’t know it just brightened, brightened up my day actually. Reading what that art meant for them and how we interpret it, so. It, it... I: Yeah. P1: I like, um, that art is very expressed here at, at SDSU. I: Mhm. Now like, what keeps you from in, in some cases, what keeps you from participating in Arts Alive events or enjoying the art they share? Like, is it sometimes that you don’t, you don’t know about it, or you don’t see it, maybe you don’t like it, like, what are, what are some things? P1: I feel a lot of the times we don’t know about it, um... because we have busy lives, and sometimes they’re handing out fliers and you don’t even have time to pick up a flier. So I feel like, um, yeah it needs to be promoted a little bit more like in multimedia because that’s where everybody is. Um, so yes, I feel like one of the problems is that I don’t know about it or I don’t hear about it (brief giggle) because I’m busy or something. I: Yeah. So what could someone say or show you to convince you, uh, to go to an event or enjoy the art shared?
59 P1: Um... maybe just create, like, an event where you can bring, like, family and friends and just... I don’t know, like a community event? I: Mhm. P1: I think it’d be interesting; I mean, when I was a freshman I... I think there was an event where they had, like, a-a fair and they create--they, they provided us with, like, different materials and we got to create stuff and it was really interesting and it was a family event, like, I bought [/brought/] my family and they enjoyed it so... I: Mhm. P1: I think j-just opening it a little bit more for the community. I: Yeah, that’d be cool. Now, like, if-if for example, like, let’s say that somebody... uh, like, l-let’s say that there was a play going on, um, in the theater… P1: Mhm. I: And... you know someone who’s trying to get your attention about it, like, what would you literally have them say to convince you to go, even if it, you know, might not be of interest to you; like, what-what could think, um, they could say in order to, like, convince you, um...to do it. P1: Umm... it’s free—no, I’m just kidding. I: (Laughs) P1: (Laughs) I: Yeah, that would be a pretty good convincing point. [cross talk]
60 P1: I'm kidding. Uh, I think... I -- I just feel like... maybe just creating, like, something that would catch your attention, like, instead of just passing out flyers, like, put up, uh, like, a small play or give us, like, a little...sneak peak of what’s going--what’s it going to be; and that way it capture [/captures/] our attention. I: Mmm. P1: ‘Cause a lot of times we’re just walking by and we don’t even notice people passing out flyers or stuff like that. I: Yeah… That’s a good idea. P1: And it’ll be like a little sneak peek. (Giggles) (Inaudible) I: Yeah! Very cool, very good. So... cool, is there anything else you’d like to add about art or Arts Alive SDSU? Anything that’s impacted you personally? Anything that you would like to share? P1: Uh, I just feel like SDSU does a good job at promoting art. And-in-in any way, just the way it’s set up with the pond and the trees; I think that’s a way of art as well. And... like I told you about the benches? Eh, eh, they’re, they’re really nice; I really like that. And, yeah that’s it. I feel like... um... I’ll look, I’ll pay more attention too (chuckles), now, when I see people passing out flyers or stuff like that. I: Mhm. P1: Um, to be a little bit more involved.
61 I: Awesome. Well, you’re all done! Thank you so much for your time. [cross talk] I, I, really appreciate you talking with me. And I-I’m so glad that you took out the time to talk with me. I really appreciate it. P1: Ok thank you! I: [inaudible segment] So much. P1: [inaudible segment] Thank you! Have a [inaudible segment] I: [inaudible segment] ok? Bye-bye, thank you. ### END OF INTERVIEW ### College of Arts and Letters College from which the student was enrolled: College of Arts and Letters Date of Interview: 18 March, 2016 Name of Interviewer: Ryan Beal Name of Transcribers: David Hitzhusen, Dylan Grise Length of Interview: 14 Minutes Link to Interview on Google Hangout: https://www.youtube.com/watch?v=BEqy_x9brQk I: Ready? P2: Yeah, I got it. I: Awesome. So, thank you for connecting with me today. I hope you can see me and hear me okay. P2: (Long pause) Sure, can.
62 (technology ringing sound in background) I: Alright, maybe I’ll go in the other room. Momentarily. (Interviewer moves locations) (P2 laughs) Okay, sorry for the change. Alright, so, my name is =Ryan Beal= and I’m working with a program at San Diego State focusing on art in everyday life, umm, so I appreciate you you talking with me and doing this interview. I kinda wanted to share the things that, umm, that you tell me with my team, so is it okay if I record this conversation? P2: Absolutely. I: Okay, great. Uh, okay so we’ll start recording in a second. Okay, are you ready? P2: (smiles and gives thumbs up) I: Good? P2: Good. I: Okay (clears throat) [Inaudible segment] it’s broadcasting because it says… it’s broadcasting. Okay, so, can you tell me a little bit about your major? P2: Uhhh, my major is international business with an emphasis in Asia Pacific, specifically Chinese. I: Okay, and what kind of job are you looking to have after that? The Chinese minor as well as business major? P2: It’s not technically a minor. It’s incorporated into the business, international business. Uhh, collective. But, ummm... basically after I graduate I’m… planning on technically trying to have a job, just essentially, where I’m flexible. I can move between Europe
63 and Asia because I know Spanish a little bit too. It’s just anything business related and probably I want to get into media. That would probably be like my niche. I: Maybe like, PR for example. P2: Possibly. I: Cool. You should take =Sweetser’s= class if you do PR. She’s a professor here at, uh, San Diego State actually. P2: Excited to hear it. I: (laughs) Okay so switching gears a little bit. Um, what type of events, places or experiences on campus, uh, do you consider art? P2: Do I consider art? I: Yeah. So, it can be informal art beyond, like, you know, the traditional art gallery, go inside a museum and see something. It can be like a mural, a flier, painted benches, a painting. P2: I definitely would think of the love library. The mural that they have in there. Umm, as well as a lot of the, ummm, I remember like in the bottom part, not in the 24 hour area, but in the library where they have the, uh, photographs with different, umm, black authors. Like the kind of circle around the bathroom area. I thought that was a really, umm, they were really umm, they were really well taken photos. Umm...I just think the way the campus is setup itself is kind of artistic. It’s kind of… umm…very natural. I know when I think of the campus I think a lot of the koi pond and how…it’s just so aesthetically pleasing to just be around that area. Which is why people hang out there so often. Ummm…and just the general layout of the campus in general I think is very aesthetic. Umm...kind of artistic in that manner.
64 I: Are there any other locations on campus that you consider kind of aesthetically pleasing, specifically, other than koi pond where you feel like you can kind of relax or get some type of, like, healing from? P2: Uhh, I would say the koi pond is definitely one but then there’s...uhh...not, I think it’s west commons. Uhh...where it’s kind of that overlook, ummm, over, it kind of just overlooks, really the, the freeway, but it’s still just a very aesthetically pleasing view. Just sit there have a coffee and uhhh. Yeah, kind of do that. I: Definitely. Umm, yeah another place that actually has that if you didn’t know, ummm, was the art and design department. It can kind of, it overlooks the 8 freeway as well as like the mountains and also, ummm, down into mission valley, which is actually pretty peaceful as well. I discovered it maybe I think a year ago. But actually went back there last week, and I just kind of was…taken aback and it had like a nice bench and you can sit there and it kind of made me think I should come back here as well just in terms of like the aesthetically pleasing part. I feel like it’s, like, one of those hidden parts of campus that nobody really frequents too much. P2: Yeah, I actually uhh, I had the opp- that’s actually where my Chinese class is and it uhh [cross talk] I: Oh, perfect. P2: (continues) overlooks that way. We’re in that art building. So yeah, I, I know what your talking about there too. I: So you’re trying to keep that one a secret you didn’t bring that one up. P2: (laughs and shakes head) But no, it’s just uhh, I didn’t really think of it at first.
65 I: Alright. So, what interactions have you had with art on campus. Like, what inspires you to interact with art or what are some barriers that you think, um, limit your art interaction? P2: Ummm, I personally, like I said, I do media myself. So, umm, I’ve gotten involved with the campus film festival when it came… ummm…I think it was last semester. So um, that’s one way that I interacted with art and just, really seeing a lot of the same kind of art that I’m interested in, and umm, being part of some people’s projects and then having people just hop on and be part of our projects were, was a really cool collaborative experience. Apart from that, I don’t, I don’t know that I see… art as out and ready and present as some other things. I mean it’s in the benches, it’s in certain wall, you know, things. But I don’t, I don’t see people out and doing it as, as much as I think I would like to see it interacted with. I did see a couple of students sketching the other day, in from of the koi pond. Umm, but, I think that’s, that’s about the extent. As students you just see them doing it but you don’t get to interact with that kind of art, umm, per se. I: Definitely, definitely. Umm… so, going back to your major. Umm, how does art relate to your future career? You talked about the film festival so I’m kind of wondering, in terms of art, how does that relate to your future plans? P2: Well I chose Chinese because, umm, America has kind of a glass ceiling, umm, uhh, how far, how big you can develop as a studio and film and that kind of thing. So China is such a large market and Chinese in general in the fact that, umm, Chinese is not just spoken in China. It’s spoken in Singapore, Malaysia, Taiwan. Umm, all these other countries that kind of, almost, really, compose all of Asia. So I think that being able to market your media to that large demographic can put you in the position to be a large studio umm, and
66 then really bring that expansion back to the U.S. if you so choose. So that’s kind of why I chose it. Umm, media and, you know, the union of media and international business together, because, um, I feel like it’s just where it needs to go in order to, to get as big as I want it to get. I: Definitely. So, building on that can you think of any way art can be worked into your classroom? P2: How it can be worked into classroom...hmm, I think that if the students, I mean I don’t know how the the administration would feel about this, but I think if the students had the liberty to kind of, uh, do small pieces within the classroom or you know kind of create something aesthetically pleasing within the hallways, or something along those lines, it might uh, kind of give the campus its own unique vibe. Um, just from my personal experience I’ve, I’ve stayed in a lot of hostels and, and one of the ratings that they give a hostel is on its, um, its character, its personal own uh, kind of characteristics that make it unique and a lot of that has to do with the aesthetics and the art that’s involved and I think that, um, having San Diego state be both a highly um, scholarly campus and and very artistically and aesthetically pleasing is something that will draw a lot of people in, you know? Like I’m looking at you right now and you have the the light above your head and...um...the lamp thing, and I just think that, you know, this is cool but that’s not everywhere, that’s just where you’re at right now and that… I: That’s my halo that’s above me. I’m just kidding. I’m just kidding. P2: True. Why is it held up by Devil horns? Anyway. Um, (both laughing together) anyway, it looks good on you.
67 I: That was good. That was good. Um, but in terms of the art, like, how could it be integrated into your classes, like a field trip, an assignment something that goes into the curriculum of what you’re studying a little bit? P2: Uh, I mean that’s hard to say as a business major, I mean you kind of have those two separations of right brain left brain to where you kind of don’t think that those two go together. So it’s hard for me to say that art would go into a business curriculum, it would go into um, ya know finance or accounting you know those are very kind of uh left brain types of, types of things, so, I guess it’s kind of a hard [for] me to to to kind of reiterate or to, to speak on what could make that more artistic, uh, I just wouldn’t, I really wouldn’t know where to begin. I: Okay. So Arts Alive SDSU works on campus to ensure that there is art in everyday life. Um, they painted the benches on campus and there is also jewelry making on Thursdays at farmer’s market as well, um, so knowing that what appeals to you about Arts Alive SDSU? Is it the connection with art in a non-stuffier exactly like formal kind of manner, or is it the creative things they do with the benches, uh, film festival for example. So um what kinds of things appeal to you about Arts Alive [SDSU]? P2: Um, I think that what appeals to me about Arts Alive [SDSU] is that, you know, like I said, business related you don’t get that element of creativity all the time and it’s nice to… be on campus and to walk by it and it’s kind of like a breath of fresh air, you know, um, cause even though I’m business oriented I’m I’m still into art in a sense with the media and um I just feel like giving you that creative breath of fresh air to go and look at somebody create something from a totally abstract idea and seeing that first hand is really
68 refreshing and, and to have it on campus is something that uh… I think is really important and valuable um, to the students. I: Definitely. So is there anything that keeps you from participating in Arts Alive SDSU events? Like, or enjoying the art that they share? P2: I mean I’ve heard about it but I feel like I’ve heard about it in whispers as far as Arts Alive [SDSU] goes. Like, I mean I never really know what’s going on, not just, not, I don’t want to specifically categorize it to Arts Alive [SDSU] but really with a lot of different programs um but Arts Alive [SDSU] more particularly because I, I think when I first got here I tried to sign up for Arts Alive [SDSU] and I didn’t really hear anything about what they were trying to do so it would be nice to just get an email like this is what we have updated for what we’re gonna do, we need people for this and that. And I think it would be cool to you make those kind of connections in the art department. Um… yeah but, like I feel like anytime Arts Alive [SDSU] is doing something, like I think they just did a cooking thing if I’m not mistaken… in the middle of the union and I don’t think anybody knew about it till it actually happened. So, um, just kind of getting it out there would be a lot better. I: So what could someone say or show you to convince you go to an event or enjoy the arts shared? P2: I mean it would just have to be something I’m interested in. Like I’d love to go sit at like like the cooking thing I just mentioned, I’d, I’d really thoroughly enjoy just sitting there watching people cook and getting to taste the food and yeah it was just an awesome experience and… you know I’m not going to be interested in every single piece of… art artistic thing they have coming out um...but I definitely would be more inclined to go if I
69 knew what they had going on. Um, yeah, I definitely be more down to be like, yeah this is awesome, let me go do this on a Friday afternoon after a long day of classes. I: So is there anything else you’d like to add about Arts Alive [SDSU] or art in general at SDSU? P2: I’d like to see some of what, uh, the students create. I feel like… uh sometimes I don’t feel like, I mean I know we have a lot of arts students but I never really get to see where their art is displayed at or if I have I haven’t noticed. Um...so I’d like to, you know, see them more at the forefront. I mean I walk through the art, like I said I’m in the art building for a class and… even in that building I don’t think I see that much of the students’ art or their work being displayed. So just having it on display I think would be a cool, uh, cool thing. I: Okay. Well I really appreciate you taking the time to talk to me P2, uhh, I seriously really do. Um, so I'll definitely take your suggestions and consideration and share it with Arts Alive SDSU. Umm, I appreciate your time, thank you, and umm, Happy St. Patrick’s Day. I hope you have a good weekend. [Inaudible segment] Alright, thank you man. P2: Alright. Did that record? ###END OF INTERVIEW### College of Business Administration College from which student is enrolled: College of Business Administration Date of Interview: March 18, 2016
70 Name of Interviewer: Mikaela Mikova Name of Transcribers: Mikaela Mikova, Leo Sue Jane Length of Interview: 11 minutes, 19 seconds Link to Interview on Google Hangout: https://www.youtube.com/watch?v=IZT6kJ-7-VI I: Alright, hi! P3: Hi- I: Okay S- (laughter) P3: (Laughter) I: Alright, so tell me a little bit about your major. P3: Uhh, I'm in the business, uh, school of business. Um, my major is, uh, Business Administration with an emphasis in management. Um... I don't know what else to... It's about business (short laugh). Which includes accounting, uh, there's marketing… I think hospitality is another one, management, that kind of thing. I: Okay, so those are the different areas. Um, what kind of like specific classes do you take? P3: Um, it's pretty w-… There's a wide range they give you… There's some finance, um math is, is included in there too, um like sta- statistics and things like that. There's marketing and then as you get in the higher levels its like, uh, like right now I'm in an international business class. There's a lot of, uh, cultural and international classes to kind of get you to understand that, you know, business is a global thing, which is kinda [/kind of/] interesting. Um, there's some HR stuff you gotta learn, um... Uh, I'm trying to think what else… Th- that's pretty much it. It's like all, all aspects. I: Okay- P3: -Operations management too. That was… fun (laughter).
71 I: And uh, with all those different, uh, aspects, what kind of job or career does that field… um, that major, lead into? P3: Um, for me or in general? I: In general… [cross talk] or what you're in interested in. P3: Well so, management is… you know, management of any business. It's kind of why I choose it. It's uh... wide range of choices cause [/because/] everything is a business, so you have that and then management; everything needs some kind of management aspect. Um… So, that’s kinda [/kind of/] why I choose it cause I'm still a little… umm… undecided on what I wanna [/want to/] do so I figured it was a good way to go. Which is true, it kinda [/kind of/] teaches you the ins and outs of… of business and everything, you know. Everything needs management, from budgeting… to, you know, marketing, all that stuff. So it's, it's pretty, um… it's leaving a lot of options open which is cool. I: Okay, cool. So, um, switching gears a little bit… Um, what types of events, places or experiences on campus do you consider art? P3: Art, um, I would say... obviously anything in the arts department but also probably music, um…dance, uh, theatre. Any sort of like singing, theatrical performances, um… Even like design or like interior design… Um, I could see architecture as being some k- form of art even though its a little bit more engineering. Um, but any, any kind of design or...Uh, entertainment, theatre, drawing, that kind of thing. I: So, so all those that you mentioned and anything that would go beyond the traditional type like, uh… a gallery experience or something like that. You would count all those different things as art? P3: Yeah, I see that as art. Yeah.
