The Georgia Tech Library will pilot a new educational series focused on integrating visual arts into academic courses during Fall 2014 and Spring 2015.

Communication Through Art, a collaborative effort between the Library and local artists, facilitates the creation of visual art projects that nurture student creativity and student-faculty interaction in the classroom.

This program is funded in part by a grant from GT-Fire, a fund sponsored by the Offices of the Provost and Executive Vice President for Research at Georgia Tech. GT-Fire supports potentially transformative innovation and research ideas.

Faculty can apply online for the Communication Through Art Program to have their course considered for incorporating one of the following artistic methods into their course assignment:

arts_reliefLinocut Relief Printmaking :: example 1
(2) 80 minute class periods or (3) 50 minute class periods, plus some outside-of-class time for the students to work on their images. Printmaking creates bold, dynamic graphics in two colors (ink color and paper color). Relief printing comes from a long line of using images and text to communicate quickly to a broad audience.

arts_coptic1Coptic Bookbinding :: example 1example 2example 3
(2) 80 minute class periods or (3) 50 minute class periods, plus some outside-of-class time for developing the book’s content. Most similar to a traditional “book”, with bindings along the spine. Each sub-section (signature) of the book can contain text, images, or other content by each of the students which the students can then combine (bind) together in a compilation (one for each student).

arts_accordion2Accordion Style Book :: example 1example 2
(1) 80 minute class periods or (1-2) 50 minute class periods, including some time to work on content/images. This folding-focused book style works well to accentuate “lengths” of related data … for instance, facts about the cities along a river, details about events on a timeline, a travelogue, or a sequence of changes or transformations (ex, mitosis). It can be read by page spread or all at once (horizontally, vertically). It can also have pop-up elements.

arts_singlesheetOne Sheet Book + Pamphlet Binding :: example 1example 2example 3
(1) 80 minute class periods or (1) 50 minute class periods, including some time to work on content/images. These books are quick and simple forms that can communicate in powerful ways. Classic “pamphlet” essays, zines, and “maps” of various kinds work well with these forms. It can also have pop-up elements or flaps.

Collage (or Zine focus) :: example 1example 2
(1-2) 80 minute class periods or (1-2) 50 minute class periods, including time to work on content/images. Students can use images and text from the public domain, and combine them with their own elements/content to critique/annotate/respond to the found content (or work with completely original content).

Examples of Visual Art Classroom Integration:

Class assignment: Study of Chaucer’s Literary Work
Visual Arts Component: Incorporated Medieval style book-binding with an analysis of Chaucer’s literary work


Faculty Testimonial:

Through integrating the applied and visual arts in a writing-intensive literature course, my students and I came to a better understanding of how research, problem-solving, drafting, review, and prototyping are processes common to a wide range of human endeavors. It also hopefully provided students with a more complete picture of the variety of intellectual and physical labor that makes art as well as technology 
– Dr. Robin Wharton, Former Assistant Director of Writing and Communication

Class assignment:  Study of the Labor Movement
Visual Arts Component: History of the Labor Movement incorporated with relief printing.


Faculty Testimonial:

I teach about many different types of communication, and visual texts are extremely important to literacy skills and effective communication. In addition, I have found that students at Georgia Tech enjoy the opportunity to expand their repertoire of experiences–creative projects really show their range of abilities and interests. The students were able to compare process-oriented projects that are both materially and digitally oriented; they were able to understand print making from an experiential perspective.”
-Dr. Joy Bracewell, Literature Media & Communication

Partnering Organization: ARTIST: Ashley L. Schick

Ashley L. Schick makes works on paper and artists’ books. The daughter of a biology teacher and an electrical engineer, the imagery in her work spans from natural and organic forms to industrial infrastructure and debris. She currently works as the Studio Program Director for One Love Generation, a non-profit organization empowering teens to inspire positive change through art, service, and awareness. Ms. Schick was an artist’s assistant to sculptor Brian Dettmer for over two years, after an initial period working through his grant from the Museum of Contemporary Art of Georgia’s Working Artist Project.

From the fall of 2011 to the fall of 2013, she was a resident in the Creatives Project’s Artist-In-Studio Residency Program. In 2012, she co-founded Straw Hat Press, a fine art publishing and contract printshop at the Goat Farm Arts Center, with Laura Cleary and Shaun McCallum. Additionally, Ms. Schick has taught many workshops, and completed residencies at the Haystack Mountain School of Crafts in Maine and at the Skopelos Foundation for the Arts in Greece. Her work has been exhibited nationally and internationally. She currently lives and works in Atlanta, GA. Find more information and images of work at: