Herron School of Art and Design

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https://hdl.handle.net/1805/226
Herron School of Art and Design's mission is to provide professional education in the visual and music arts for degree-seeking students and offer opportunities for creative exploration for the broader community.

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    A History of the John Herron Art Institute
    (1947) Carper, M. Dolorita, Sister, O.S.F.
    "A thesis submitted in partial fulfuilment of the requirements for the degree of Master of Arts, College of Education. Division of Graduate Instruction. Butler University. Indianapolis. 1947"
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    Codes of the carton: the secret language of milk
    (AIGA, 1999) Sanematsu, Helen
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    Bass Guitar Anatomy Game
    (Merlot, 2004-01) Janke, Thomas
    The Bass Parts Anatomy game is a simple interactive drag and drop interface that helps students to correctly indentify the various components of an electric bass guitar.
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    Gates, Project for Central Park, New York City
    (2005-04-22T16:14:35Z) Jeanne-Claude; Christo; Christo; Jean-Claude
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    Team Directed, Project Based Education: A Case Study of an Entrepreneurial, Trans-Disciplinary, Design Studio Abroad
    (2007) Sanematsu, Helen
    This is a report from the trenches. This article offers a critique of a pilot project undertaken by Art Center College of Design, in Pasadena, California. In the summer of 2005, I (along with 1 other Art Center instructor) accompanied 14 Art Center students to participate in a unique, trans-disciplinary, design and project based “start-up” studio in Copenhagen, Denmark. The 14 design students came from various fields (the trans-disciplinary part), who were challenged to produce a professional project (the design and project based part), with no pre-existing working structure (the start-up studio part). How did this project work? What was its outcome? How did its structure emerge? How did we deal with decision-making, establish common goals, insure progress, and satisfy our client, our school, our students, and ourselves as instructors? And what lessons were learned? This is our story, told in 3 parts, with 15 key points for those attempting similar projects.
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    CONSIDER THIS MY THESIS
    (2010) Pazzol, Matthew; Morrison, David
    Life is often compared to a maze. Each decision is a path that leads to another path, towards some goal and, inevitably, an exit. But the puzzle of the maze is invented, and life is real. My art is the maze of how I see my own life's decisions map around me. It is presented as an entry into my own thoughts. It is offered as an exercise in sharing another's vision. If you take my hand and walk through it, you will experience how I choose one obstacle over the other. You can follow my steps and tread my course with me.
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    Building a Universe Construction Series
    (2010) Tennant, Susan; McDaniel, Craig
    In his famous essay “On the Spiritual in Art,” Wassily Kandinsky, described art as a portrayal of spiritual values. He stated “All art builds from the spiritual and intellectual life. While each art form appears to be different externally, their internal properties serve the same inner purpose, of moving and refining the human soul.” [1] This belief in creating a dialogue between life and art that Kandinsky referred to is something I believe as well. The sculptures in this body of work Construction Series, re visualizations of this life-affirming philosophy.
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    Technology in the Piano Lab: Band-in-a-Box—An Interview with E. J. Choe
    (Sage Publications, http://gmt.sagepub.com/, 2010-04) Choe, EJ; Nardo, Rachel
    E.J. Choe is Director of the Music Academy at Indiana University-Purdue University Indianapolis. This community-based music school annually serves more than 200 children aged 5- to 18 years in after-school music classes and private lessons.
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    Hawthorne Community Center Project
    (Office of the Vice Chancellor for Research, 2010-04-09) Hong, Young-Bok
    Supporting neighborhood-led comprehensive community development strategy, 10 graduate students in the People Centered Design Research Methods Course (V511) will apply participatory design methods and develop a series of engagement tools that will enable people to participate in community development process by revealing their needs from multiple dimensions. The whole process of participatory design aims to develop a better understanding of community needs through design participation. This participation will results in a series of actionable insights for the center to better meet the needs of community members. Purpose of Research To understand the user experience of members of the Hawthorne Community Center, specifically the experiences of working families, ESL students, senior citizens, the homeless, and teens. Working families: To understand the current interactive experience between Parent and child: strengthening parent/child relationships and interactions Children: empowering social and mental skills of children at different ages Parents: supporting the individual identities of parents ESL students: To understand on how language barriers lead to reliance and/or empowerment in the users’ lives Senior citizens: To understand how the seniors’ reliance of the community center and how that changes as they age, and also how empowered they are and this is affected by belonging to the center Homeless: To understand the clients of the Rapid Rehousing and Homeless Prevention program based on their intangible, emotional needs and their physical, tangible needs Teens: Their current personal experience at school and the after- school program
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    SPECTACULAR! SPECTACULAR!
    (2010-05) Hardy, Jodie Ann; Nordgulen, Eric; Hull, Greg; Kinsman, Patrick
    Maslow’s hierarchy of needs might be as relevant today as his theory of human motivation was in 1943 when he first published it, but even 1970’s advertiser’s adoption and revision of it to include the higher ranking “aesthetic and cognitive” needs don’t fully account for today’s apparently insatiable desire for entertainment on demand (Maslow, Chapman). We want to be stimulated – constantly. We procrastinate, ameliorate, and celebrate by plugging into spectacles large and small on screens of equally variant size and scope. We get a buzz from the buzz we foster. We are swirling in a spectacle of our own device. We are the tail that wags the dog.