72 I: Okay… So um, what interactions have you had with, uh, art on campus? P3: Umm… I've been to… um, you know Darrel, so I've been to some his music, um, when he was doing the performances they have like, uh, this all day sort of electro-acoustic performance thing where everybody comes in and just does something that’s related to, to their, um… their focus. And that, that was pretty cool. Um…uhh, I haven't been to any like theatre performances here. Um, I don't do a lot of stuff, you know, on campus. I kind of go to school and go home to be honest, but um… yeah, I think that was basically it. It was just the music stuff. I: So you said that you just go to school and go home. P3: Mhm. I: Um, what are the barriers that keep you from attending more events? P3: I don't have time. Work full-time and then, you know, after… after work I go to class at night, and then after that it’s like I'm- it's nighttime. I just want to go home and eat dinner and like go to bed. I: (Laughter) P3: So I really don't have time. I don't know how anyone has time (laughter). But um, yeah then on the weekends, I don't- I don't really, I'm not super involved with any of the um... um... art stuff, so I don't know what going on here on the weekends…but… I: Okay… Th- that's understandable…Um, so going back to your major, how does art relate to your future career? And you can think of this in, in the non-traditional way like making things with your hands or looking at the design of something… P3: That's interesting. Um… hm… So I would say… uh- you know I'm not really sure what
73 my future career is, but I can see that management definitely connects to… uh, the art field because every- like I said, everything is a business. Everything needs some sort of management, so if you're, you need to be able to manage, you know… your… the way you market yourself, um supplies for your art, you know…um, where you're doing your performances or showing your art. All that stuff is, is technically a business and you can learn a lot of ways to manage it and ways to budget, um, in, in the art classes- or in the, uh, business classes that, that they provide. So yeah, I mean… I guess I could, you know, you could relate it to art in that way, I guess. I: And uh… For you, would you want to have like an artistic aspect of your career in management? P3: Um yeah. I mean that would be kinda... That would be interesting, I guess. I really haven't, I haven't thought about what I wanna do really. But like I could see owning like a little gallery here would be pretty cool. Um… um... even, even like a coffee shop that, you know has little events like, you know, musical performances or a gallery in the back and stuff like that. I could see that, yeah. That would be fun- I: That would- (noise interference) P3: -in this area. I: -that would be very cool. P3: Yeah. I: Alright, so building on that, can you think of any way that art could be worked into your classes as an assignment or a project…
74 P3: Um… Actually, I’m, uh, doing- So one of my… Um… It’s the upper, upper division general ed requirements. It’s- it’s a women’s studies class. So, not necessarily business but, but they, they tie in art, um, in this class cause we have to do an interview with, uh, female relative then we have to write a history like a short story of the relative mixed in with the history of the time period. So it’s uh, I think- I see… Writing as art as well, so that’s kind of- if, if we did more… Maybe…creative writing… Um, creative writing projects would be some kind of artistic expression. Um… tsk, I’m trying to think… Business is not artsy, at all. You know, it’s kinda [/kind of/] dry, so… Uh, and one of my classes we’re actually making a, a film. We have to make a movie about, you know, some uh- using a creative concept and then mixing in a different, um, country’s business values. So that’s kind of an artistic expression right there, is doing a, a video. I don’t know how to we’re gonna [/going to/] do it but, you know… we’ll find out (short laugh)(pause). I: Ok, so Arts Alive SDSU works on campus to ensure that there’s art in everyday life. Umm, they painted the benches that are on, uh… on the walk between Hepner Hall and Hardy Tower. And they also host a jewelry-making booth at the farmers market on Thursday. P3: Nice. I: Um, what appeals to you about Arts Alive SDSU? P3: I like that jewelry making idea. I had no idea. That’s, that’s cool. Umm… tsk, it sounds fun. It sounds like um… if, you know, if I had like extra time, that’d be something that I would definitely want to look into. It sounds nice- Like, I think it’s important to, sort of,
75 you know, the beautification of the campus… It’s- it's important um… so it’s nice that they’re contributing to that, um (long pause). Yeah, that’s exciting. I had no idea, I think they need to maybe widen their- their scope. I didn’t, I didn’t know anything about it. I: Heh heh, that’s funny. That- that was actually my next question that I was gonna [/going to/] ask: what keeps you from participating in Arts Alive SDSU events or enjoying the arts they share, and it’s because you don’t see it- P3: (Laughter) I: -and you don’t know enough about it. P3: No, I didn’t know about it. Maybe, I… I don’t know. Do they send emails or something like that? I haven’t, I haven’t seen any emails… Umm… I don’t really know about it. It’s interesting. Also the business, I feel like the College of Business is kind of on the other side of campus from like, you know… the arts stuff too, so we’re kind of far removed… in a sense. I: Yeah, you guys are a bit… off (short laugh), off to the side- [crosstalk] P3: Way off… Ahah yeah. I: So, so do you think if they did more things around the business area on campus, would, would you take notice? P3: Yeah, definitely… and, and it’s different because, you know… You have a group of, you know… artistic people in the arts program and business people aren’t necessarily gonna [/going to/] be the same people who are gonna [/going to/] uh, you know, participate in that kind of stuff. But I think it’s worthwhile to make it um… known, you know, and there’s a lot of entrepreneur- cause the business program also has entrepreneur, um…
76 classes. So you have a lot of entrepreneurs that might be interested in, in the arts aspect too. That’s a good idea. Make it known. Get it out there. I: Definitely. So what could someone say or show you to convince you to go to an art event or enjoy the art shared? P3: Hmm… Um, I would say… it would have to be within the time frame that I can go. It, you know… A lot of us would who work full-time. So it’s like, Monday through Friday I’m not usually, um, available. U- unless it’s at night when I’m taking classes, you know. So maybe if it was something going on the weekends maybe, then I’d actually be able to go. But, a lot of times if it conflicts with class then I’m probably not gonna [/going to/] go. You know… I: What’s interesting is, uh, Arts Alive actually has a gallery in Downtown… P3: Oh. I: And a lot of students don’t know about that. But, I believe it’s in, in Balboa Park. So… P3: Oh, that’s cool! I: Would you consider attending that on the weekends or something? P3: Yeah, definitely… [noise interference] [inaudible segment] I: Ok… (short laugh from both) [inaudible segment] I: Um… So, is there anything, uh, you’d like to add about art or [noise interference] Arts Alive, in general? [noise interference] P3: Mmm… no. I mean well, I’ll look it up now (laughter). Now that I know about it, I didn’t know anything about it. So, um… yeah, it sounds interesting. I: Ok, well… um, thank you! I, I appreciate you participating in this interview and, um, I guess we’re done!
77 P3: Alright, thank you! See you later. I: Mhm, Bye! ###END OF INTERVIEW### College of Engineering College from which student is enrolled: College of Engineering Date of Interview: March 24, 2016 Number of attendees: One Interviewer: Jordan Wilkinson Name of transcribers: Michele Chapman and Vanessa Berentsen Length of interview: Eight minutes and forty-four seconds (0:8:38) Link to interview: http://youtu.be/LdNuksszb5Q Group: - Alexis Evans-Bendel Chandler Berke Vanessa Berentsen Anja Riedel Michele Chapman Jordan Wilkinson Graciella Regua
78 I: All right so can you tell me a little bit about your major please? P4: Uh yes I’m a mechanical engineer major. (Long pause) I: K and uh what are you studying and what kinda [/kind of/] you know what kinda [/kind of/] classes do you take? (short sniffle) P4: So just a lot of math classes right now so like the calculus’s, calc [/calculus/] 2, calc [/calculus/] 3 (claps once) uh [cross talk]. I: Physics classes? P4: Uh yeah uh physics uh 195 and 196 and there’s also some programming classes like uh uh yeah just general programming. I: OK. Uh what job or career field does this major lead to? (Long pause) P4: Uh something dealing with (stomping noise) robotics. Hopefully maybe like building robots of some sort. That’d be pretty cool. I: That does sound really cool. OK so switching gears a little bit. What type of events, places or experiences on SDSU campus do you consider art? (Long pause) P4: Like wha-where is art in SDSU is [cross talk]? I: Yeah. P4: OK uh [cross talk]. I: Anything formal. Anything you’ve noticed. P4: Uh there’s always the, the benches. I see a bunch of benches with different art on it. It’s like really random stuff like sometimes it’s just kind of…like, I don’t know…abstract but then sometimes there’s a theme. Like uh before… uh one of my classes last semester I’d always sit at like the same Mario-themed bench. (Long Pause) I: Hm.
79 P4: And then there’s, I’ve also seen, there’s a, there’s like a gallery down by Arts and Letters that I’ve walked through. (Long pause) I: That’s cool. Any uh, paintings or uh murals that you see? Flyers? Or… P4: Um…no there’s just one occasion where there’s just a bunch of big canvases on display. That’s-uh-I-just-uh looked through those but…I don’t remember any murals. (Long pause) I: OK. So uh, what interactions have you had with that art on campus? You know what, what inspired you to interact with it or to look at it [cross talk]? Stuff like that. P4: Uh well the art is just everywhere. Like on the benches so like you can’t really ignore it. So…that’s all-like I’m always trying to be observant too so I always just try to see…see what each bench has. (Long pause) [Cross talk] I: What kind of…yeah uh what kind of barriers might happen? Uh or what things could block you from…you know experiencing art? P4: What could block me from experiencing art? (Interviewer quietly says “yeah”) (long pause) Uh…I don’t know I guess if there’s like a lack of art then I can’t experience it or…or maybe if I don’t know where it is. Like I don’t know I was told…I haven’t seen any murals and you’re asking about those so…I don’t really know where to find the art I guess so that’d be the barrier for…not being able to enjoy it. I: OK so going back to your major, how does art relate to your future career? (Long pause) P4: Hm so I guess art is really anything anyone can create so…going to mechanical engineering like that’s all about creating like robots or just anything mechanical. So if you’re creating something then that’s just art in its own sense. So whether it’s a robot or just anything you make that’s-that’s your art. I: OK. P4: It doesn’t just have to be a painting or something. (Long pause)
80 I: So building on that, can you think of any way that art could be worked into some of your classes? You know physics, mathematics and uh computer programming? Those kind of things? P4: Hm yeah well generally those classes are pretty uh number-based and they get a little stale that way. So it would be pretty cool to see maybe like in a computer programming class if you have to program like a bunch of numbers or something like that to…to correspond to make a big…art piece or like a dr-uh…a drawing of some sort other than just like doing algorithms and equations with numbers in the programs…That’d be a pretty cool way to incorporate art. I: That would be really cool. Are there any field trips that you could possibly take that would uh…help inspire art? P4: Hm…I guess anywhere that just…maybe like where robots are even being made cuz [/because/]…that’s just an art form in itself. Just the building of something. And maybe like the assembly…of a robot [cross talk] would be cool. I: OK…yeah. Um so Arts Alive SDSU works on campus to ensure there is art in everyday life. They painted those benches on campus and they also have a jewelry making at the farmers market. So what kind of appeals to you about Arts Alive SDSU? P4: Hm. I guess what appeals is that they’re trying to it seems like show people more art. Cause I think everyone has some sort of artistic-ness in them, whether it's a little or a lot. And uh maybe they’re just trying ta [/to/] help everyone find their own little art sense. (Long pause) I: Is there anything uh that you could create possibly that uh or any ideas of things you could create that uh you know would appeal to that, to Arts Alive SDSU? P4: Anything that you could create? I: Yeah. P4: Uh. Nothing really comes to mind. Like uh.
81 I: That’s alright. [inaudible segment]. All right, we can move on to uh the next question. Uh [background mumble] what keeps you from participating in Arts Alive SDSU events or enjoying the art they share? What things can prevent you from participating? P4: Well I haven’t really even heard too much about Arts Alive. I didn't even know that was a thing until just now in this interview. I didn't know where the benches were painted from. I thought they were just random students. So maybe like some sort of exposure, passing out flyers or something. Maybe, maybe even a better way than passing out flyers, like maybe a sign somewhere because I know when I get flyers handed to me I usually just avoid those people. So maybe putting a sign somewhere would, cause uh I generally read signs but I’m not really going to pick up every flyer, so. I: OK. P4: So definitely [cross talk] just to be exposed more to Arts Alive would be a cool, would be a cool thing. But I never even knew they existed. I: So you kind of already led into the next question, which would be P4: Oh. I: What could someone say or show you to convince you to go to an event or enjoy the arts shared. So I know you said uh some sort of uh poster or flyer type thing. P4: Yeah. I: Is there anything specific? [Cross talk] P4: But on that poster like there has to be some pretty cool art on it itself. Cause maybe I would, I would want like a little sneak peak of what I’m gonna see like, so definitely not a plain poster or anything. I need to see some art there. I: So [cross talk] you need to see some art to convince you? P4: Yeah. And maybe like, like, what kind of art it is too. Cause like art can be in so many different forms and they’d have to grab me with that too.
82 I: So is there anything you’d like to add about Arts Alive SDSU now that you know a little bit about it that you've experienced it in a few ways even though you didn't know what it was. P4: Uh it must be a pretty cool program because I’ve really enjoyed the benches that that have all those different kinds of designs and I feel like they've changed too so like it seems like there’s always something new going on there. But yeah, I think it would be cool to just see some other events that they have going. Cause you even said something about like a jewelry making, uh I haven’t, I haven’t even seen that on campus so. I don't know, maybe I’m not looking in the right places or uh maybe I’m not getting enough exposure, but it sounds like a cool program. I: Awesome, awesome. Well thank you for your input and thank you for your time. And I hope you have a great day. P4: Thanks, you too. ### END OF INTERVIEW ### College of Health and Sciences College of Health and Sciences Interview Date: 17 March, 2016 Name of Interviewer: Natalia Xibille Name of Transcriber: Elizabeth Bradford, Nikki Nguyen, David Chi, Arvin Yazdan, Baylee Akins, Kaitlyn Renison and Arianna Rybkowksi Group: Elizabeth Bradford Nikki Nguyen David Chi Arvin Yazdan Baylee Akins Natalia Xibille
83 Kaitlyn Renison Arianna Rybkowski Length of Interview: 8 Minutes and 34 Seconds https://www.youtube.com/watch?v=h2zH-yRk7Q4 START INTERVIEW I: Alright, so we are live, so just to start off the interview, um, I wanted to know, if you could give me, uh, just a little bit about your major, what you’re studying. P5: Umm, I’m a nursing major, so basically I’m part of the school of nursing so I (long pause) learn everything about nursing right now, like I’m going to hospitals and stuff. I: Okay, what kind of classes are you taking? P5: Uuuuuumm, Fundamentals of Nursing, Physical Assessment, there’s also (long pause) as well as some GE’s like history right now. I: Well, very cool. So, switching gears...what type of events, places or experiences on campus do you consider to be art? P5: Wait, I’m sorry - what? Say that again? I: What types of events, places or experiences on campus do you consider to be art? P5: [Cross talk] ummmm… I: [Cross talk] so it could… P5: Oh yeah, go ahead.
84 I: It could be informal art such as, umm, you know, aside from the traditional art gallery. It could be anything from like painted benches, to flyers, anything along those lines that you would consider art? P5: Okay. Um definitely like the big concerts we hold … even like the open mics. Um I’ve definitely, I’ve seen lots of cultural performances, such as like dancing and stuff. Um and like the the, the uh benches like you said that was a good example. Um I’ve seen (long pause) a picture of a mural somewhere, I haven’t seen it actually on campus, but I know it’s somewhere. But yeah, stuff like that. I: And (long pause) what interactions have you had with these forms of art? … That you just explained … that you just [inaudible segment]. P5: Um, I’ve seen them around campus, I’ve attended a couple of things. Um I haven’t partaken nor promoted per say, but I’ve gone and enjoyed them. I: Which ones have you attended? P5: Um I went to a jazz concert. I’ve been to a couple open mics … and then, I’ve heard some of the concerts from outside the open air theater. I: Okay so definitely, um, you know, art in motion seems to be the kind of … P5: Yeah [cross talk] yeah definitely. I: Alright, and um, so (long pause) what inspires you, or what, what motivated you to partake in those, um, experiences and forms of art? P5: Um, it just sort of matched with stuff I was interested in. Like I’m, I like music so, a lot of stuff I go to is music oriented. I: Okay … and, what are some barriers you would say that you have when participating in these events or that prevent you from par-participating in all the events? P5: Uhhh prevent me from participating in all the events… I guess if I’m not familiar with some of the stuff that’s going on then, I’m not as inclined to uh be interested.
85 I: Okay. Soo, going back to your major. How does art relate to your future career? Um it could, once again in a nontraditional way, it could be, um, if you’re making things with your hands or looking at a s-, like diagram or a design? How, how would you relate it to your future career? P5: Art and nursing… ummm. I: *freezes on interviewer smiling* P5: Well there definitely (long pause) as a therapy, I suppose? Like I know it’s common for music therapy to be, um, implemented and I s-, maybe even like, drawn, like art pfff art, like paintings and stuff? Possibly? Other than that I’m not too sure. I: Okay..Alright that’s perfect. Um.. so building on that...can you think of any way that art could be worked into the classes you’re currently taking for your major? P5: Maybe uh like building off the, uh, music therapy, maybe a class that discussed the benefits and just went into more detail about that kind of stuff. I: Okay, so more theory based? P5: Yeah. I: Okay. Um, what about thing like assignments or field trips. Do you have any other ideas? P5: To um, to uh? I: To incorporate art in. (video static) P5: Ummm (long pause) maybe like a uh nursing, to a nursing museum maybe there would be some interesting exhibits or something. I: Okay. And so Arts Alive SDS... um, have you heard of Arts Alive SDSU?
86 P5: I have not, no. I: Alright well, basically it's a program on campus that works to ensure that there’s art in everyday life. So as I mentioned before you know, the murals, um, the different pop-up events like jewelry making, things like that. P5: Mhm (head shaking up and down) I: So, based on that broad concept…of the program, what about it appeals to you? P5: Uh, just the opportunity to get the people on campus involved, I suppose, that’s kind of cool. I: Okay. Alright, so, what keeps you from participating in Arts Alive SDSU events, or enjoying the art they share? P5: Not knowing about it, really. I: Okay, so just… alright, lack of knowledge. Okay, um, but do you see these events? Have you seen any events– P5: I’ve seen, like, you know, snapchat stories…uh, but I haven’t necessarily seen in person. Like, oh, that’s an Arts Alive event. I: Mhm. Okay, so, knowledge, not, um, no visibility. But you have seen it in social media, you mentioned? P5: Yeah, yeah. I: What forms of social media aside from snapchat? P5: Mainly just snapchat, I’d say. I: Okay. And what kind of events have you seen on snapchat from Arts Alive SDSU?
87 P5: Um…(sigh), “mmmif”… I know I’ve seen them, let me think. I: Mhm. P5: They host, they’re the ones who host some of the, uh, performances and stuff in the, uh, theatre too right? Like, the Montezuma Hall...or no? I: Um… I believe they do host some of those. They do a lot of events at the farmers market, they... stuff like that. P5: Oh, okay. I: They did um, a giant puppet that was walking through there. They do a lot of hands-on activity. Have you seen any of those on social media? P5: Ummm, I guess I haven’t um, no. I: Oh, okay. Alright. Perfect. So what could you say, what, what could someone say or show you to convince you to go to an event, an event for Arts Alive SDSU. P5: Uh, just let me know what (pause) kind of event it would be? And then yeah if I’m interested I could definitely would go check it out. I: What kind of events would you be interested in attending? P5: Uhmmm … That’s a good question. I’m usually kind of interested, I’m usually pretty interested in a lot of art, stuff, so (long pause) maybe like a (long pause) a (long pause) painting thing, or like... How do I explain this? Like you just show up, you paint maybe part of like a larger mural everyone’s doing? Or... Uhhh maybe impromptu like dance lessons for a quick flash mob or something? I don’t know. I: Okay so hands on things? P5: Yeah.
88 I: Alright … Okay well I think that’s it unless there’s anything else you’d like to add? P5: Uhh no! I: [Inaudible segment] ...or for Arts Alive? No? Nothing else? P5: Nope! I: Alright well thank you so much for your time and I hope you have a nice day! It was nice meeting you! P5: Alright, thank you! I: Alright, bye. P5: Buh-bye. ###END INTERVIEW### College of Sciences College in which student is enrolled: College of Sciences Interview Date: 22 March 2016 Name of Interviewer: Nicole Schneider Name of Transcriber: Naseem Kasraee Group: Carolina Martinez, Cesar Padilla, Jaclyn Murray, Kayla Williams, Ken Priest, Naseem Kasraee, Nicole Schneider Length of Interview: 4.49 minutes (attached to email) 1. So tell me a little about your major.
89 P6. Umm, I am in the psych major…I basically just learn about umm about the mind and people’s behaviors. Ummmm I’m taking, right now, two psych courses, psychology of personality and psych in infant child development. And I want to be an occupational therapist, but in order to that I have to take other classes like anatomy and physiology. 1. Okay great. What types of events, places, or experiences on campus do you consider art? P6. Umm….I think like the paintings in the library. There’s definitely a lot of paintings on the walls and also…around school like the benches…are painted. So that’s pretty artsy. 1. Alright- P6. That’s about it, yeah. 1. What interactions have you had with that art on campus? P6. What’s that art? 1. With that art on campus. P6. Ummmmm…not really much interaction I would say, just more like observing and looking. Not much umm with the…art. 1. Okay. Are there any barriers? P6. Ummmm I wouldn’t say barriers I would just say I don’t take the time to go and just like appreciate it when it’s there just I’m so busy and stuff. 1. Going back to your major, how does art relate to your future career?
90 P6. I feel like you need to be creative in my career like you need to have different creative ideas, especially with working with children and just like a lot of arts and crafts and just be really artsy. So that’s how it relates to like my future career. 1. Building on that, can you think of any ways art can be built into any of your classes? P6. Ummmm hmmmm…trying to think. Maybe more, I don’t how they would do that, but maybe more like creative like writing instead of just like science papers all the time or just like ummm lets see like…my psychology of children class we can talk about…like ummm… how it can be incorporated with art and how it has to do with psychology but we never really do anything with art. 1. Arts Alive SDSU works on campus to ensure that there is art in everyday life. They paint benches on campus and there’s jewelry making at the farmers market. What appeals to you most about Arts Alive? P6. Ummmm…I think the people who are always…are they the people that stand in the middle of the school and like….do whatever they do...I haven’t like really watched them…I’ll admit I don’t really know how that art…I haven’t taken the time to actually like see what they’re doing and why that’s considered art….It’s just I don’t really know what they’re doing. 1. Okay. What keeping you from participating in Arts Alive SDSU or enjoying the art they share?
91 P6. I feel like I’m always busy and stuff. I don’t really make time…so I’m like always in class always in a rush to get somewhere so just like I haven’t had any time but maybe if it was required for a class or something like that I would make time. 1. So if it was required, do du think that would convince you to go to an event or enjoy the event? P6. Yeah. Yeah definitely. 1. Okay. And is there anything you would like to add about art or Arts Alive SDSU? P6. Ummm no. I just think that I need to be more educated on it. I just think more people need to be educated on it. I definitely look forward to learning more about it. 1. Okay. Thank you for your time! P6. Yeah, no problem! ### END OF INTERVIEW ### College of Engineering (II) Kiana Majd Megan Miller Michael Lui Josephine Villalta Mallory Graber Tori Pepperell Melanie Arzouman College of Engineering Interview I: Hello! How are you?
