This group assignment required my group to create an entire public relations plan, including, research, planning, implementation and evaluation. We had to take our findings and put them all together into a well formatted book.

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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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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.
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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
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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.
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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
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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.
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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.
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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%
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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.
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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
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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
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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
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Step 6: Click on the “more” button under the video and look at the statistics for it
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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
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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
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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.
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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.
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• 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?
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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
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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!
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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.
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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
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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
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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

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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.

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_____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.

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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

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_____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

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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.

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_______ 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.

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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,

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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.

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_______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:

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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?

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_____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

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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

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_______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.

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_____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:

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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.

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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?

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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.

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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

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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...

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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?

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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]

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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.

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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.

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(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

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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.

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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.

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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

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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.

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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

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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

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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

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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).

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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.

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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

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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…

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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, 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…

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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!

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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. 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.

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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. 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. 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.

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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. 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. 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. 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 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?