92 P7: Good! How are you? I: I’m great, so can you tell me a little bit about your major? P7: I am a mechanical engineering major and essentially uh engineers work on the design uhm products and as well as the design of processes and they deal with the testing of products and processing, so like manufacturing like you know uhm things that you buy and have. I: So, switching gears, what type of events, places, or experiences on campus do you consider art? P7: Well I guess uhm everyday I see uhm the benches on campus, with the art sign that said the uh with the art on it you know I heart, I love you, or they have the uhm the different paintings on it, which I consider art, uhm you also see the murals and there is just like a mural up in the library which I consider that art as well. I: Have you had any interactions with art on campus? P7: Uhm, not directly. I mean I’ve seen people do performances outside and I’ve seen people painting they had shows for the mural done in the library but I have never had direct contact with it. I: So, going back to your major, does art relate to your future career at all?
93 P7: Yah, actually art uh relates pretty directly to a career path I could take uhm it’s it’s not art and design that’s critical and uhm but once you get out in the actually industry a lot of your jobs can be in your products and consumer products and a lot of it is your design and if you do mechanical engineering then it is your whole job essentially. I: So could you think it it beneficial if art would be worked into your classes? P7: Yah, no it would be good because, as of now mechanical engineering is basically just taught how to make something not fail and if you were taught and if you had a design class that was more built of building something that would be really beneficial for a public design career as straight mechanical engineering. I: So Arts Alive was the organization that painted the benches on campus and had a jewelry making event at the farmer’s market, is there anything about arts alive that appeals to you at SDSU? P7: Um, yeah I guess I like seeing those things when I walk around so it definitely appeals to me it kinda gives life to the campus. I mean, it would be boring if there wasn't ya know people doing stuff out- outside making art and uhm and those type of things, I mean I guess I haven’t been directly involved, uh, with it but it is like nice to see. I: Is there anything that keeps you from participating in Arts Alive SDSU events?
94 P7: Uhm, I guess, I guess, maybe, most importantly is, uh, I'm kinda just I feel like out of the loop. I might get emails but I might n-, just completely ignore them cause it seems like something that, ya know, wouldn’t apply to me at all, but, uhm, but, yeah I guess its more just the difference between. Just so you know, the difference between Art and you know mechanical engineering, my major, just its kinda so different were um committing to something like to me you know um not a waste of time but something that were not normally focused on. I: Um so do you think any one can say anything to convince you to go to an event or to join the art that was shared? P7: Yea i guess if there were more events that were directed um to product design or be like simplistic art maybe art basics or you know maybe going to see an art show and like teaching somebody the basics um for me it might make me want to go um maybe if i got emails through the department than the school wide emails because if it was from the M.E department it might you know seem more applicable to me something more worth while. I: Great well thank you so much for your time Aaron. ### END OF INTERVIEW ### College of Business (II) College of Business March 23, 2016
95 1 Attendee (Mario) Interviewer: Megan Hyatt Transcriber: Tatiana Rizo 6 minutes, 25 seconds https://www.youtube.com/watch?v=_pj1bmulbVg I: Alright, Mario, go ahead and tell me a little bit about your major. Like what are you studying? P8: Well currently, I’m a human resource major. Um. the classes that I’m taking right now are organizational behavior, marketing, and um, segment management. So basically those are, you know, the very first upper division classes that I have to do. Um, you know, for my major hopefully when I get out I want to either work in, um, you know, work as a recruiter, you know, how the companies recruit people, or you know, equal employment opportunities or maybe compensation packages. I know there’s a lot, you know, to the major, and there’s a lot of different areas that I could go into, but um, those are just kind of a primary roles that I want to work in. I: Okay, awesome. Um. So your major, what types of events, places, or experiences on campus, do you consider art? P8: Um, well, aside from your traditional, kind of like, you know, art work on paper, or maybe, you know, some of the art I do see on campus, might be, you know, maybe murals. I walked around
96 and seen a few sculptures. But, besides that, um, I also consider music to be art. So, um, yeah I know in the Student Union they’ll have people who are, you know, sometimes playing out there, and it’s just always nice to go into the Student Union, and you know, have a seat and listen to the music. I: Yeah, definitely. I can agree with that. Uh, okay, okay. So kind of going back to major. How do you think art relates to your future career, if it does at all? P8: Um, so, how does art relate to my major, was the question? I: Yeah. P8: Oh, um, well, you know, being a human resource, you know, major, I think, you know, a way that something can be incorporated, um, you can look at a, just at the very basic business function. So say, you know, maybe we go to maybe an art gallery, um. Maybe, just, you know, take a field trip. This is bad, can we redo this? I: It’s okay. That’s awesome. P8: Um, yeah, it’s just because I have a lag. Like, there’s a lag, like, so where, like, I don’t know what you’re saying, so I don’t know what you’re asking.
97 I: Okay, so, sorry about that. If you could think of any artwork being incorporated in your future career. What do you think it could be, like, how could it relate to human resources? P8: Um, I think art can be incorporated into human resources you know maybe as a, um, you know, maybe through recruitment events if you, or say, like, in an art gallery or something like that or you could try to recruit people just to maybe bring that art along. You know, kind of show them what you guys are trying to do or you know, you’re at an art gallery, you’re trying to sell other people’s art. You know, maybe you could bring that art along. I think that’s a way you could attract new people or you know maybe you could have a recruitment event, where you maybe perhaps have a concert, and you know, try to draw people in. I: Definitely. So Arts Alive SDSU works on campus to put art in everyday life. They painted the benches on campus, there’s jewelry making at the farmer’s market, so based on anything, would you know what Arts Alive [inaudible segment] P8: Could you repeat that? I: What appeals to you about Arts Alive SDSU events? P8: What really appeals to me is, you know, to be able to kind of take a break from school. I’m usually, you know, we’re students, we have jobs, we work a lot, we have to focus on school. And I think what Arts Alive at SDSU offers is, um, you know, um, just being able to take a break from
98 you know our busy lives. Uh, since it is at San Diego State where we all attend, um, it’s always nice to be able to, like, I said before go to the Student Union have a seat, take a look around the gardens, take a look around, see what kind of artwork um you know San Diego State has to offer. I: Yeah. So, what keeps you from participating in Arts Alive SDSU events, or the art that they share? P8: You know I just think some of it is not having enough time, because of my busy work schedule and maybe different people maybe have the same problem. Along with that maybe not hearing about the events you know when they happen. I know sometimes there are like flyers or posters out there but, um, you know, I think maybe if there was more of an emphasis through like social media or something like that it would be easier to you know, know when something is going on. I: Oh definitely. That kind of I guess leads into my next question of what could someone say or show you to convince you to go to an event? I mean you kind of touched the concept, but I mean, if someone told you to come with them, would you go? Or what would it take for you to go to a show or a concert? P8: Um, I think that if a friend came up to me, and told me, you know hey you should come check out this event it looks really cool looks like a lot of fun, I’d be more inclined to go, um you know, just hearing about their experiences and maybe you know if they had a good time why wouldn’t you know why wouldn’t you want to go.
99 I: Yeah, I agree. So for my last question, Is there anything else that you would like to add about Arts Alive SDSU? P8: Uh, no, that’s all. I: Okay cool. That’s the end of the interview. ### END OF INTERVIEW ### Interview Proposal Our one-on-one interviews will consist of the campus community members including, five faculty members and five students. HELLO AND THANK YOU FOR AGREEING TO MEET WITH US. (wait for response) OUR NAMES ARE HILDA CHANG AND IVAN ZORA, AND WE ARE WITH A PROGRAM CALLED ARTS ALIVE SDSU. WE ARE LOOKING TO GAIN SOME INSIGHT INFORMATION TO HELP THE PROGRAM HERE ON CAMPUS BECOME STRONGER AND MORE ACCESSIBLE TO THE CAMPUS COMMUNITY. WE WOULD LIKE TO SHARE YOUR PERSPECTIVE REGARDING ARTS ALIVE SDSU WITH OUR GROUP, DO YOU MIND IF WE RECORD OUR INTERVIEW?
100 (wait for response) WE WILL BEGIN RECORDING WHEN YOU’RE READY FOR THE INTERVIEW. READY TO START? (wait for response) (when ready, we will record the conversation on a phone) WHAT DO YOU CONSIDER ART? • PROBE: How often do you do art? • PROBE: Do you wish you could be more involved in artistic activities? • PROBE: Do you wish there were more art related activities on campus? DO YOU FEEL LIKE YOU WOULD BE ACCEPTED AS AN ARTIST ON CAMPUS AND WHY? • PROBE: What are some negative assumptions you have about art? • PROBE: What are some positive assumptions you have about art? • PROBE: Do you know anyone who is an artist or likes to do art? IF THERE WAS AN ART EVENT ON CAMPUS FOR FREE HOW WOULD YOU FEEL? • PROBE: What feelings do you associate with arts events on campus? • PROBE: Would you pay a small fee to attend an art performance on campus? • PROBE: Which do you think is more beneficial to the campus environment: a small free art exhibit (near farmers market) or a larger more elaborate fairly priced art exhibit (theater plays)? WHAT ARE SOME BENEFITS FROM HAVING ART INTEGRATED WITH NONE ARTISTIC CLASS CURRICULUM? • PROBE: Do you feel like there would be negative impact on students learning the class material through art? why? • PROBE: Do you think there would be positive impact in the learning process by students? why?
101 • PROBE: Would you like classes to incorporate more artistic views in the curriculum? FOR STARTERS WHAT DO YOU KNOW ABOUT ARTS ALIVE SDSU? • PROBE: Can you recall any events that Arts Alive SDSU has hosted? (name some events after response) • PROBE: How do you feel about providing free art activities on campus? • PROBE: How would your attitude change if there were more art activities on campus?
102 Planning This section contains minutes from every team meeting that our team conducted in terms of RPIE maps. It also houses our coding sheet for content analysis and our week-by-week breakdown of the event Aztec Mosaic. Minutes and RPIE Maps Week 1 Meeting Date: 2/16/16 Meeting Start Time: 9:05 am Meeting End Time: 10:19 am Team Members Present: Veronica Valdez, Jeffrey Cortez, Hilda Chang, Wyatt Guina, Ivan Zora, Delaney Heil, Katie Gilman Team Members Partially Present: (note how long): N/A Team Members Absent: Stephen Keck Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • First meeting! New Tasks, Who is Responsibly, Deadlines: • Get Stephen’s input • Start researching
103 o Google Doc: people choose what they will research • Objectives • 23rd : next assignment due • Delaney is going to print the documents out Next Meeting: Thursday, 2/18/16, 3rd floor Library Week 2 Meeting Date: 2/18/16 Meeting Start Time: 8:15 a.m. Meeting End Time: 9:04 a.m. Team Members Present: Veronica Valdez, Jeffrey Cortez, Hilda Chang, Ivan Zora, Delaney Heil, Stephen Keck Team Members Partially Present: (note how long): Wyatt Guina (8:30) Team Members Absent: Katie Gilman Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Research • We’re all pretty confused about objectives New Tasks, Who is Responsibly, Deadlines: • Going to meet Professor @ office hours o Hopefully she can answer come questions Next Meeting: Sunday, 2/28/16, 24/7 Area Week 3 Meeting Date: 2/18/16
104 Meeting Start Time: 8:15 a.m. Meeting End Time: 9:04 a.m. Team Members Present: Veronica Valdez, Jeffrey Cortez, Hilda Chang, Ivan Zora, Delaney Heil, Stephen Keck Team Members Partially Present: (note how long): Wyatt Guina (8:30) Team Members Absent: Katie Gilman Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Research • We’re all pretty confused about objectives New Tasks, Who is Responsibly, Deadlines: • Going to meet Professor @ office hours o Hopefully she can answer some questions Next Meeting: Sunday, 2/28/16, 24/7 Area Week 4 Meeting Date: 3/3/16 Meeting Start Time: 8:18 a.m. Meeting End Time: 8:50 a.m. Team Members Present: Hilda Chang, Delaney Heil, Stephen Keck, Veronica Valdez, Jeffrey Cortez Team Members Partially Present: (note how long): Wyatt Guina (8:27), Ivan Zora (8:40) Team Members Absent: Katie Gilman Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE):
105 • Everyone has emailed me their stuff o Going to take it to Sweetser to review and for help with my survey • Jeffrey is gathering questions for the survey New Tasks, Who is Responsibly, Deadlines: • Get our tasks done! • Hear back from Sweetser Next Meeting: Monday, 3/21/16, 3rd Floor Library Week 5 Meeting Date: 3/21/16 Meeting Start Time: 2:10 p.m. Meeting End Time: 3:32 p.m. Team Members Present: Hilda Chang, Delaney Heil, Wyatt Guina, Jeffrey Cortez, Veronica Valdez Team Members Partially Present: (note how long): Katie Gilman (2:14-2:24), Ivan Zora (2:18), Stephen Keck (3:07), Veronica Valdez (2:10-3:25) Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face, Phone (Katie called in) Updates Since Last Meeting (focus on RPIE): • Interview is done • Transcript is started o Going to split it up amongst ourselves New Tasks, Who is Responsibly, Deadlines: • Get the Transcript done • Delaney will review it after and make sure everything is correct
106 Next Meeting: Thursday, 4/7/16, Library Week 6 Meeting Date: 4/7/16 Meeting Start Time: 8:10 a.m. Meeting End Time: 9:24 a.m. Team Members Present: Veronica Valdez, Hilda Chang, Ivan Zora, Delaney Heil, Katie Gilman Team Members Partially Present: (note how long): Jeffrey Cortez (8:24), Stephen Keck (8:25) Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Looking at what Sweetser told us about our project New Tasks, Who is Responsibly, Deadlines: • Brainstorm for our campaign • Possible new tactics? • “Aztec Mosaic” Next Meeting: Thursday, 4/14/16, Library
107 Week 7 Meeting Date: 4/14/16 Meeting Start Time: 9:38 a.m. Meeting End Time: 9:57 a.m. Team Members Present: Veronica Valdez, Hilda Chang, Ivan Zora, Delaney Heil, Jeffrey Cortez, Stephen Keck, Katie Gilman, Wyatt Guina Team Members Partially Present: (note how long): N/A Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Determined the final name for our event o “Aztec Mosaic” New Tasks, Who is Responsibly, Deadlines: • Stephen will look into forms and documents for the event Next Meeting: Thursday, 4/21/16, Library Week 8 Meeting Date: 4/21/16 Meeting Start Time: 5:09 p.m. Meeting End Time: 6:03 p.m. Team Members Present: Veronica Valdez, Ivan Zora, Delaney Heil, Jeffrey Cortez, Stephen Keck, Katie Gilman, Wyatt Guina Team Members Partially Present: (note how long): Hilda Chang (5:15 p.m.) Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face
108 Updates Since Last Meeting (focus on RPIE): • Need to start getting an outline for everything New Tasks, Who is Responsibly, Deadlines: • Wyatt has written down assignments • Individual work until Thursday Next Meeting: Thursday, 4/28/16, Katie’s Apartment RPIE MAP IN TOTAL Name Research in Hrs Planning in Hrs Implementation in Hrs Evaluation in Hrs Delaney Heil 4 12 5 3 Hilda Chang 3 12 3 3 Ivan Zora 3 10 6 4 Jefferson Cortez 3 10 4 3 Katie Gilman 5 12 6 7 Stephen Keck 8 10 3 8 Veronica Valdez 3 10 5 2 Wyatt Guina 4 10 3 5 Total Hrs: 33 86 35 35
109 Coding Sheet Option A: Analyzing Facebook, Twitter, and Instagram: • 0 - Facebook post • 1 - Tweet • 2 - Instagram post • 3 - Positive statement about Arts Alive SDSU • 4 - Negative statement about Arts Alive SDSU • 5 - Neutral statement about Arts Alive SDSU • 6 - Confused statement (person doesn’t know what Arts Alive SDSU is Option B: Awareness for Arts Alive SDSU • 0 - Talks about Arts Alive SDSU • 1 - Doesn’t talk about Arts Alive SDSU • 2 - Facebook post • 3 - Twitter post • 4 - Instagram Post Week-by-Week Laminated tables Five-for-five Tabling Tent Event Kinetic Color Three months ahead of Aztec Mosaic - Two weeks out inform student through campus - A week ahead choose students to that will participate - the students will have that whole week to work on it - the day of we will One month ahead of Aztec Mosaic - create an Instagram post 3 weeks out - three days out randomly select winner - two days out contact winner through Instagram to set time/date for announcement photo The week of Aztec Mosaic - two weeks out place announcements through Instagram and Arts Alive SDSU web page - one week out set announcement in Conrad Prebys Student Union - week of have tabling event in centennial walk informing student about the color of their college Four weeks ahead of finals - announce on Arts Alive SDSU web page from the beginning of semester - three weeks out order shirts and assign duties (DJ, staff and security) - two weeks out create flyers
110 uncover/showcase them - day of create announcement with a picture of the winner through Instagram and the upcoming Aztec Mosaic event throughout campus - one week out create announcement in Aztec Union - day of have the event
111 Implementation This section holds our fliers as well as an example of Five-for-Five to Keep Arts Alive’s Instagram post and our map for the locations of both the tabling event Aztec Tiles and the night event Kinetic Color. The shirts given out at the Kinetic Color event are also housed here. Fliers Five-for-Five Example
112 Maps Tabling Kinetic Color
113 Shirt Designs
114 Evaluation The main component in this section are our budget forms and specifics for putting on a campus event. These forms include EAS forms, which every single event has to fill out in order to be held, Risk Assessment forms, Event Staff Request forms, to name a few. These forms encompass both what is needed for Kinetic Color as well as the Aztec Tiles tabling event. EAS Form
115 *Note: Outdoor Amplified Sound Application included in EAS form Kinetic Color
116 Aztec Tiles Tabling Event
117 Risk Assessment Form
118
119 Event Staff Request Form
120 Advanced Parking Permit Request Form
121 Faculty Services Work Order Overall Budget Table Vendor Item Number of Units Cost per Unit Total Cost Including Tax
122 Arts Alive SDSU Allotment for each college during tent event 7 $50 $350 SDSU Book Store Book store Gift Card 1 $300 $300 National Construction Rentals Fencing 800ft Vary $450.22 Discountmugs.com T-shirts 450 $2.27 $1110.88 Guardnow.com Security 5 per 3hrs $90 $489.37 Blacklight.com UV Splash Washable Neon Paint Event Pack 1 $499+ Free Ship $542.66 Blacklight.com UV Splash Washable Fluorescent Neon Party Paint 5 $129+ Free Ship $701.44 Quickportabletoilets.net Portable Toilets 2 $113 $245.77 Quickportabletoilets.net Portable Sanitation Station 1 $55 $59.81 Delreyparty.com Stage 2 $195 $212.06 Delreyparty.com Lighting 5 $45 244.69 SDSU Alum DJ 1 $300 $300 AS SDSU Water tower 2 $0 $0 blacklight.com 12 pack UV washable neon paint bottles 3 $99.99 $326.22 Misc Spending Unaccounted Possible Spending Varies Varies 108.75 Subtotal Total
123 $5,314.44 $6,126.23

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Public Relations Plan for Arts Alive SDSU (RPIE)

  • 1.
  • 2.
    2 Table of Contents Situation Analysis ...................................................................................................................................... 3 Problem Statement ................................................................................................................................................... 5 SWOT Analysis ............................................................................................................................................................ 6 Research ............................................................................................................................................................. 9 Pre-Campaign Survey ............................................................................................................................................ 10 Formative Research Interview .......................................................................................................................... 12 Content Analysis ...................................................................................................................................................... 13 Planning ........................................................................................................................................................... 17 Goals & Objectives………………………………………………………………………………………………………… 18 Messaging ................................................................................................................................................................... 19 Responses to Query ................................................................................................................................................ 22 Implementation…………………………………………………………………………………….25 Strategies and Tactics ........................................................................................................................................................................... 26 Evaluation ...................................................................................................................................................... 30 Evaluation Methods and Criteria ...................................................................................................................... 31 Conclusion .................................................................................................................................................................. 35 Recommendations .................................................................................................................................. 36 Appendix ......................................................................................................................................................... 37 A: Research ................................................................................................................................................................. 38 B: Planning .............................................................................................................................................................. 102 C: Implementation ............................................................................................................................................... 111 D: Evaluation……………………………………………………………………………………………………………….114
  • 3.
  • 4.
    4 Situation Analysis History Two years ago,the president of San Diego State University launched a strategic plan to bring awareness to the best kept secret on campus: the artistic talent of students. He wanted the community to have a transformational experience when encountering art on campus, but found that students simply weren’t exposed to art on a daily basis. The solution: Arts Alive SDSU. Background and Specifics Arts Alive SDSU’s mission states, “Arts Alive SDSU provides opportunities for students, faculty, and staff to engage in transformational arts interactions as part of an arts-rich, robust educational community on the campus of San Diego State University” *** In addition to their mission, Arts Alive SDSU goals are as follows: • To broaden awareness of arts events and opportunities • Increase attendance at arts events • To expand academically informed art-making opportunities • To integrate arts events and arts practices into curriculum at SDSU In order to reach their goals and mission Arts Alive SDSU has implemented the following to the academic school year. M O S A I C
  • 5.
    5 Problem Statement Arts Alive SDSUhelps promote the artistic abilities of six different colleges including art and design, music, creative writing, dance, television and film, and theater. Arts Alive SDSU organizes approximately 270 events per academic year to bring awareness of the arts to the campus community at San Diego State University. Currently, many negative connotations discourage the campus community from partaking in art related activities. Lack of participation decreases artists’ motivation, further widening the disconnect between the arts and campus community. Signature, Supported, and Pop-Ups Signature events are the highest quality arts events that SDSU has to offer. These events are designed to be academically informational and fully showcase SDSU’s range of artistic talent. These events can include large theatrical productions, invigorating musical concerts, and inspiring film festivals. These events usually take place on campus with each school having three to four events. The events also have an admittance fee and require sponsors and donors. Supported events are more curriculum based and include public performances and presentations. These events showcase various academic art disciplines, faculty-guided student organizations, and work created in classes. These events are not always highly advertised. Pop-up events promote and highlight signature and supported events. Most events take place in common areas where student exposure is high. The purpose of pop-up events is mainly to develop audience awareness and attendance to signature events. Although most events are interactive, some are performances that range from 10-45 minutes. Most events can be found on M O S A I C M O S A I C
  • 6.
    6 Stengths Lack of Compe8tors Promo8on Weaknesses Perceived Exclusivity Lack of Social Media Presence campus in avariety of locations, such as the farmer’s market on Thursday afternoons, under the library dome, and in the student union. SWOT Analysis One strength that Arts Alive SDSU has is the lack of competitors on the campus. Arts Alive SDSU is the only program that continually and constantly bring awareness to the arts on campus. Another strength to consider is the promotion of various art forms on campus. Another strength that Arts Alive SDSU hosts is their ability to integrate art throughout the community and beyond. The organization is responsible for the painted benches around San Diego State University, and recently opened an art gallery in Downtown San Diego. Arts Alive SDSU promotes all aspects of the art community and exposes the talents of SDSU students across San Diego. A weakness that Arts Alive SDSU has is that the events and activities promoted can seem very exclusive. This can have an extremely discouraging effects on participation between the arts and the average SDSU student. Another weakness is the lack of social media promotion. Though Arts Alive SDSU has a Facebook, Instagram and Twitter account, it has failed to grasp a social media presence. That absence has cause students to become unaware, unresponsive, and dismissive of current efforts to have art be a stronger presence on campus. M O S A I C
  • 7.
    7 Some opportunities thatArts Alive SDSU has is the ability to collaborate with and benefit from other organizations, councils, and clubs on campus. Since other organizations have abilities and resources beyond Arts Alive SDSU’s, the collaboration would be advantageous on reaching and engaging more students. Another opportunity would be further expansion into the San Diego community. North Park, Coronado, and La Jolla are a few areas to possibly start a new gallery or host an event for Arts Alive SDSU, especially considering the success of the Downtown art gallery. It would allow for an increase of exposure for San Diego State University students to the surrounding community. One of a few threats that Arts Alive SDSU faces is the lack of student involvement. The less students involved, the less profit that Arts Alive SDSU receives. This lack can severely harm the organization’s ability to promote and create more events. Another threat that faces the program is the dependency on donations or donors. Should donations ever fail to meet expectations or cease to exist, Arts Alive SDSU would have to redesign their entire budget to accommodate the lack of funds. This can lead to a lack of events, fewer promotion, and less student involvement overall. Threats Lack of Involvement Dependency on Donors Opportuni8es Collabora8on Expansion M O S A I C
  • 8.
    8 Publics The primary needthat Arts Alive SDSU has is to have students, faculty, staff and the campus community to become more active and aware of the arts program on SDSU. Their public is primarily aware of the arts programs on campus, the events that are hosted, and promotion that is done, but have no desire to become active or participate in art related events. Some of the public was found to be latent however as some had never heard of Arts Alive SDSU, were unaware of promotions or of art related events on campus. Our primary goals are to move more of the campus community, students, faculty and staff to become more active in art related programs. The additional involvement from participants could help generate revenue and shift Arts Alive from their dependency on donations and donors. M O S A I C
  • 9.
  • 10.
    10 Pre-Survey Campaign Research Introduction One of theindividual class assignments we all had to do was to conduct a Pre-Campaign Survey with at least ten students around the SDSU campus community. We asked them about their opinions on the arts on campus and Arts Alive SDSU. It was a quantitative survey that measured the participants’ thoughts and/or opinions on a 1-5 scale with 1 being “very little” or “strongly disagree” and 5 being “very much” or “strongly agree”. We amassed a total of (N=505) respondents and through the survey we essentially asked students about how much they value art, how relevant art is to the field they’re trying to get into, what they think and how often they think about art, and their overall thoughts and/or opinions about Arts Alive SDSU on campus. To get a better sense of our demographic, at the conclusion of every survey, we then asked for how old they were, what college or field of study they’re in, and the amount of times in a week they felt they interacted with art. The survey was conducted verbally and participants were all essentially students chosen via convenience sampling around campus; every individual student in the class was assigned to do the same task. In the end, we plugged this research into a shared database with the rest of the class for future reference and more primary research to back up our respective reports. M O S A I C
  • 11.
    11 Summary Based on ourResearcher’s findings, overall, more than half of our respondent’s stated having prior knowledge about Arts Alive SDSU and in general, PSFA students had more knowledge about the arts on campus than any of the other students in other majors. As far as attitude goes, it tended to rank negative within the campus as a whole and again, out of the entire campus community, PSFA students had much more positive attitudes. In terms of behavior, 77 percent of students on campus reported using the painted benches, 45 percent have seen the Love Library mural, and 36 percent of our students went to jewelry making at the Farmer’s Market. In addition, 17 percent have attended a pop-up concert and 10 percent have been to the Downtown Art Gallery. Interestingly enough, once again, PSFA students tended to interact more frequently with art than any other school on campus and o be exact, 6 times more than students in the College of Business and 4 times more than those in the College of Engineering. Knowledge More than half had prior knowledge PSFA students had the most knowledge ARtude Ranked nega8vely as a whole PSFA students had the most posi8ve aRtudes Behavior Benches: 77% Mural: 75% Jewlery Making: 36% Pop-up Concert: 17% Downtown Art Gallery: 10% M O S A I C
  • 12.
    12 Formative Research Interview Next we hadto conduct a qualitative interview with a non-art major from a college that was assigned to our team to use as formative research for our group. We talked about the majors they’re in, the value and relevance of art to their everyday lives, what they consider to be “art”, and the main challenges that the art department faces on campus as far as bringing engagement and awareness around the SDSU campus community. We then meticulously transcribed our recorded interview into a script that we had to turn in as part of our assignment. Each and every line including “uh’s”, “uhms”, murmurs, and background noises was included line for line, word for word. Other groups from the rest of the class were assigned different non-art majors to do the same task and we would all eventually post these onto Blackboard. This allowed us to share them with other groups and use for future references. Our assignment was to interview a student studying within the College of Education; this individual we interviewed happened to be majoring in Child and Family Development. One of the main problems this student pointed out was the fact that students on campus just don’t really know much about the opportunities on campus at all as far as art is concerned and that there are many factors as to why people tend to disregard it. The student explained how Arts Alive SDSU needed to think outside the box in terms of figuring out different and more creative ways to get the attention of the students and faculty around the campus community. M O S A I C
  • 13.
    13 Content Analysis Next, we conducteda Content Analysis using numerous popular Social Networking Platforms on the internet to get a better sense of what the campus community was saying or thought about Arts Alive SDSU on Social Media. Twitter Step one: Search #artsalivesdsu in the Twitter search bar Step two: Separate the tweets that the search resulted in into categories of negative and positive comments Step three: Rank both categories in order of most likes and retweets to least likes and retweets to gauge the most popular thoughts about the program Step four: Continue this process with a combination of other hashtags, including #artsalive and #sdsu; remembering to also search these words and phrases without a hashtag Step five: If Arts Alive SDSU is having a specific event look up the name of that event on twitter, for example, “The Drowsy Chaperone” Instagram Step one: Search #artsalivesdsu in the Instagram search bar Step two: Look at photos from this academic year and rank them from least liked to most liked to see what events from Arts Alive SDSU received the most attention M O S A I C
  • 14.
    14 Step three: Ifyou want to get a wider range of Arts Alive SDSU events look at photos from the past two academic years Step four: Repeat steps one through three with surrounding buildings and Arts Alive SDSU events like, #hepnerhall #artbenches #sdsufarmersmarket #thedrowsychaperone Step five: In addition to looking up hashtags also look at the photos the Arts Alive SDSU Instagram profile are tagged in Facebook Step one: Search #artsalivesdsu in the Facebook search bar Step two: Look at what people are saying about them and separate the negative posts and positive posts Step three: Rank the two separate categories of posts by most likes and comments too least likes and comments Step four: Look at photos and videos that Arts Alive SDSU is tagged in on Facebook Step five: Follow same steps as above searching “Arts Alive SDSU” and also events Arts Alive SDSU are apart of (ex. The Drowsy Chaperone, SDSU Choir, and SDSU Downtown Gallery) Web Step one: Google search Arts Alive SDSU Step two: Go the “news” results on Google M O S A I C
  • 15.
    15 Step three: Readarticles from this academic year to make sure that all data to collected from research is current Step four: Read comments (if applicable) on articles Step five: Look to see how many times the articles has been shared or liked on social networking sites (ex. Google+, Facebook, Twitter) Tumblr Step one: Search #artsalivesdsu in the Tumblr search bar Step two: Switch the results filter from most popular to most recent (switching the filter will to assure the data being gathered from research is current Step three: Organize the recent posts from most liked and reblogged to least liked and reblogged to see what the most prominent things being said about Arts Alive SDSU are YouTube Step one: Search Arts Alive SDSU in the YouTube search bar Step two: Change the filter on the results to show you the videos in order of upload date so that your results will be in order most recent video to least recent video Step three: Read comments on videos and see if any have a substantial amount of likes Step four: Look at the amount of likes and dislikes on the videos Step five: Search the video link on other social networking sites (Twitter and Facebook) to see if its been shared by anybody M O S A I C
  • 16.
    16 Step 6: Clickon the “more” button under the video and look at the statistics for it M O S A I C
  • 17.
  • 18.
    18 Goals and Objectives • Get studentsthinking o Informational Goal § To increase awareness of arts events and opportunities at SDSU amongst the campus community by 10 percent by December 1, 2016 • Get students to engage and interact o Attitudinal Goal § To increase campus community attendance at Arts Alive SDSU events by 5 percent by December 1, 2016 • Get students involved o Behavioral Goal § To increase involvement in Arts Alive SDSU events from students throughout the seven Colleges by 5 percent by December 1, 2016 M O S A I C
  • 19.
    19 Messaging Preface: We at SanDiego State University believe that art is a pivotal part of the Aztec experience. To make art flourish, we have partnered with Arts Alive SDSU. Our goal is to encourage each and every student to participate in discovering their purpose and value through art. Through our partnership, we have been able to integrate a deeper sense of what art truly is. Art is YOU. We are all artists. Art is not merely just about the theatre, dance, creative writing skills or even music. We have discovered that every single person has a special gift to contribute to this prestigious university in expressing themselves; where an engineer can make beautiful, artistic structures and a chemist can create a solution filled with vibrant colors. EVERY HUMAN IS AN ARTIST. THE DREAM OF YOUR LIFE IS TO MAKE BEAUTIFUL ART Miguel Angel Ruiz M O S A I C
  • 20.
    20 Therefore, we wantto create a friendly and open atmosphere to all students that will allow for utmost expression and inspiration Aztec Mosaic is a way to invite students of all ages to step outside of their comfort zone and discover who they are through different forms of art and art events. Awareness We want to build awareness to all students that their art matters. A way we wish to do this is to invite every student to participate in an art lamination event that is to be located in East Commons. In hopes to discover individual talents, we ask that students submit their personal art to us, such as photography, favorite quotes, paintings or portraits. We will display them underneath protective glass on the tables in East Commons; alongside both the hashtag #ArtsAliveSDSU and a QR code containing a mini-bio of the artist. The QR codes bring deserved recognition to those who contributed to the art underneath the table, and the hashtag exposes Arts Alive SDSU as the organization responsible. Both of these pieces increase awareness to the average student eating in East Commons. M O S A I C
  • 21.
    21 Target Audiences Based on ourresearch with art events that take place on several other college campuses nationwide, we have come up with three targeted audiences: 1. SDSU Students This audience is every student who attends SDSU. If students see their fellow peers’ pieces of art, they could be inspired to create a piece of their own. Students, regardless of their majors, can come together to work as one. • Stop by our table events! • Get to know your fellow Aztecs at our lamented table events through a QR code scan. • Come discover your own artistry. 2. SDSU Faculty This audience includes every faculty member who is a part of SDSU. This allows any teacher to take a break from their everyday duties to explore their artistic abilities. Many of the faculty members devote many hours to their semester plan, so this could alleviate their stress of grading papers, correcting tests and making lesson plans. • Get to know your favorite professor’s hidden talent. M O S A I C
  • 22.
    22 • Explore theways art has changed your favorite professor’s life. • Talk to a professor you have never met about your own art experience. 3. SDSU Alumni This audience includes Aztecs from years past. Alumni are important to our community because they give us our identity as being a proud piece of SDSU. Our alumni can contribute their skills and talents to show their love for their alma mater. • See your past Aztecs love for art. • Get to understand alumni’s originality. • Speak to one of your favorite alumni from the past. Response to Query: What is Aztec Mosaic? Aztec Mosaic is an event where students of all types can present their art on display in order to discover the value it holds in their lives. Why will SDSU hold Aztec Mosaic? M O S A I C
  • 23.
    23 Aztec Mosaic hopesto instill a legacy here at SDSU. We want to inspire to create a bigger art community here on campus so each person can discover their certain artistic talents, abilities and gifts. When and where will it take place? These events will take place in front of the ENS field, Student Union, in front of Hepner Hall and even Montezuma Hall. The event itself will take place about two weeks prior to final exams in December of 2016. How much will Aztec Mosaic cost? Aztec Mosaic events are free! All we ask is for you to bring an open heart and open mind to explore the depth of talent presented by your fellow peers and faculty members. Who can participate in Aztec Mosaic? Anyone! Mostly, these events are aimed towards the SDSU community, but if you know of anyone who is interested or someone who is just discovering their artistic abilities, let us know. How can we find out more about Aztec Mosaic? You can find out more about Aztec Mosaic and our events at #AztecMosaic on Facebook, Twitter and Instagram. We will also be posting our events on Snapchat and Periscope. We also have a site that can be located at http://AztecMosaic.com Please feel free to email us any M O S A I C
  • 24.
    24 questions you haveabout our events at www.AztecMosaic.sdsu.edu. We will be happy to assist any of your concerns or curiosities. Thank you! M O S A I C
  • 25.
  • 26.
    26 Strategies and Tactics In orderto create awareness for Arts Alive SDSU we have created certain events that include attractions to inform, enthuse and show people how exciting art on campus could be. To raise a culture of art in a school as big as SDSU, we realized that we need to not only think out of the box, but also implement things that could be effective for our plan. So to put our plan into effect, we have organized a few events that will keep the campus aware, involved and engaged. In the following paragraphs we will be outlining each strategy and its tactics by the strategy’s function. Art Laminated Tables Art Laminated Tables is a tactic that will display Arts Alive SDSU work in a common area: the food courts in East and West Commons. This idea is meant to display art where least expected while also garnering some attention to where it came from, Arts Alive SDSU. Similar to the art benches, this idea is aimed at showing that SDSU is a school that cares about art. Each year Art from students, staff and faculty will be displayed on the table. The table will be laminated with glass so that it can be protected and changed each year. This tactic is aimed to create awareness about the art community that runs deep within the SDSU culture. The art in the tables will also have a QR code attached that will be linked to the Arts Alive SDSU page featuring the artist (student) and a mini biography. M O S A I C
  • 27.
    27 Aztec Mosaic Aztec Mosaic inshort is a spirit week, in this event we seek to create awareness for art throughout the whole campus. Aztec Mosaic is an idea that encompasses numerous tactics that tackle two strategies. It is important to keep in mind that we are primarily looking to create awareness and engagement. Social Media Campaign: Five-for-Five to Keep Arts Alive Initially, we begin with a social media campaign called Five-for-Five to Keep Arts Alive. In this campaign we seek to excite students to participate in an event that requires them to display how they are “keeping art alive”. The participant would post a picture of their interpretation of the prompt “How do You Keep Art Alive?” on Instagram. They would then tag five of their friends along with the @artsaliveSDSU and the hashtag #AztecMosaic. And each person that does so is entered into a raffle to win five textbooks for their next semester or a maximum of $300, as an incentive. Although, if the person is graduating they can receive $300 for their graduation materials. The winner will be chosen by the end of the spirit week; therefore the contest will last for two weeks in total. As we know, social media could be a very powerful tool and this sort of event can create awareness for Arts Alive SDSU, while even capturing students’ curiosity to join the Arts Alive SDSU community. Aztec Mosaic Kine8c Color Aztec Tiles Five- for-Five M O S A I C
  • 28.
    28 Tabling: Aztec Tiles As Five-for-Fiveto keep Arts Alive starts, the following week is where all the action will take place. The event that follows is the tabling tent event entitled Aztec Tiles. In the tabling event we will have seven tables for the seven colleges of our school, SDSU. Each school will be assigned a color to base their projects and showcases off of. For example, if the College of Education was assigned the color yellow, they would base their tabling display off of significant objects or concepts that are associated with yellow, such as children and the happiness that yellow evokes. These tables will comprise of two Arts Alive SDSU personnel who will welcome and inform students about the color associated with their college, along with events that will follow in the week, such as Kinetic Color. This event is meant to encourage students to associate with their college and maybe even think about art in relation to that color. In the tabling event we will also have information regarding the colors chosen for each college. Kinetic Color Our last tactic to engage students is the event Kinetic Color. This event, held on Friday of the spirit week, will feature Aztec Nights. In Kinetic Color we will have a DJ set/stage in the ENS 700 field of the SDSU campus. The stage will have several Arts Alive SDSU affiliates who will spray people with color as they dance to the music. The students will also be provided organic chalk to allow for more interactivity in the color spreading. Each chalk color will have the college name associated with it, as it was previously mentioned in M O S A I C
  • 29.
    29 the Aztec Tiles.But at the end of the night, everyone will have a multitude of colors on their clothes, symbolizing the unity of a one campus through a mosaic feel. The event will also hold a booth for white shirts with Arts Alive SDSU Aztec Mosaic featured on it. These featured shirts are given before the event when the students want a spare shirt that will allow them not to get their own shirt colored. M O S A I C
  • 30.
  • 31.
    31 Introduction After taking thetime and effort to implement the various tactics and strategies thoughtfully designed for this campaign, the next phase of the campaign requires the organization to critically evaluate the execution or implementation of the tactics by measuring certain metrics against the objects outlined at the onset in the planning phase. Awareness Strategy Tactics Art Laminated Tables This first tactic involved covering the surfaces of lunch tables in the cafeteria with students’ artwork in order to attract attention. The team should have incorporated quick response (QR) codes into the tables to work in tandem with the artwork to raise awareness. The team should monitor and log aggregate website traffic at regular intervals for the Arts Alive SDSU website. In addition, the team may opt to plot the traffic data on a chart to visually interpret the findings. Conducting a post-implementation survey would serve to support data gathered for measuring increases in knowledge or awareness. To determine meaningful changes in awareness and knowledge, more than 54 percent of students must indicate having heard of Arts Alive SDSU, and the combined knowledge average should exceed 2.39. M O S A I C
  • 32.
    32 Social Media Campaign The teamshould have used this tactic to further raise awareness on the Internet by encouraging the spread and use of the hashtag #artsalivesdsu with any arts activities in relation to the organization and its core mission. To evaluate the effectiveness of this tactic the team should measure and pay close attention to the placement of messages on the following social media: Facebook, Twitter, Instagram, Tumblr, and YouTube. According to a student from the College of Education, students SDSU actively participate in social media. Therefore, the team will use the hashtag #artsalivesdsu to conduct another content analysis on the aforementioned social media. The team should analyze content for mentions of the organization, the amount of space the organization occupies in stories or posts, messages pertaining to Arts Alive SDSU or its events, and any photos, video footage, or other visuals illustrating awareness of Arts Alive SDSU and its events. M O S A I C
  • 33.
    33 Engagement Strategy Tactics Five for Five to Keep Arts Alive This tactic soughtto engage the organization’s target publics by requiring Instagram users to post an activity related to the arts and tag five friends in addition to following the Arts Alive SDSU account. The organization should have allotted a time frame of at least one semester for the students and incentivized participation by offering to purchase five of the winning student’s textbooks for the following semester with a $300 cap. The team will measure engagement by conducting a search query in the search function of Instagram under the tags category. Using the hashtag #artsalivesdsu will bring up the hashtag in the search results along with the number of posts that use it. In order to realize meaningful gains in awareness, the team should expect to see 2,000 more posts than the number of posts at the beginning of the semester. Aztec Tiles The purpose of this activity was to encourage students to actively participate in the various arts by conducting an arts showcase. The organization should have assigned a color to each college. To evaluate the success of this tactic, the team should measure changes in opinion and attitude by conducting simple, quick pre-event and post-event surveys. The opinion questions should gather data by M O S A I C
  • 34.
    34 asking students torate the desirability of the arts using a Likert scale from one through four with one meaning highly desirable and four meaning highly undesirable. Likewise, the attitude questions should require students to rate the likelihood of attending future Arts Alive SDSU events using a Likert scale from one through four with one meaning highly unlikely and four meaning highly likely. Occasionally, reversing the scales will help to minimize the halo effect, which occurs when survey participants choose all the positive options simply because they all exist on the same side of the spectrum. Lastly, the team should measure changes in behavior by measuring the number of new participants who attend the event. The organization should expect to see a 10 percent increase in attendance based on previous attendance numbers. Aztec Mosaic This signature event aimed to intensively increase public engagement by propagating the arts for one whole week and encouraging the campus community to participate in all the activities as much as possible. To measure the success of this major event the team should conduct pre-event and post- event surveys identical or similar to the surveys conducted for Aztec Tiles. Furthermore, the team should expect attendance of at least 535 participants per day. M O S A I C
  • 35.
    35 Kinetic Color This event shouldhave served as the final event in the Aztec Mosaic. It aimed to engage students by celebrating the arts through paint and music. The team can evaluate the success of this event by monitoring participation and attendance and by giving event attendees a post-event survey asking participants to rate their satisfaction and the overall hedonistic value of the event. The team should expect to see at least 535 participants. Conclusion If executed and implemented carefully and strategically, the tactics and strategies laid out in this book should have helped the organization move closer to its mission, goals, and objectives. For the purposes of this campaign, success means the tactics and strategies helped the organization achieve the following objectives: • Increase awareness of arts events and opportunities by 10 percent • Increase campus community participation at Arts Alive SDSU events by five percent. M O S A I C
  • 36.
    36 Recommendations Upon achieving theplanned objectives, the team should consider implementing the same or similar tactics every semester to continue increasing both awareness and participation. If successful, the organization should expect to see an increase in repeated behavior over time. It is highly recommended that the team conduct continuous research on its target publics to uncover hidden or new wants and needs, such as new social media the campus community or external publics might be using. The organization can potentially adapt the Aztec Mosaic signature event to meet different wants and needs of its targets publics, such as a week dedicated to promoting the arts unique to different cultures around the world or by showcasing one art differently by various cultural groups. M O S A I C
  • 37.
  • 38.
    38 Research This section containsvarious tools we used to conduct our research. Contained within are survey forms, transcripts, and an interview proposal. Surveys Survey purpose: Determine the stigma associated to art amongst San Diego State University students Sample: Students in COMM 103 Method: Online survey Survey origination: “Generalized Belief Measure” from jamesmccroskey.com McCroskey, J. C., & Richmond, V. P. (1996). Fundamentals of human communication: An interpersonal perspective. Prospect Heights, IL: Waveland Press. Questionnaire: On the scale below, please indicate the degree to which you believe the following statement: “Every person is an artist in their own way” (1 = Agree, 7 =Disagree) Agree 1 2 3 4 5 6 7 Disagree
  • 39.
    39 Scale Inspiration: Survey purpose: Determinehow comfortable San Diego State University students would be when asked to participate in a type of art form. Sample: Students in COMM 103 Method: Online survey Survey origination: “Classroom Anxiety Measure” from jamesmccroskey.com Richmond, V. P., Wrench, J. S., & Gorham, J.(2001).Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press. Questionnaire: After each statement, indicate the number that best describes how you generally feel when asked to participate in theater, music or any other fine art. There are no right or wrong answers. Circle your first impression. Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly Agree = 5 _____1. I feel apprehensive. _____2. I feel disturbed. _____3. I am peaceful. _____4. I feel relaxed.
  • 40.
    40 _____5. I feeluneasy. _____6. I feel self-assured. _____7. I feel fearful. _____8. I feel ruffled. _____9. I am jumpy. _____10. I feel composed. _____11. I am insecure. _____12. I feel satisfied. _____13. I feel safe. _____14. I feel flustered. _____15. I am cheerful. _____16. I feel happy. _____17. I feel dejected. _____18. I feel pleased. _____19. I feel good. _____20. I feel unhappy.
  • 41.
    41 Scale Inspiration: Survey purpose:Determine how San Diego State University students feel when attempting to participate in various forms of art. Sample: Students in COMM 103 Method: Online survey Survey origination: “Evaluation Apprehension Measure” from jamescmcroskey.com Richmond, V. P., Wrench, J. S., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Acton, MA: Tapestry Press. Questionnaire: After each statement, indicate the number that best describes how you generally feel about being exposed to theater, musical performance, or other types of fine art. There are no right or wrong answers. Circle your first impression. Please indicate the degree to which each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree = 2; Neutral = 3; Agree = 4; Strongly Agree = 5
  • 42.
    42 _____1. I feelapprehensive _____2. I feel tense _____3. I am calm _____4. I feel peaceful _____5. I feel fear and uneasiness _____6. I feel self-assured _____7. I feel fearful _____8. I feel ruffled _____9. I am jumpy and nervous _____10. I feel composed and in control _____11. I am bothered and tense _____12. I feel satisfied _____13. I feel safe _____14. I feel flustered and confused _____15. I am cheerful after participating _____16. I feel happy about how I performed _____17. I feel dejected and humiliated before even starting _____18. I feel pleased and comfortable while participating _____19. I feel confident while participating _____20. I feel unhappy while participating
  • 43.
    43 Scale Inspiration: Survey purpose:Determine the demographics of San Diego State University students Sample: Students from COMM 103 Method: Online survey Survey origination: “Individual Innovativeness (II)” from jamesmccroskey.com Hurt, H. T., Joseph, K., & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4, 58-65. Questionnaire: People respond to their environment in different ways. The statements below refer to some of the ways people can respond. Please indicate the degree to which each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree = 2; are Neutral = 3; Agree = 4; Strongly Disagree = 5 _______ 1. My peers often ask me for advice or information. _______ 2. I enjoy trying new ideas.
  • 44.
    44 _______ 3. Iseek out new ways to do things. _______ 4. I am generally cautious about accepting new ideas. _______ 5. I frequently improvise methods for solving a problem when an answer is not apparent. _______ 6. I am suspicious of new inventions and new ways of thinking. _______ 7. I rarely trust new ideas until I can see whether the vast majority of people around me accept them. _______ 8. I feel that I am an influential member of my peer group. _______ 9. I consider myself to be creative and original in my thinking and behavior. _______10. I am aware that I am usually one of the last people in my group to accept something new. _______11. I am an inventive kind of person. _______12. I enjoy taking part in the leadership responsibilities of the group I belong to. _______13. I am reluctant about adopting new ways of doing things until I see them working for people around me. _______14. I find it stimulating to be original in my thinking and behavior. _______15. I tend to feel that the old way of living and doing things is the best way. _______16. I am challenged by ambiguities and unsolved problems. _______17. I must see other people using new innovations before I will consider them. _______18. I am receptive to new ideas. _______19. I am challenged by unanswered questions. _______20. I often find myself skeptical of new ideas.
  • 45.
    45 Scale Inspiration: Survey purpose:Determine the opinions of the faculty and staff Sample: San Diego State University faculty and staff Method: Online survey Survey origination: “Perceived Organizational Innovativeness Scale (PORGI)” from jamesmccroskey.com Hurt, H. T., & Teigen, C. W. (1977). The development of a measure of perceived organizational innovativeness. In B. R. Ruben (Ed.), Communication Yearbook I (pp.377-385). New Brunswick , NJ: Transaction Books. Questionnaire: Universities respond to change in different ways. The statements below refer to some of the ways faculty and staff perceive their place of employment to be. Please indicate the degree to which you agree that the statement describes San Diego State University. In the blank just before the statement,
  • 46.
    46 indicate whether you: StronglyDisagree = 1; Disagree = 2; are Undecided; Agree = 4; Strongly Agree = 5 _______ 1. cautious about accepting new ideas. _______ 2. a leader among other organizations. _______ 3. suspicious of new ways of thinking. _______ 4. very inventive. _______ 5. often consulted by other organizations for advice and information. _______ 6. skeptical of new ideas. _______ 7. creative in its method of operation. _______ 8. usually one of the last of its kind to change to a new method of operation. _______ 9. considered one of the leaders of its type. _______10. receptive to new ideas. _______11. challenged by new ideas. _______12. follows the belief that "the old way of doing things is the best." _______13. very original in its operational procedures. _______14. does not respond quickly enough to necessary changes. _______15. reluctant to adopt new was of doing things until other organizations have used them successfully. _______16. frequently initiates new methods of operations. _______17. slow to change.
  • 47.
    47 _______18. rarely involvesemployees in the decision-making process. _______19. maintains good communication between supervisors and employees. _______20. influential with other organizations. _______21. seeks out new ways to do things. _______22. rarely trusts new ideas and ways of functioning. _______23. never satisfactorily explains to employees the reasons for procedural changes. _______24. frequently tries out new ideas. _______25. willing and ready to accept outside help when necessary. Scale Inspiration:
  • 48.
    48 Survey purpose: Determineattitude demographics of students in terms of social occasions Sample: Students in COMM 103 Method: Online survey Survey origination: “Introversion Scale” from jamesmccroskey.com Eysenck, H. J. (1970). Readings in extraversion-introversion: Volume I. New York: Wiley-Interscience. Eysenck, H. J. (1971). Readings in extraversion-introversion: Volume II. New York: Wiley-Interscience. Questionnaire: Below are eighteen statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree 2; are undecided =3; Agree = 4; Strongly Agree = 5 _____1. Are you inclined to keep in the background on social occasions? _____2. Do you like to mix socially with people? _____3. Do you sometimes feel happy, sometimes depressed, without any apparent reason? _____4. Are you inclined to limit your acquaintances to a select few? _____5. Do you like to have many social engagements? _____6. Do you have frequent ups and downs in mood, either with or without apparent cause? _____7. Would you rate yourself as a happy-go-lucky individual? _____8. Can you usually let yourself go and have a good time at a party? _____9. Are you inclined to be moody? _____10. Would you be very unhappy if you were prevented from making numerous social contacts? _____11. Do you usually take the initiative in making new friends?
  • 49.
    49 _____12. Does yourmind often wander while you are trying to concentrate? _____13. Do you like to play pranks upon others? _____14. Are you usually a "good mixer?" _____15. Are you sometimes bubbling over with energy and sometimes very sluggish? _____16. Do you often "have the time of your life" at social affairs? _____17. Are you frequently "lost in thought" even when you should be taking part in a conversation? _____18. Do you derive more satisfaction from social activities than from anything else? Scale Inspiration: Survey purpose: Determine how comfortable students when interacting with artists Sample: Students from COMM 103 Method: Online survey
  • 50.
    50 Survey origination: “PersonalReport of Interethnic Communication Apprehension (PRECA)” from jamesmccroskey.com Neuliep, J. W., & McCroskey, J. C. (1997). The development of intercultural and interethnic communication apprehension. Communication Research Reports, 14, 385-398. Questionnaire: The 14 statements below are comments frequently made by people with regard to communication with artists. Please indicate how much you agree with these statements by marking a number representing your response to each statement using the following choices: Strongly Disagree = 1; Disagree = 2; are undecided = 3; Agree = 4; Strongly Agree = 5 _______ 1. Generally, I am comfortable interacting with artists _______ 2. I am tense and nervous while interacting artists _______ 3. I like to get involved in group discussion with artists _______ 4. Engaging in a group discussion with artists makes me tense and nervous _______ 5. I am calm and relaxed with interacting with artists _______ 6. While participating in a conversation with artists, I get nervous _______ 7. I have no fear of speaking up in a conversation with artists _______ 8. Ordinarily I am very tense and nervous in a conversation with artists _______ 9. Ordinarily I am very calm and relaxed in conversations with artists _______10. While conversing with artists, I feel very relaxed _______11. I am afraid to speak up in conversations with artists _______12. I face the prospect of interacting with artists _______13. My thoughts become confused and jumbled when interacting with artists
  • 51.
    51 _______14. Communicating withartists makes me feel uncomfortable Scale Inspiration: Survey purpose: Determine how comfortable artists are to display their works (theater, music, dance, art) to the campus community Sample: Students from the School of Theater, Television, and Film; School of Art and Design; School of Music and Dance Method: Online survey Survey origination: “Test of Singing Apprehension (TOSA)” from jamesmccroskey.com Andersen, P. A., Andersen, J. F., & Garrison, J. P. (1978). Sing apprehension and talking apprehension: The development of two constructs. Sign Language Studies, 19, 155-186. Questionnaire: Below are 19 statements that people sometimes make about themselves. Please indicate whether or not you believe each statement applies to you by marking whether you: Strongly Disagree = 1; Disagree = 2; are Neutral = 3; Agree = 4; Strongly Agree = 5 _____1. I look forward to creating art along with my friends. _____2. My mistakes sometimes make me embarrassed to create art. _____3. Creating art in front of others causes me to be embarrassed.
  • 52.
    52 _____4. I'm afraidto perform around friends. _____5. I am tense and nervous while performing at group gatherings. _____6. When performing, my posture feels strained and nervous. _____7. I look forward to an opportunity to present to the public. _____8. I have no fear of performing in a group. _____9. I feel that I perform better than most people do. _____10. I like to get involved in group performances. _____11. I always avoid performing in public if possible. _____12. I look forward to performing in front of my friends. _____13. When I perform in front of others, my throat tightens up. _____14. I dislike performing formally. _____15. I feel relaxed and comfortable while performing. _____16. I am afraid to perform in a group. _____17. I am fearful and tense all the while I am performing before a group of people. _____18. I have trouble cooperating in group performances. _____19. I am able to overcome any initial nervousness as soon as I start performing. Scale Inspiration:
  • 53.
    53 Transcripts College of Education College from whichthe student was enrolled: College of Education Date of interview: March 18, 2016 Name of Interviewer: Delaney Heil Name of Transcribers: Hilda Chang, Katherine Gilman, Wyatt Guina, Delaney Heil, Stephen Keck, Ivan Zora Length of Interview: 10 minutes, 11 seconds Link to Interview on Google Hangout: http://youtu.be/pJbg_Rgr4NI I: Yeah! Okay, awesome. So, um… P1: Okay. I: Thank you so much for meeting with me. Uh, my name is Delaney, uh, and I’m working with a program at San Diego State, uh, focusing on art in everyday life. P1: (nods) Okay. I: So, um, thank you for taking the time to talk with me, aha, um, I wanna share some things with you, uh, sorry, excuse me, I want to share the things you tell me about, uh, with the class that I’m in. Is-is that alright? P1: Yes.
  • 54.
    54 I: Awesome. Um…so tell me a little bit about your major. P1: Um, my major is, um, Child and Family Development, and I’m working on getting a teaching credential. I: Awesome. P1: And what I like about my major is that we get a lot of hands-on experience… and, um, [inaudible segment] with the opportunity to go internships for work, and I really like it. I: Cool! Uh, what are you, um, what kind of classes do you take? P1: Umm, most of them are about just learning about theories of children… umm… from zero months all the way to adolescence and, um… it depends if you want to learn about older people; um, my focus is on the child so… we do a lot of… um… volunteer work in the Children’s Center here at State. And… um, we implement curriculum, and stuff like that’s very… fun. I: Very cool. P1: And we learn lots of ideas. I: Awesome. That sounds really good; that sounds really, really cool. Um… what, uh— P1: And the opportunity to work with infants, which I had never done before so it’s interesting. I: You got to work with infants? P1: Yes. I did Children’s Center here at State. (soft giggle) I: Wow. That’s cool! That’s awesome. What, um, forgive me, what year are you in?
  • 55.
    55 P1: Uh, thisis, next year is my last year, so technic— [inaudible segment] senior next year. I: [inaudible segment] Awesome. Congratulations; that’s going to be fun. P1: Thank you. I: Um… cool! So, uh, switching gears a little bit, what types of events, places or experiences on campus do you consider art? And it could be-- P1: Art? I: Like, informal art beyond, uh, beyond the traditional sense of, like, paintings in a gallery… um… just something that you consider art, um… P1: I just feel like bringing in different people from different cultures. And that’s something that SDSU does a lot; it has a lot of events with various… um… parties or just get- together’s or reunions. I feel like that’s art, because you learn from other people - other cultures. I: Mhm. P1: Um, also, um, we have like food fairs every other Thursday or something like that-- I: Mhm. P1: And I feel like, in a way, we get to learn from other people and I feel like that’s art. I: Yeah, yeah! P1: And — And then we see it around on the benches, they also have them, like, um, painted and with a message. And, I mean, it’s something that everybody can look at in their spare time.
  • 56.
    56 I: Yeah, ohyeah! The benches are great! Um... P1: Yeah… I: Yeah, the murals are everywhere, there’s flyers, painted benches, those are all really great… Um, so now, what kind of interactions have you had with art on campus, would you say? P1: With art, okay…? I: Like, what-what inspires you to interact with art and are there any barriers, by chance? P1: I feel like... I mean, just people out there engaging you and telling you like, “Oh, come over here”, “You wanna look at this?”, “You wanna try something new?” Um, especially when we come back and we have that welcome week... um... thing, they have a lot of events where we can participate in, then they’re very inviting… So I feel like [inaudible segment] are some of the things that we... we can, um, get ourselves involved in. I: Mhm. Do you ever feel like there’s any barriers, um, to interacting with art? Or do you think it’s pretty open? P1: Here in school? Um, I feel like it’s very opened. Just because it’s very diverse, so… I don’t see, like, any barriers. I: Mhm, yeah, cool! So, um, so now going back to your major, um, how — how does art relate to your future career by chance? Like, thinking of art in a tradi— in a non- traditional sense? P1: I feel like art is just another way to say “creativity” and when you’re working with children you have to be very creative, just because... different learning styles. And you
  • 57.
    57 have to getcreative with the way you teach them and also to keep things fun and out-of- the-normal. And just create an environment where they… don’t get bored. And just have to be very creative. I: Mhm, yeah! Oh, absolutely, I agree. Um... so, building on that, uh, can you think of any way that art could be worked into your classes by chance? Or, um, maybe as an assignment or a field trip? Like — like what do you think? P1: Uh, in terms of classrooms I feel like many times we... read stories, but I think that it’s important also to bring those stories to life. Um, for example we were learning about Ros-I-I- work at Rosa Parks Elementary. I: Mhm. P1: And we read, um, about her story, but we took it one step further and they had… um... uh, art teacher come in and actually teach them some drama a-and acting skills and had them (indistinct noise in background) act and-and, like, create a play of Rosa Park’s life so, that was very fun and they really enjoyed it. I: That’s awesome. P1: And it’s different… yeah. I: Cool! Cool, yeah… um... that’s really, really cool. That’s awesome. Um… so Arts Alive SDSU, um, works on campus to ensure that art is in everyday life. They painted the benches actually on campus and they have a, uh, jewelry-making popup at-at the farmer’s market, um... So like what do you think, um, what do you think appeals to you, uh, about Arts Alive SDSU? (long pause) As far as like...
  • 58.
    58 P1: What appealsto me? I: Yeah, like, like a connection with art in a non-stuffy, like, formal manner, or like, creating things, how, how does it appeal to you, personally? P1: I just feel like when you’re having a bad day or something; for example, the other day I was work, I was sitting on the bench and then it had a little message on top of it, and it just made you think and analyze and, I don’t know it just brightened, brightened up my day actually. Reading what that art meant for them and how we interpret it, so. It, it... I: Yeah. P1: I like, um, that art is very expressed here at, at SDSU. I: Mhm. Now like, what keeps you from in, in some cases, what keeps you from participating in Arts Alive events or enjoying the art they share? Like, is it sometimes that you don’t, you don’t know about it, or you don’t see it, maybe you don’t like it, like, what are, what are some things? P1: I feel a lot of the times we don’t know about it, um... because we have busy lives, and sometimes they’re handing out fliers and you don’t even have time to pick up a flier. So I feel like, um, yeah it needs to be promoted a little bit more like in multimedia because that’s where everybody is. Um, so yes, I feel like one of the problems is that I don’t know about it or I don’t hear about it (brief giggle) because I’m busy or something. I: Yeah. So what could someone say or show you to convince you, uh, to go to an event or enjoy the art shared?
  • 59.
    59 P1: Um... maybejust create, like, an event where you can bring, like, family and friends and just... I don’t know, like a community event? I: Mhm. P1: I think it’d be interesting; I mean, when I was a freshman I... I think there was an event where they had, like, a-a fair and they create--they, they provided us with, like, different materials and we got to create stuff and it was really interesting and it was a family event, like, I bought [/brought/] my family and they enjoyed it so... I: Mhm. P1: I think j-just opening it a little bit more for the community. I: Yeah, that’d be cool. Now, like, if-if for example, like, let’s say that somebody... uh, like, l-let’s say that there was a play going on, um, in the theater… P1: Mhm. I: And... you know someone who’s trying to get your attention about it, like, what would you literally have them say to convince you to go, even if it, you know, might not be of interest to you; like, what-what could think, um, they could say in order to, like, convince you, um...to do it. P1: Umm... it’s free—no, I’m just kidding. I: (Laughs) P1: (Laughs) I: Yeah, that would be a pretty good convincing point. [cross talk]
  • 60.
    60 P1: I'm kidding.Uh, I think... I -- I just feel like... maybe just creating, like, something that would catch your attention, like, instead of just passing out flyers, like, put up, uh, like, a small play or give us, like, a little...sneak peak of what’s going--what’s it going to be; and that way it capture [/captures/] our attention. I: Mmm. P1: ‘Cause a lot of times we’re just walking by and we don’t even notice people passing out flyers or stuff like that. I: Yeah… That’s a good idea. P1: And it’ll be like a little sneak peek. (Giggles) (Inaudible) I: Yeah! Very cool, very good. So... cool, is there anything else you’d like to add about art or Arts Alive SDSU? Anything that’s impacted you personally? Anything that you would like to share? P1: Uh, I just feel like SDSU does a good job at promoting art. And-in-in any way, just the way it’s set up with the pond and the trees; I think that’s a way of art as well. And... like I told you about the benches? Eh, eh, they’re, they’re really nice; I really like that. And, yeah that’s it. I feel like... um... I’ll look, I’ll pay more attention too (chuckles), now, when I see people passing out flyers or stuff like that. I: Mhm. P1: Um, to be a little bit more involved.
  • 61.
    61 I: Awesome. Well,you’re all done! Thank you so much for your time. [cross talk] I, I, really appreciate you talking with me. And I-I’m so glad that you took out the time to talk with me. I really appreciate it. P1: Ok thank you! I: [inaudible segment] So much. P1: [inaudible segment] Thank you! Have a [inaudible segment] I: [inaudible segment] ok? Bye-bye, thank you. ### END OF INTERVIEW ### College of Arts and Letters College from which the student was enrolled: College of Arts and Letters Date of Interview: 18 March, 2016 Name of Interviewer: Ryan Beal Name of Transcribers: David Hitzhusen, Dylan Grise Length of Interview: 14 Minutes Link to Interview on Google Hangout: https://www.youtube.com/watch?v=BEqy_x9brQk I: Ready? P2: Yeah, I got it. I: Awesome. So, thank you for connecting with me today. I hope you can see me and hear me okay. P2: (Long pause) Sure, can.
  • 62.
    62 (technology ringing soundin background) I: Alright, maybe I’ll go in the other room. Momentarily. (Interviewer moves locations) (P2 laughs) Okay, sorry for the change. Alright, so, my name is =Ryan Beal= and I’m working with a program at San Diego State focusing on art in everyday life, umm, so I appreciate you you talking with me and doing this interview. I kinda wanted to share the things that, umm, that you tell me with my team, so is it okay if I record this conversation? P2: Absolutely. I: Okay, great. Uh, okay so we’ll start recording in a second. Okay, are you ready? P2: (smiles and gives thumbs up) I: Good? P2: Good. I: Okay (clears throat) [Inaudible segment] it’s broadcasting because it says… it’s broadcasting. Okay, so, can you tell me a little bit about your major? P2: Uhhh, my major is international business with an emphasis in Asia Pacific, specifically Chinese. I: Okay, and what kind of job are you looking to have after that? The Chinese minor as well as business major? P2: It’s not technically a minor. It’s incorporated into the business, international business. Uhh, collective. But, ummm... basically after I graduate I’m… planning on technically trying to have a job, just essentially, where I’m flexible. I can move between Europe
  • 63.
    63 and Asia becauseI know Spanish a little bit too. It’s just anything business related and probably I want to get into media. That would probably be like my niche. I: Maybe like, PR for example. P2: Possibly. I: Cool. You should take =Sweetser’s= class if you do PR. She’s a professor here at, uh, San Diego State actually. P2: Excited to hear it. I: (laughs) Okay so switching gears a little bit. Um, what type of events, places or experiences on campus, uh, do you consider art? P2: Do I consider art? I: Yeah. So, it can be informal art beyond, like, you know, the traditional art gallery, go inside a museum and see something. It can be like a mural, a flier, painted benches, a painting. P2: I definitely would think of the love library. The mural that they have in there. Umm, as well as a lot of the, ummm, I remember like in the bottom part, not in the 24 hour area, but in the library where they have the, uh, photographs with different, umm, black authors. Like the kind of circle around the bathroom area. I thought that was a really, umm, they were really umm, they were really well taken photos. Umm...I just think the way the campus is setup itself is kind of artistic. It’s kind of… umm…very natural. I know when I think of the campus I think a lot of the koi pond and how…it’s just so aesthetically pleasing to just be around that area. Which is why people hang out there so often. Ummm…and just the general layout of the campus in general I think is very aesthetic. Umm...kind of artistic in that manner.
  • 64.
    64 I: Are thereany other locations on campus that you consider kind of aesthetically pleasing, specifically, other than koi pond where you feel like you can kind of relax or get some type of, like, healing from? P2: Uhh, I would say the koi pond is definitely one but then there’s...uhh...not, I think it’s west commons. Uhh...where it’s kind of that overlook, ummm, over, it kind of just overlooks, really the, the freeway, but it’s still just a very aesthetically pleasing view. Just sit there have a coffee and uhhh. Yeah, kind of do that. I: Definitely. Umm, yeah another place that actually has that if you didn’t know, ummm, was the art and design department. It can kind of, it overlooks the 8 freeway as well as like the mountains and also, ummm, down into mission valley, which is actually pretty peaceful as well. I discovered it maybe I think a year ago. But actually went back there last week, and I just kind of was…taken aback and it had like a nice bench and you can sit there and it kind of made me think I should come back here as well just in terms of like the aesthetically pleasing part. I feel like it’s, like, one of those hidden parts of campus that nobody really frequents too much. P2: Yeah, I actually uhh, I had the opp- that’s actually where my Chinese class is and it uhh [cross talk] I: Oh, perfect. P2: (continues) overlooks that way. We’re in that art building. So yeah, I, I know what your talking about there too. I: So you’re trying to keep that one a secret you didn’t bring that one up. P2: (laughs and shakes head) But no, it’s just uhh, I didn’t really think of it at first.
  • 65.
    65 I: Alright. So,what interactions have you had with art on campus. Like, what inspires you to interact with art or what are some barriers that you think, um, limit your art interaction? P2: Ummm, I personally, like I said, I do media myself. So, umm, I’ve gotten involved with the campus film festival when it came… ummm…I think it was last semester. So um, that’s one way that I interacted with art and just, really seeing a lot of the same kind of art that I’m interested in, and umm, being part of some people’s projects and then having people just hop on and be part of our projects were, was a really cool collaborative experience. Apart from that, I don’t, I don’t know that I see… art as out and ready and present as some other things. I mean it’s in the benches, it’s in certain wall, you know, things. But I don’t, I don’t see people out and doing it as, as much as I think I would like to see it interacted with. I did see a couple of students sketching the other day, in from of the koi pond. Umm, but, I think that’s, that’s about the extent. As students you just see them doing it but you don’t get to interact with that kind of art, umm, per se. I: Definitely, definitely. Umm… so, going back to your major. Umm, how does art relate to your future career? You talked about the film festival so I’m kind of wondering, in terms of art, how does that relate to your future plans? P2: Well I chose Chinese because, umm, America has kind of a glass ceiling, umm, uhh, how far, how big you can develop as a studio and film and that kind of thing. So China is such a large market and Chinese in general in the fact that, umm, Chinese is not just spoken in China. It’s spoken in Singapore, Malaysia, Taiwan. Umm, all these other countries that kind of, almost, really, compose all of Asia. So I think that being able to market your media to that large demographic can put you in the position to be a large studio umm, and
  • 66.
    66 then really bringthat expansion back to the U.S. if you so choose. So that’s kind of why I chose it. Umm, media and, you know, the union of media and international business together, because, um, I feel like it’s just where it needs to go in order to, to get as big as I want it to get. I: Definitely. So, building on that can you think of any way art can be worked into your classroom? P2: How it can be worked into classroom...hmm, I think that if the students, I mean I don’t know how the the administration would feel about this, but I think if the students had the liberty to kind of, uh, do small pieces within the classroom or you know kind of create something aesthetically pleasing within the hallways, or something along those lines, it might uh, kind of give the campus its own unique vibe. Um, just from my personal experience I’ve, I’ve stayed in a lot of hostels and, and one of the ratings that they give a hostel is on its, um, its character, its personal own uh, kind of characteristics that make it unique and a lot of that has to do with the aesthetics and the art that’s involved and I think that, um, having San Diego state be both a highly um, scholarly campus and and very artistically and aesthetically pleasing is something that will draw a lot of people in, you know? Like I’m looking at you right now and you have the the light above your head and...um...the lamp thing, and I just think that, you know, this is cool but that’s not everywhere, that’s just where you’re at right now and that… I: That’s my halo that’s above me. I’m just kidding. I’m just kidding. P2: True. Why is it held up by Devil horns? Anyway. Um, (both laughing together) anyway, it looks good on you.
  • 67.
    67 I: That wasgood. That was good. Um, but in terms of the art, like, how could it be integrated into your classes, like a field trip, an assignment something that goes into the curriculum of what you’re studying a little bit? P2: Uh, I mean that’s hard to say as a business major, I mean you kind of have those two separations of right brain left brain to where you kind of don’t think that those two go together. So it’s hard for me to say that art would go into a business curriculum, it would go into um, ya know finance or accounting you know those are very kind of uh left brain types of, types of things, so, I guess it’s kind of a hard [for] me to to to kind of reiterate or to, to speak on what could make that more artistic, uh, I just wouldn’t, I really wouldn’t know where to begin. I: Okay. So Arts Alive SDSU works on campus to ensure that there is art in everyday life. Um, they painted the benches on campus and there is also jewelry making on Thursdays at farmer’s market as well, um, so knowing that what appeals to you about Arts Alive SDSU? Is it the connection with art in a non-stuffier exactly like formal kind of manner, or is it the creative things they do with the benches, uh, film festival for example. So um what kinds of things appeal to you about Arts Alive [SDSU]? P2: Um, I think that what appeals to me about Arts Alive [SDSU] is that, you know, like I said, business related you don’t get that element of creativity all the time and it’s nice to… be on campus and to walk by it and it’s kind of like a breath of fresh air, you know, um, cause even though I’m business oriented I’m I’m still into art in a sense with the media and um I just feel like giving you that creative breath of fresh air to go and look at somebody create something from a totally abstract idea and seeing that first hand is really
  • 68.
    68 refreshing and, andto have it on campus is something that uh… I think is really important and valuable um, to the students. I: Definitely. So is there anything that keeps you from participating in Arts Alive SDSU events? Like, or enjoying the art that they share? P2: I mean I’ve heard about it but I feel like I’ve heard about it in whispers as far as Arts Alive [SDSU] goes. Like, I mean I never really know what’s going on, not just, not, I don’t want to specifically categorize it to Arts Alive [SDSU] but really with a lot of different programs um but Arts Alive [SDSU] more particularly because I, I think when I first got here I tried to sign up for Arts Alive [SDSU] and I didn’t really hear anything about what they were trying to do so it would be nice to just get an email like this is what we have updated for what we’re gonna do, we need people for this and that. And I think it would be cool to you make those kind of connections in the art department. Um… yeah but, like I feel like anytime Arts Alive [SDSU] is doing something, like I think they just did a cooking thing if I’m not mistaken… in the middle of the union and I don’t think anybody knew about it till it actually happened. So, um, just kind of getting it out there would be a lot better. I: So what could someone say or show you to convince you go to an event or enjoy the arts shared? P2: I mean it would just have to be something I’m interested in. Like I’d love to go sit at like like the cooking thing I just mentioned, I’d, I’d really thoroughly enjoy just sitting there watching people cook and getting to taste the food and yeah it was just an awesome experience and… you know I’m not going to be interested in every single piece of… art artistic thing they have coming out um...but I definitely would be more inclined to go if I
  • 69.
    69 knew what theyhad going on. Um, yeah, I definitely be more down to be like, yeah this is awesome, let me go do this on a Friday afternoon after a long day of classes. I: So is there anything else you’d like to add about Arts Alive [SDSU] or art in general at SDSU? P2: I’d like to see some of what, uh, the students create. I feel like… uh sometimes I don’t feel like, I mean I know we have a lot of arts students but I never really get to see where their art is displayed at or if I have I haven’t noticed. Um...so I’d like to, you know, see them more at the forefront. I mean I walk through the art, like I said I’m in the art building for a class and… even in that building I don’t think I see that much of the students’ art or their work being displayed. So just having it on display I think would be a cool, uh, cool thing. I: Okay. Well I really appreciate you taking the time to talk to me P2, uhh, I seriously really do. Um, so I'll definitely take your suggestions and consideration and share it with Arts Alive SDSU. Umm, I appreciate your time, thank you, and umm, Happy St. Patrick’s Day. I hope you have a good weekend. [Inaudible segment] Alright, thank you man. P2: Alright. Did that record? ###END OF INTERVIEW### College of Business Administration College from which student is enrolled: College of Business Administration Date of Interview: March 18, 2016
  • 70.
    70 Name of Interviewer:Mikaela Mikova Name of Transcribers: Mikaela Mikova, Leo Sue Jane Length of Interview: 11 minutes, 19 seconds Link to Interview on Google Hangout: https://www.youtube.com/watch?v=IZT6kJ-7-VI I: Alright, hi! P3: Hi- I: Okay S- (laughter) P3: (Laughter) I: Alright, so tell me a little bit about your major. P3: Uhh, I'm in the business, uh, school of business. Um, my major is, uh, Business Administration with an emphasis in management. Um... I don't know what else to... It's about business (short laugh). Which includes accounting, uh, there's marketing… I think hospitality is another one, management, that kind of thing. I: Okay, so those are the different areas. Um, what kind of like specific classes do you take? P3: Um, it's pretty w-… There's a wide range they give you… There's some finance, um math is, is included in there too, um like sta- statistics and things like that. There's marketing and then as you get in the higher levels its like, uh, like right now I'm in an international business class. There's a lot of, uh, cultural and international classes to kind of get you to understand that, you know, business is a global thing, which is kinda [/kind of/] interesting. Um, there's some HR stuff you gotta learn, um... Uh, I'm trying to think what else… Th- that's pretty much it. It's like all, all aspects. I: Okay- P3: -Operations management too. That was… fun (laughter).
  • 71.
    71 I: And uh,with all those different, uh, aspects, what kind of job or career does that field… um, that major, lead into? P3: Um, for me or in general? I: In general… [cross talk] or what you're in interested in. P3: Well so, management is… you know, management of any business. It's kind of why I choose it. It's uh... wide range of choices cause [/because/] everything is a business, so you have that and then management; everything needs some kind of management aspect. Um… So, that’s kinda [/kind of/] why I choose it cause I'm still a little… umm… undecided on what I wanna [/want to/] do so I figured it was a good way to go. Which is true, it kinda [/kind of/] teaches you the ins and outs of… of business and everything, you know. Everything needs management, from budgeting… to, you know, marketing, all that stuff. So it's, it's pretty, um… it's leaving a lot of options open which is cool. I: Okay, cool. So, um, switching gears a little bit… Um, what types of events, places or experiences on campus do you consider art? P3: Art, um, I would say... obviously anything in the arts department but also probably music, um…dance, uh, theatre. Any sort of like singing, theatrical performances, um… Even like design or like interior design… Um, I could see architecture as being some k- form of art even though its a little bit more engineering. Um, but any, any kind of design or...Uh, entertainment, theatre, drawing, that kind of thing. I: So, so all those that you mentioned and anything that would go beyond the traditional type like, uh… a gallery experience or something like that. You would count all those different things as art? P3: Yeah, I see that as art. Yeah.
  • 72.
    72 I: Okay… Soum, what interactions have you had with, uh, art on campus? P3: Umm… I've been to… um, you know Darrel, so I've been to some his music, um, when he was doing the performances they have like, uh, this all day sort of electro-acoustic performance thing where everybody comes in and just does something that’s related to, to their, um… their focus. And that, that was pretty cool. Um…uhh, I haven't been to any like theatre performances here. Um, I don't do a lot of stuff, you know, on campus. I kind of go to school and go home to be honest, but um… yeah, I think that was basically it. It was just the music stuff. I: So you said that you just go to school and go home. P3: Mhm. I: Um, what are the barriers that keep you from attending more events? P3: I don't have time. Work full-time and then, you know, after… after work I go to class at night, and then after that it’s like I'm- it's nighttime. I just want to go home and eat dinner and like go to bed. I: (Laughter) P3: So I really don't have time. I don't know how anyone has time (laughter). But um, yeah then on the weekends, I don't- I don't really, I'm not super involved with any of the um... um... art stuff, so I don't know what going on here on the weekends…but… I: Okay… Th- that's understandable…Um, so going back to your major, how does art relate to your future career? And you can think of this in, in the non-traditional way like making things with your hands or looking at the design of something… P3: That's interesting. Um… hm… So I would say… uh- you know I'm not really sure what
  • 73.
    73 my future careeris, but I can see that management definitely connects to… uh, the art field because every- like I said, everything is a business. Everything needs some sort of management, so if you're, you need to be able to manage, you know… your… the way you market yourself, um supplies for your art, you know…um, where you're doing your performances or showing your art. All that stuff is, is technically a business and you can learn a lot of ways to manage it and ways to budget, um, in, in the art classes- or in the, uh, business classes that, that they provide. So yeah, I mean… I guess I could, you know, you could relate it to art in that way, I guess. I: And uh… For you, would you want to have like an artistic aspect of your career in management? P3: Um yeah. I mean that would be kinda... That would be interesting, I guess. I really haven't, I haven't thought about what I wanna do really. But like I could see owning like a little gallery here would be pretty cool. Um… um... even, even like a coffee shop that, you know has little events like, you know, musical performances or a gallery in the back and stuff like that. I could see that, yeah. That would be fun- I: That would- (noise interference) P3: -in this area. I: -that would be very cool. P3: Yeah. I: Alright, so building on that, can you think of any way that art could be worked into your classes as an assignment or a project…
  • 74.
    74 P3: Um… Actually,I’m, uh, doing- So one of my… Um… It’s the upper, upper division general ed requirements. It’s- it’s a women’s studies class. So, not necessarily business but, but they, they tie in art, um, in this class cause we have to do an interview with, uh, female relative then we have to write a history like a short story of the relative mixed in with the history of the time period. So it’s uh, I think- I see… Writing as art as well, so that’s kind of- if, if we did more… Maybe…creative writing… Um, creative writing projects would be some kind of artistic expression. Um… tsk, I’m trying to think… Business is not artsy, at all. You know, it’s kinda [/kind of/] dry, so… Uh, and one of my classes we’re actually making a, a film. We have to make a movie about, you know, some uh- using a creative concept and then mixing in a different, um, country’s business values. So that’s kind of an artistic expression right there, is doing a, a video. I don’t know how to we’re gonna [/going to/] do it but, you know… we’ll find out (short laugh)(pause). I: Ok, so Arts Alive SDSU works on campus to ensure that there’s art in everyday life. Umm, they painted the benches that are on, uh… on the walk between Hepner Hall and Hardy Tower. And they also host a jewelry-making booth at the farmers market on Thursday. P3: Nice. I: Um, what appeals to you about Arts Alive SDSU? P3: I like that jewelry making idea. I had no idea. That’s, that’s cool. Umm… tsk, it sounds fun. It sounds like um… if, you know, if I had like extra time, that’d be something that I would definitely want to look into. It sounds nice- Like, I think it’s important to, sort of,
  • 75.
    75 you know, thebeautification of the campus… It’s- it's important um… so it’s nice that they’re contributing to that, um (long pause). Yeah, that’s exciting. I had no idea, I think they need to maybe widen their- their scope. I didn’t, I didn’t know anything about it. I: Heh heh, that’s funny. That- that was actually my next question that I was gonna [/going to/] ask: what keeps you from participating in Arts Alive SDSU events or enjoying the arts they share, and it’s because you don’t see it- P3: (Laughter) I: -and you don’t know enough about it. P3: No, I didn’t know about it. Maybe, I… I don’t know. Do they send emails or something like that? I haven’t, I haven’t seen any emails… Umm… I don’t really know about it. It’s interesting. Also the business, I feel like the College of Business is kind of on the other side of campus from like, you know… the arts stuff too, so we’re kind of far removed… in a sense. I: Yeah, you guys are a bit… off (short laugh), off to the side- [crosstalk] P3: Way off… Ahah yeah. I: So, so do you think if they did more things around the business area on campus, would, would you take notice? P3: Yeah, definitely… and, and it’s different because, you know… You have a group of, you know… artistic people in the arts program and business people aren’t necessarily gonna [/going to/] be the same people who are gonna [/going to/] uh, you know, participate in that kind of stuff. But I think it’s worthwhile to make it um… known, you know, and there’s a lot of entrepreneur- cause the business program also has entrepreneur, um…
  • 76.
    76 classes. So youhave a lot of entrepreneurs that might be interested in, in the arts aspect too. That’s a good idea. Make it known. Get it out there. I: Definitely. So what could someone say or show you to convince you to go to an art event or enjoy the art shared? P3: Hmm… Um, I would say… it would have to be within the time frame that I can go. It, you know… A lot of us would who work full-time. So it’s like, Monday through Friday I’m not usually, um, available. U- unless it’s at night when I’m taking classes, you know. So maybe if it was something going on the weekends maybe, then I’d actually be able to go. But, a lot of times if it conflicts with class then I’m probably not gonna [/going to/] go. You know… I: What’s interesting is, uh, Arts Alive actually has a gallery in Downtown… P3: Oh. I: And a lot of students don’t know about that. But, I believe it’s in, in Balboa Park. So… P3: Oh, that’s cool! I: Would you consider attending that on the weekends or something? P3: Yeah, definitely… [noise interference] [inaudible segment] I: Ok… (short laugh from both) [inaudible segment] I: Um… So, is there anything, uh, you’d like to add about art or [noise interference] Arts Alive, in general? [noise interference] P3: Mmm… no. I mean well, I’ll look it up now (laughter). Now that I know about it, I didn’t know anything about it. So, um… yeah, it sounds interesting. I: Ok, well… um, thank you! I, I appreciate you participating in this interview and, um, I guess we’re done!
  • 77.
    77 P3: Alright, thankyou! See you later. I: Mhm, Bye! ###END OF INTERVIEW### College of Engineering College from which student is enrolled: College of Engineering Date of Interview: March 24, 2016 Number of attendees: One Interviewer: Jordan Wilkinson Name of transcribers: Michele Chapman and Vanessa Berentsen Length of interview: Eight minutes and forty-four seconds (0:8:38) Link to interview: http://youtu.be/LdNuksszb5Q Group: - Alexis Evans-Bendel Chandler Berke Vanessa Berentsen Anja Riedel Michele Chapman Jordan Wilkinson Graciella Regua
  • 78.
    78 I: All rightso can you tell me a little bit about your major please? P4: Uh yes I’m a mechanical engineer major. (Long pause) I: K and uh what are you studying and what kinda [/kind of/] you know what kinda [/kind of/] classes do you take? (short sniffle) P4: So just a lot of math classes right now so like the calculus’s, calc [/calculus/] 2, calc [/calculus/] 3 (claps once) uh [cross talk]. I: Physics classes? P4: Uh yeah uh physics uh 195 and 196 and there’s also some programming classes like uh uh yeah just general programming. I: OK. Uh what job or career field does this major lead to? (Long pause) P4: Uh something dealing with (stomping noise) robotics. Hopefully maybe like building robots of some sort. That’d be pretty cool. I: That does sound really cool. OK so switching gears a little bit. What type of events, places or experiences on SDSU campus do you consider art? (Long pause) P4: Like wha-where is art in SDSU is [cross talk]? I: Yeah. P4: OK uh [cross talk]. I: Anything formal. Anything you’ve noticed. P4: Uh there’s always the, the benches. I see a bunch of benches with different art on it. It’s like really random stuff like sometimes it’s just kind of…like, I don’t know…abstract but then sometimes there’s a theme. Like uh before… uh one of my classes last semester I’d always sit at like the same Mario-themed bench. (Long Pause) I: Hm.
  • 79.
    79 P4: And thenthere’s, I’ve also seen, there’s a, there’s like a gallery down by Arts and Letters that I’ve walked through. (Long pause) I: That’s cool. Any uh, paintings or uh murals that you see? Flyers? Or… P4: Um…no there’s just one occasion where there’s just a bunch of big canvases on display. That’s-uh-I-just-uh looked through those but…I don’t remember any murals. (Long pause) I: OK. So uh, what interactions have you had with that art on campus? You know what, what inspired you to interact with it or to look at it [cross talk]? Stuff like that. P4: Uh well the art is just everywhere. Like on the benches so like you can’t really ignore it. So…that’s all-like I’m always trying to be observant too so I always just try to see…see what each bench has. (Long pause) [Cross talk] I: What kind of…yeah uh what kind of barriers might happen? Uh or what things could block you from…you know experiencing art? P4: What could block me from experiencing art? (Interviewer quietly says “yeah”) (long pause) Uh…I don’t know I guess if there’s like a lack of art then I can’t experience it or…or maybe if I don’t know where it is. Like I don’t know I was told…I haven’t seen any murals and you’re asking about those so…I don’t really know where to find the art I guess so that’d be the barrier for…not being able to enjoy it. I: OK so going back to your major, how does art relate to your future career? (Long pause) P4: Hm so I guess art is really anything anyone can create so…going to mechanical engineering like that’s all about creating like robots or just anything mechanical. So if you’re creating something then that’s just art in its own sense. So whether it’s a robot or just anything you make that’s-that’s your art. I: OK. P4: It doesn’t just have to be a painting or something. (Long pause)
  • 80.
    80 I: So buildingon that, can you think of any way that art could be worked into some of your classes? You know physics, mathematics and uh computer programming? Those kind of things? P4: Hm yeah well generally those classes are pretty uh number-based and they get a little stale that way. So it would be pretty cool to see maybe like in a computer programming class if you have to program like a bunch of numbers or something like that to…to correspond to make a big…art piece or like a dr-uh…a drawing of some sort other than just like doing algorithms and equations with numbers in the programs…That’d be a pretty cool way to incorporate art. I: That would be really cool. Are there any field trips that you could possibly take that would uh…help inspire art? P4: Hm…I guess anywhere that just…maybe like where robots are even being made cuz [/because/]…that’s just an art form in itself. Just the building of something. And maybe like the assembly…of a robot [cross talk] would be cool. I: OK…yeah. Um so Arts Alive SDSU works on campus to ensure there is art in everyday life. They painted those benches on campus and they also have a jewelry making at the farmers market. So what kind of appeals to you about Arts Alive SDSU? P4: Hm. I guess what appeals is that they’re trying to it seems like show people more art. Cause I think everyone has some sort of artistic-ness in them, whether it's a little or a lot. And uh maybe they’re just trying ta [/to/] help everyone find their own little art sense. (Long pause) I: Is there anything uh that you could create possibly that uh or any ideas of things you could create that uh you know would appeal to that, to Arts Alive SDSU? P4: Anything that you could create? I: Yeah. P4: Uh. Nothing really comes to mind. Like uh.
  • 81.
    81 I: That’s alright.[inaudible segment]. All right, we can move on to uh the next question. Uh [background mumble] what keeps you from participating in Arts Alive SDSU events or enjoying the art they share? What things can prevent you from participating? P4: Well I haven’t really even heard too much about Arts Alive. I didn't even know that was a thing until just now in this interview. I didn't know where the benches were painted from. I thought they were just random students. So maybe like some sort of exposure, passing out flyers or something. Maybe, maybe even a better way than passing out flyers, like maybe a sign somewhere because I know when I get flyers handed to me I usually just avoid those people. So maybe putting a sign somewhere would, cause uh I generally read signs but I’m not really going to pick up every flyer, so. I: OK. P4: So definitely [cross talk] just to be exposed more to Arts Alive would be a cool, would be a cool thing. But I never even knew they existed. I: So you kind of already led into the next question, which would be P4: Oh. I: What could someone say or show you to convince you to go to an event or enjoy the arts shared. So I know you said uh some sort of uh poster or flyer type thing. P4: Yeah. I: Is there anything specific? [Cross talk] P4: But on that poster like there has to be some pretty cool art on it itself. Cause maybe I would, I would want like a little sneak peak of what I’m gonna see like, so definitely not a plain poster or anything. I need to see some art there. I: So [cross talk] you need to see some art to convince you? P4: Yeah. And maybe like, like, what kind of art it is too. Cause like art can be in so many different forms and they’d have to grab me with that too.
  • 82.
    82 I: So isthere anything you’d like to add about Arts Alive SDSU now that you know a little bit about it that you've experienced it in a few ways even though you didn't know what it was. P4: Uh it must be a pretty cool program because I’ve really enjoyed the benches that that have all those different kinds of designs and I feel like they've changed too so like it seems like there’s always something new going on there. But yeah, I think it would be cool to just see some other events that they have going. Cause you even said something about like a jewelry making, uh I haven’t, I haven’t even seen that on campus so. I don't know, maybe I’m not looking in the right places or uh maybe I’m not getting enough exposure, but it sounds like a cool program. I: Awesome, awesome. Well thank you for your input and thank you for your time. And I hope you have a great day. P4: Thanks, you too. ### END OF INTERVIEW ### College of Health and Sciences College of Health and Sciences Interview Date: 17 March, 2016 Name of Interviewer: Natalia Xibille Name of Transcriber: Elizabeth Bradford, Nikki Nguyen, David Chi, Arvin Yazdan, Baylee Akins, Kaitlyn Renison and Arianna Rybkowksi Group: Elizabeth Bradford Nikki Nguyen David Chi Arvin Yazdan Baylee Akins Natalia Xibille
  • 83.
    83 Kaitlyn Renison Arianna Rybkowski Lengthof Interview: 8 Minutes and 34 Seconds https://www.youtube.com/watch?v=h2zH-yRk7Q4 START INTERVIEW I: Alright, so we are live, so just to start off the interview, um, I wanted to know, if you could give me, uh, just a little bit about your major, what you’re studying. P5: Umm, I’m a nursing major, so basically I’m part of the school of nursing so I (long pause) learn everything about nursing right now, like I’m going to hospitals and stuff. I: Okay, what kind of classes are you taking? P5: Uuuuuumm, Fundamentals of Nursing, Physical Assessment, there’s also (long pause) as well as some GE’s like history right now. I: Well, very cool. So, switching gears...what type of events, places or experiences on campus do you consider to be art? P5: Wait, I’m sorry - what? Say that again? I: What types of events, places or experiences on campus do you consider to be art? P5: [Cross talk] ummmm… I: [Cross talk] so it could… P5: Oh yeah, go ahead.
  • 84.
    84 I: It couldbe informal art such as, umm, you know, aside from the traditional art gallery. It could be anything from like painted benches, to flyers, anything along those lines that you would consider art? P5: Okay. Um definitely like the big concerts we hold … even like the open mics. Um I’ve definitely, I’ve seen lots of cultural performances, such as like dancing and stuff. Um and like the the, the uh benches like you said that was a good example. Um I’ve seen (long pause) a picture of a mural somewhere, I haven’t seen it actually on campus, but I know it’s somewhere. But yeah, stuff like that. I: And (long pause) what interactions have you had with these forms of art? … That you just explained … that you just [inaudible segment]. P5: Um, I’ve seen them around campus, I’ve attended a couple of things. Um I haven’t partaken nor promoted per say, but I’ve gone and enjoyed them. I: Which ones have you attended? P5: Um I went to a jazz concert. I’ve been to a couple open mics … and then, I’ve heard some of the concerts from outside the open air theater. I: Okay so definitely, um, you know, art in motion seems to be the kind of … P5: Yeah [cross talk] yeah definitely. I: Alright, and um, so (long pause) what inspires you, or what, what motivated you to partake in those, um, experiences and forms of art? P5: Um, it just sort of matched with stuff I was interested in. Like I’m, I like music so, a lot of stuff I go to is music oriented. I: Okay … and, what are some barriers you would say that you have when participating in these events or that prevent you from par-participating in all the events? P5: Uhhh prevent me from participating in all the events… I guess if I’m not familiar with some of the stuff that’s going on then, I’m not as inclined to uh be interested.
  • 85.
    85 I: Okay. Soo,going back to your major. How does art relate to your future career? Um it could, once again in a nontraditional way, it could be, um, if you’re making things with your hands or looking at a s-, like diagram or a design? How, how would you relate it to your future career? P5: Art and nursing… ummm. I: *freezes on interviewer smiling* P5: Well there definitely (long pause) as a therapy, I suppose? Like I know it’s common for music therapy to be, um, implemented and I s-, maybe even like, drawn, like art pfff art, like paintings and stuff? Possibly? Other than that I’m not too sure. I: Okay..Alright that’s perfect. Um.. so building on that...can you think of any way that art could be worked into the classes you’re currently taking for your major? P5: Maybe uh like building off the, uh, music therapy, maybe a class that discussed the benefits and just went into more detail about that kind of stuff. I: Okay, so more theory based? P5: Yeah. I: Okay. Um, what about thing like assignments or field trips. Do you have any other ideas? P5: To um, to uh? I: To incorporate art in. (video static) P5: Ummm (long pause) maybe like a uh nursing, to a nursing museum maybe there would be some interesting exhibits or something. I: Okay. And so Arts Alive SDS... um, have you heard of Arts Alive SDSU?
  • 86.
    86 P5: I havenot, no. I: Alright well, basically it's a program on campus that works to ensure that there’s art in everyday life. So as I mentioned before you know, the murals, um, the different pop-up events like jewelry making, things like that. P5: Mhm (head shaking up and down) I: So, based on that broad concept…of the program, what about it appeals to you? P5: Uh, just the opportunity to get the people on campus involved, I suppose, that’s kind of cool. I: Okay. Alright, so, what keeps you from participating in Arts Alive SDSU events, or enjoying the art they share? P5: Not knowing about it, really. I: Okay, so just… alright, lack of knowledge. Okay, um, but do you see these events? Have you seen any events– P5: I’ve seen, like, you know, snapchat stories…uh, but I haven’t necessarily seen in person. Like, oh, that’s an Arts Alive event. I: Mhm. Okay, so, knowledge, not, um, no visibility. But you have seen it in social media, you mentioned? P5: Yeah, yeah. I: What forms of social media aside from snapchat? P5: Mainly just snapchat, I’d say. I: Okay. And what kind of events have you seen on snapchat from Arts Alive SDSU?
  • 87.
    87 P5: Um…(sigh), “mmmif”…I know I’ve seen them, let me think. I: Mhm. P5: They host, they’re the ones who host some of the, uh, performances and stuff in the, uh, theatre too right? Like, the Montezuma Hall...or no? I: Um… I believe they do host some of those. They do a lot of events at the farmers market, they... stuff like that. P5: Oh, okay. I: They did um, a giant puppet that was walking through there. They do a lot of hands-on activity. Have you seen any of those on social media? P5: Ummm, I guess I haven’t um, no. I: Oh, okay. Alright. Perfect. So what could you say, what, what could someone say or show you to convince you to go to an event, an event for Arts Alive SDSU. P5: Uh, just let me know what (pause) kind of event it would be? And then yeah if I’m interested I could definitely would go check it out. I: What kind of events would you be interested in attending? P5: Uhmmm … That’s a good question. I’m usually kind of interested, I’m usually pretty interested in a lot of art, stuff, so (long pause) maybe like a (long pause) a (long pause) painting thing, or like... How do I explain this? Like you just show up, you paint maybe part of like a larger mural everyone’s doing? Or... Uhhh maybe impromptu like dance lessons for a quick flash mob or something? I don’t know. I: Okay so hands on things? P5: Yeah.
  • 88.
    88 I: Alright …Okay well I think that’s it unless there’s anything else you’d like to add? P5: Uhh no! I: [Inaudible segment] ...or for Arts Alive? No? Nothing else? P5: Nope! I: Alright well thank you so much for your time and I hope you have a nice day! It was nice meeting you! P5: Alright, thank you! I: Alright, bye. P5: Buh-bye. ###END INTERVIEW### College of Sciences College in which student is enrolled: College of Sciences Interview Date: 22 March 2016 Name of Interviewer: Nicole Schneider Name of Transcriber: Naseem Kasraee Group: Carolina Martinez, Cesar Padilla, Jaclyn Murray, Kayla Williams, Ken Priest, Naseem Kasraee, Nicole Schneider Length of Interview: 4.49 minutes (attached to email) 1. So tell me a little about your major.
  • 89.
    89 P6. Umm, Iam in the psych major…I basically just learn about umm about the mind and people’s behaviors. Ummmm I’m taking, right now, two psych courses, psychology of personality and psych in infant child development. And I want to be an occupational therapist, but in order to that I have to take other classes like anatomy and physiology. 1. Okay great. What types of events, places, or experiences on campus do you consider art? P6. Umm….I think like the paintings in the library. There’s definitely a lot of paintings on the walls and also…around school like the benches…are painted. So that’s pretty artsy. 1. Alright- P6. That’s about it, yeah. 1. What interactions have you had with that art on campus? P6. What’s that art? 1. With that art on campus. P6. Ummmmm…not really much interaction I would say, just more like observing and looking. Not much umm with the…art. 1. Okay. Are there any barriers? P6. Ummmm I wouldn’t say barriers I would just say I don’t take the time to go and just like appreciate it when it’s there just I’m so busy and stuff. 1. Going back to your major, how does art relate to your future career?
  • 90.
    90 P6. I feellike you need to be creative in my career like you need to have different creative ideas, especially with working with children and just like a lot of arts and crafts and just be really artsy. So that’s how it relates to like my future career. 1. Building on that, can you think of any ways art can be built into any of your classes? P6. Ummmm hmmmm…trying to think. Maybe more, I don’t how they would do that, but maybe more like creative like writing instead of just like science papers all the time or just like ummm lets see like…my psychology of children class we can talk about…like ummm… how it can be incorporated with art and how it has to do with psychology but we never really do anything with art. 1. Arts Alive SDSU works on campus to ensure that there is art in everyday life. They paint benches on campus and there’s jewelry making at the farmers market. What appeals to you most about Arts Alive? P6. Ummmm…I think the people who are always…are they the people that stand in the middle of the school and like….do whatever they do...I haven’t like really watched them…I’ll admit I don’t really know how that art…I haven’t taken the time to actually like see what they’re doing and why that’s considered art….It’s just I don’t really know what they’re doing. 1. Okay. What keeping you from participating in Arts Alive SDSU or enjoying the art they share?
  • 91.
    91 P6. I feellike I’m always busy and stuff. I don’t really make time…so I’m like always in class always in a rush to get somewhere so just like I haven’t had any time but maybe if it was required for a class or something like that I would make time. 1. So if it was required, do du think that would convince you to go to an event or enjoy the event? P6. Yeah. Yeah definitely. 1. Okay. And is there anything you would like to add about art or Arts Alive SDSU? P6. Ummm no. I just think that I need to be more educated on it. I just think more people need to be educated on it. I definitely look forward to learning more about it. 1. Okay. Thank you for your time! P6. Yeah, no problem! ### END OF INTERVIEW ### College of Engineering (II) Kiana Majd Megan Miller Michael Lui Josephine Villalta Mallory Graber Tori Pepperell Melanie Arzouman College of Engineering Interview I: Hello! How are you?
  • 92.
    92 P7: Good! Howare you? I: I’m great, so can you tell me a little bit about your major? P7: I am a mechanical engineering major and essentially uh engineers work on the design uhm products and as well as the design of processes and they deal with the testing of products and processing, so like manufacturing like you know uhm things that you buy and have. I: So, switching gears, what type of events, places, or experiences on campus do you consider art? P7: Well I guess uhm everyday I see uhm the benches on campus, with the art sign that said the uh with the art on it you know I heart, I love you, or they have the uhm the different paintings on it, which I consider art, uhm you also see the murals and there is just like a mural up in the library which I consider that art as well. I: Have you had any interactions with art on campus? P7: Uhm, not directly. I mean I’ve seen people do performances outside and I’ve seen people painting they had shows for the mural done in the library but I have never had direct contact with it. I: So, going back to your major, does art relate to your future career at all?
  • 93.
    93 P7: Yah, actuallyart uh relates pretty directly to a career path I could take uhm it’s it’s not art and design that’s critical and uhm but once you get out in the actually industry a lot of your jobs can be in your products and consumer products and a lot of it is your design and if you do mechanical engineering then it is your whole job essentially. I: So could you think it it beneficial if art would be worked into your classes? P7: Yah, no it would be good because, as of now mechanical engineering is basically just taught how to make something not fail and if you were taught and if you had a design class that was more built of building something that would be really beneficial for a public design career as straight mechanical engineering. I: So Arts Alive was the organization that painted the benches on campus and had a jewelry making event at the farmer’s market, is there anything about arts alive that appeals to you at SDSU? P7: Um, yeah I guess I like seeing those things when I walk around so it definitely appeals to me it kinda gives life to the campus. I mean, it would be boring if there wasn't ya know people doing stuff out- outside making art and uhm and those type of things, I mean I guess I haven’t been directly involved, uh, with it but it is like nice to see. I: Is there anything that keeps you from participating in Arts Alive SDSU events?
  • 94.
    94 P7: Uhm, Iguess, I guess, maybe, most importantly is, uh, I'm kinda just I feel like out of the loop. I might get emails but I might n-, just completely ignore them cause it seems like something that, ya know, wouldn’t apply to me at all, but, uhm, but, yeah I guess its more just the difference between. Just so you know, the difference between Art and you know mechanical engineering, my major, just its kinda so different were um committing to something like to me you know um not a waste of time but something that were not normally focused on. I: Um so do you think any one can say anything to convince you to go to an event or to join the art that was shared? P7: Yea i guess if there were more events that were directed um to product design or be like simplistic art maybe art basics or you know maybe going to see an art show and like teaching somebody the basics um for me it might make me want to go um maybe if i got emails through the department than the school wide emails because if it was from the M.E department it might you know seem more applicable to me something more worth while. I: Great well thank you so much for your time Aaron. ### END OF INTERVIEW ### College of Business (II) College of Business March 23, 2016
  • 95.
    95 1 Attendee (Mario) Interviewer:Megan Hyatt Transcriber: Tatiana Rizo 6 minutes, 25 seconds https://www.youtube.com/watch?v=_pj1bmulbVg I: Alright, Mario, go ahead and tell me a little bit about your major. Like what are you studying? P8: Well currently, I’m a human resource major. Um. the classes that I’m taking right now are organizational behavior, marketing, and um, segment management. So basically those are, you know, the very first upper division classes that I have to do. Um, you know, for my major hopefully when I get out I want to either work in, um, you know, work as a recruiter, you know, how the companies recruit people, or you know, equal employment opportunities or maybe compensation packages. I know there’s a lot, you know, to the major, and there’s a lot of different areas that I could go into, but um, those are just kind of a primary roles that I want to work in. I: Okay, awesome. Um. So your major, what types of events, places, or experiences on campus, do you consider art? P8: Um, well, aside from your traditional, kind of like, you know, art work on paper, or maybe, you know, some of the art I do see on campus, might be, you know, maybe murals. I walked around
  • 96.
    96 and seen afew sculptures. But, besides that, um, I also consider music to be art. So, um, yeah I know in the Student Union they’ll have people who are, you know, sometimes playing out there, and it’s just always nice to go into the Student Union, and you know, have a seat and listen to the music. I: Yeah, definitely. I can agree with that. Uh, okay, okay. So kind of going back to major. How do you think art relates to your future career, if it does at all? P8: Um, so, how does art relate to my major, was the question? I: Yeah. P8: Oh, um, well, you know, being a human resource, you know, major, I think, you know, a way that something can be incorporated, um, you can look at a, just at the very basic business function. So say, you know, maybe we go to maybe an art gallery, um. Maybe, just, you know, take a field trip. This is bad, can we redo this? I: It’s okay. That’s awesome. P8: Um, yeah, it’s just because I have a lag. Like, there’s a lag, like, so where, like, I don’t know what you’re saying, so I don’t know what you’re asking.
  • 97.
    97 I: Okay, so,sorry about that. If you could think of any artwork being incorporated in your future career. What do you think it could be, like, how could it relate to human resources? P8: Um, I think art can be incorporated into human resources you know maybe as a, um, you know, maybe through recruitment events if you, or say, like, in an art gallery or something like that or you could try to recruit people just to maybe bring that art along. You know, kind of show them what you guys are trying to do or you know, you’re at an art gallery, you’re trying to sell other people’s art. You know, maybe you could bring that art along. I think that’s a way you could attract new people or you know maybe you could have a recruitment event, where you maybe perhaps have a concert, and you know, try to draw people in. I: Definitely. So Arts Alive SDSU works on campus to put art in everyday life. They painted the benches on campus, there’s jewelry making at the farmer’s market, so based on anything, would you know what Arts Alive [inaudible segment] P8: Could you repeat that? I: What appeals to you about Arts Alive SDSU events? P8: What really appeals to me is, you know, to be able to kind of take a break from school. I’m usually, you know, we’re students, we have jobs, we work a lot, we have to focus on school. And I think what Arts Alive at SDSU offers is, um, you know, um, just being able to take a break from
  • 98.
    98 you know ourbusy lives. Uh, since it is at San Diego State where we all attend, um, it’s always nice to be able to, like, I said before go to the Student Union have a seat, take a look around the gardens, take a look around, see what kind of artwork um you know San Diego State has to offer. I: Yeah. So, what keeps you from participating in Arts Alive SDSU events, or the art that they share? P8: You know I just think some of it is not having enough time, because of my busy work schedule and maybe different people maybe have the same problem. Along with that maybe not hearing about the events you know when they happen. I know sometimes there are like flyers or posters out there but, um, you know, I think maybe if there was more of an emphasis through like social media or something like that it would be easier to you know, know when something is going on. I: Oh definitely. That kind of I guess leads into my next question of what could someone say or show you to convince you to go to an event? I mean you kind of touched the concept, but I mean, if someone told you to come with them, would you go? Or what would it take for you to go to a show or a concert? P8: Um, I think that if a friend came up to me, and told me, you know hey you should come check out this event it looks really cool looks like a lot of fun, I’d be more inclined to go, um you know, just hearing about their experiences and maybe you know if they had a good time why wouldn’t you know why wouldn’t you want to go.
  • 99.
    99 I: Yeah, Iagree. So for my last question, Is there anything else that you would like to add about Arts Alive SDSU? P8: Uh, no, that’s all. I: Okay cool. That’s the end of the interview. ### END OF INTERVIEW ### Interview Proposal Our one-on-one interviews will consist of the campus community members including, five faculty members and five students. HELLO AND THANK YOU FOR AGREEING TO MEET WITH US. (wait for response) OUR NAMES ARE HILDA CHANG AND IVAN ZORA, AND WE ARE WITH A PROGRAM CALLED ARTS ALIVE SDSU. WE ARE LOOKING TO GAIN SOME INSIGHT INFORMATION TO HELP THE PROGRAM HERE ON CAMPUS BECOME STRONGER AND MORE ACCESSIBLE TO THE CAMPUS COMMUNITY. WE WOULD LIKE TO SHARE YOUR PERSPECTIVE REGARDING ARTS ALIVE SDSU WITH OUR GROUP, DO YOU MIND IF WE RECORD OUR INTERVIEW?
  • 100.
    100 (wait for response) WEWILL BEGIN RECORDING WHEN YOU’RE READY FOR THE INTERVIEW. READY TO START? (wait for response) (when ready, we will record the conversation on a phone) WHAT DO YOU CONSIDER ART? • PROBE: How often do you do art? • PROBE: Do you wish you could be more involved in artistic activities? • PROBE: Do you wish there were more art related activities on campus? DO YOU FEEL LIKE YOU WOULD BE ACCEPTED AS AN ARTIST ON CAMPUS AND WHY? • PROBE: What are some negative assumptions you have about art? • PROBE: What are some positive assumptions you have about art? • PROBE: Do you know anyone who is an artist or likes to do art? IF THERE WAS AN ART EVENT ON CAMPUS FOR FREE HOW WOULD YOU FEEL? • PROBE: What feelings do you associate with arts events on campus? • PROBE: Would you pay a small fee to attend an art performance on campus? • PROBE: Which do you think is more beneficial to the campus environment: a small free art exhibit (near farmers market) or a larger more elaborate fairly priced art exhibit (theater plays)? WHAT ARE SOME BENEFITS FROM HAVING ART INTEGRATED WITH NONE ARTISTIC CLASS CURRICULUM? • PROBE: Do you feel like there would be negative impact on students learning the class material through art? why? • PROBE: Do you think there would be positive impact in the learning process by students? why?
  • 101.
    101 • PROBE: Wouldyou like classes to incorporate more artistic views in the curriculum? FOR STARTERS WHAT DO YOU KNOW ABOUT ARTS ALIVE SDSU? • PROBE: Can you recall any events that Arts Alive SDSU has hosted? (name some events after response) • PROBE: How do you feel about providing free art activities on campus? • PROBE: How would your attitude change if there were more art activities on campus?
  • 102.
    102 Planning This section containsminutes from every team meeting that our team conducted in terms of RPIE maps. It also houses our coding sheet for content analysis and our week-by-week breakdown of the event Aztec Mosaic. Minutes and RPIE Maps Week 1 Meeting Date: 2/16/16 Meeting Start Time: 9:05 am Meeting End Time: 10:19 am Team Members Present: Veronica Valdez, Jeffrey Cortez, Hilda Chang, Wyatt Guina, Ivan Zora, Delaney Heil, Katie Gilman Team Members Partially Present: (note how long): N/A Team Members Absent: Stephen Keck Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • First meeting! New Tasks, Who is Responsibly, Deadlines: • Get Stephen’s input • Start researching
  • 103.
    103 o Google Doc:people choose what they will research • Objectives • 23rd : next assignment due • Delaney is going to print the documents out Next Meeting: Thursday, 2/18/16, 3rd floor Library Week 2 Meeting Date: 2/18/16 Meeting Start Time: 8:15 a.m. Meeting End Time: 9:04 a.m. Team Members Present: Veronica Valdez, Jeffrey Cortez, Hilda Chang, Ivan Zora, Delaney Heil, Stephen Keck Team Members Partially Present: (note how long): Wyatt Guina (8:30) Team Members Absent: Katie Gilman Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Research • We’re all pretty confused about objectives New Tasks, Who is Responsibly, Deadlines: • Going to meet Professor @ office hours o Hopefully she can answer come questions Next Meeting: Sunday, 2/28/16, 24/7 Area Week 3 Meeting Date: 2/18/16
  • 104.
    104 Meeting Start Time:8:15 a.m. Meeting End Time: 9:04 a.m. Team Members Present: Veronica Valdez, Jeffrey Cortez, Hilda Chang, Ivan Zora, Delaney Heil, Stephen Keck Team Members Partially Present: (note how long): Wyatt Guina (8:30) Team Members Absent: Katie Gilman Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Research • We’re all pretty confused about objectives New Tasks, Who is Responsibly, Deadlines: • Going to meet Professor @ office hours o Hopefully she can answer some questions Next Meeting: Sunday, 2/28/16, 24/7 Area Week 4 Meeting Date: 3/3/16 Meeting Start Time: 8:18 a.m. Meeting End Time: 8:50 a.m. Team Members Present: Hilda Chang, Delaney Heil, Stephen Keck, Veronica Valdez, Jeffrey Cortez Team Members Partially Present: (note how long): Wyatt Guina (8:27), Ivan Zora (8:40) Team Members Absent: Katie Gilman Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE):
  • 105.
    105 • Everyone hasemailed me their stuff o Going to take it to Sweetser to review and for help with my survey • Jeffrey is gathering questions for the survey New Tasks, Who is Responsibly, Deadlines: • Get our tasks done! • Hear back from Sweetser Next Meeting: Monday, 3/21/16, 3rd Floor Library Week 5 Meeting Date: 3/21/16 Meeting Start Time: 2:10 p.m. Meeting End Time: 3:32 p.m. Team Members Present: Hilda Chang, Delaney Heil, Wyatt Guina, Jeffrey Cortez, Veronica Valdez Team Members Partially Present: (note how long): Katie Gilman (2:14-2:24), Ivan Zora (2:18), Stephen Keck (3:07), Veronica Valdez (2:10-3:25) Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face, Phone (Katie called in) Updates Since Last Meeting (focus on RPIE): • Interview is done • Transcript is started o Going to split it up amongst ourselves New Tasks, Who is Responsibly, Deadlines: • Get the Transcript done • Delaney will review it after and make sure everything is correct
  • 106.
    106 Next Meeting: Thursday,4/7/16, Library Week 6 Meeting Date: 4/7/16 Meeting Start Time: 8:10 a.m. Meeting End Time: 9:24 a.m. Team Members Present: Veronica Valdez, Hilda Chang, Ivan Zora, Delaney Heil, Katie Gilman Team Members Partially Present: (note how long): Jeffrey Cortez (8:24), Stephen Keck (8:25) Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Looking at what Sweetser told us about our project New Tasks, Who is Responsibly, Deadlines: • Brainstorm for our campaign • Possible new tactics? • “Aztec Mosaic” Next Meeting: Thursday, 4/14/16, Library
  • 107.
    107 Week 7 Meeting Date: 4/14/16 MeetingStart Time: 9:38 a.m. Meeting End Time: 9:57 a.m. Team Members Present: Veronica Valdez, Hilda Chang, Ivan Zora, Delaney Heil, Jeffrey Cortez, Stephen Keck, Katie Gilman, Wyatt Guina Team Members Partially Present: (note how long): N/A Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face Updates Since Last Meeting (focus on RPIE): • Determined the final name for our event o “Aztec Mosaic” New Tasks, Who is Responsibly, Deadlines: • Stephen will look into forms and documents for the event Next Meeting: Thursday, 4/21/16, Library Week 8 Meeting Date: 4/21/16 Meeting Start Time: 5:09 p.m. Meeting End Time: 6:03 p.m. Team Members Present: Veronica Valdez, Ivan Zora, Delaney Heil, Jeffrey Cortez, Stephen Keck, Katie Gilman, Wyatt Guina Team Members Partially Present: (note how long): Hilda Chang (5:15 p.m.) Team Members Absent: N/A Meeting Mode (video, face-to-face, phone): Face-to-Face
  • 108.
    108 Updates Since LastMeeting (focus on RPIE): • Need to start getting an outline for everything New Tasks, Who is Responsibly, Deadlines: • Wyatt has written down assignments • Individual work until Thursday Next Meeting: Thursday, 4/28/16, Katie’s Apartment RPIE MAP IN TOTAL Name Research in Hrs Planning in Hrs Implementation in Hrs Evaluation in Hrs Delaney Heil 4 12 5 3 Hilda Chang 3 12 3 3 Ivan Zora 3 10 6 4 Jefferson Cortez 3 10 4 3 Katie Gilman 5 12 6 7 Stephen Keck 8 10 3 8 Veronica Valdez 3 10 5 2 Wyatt Guina 4 10 3 5 Total Hrs: 33 86 35 35
  • 109.
    109 Coding Sheet Option A: AnalyzingFacebook, Twitter, and Instagram: • 0 - Facebook post • 1 - Tweet • 2 - Instagram post • 3 - Positive statement about Arts Alive SDSU • 4 - Negative statement about Arts Alive SDSU • 5 - Neutral statement about Arts Alive SDSU • 6 - Confused statement (person doesn’t know what Arts Alive SDSU is Option B: Awareness for Arts Alive SDSU • 0 - Talks about Arts Alive SDSU • 1 - Doesn’t talk about Arts Alive SDSU • 2 - Facebook post • 3 - Twitter post • 4 - Instagram Post Week-by-Week Laminated tables Five-for-five Tabling Tent Event Kinetic Color Three months ahead of Aztec Mosaic - Two weeks out inform student through campus - A week ahead choose students to that will participate - the students will have that whole week to work on it - the day of we will One month ahead of Aztec Mosaic - create an Instagram post 3 weeks out - three days out randomly select winner - two days out contact winner through Instagram to set time/date for announcement photo The week of Aztec Mosaic - two weeks out place announcements through Instagram and Arts Alive SDSU web page - one week out set announcement in Conrad Prebys Student Union - week of have tabling event in centennial walk informing student about the color of their college Four weeks ahead of finals - announce on Arts Alive SDSU web page from the beginning of semester - three weeks out order shirts and assign duties (DJ, staff and security) - two weeks out create flyers
  • 110.
    110 uncover/showcase them - day ofcreate announcement with a picture of the winner through Instagram and the upcoming Aztec Mosaic event throughout campus - one week out create announcement in Aztec Union - day of have the event
  • 111.
    111 Implementation This section holdsour fliers as well as an example of Five-for-Five to Keep Arts Alive’s Instagram post and our map for the locations of both the tabling event Aztec Tiles and the night event Kinetic Color. The shirts given out at the Kinetic Color event are also housed here. Fliers Five-for-Five Example
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    114 Evaluation The main componentin this section are our budget forms and specifics for putting on a campus event. These forms include EAS forms, which every single event has to fill out in order to be held, Risk Assessment forms, Event Staff Request forms, to name a few. These forms encompass both what is needed for Kinetic Color as well as the Aztec Tiles tabling event. EAS Form
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    122 Arts Alive SDSUAllotment for each college during tent event 7 $50 $350 SDSU Book Store Book store Gift Card 1 $300 $300 National Construction Rentals Fencing 800ft Vary $450.22 Discountmugs.com T-shirts 450 $2.27 $1110.88 Guardnow.com Security 5 per 3hrs $90 $489.37 Blacklight.com UV Splash Washable Neon Paint Event Pack 1 $499+ Free Ship $542.66 Blacklight.com UV Splash Washable Fluorescent Neon Party Paint 5 $129+ Free Ship $701.44 Quickportabletoilets.net Portable Toilets 2 $113 $245.77 Quickportabletoilets.net Portable Sanitation Station 1 $55 $59.81 Delreyparty.com Stage 2 $195 $212.06 Delreyparty.com Lighting 5 $45 244.69 SDSU Alum DJ 1 $300 $300 AS SDSU Water tower 2 $0 $0 blacklight.com 12 pack UV washable neon paint bottles 3 $99.99 $326.22 Misc Spending Unaccounted Possible Spending Varies Varies 108.75 Subtotal Total
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