CHILDREN’S ARTEDUCATIONSERVICEDESIGNTo provide memorable Experience to Children and parents

Illustrated Report2015, Mdes SADIst 20071741JiSun Park

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Table of Contents

I. INTRODUCTION ........................................................................................................... 3

1. RESEARCH BACKGROUND ........................................................................................... 3 II. CONTENTS AND METHOD OF THE STUDY ............................................................. 6

1. SPECIFIC RESEARCH PROBLEMS ......................................................................... 6 2. SEQUENCE OF RESEARCH .................................................................................... 8 3. LIMITATIONS OF RESEARCH ......................................................................................... 9

III. THEORY OF PARENT-CHILD RELATIONSHIP ..................................................... 10

1. PARENT-CHILD RELATIONSHIP ................................................................................... 10 2. ROLE OF PARENTS ..................................................................................................... 11 3. IMPORTANCE OF PARENT-CHILD RELATIONSHIP ......................................................... 12 4. PROBLEMS ASSOCIATED WITH MODERN PARENT-CHILD RELATIONSHIP ...................... 12

IV. CHILDREN’S NEEDS AND PARENTS NEEDS ....................................................... 15

1. CHILDREN’S NEEDS ................................................................................................... 15 2. PARENTS NEEDS ....................................................................................................... 17

V. THEORY OF CHILDREN’S ART EDUCATION ........................................................ 18

1. CHILD ART EDUCATION THEORY ................................................................................. 18 2. IMPACT OF CHILD ART EDUCATION ON CHILDREN ....................................................... 21 3. IMPACT OF CHILD ART EDUCATION ON PARENT-CHILD RELATIONSHIP ........................ 21

VI. PROPOSAL OF SOLUTION IN ACCORDANCE WITH RESEARCH RESULTS ... 25

1. IN-DEPTH RESEARCH ............................................................................................... 25 2. PROPOSAL OF ART PROGRAM FOR PARENT-CHILD INTERACTION ............................... 28 3. EFFETS OF THE PROGRAM ......................................................................................... 30

VII. CONCLUSION ......................................................................................................... 31 VIII. REFERENCE LIST .................................................................................................. 35 IX. QUESTIONNAIRE ..................................................................................................... 37

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I. INTRODUCTION

1. Research background

The modern society is increasingly overflowing with cold-hearted Mammon and

human relation conflict. As a result, parents and their children have become

estranged each other. (DailyMail.2013)

Parents spend less and less time with their children due to a busy life. On that

account, the sensible experiences of children are built through interacting with

other people than their parents. It is important to note that children build their

sensible experiences by literally embracing all environmental factors. That is to

say, it is not an exaggeration to say that their whole body is a sensible organ.

However, the phenomenon that their sensible experiences are built through other

people than their parents causes a delay in the psychological development since

those children may build their sensible experiences in an unnatural way.

Moreover, parents tend to have higher expectations on the growth of their

children albeit they have less time to spend with their children. This will make

those children become helpless and get a lower degree of self-esteem.

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“No time for the family? You are not alone: Parents and children spend less than

an hour with each other every day because of modern demands”

(MCCANN, 2013)

Daily Mail reporter Jaymi McCann recently quoted the result of the new research

that families did not spend enough time with their children. According to the new

survey((Virgin Holidays and Universal Orlando Resort survey,2013) parents and

children were spending 9 hours less per week on the whole. The survey

concluded that the reason thereof was the busy modern life. Moreover, the

survey found that a lot of families had quiet time in front of television or computer

when they were spending time at home.

This survey found that families were busier than ever. This article indicates that a

majority of parents find it hard to spend quality time with their children although

those parents work and their children spend time alone at home or school.

According to Amy Nut (2010), quality time spent by children and parents together

will allow parents to communicate to their children better and also do fun

activities together. This improves the value of their children. If children do not

spend much time with their parents, then they will be unable to determine what is

right and what is wrong.

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This is not something that people other than parents, such as babysitter, can

determine for children. Furthermore, those people are unable to consider the

issues between parents and children. (Streetdirectory.com Kids and Teens Guide,

2013)

There is also a problem in another aspect. Modern parents ask their children for

several behaviors that satisfy their expectations in everyday life (Macoby, 1980).

That is to say, the demands of parents become an objective, which they want

their children to achieve. Although they do not spend much time with their

children, they still expect their children to grow in accordance with their belief and

environment. They get finally satisfied when their expectations are fulfilled by

their children. An adequate level of parental expectations helps children grow

appropriately. Parents can have an adequate level of expectations only when

they are accurately aware of the status of their children. Identifying the state of

children will generate different outcomes depending on the attitude, belief and set

of values of parents. A behavior of young children is influenced by the awareness

and expectations of parents (Goodnow, 1985). On that account, it is appropriate

for parents to have an adequate level of expectations by spending a lot of time

with children, showing their natural attitude and belief and doing various activities

that promotes creativity. That is to say, it is appropriate for children to understand

naturally the expectations of parents and grow accordingly.

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II. Content and Method of Research

1. Specific Research Problems

What ways can modern parents leverage to spend their limited time more

efficiently with their children?

As revealed in many studies, art education has been presented as a good

example of embracing fun, intellectual education and human education.

Art is a field that men and women of all ages can easily access and enjoy.

Therefore, it has gained attention as a suitable medium through which parents

and children communicate. (Klein, 2003)

On that account, this study aims to first point out the consciousness study and

the problems as to the relationship between parents and their children who are

living a busy life and improves the parent-child relationship through art education

based on the survey on the degree of interest of parents in the creativity

development of children and also the survey on the needs of both parents and

children. Moreover, this study aims to propose a service that enhances the

creativity of children.

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1) Title of Research

How to improve relationship between parents and children with art education

2) Scope and Method of Research

This study collected the data by conducting the preliminary research using the

previous studies, related books, articles, etc. Also, this study conducted the

primary and secondary surveys including an interview for specific research.

The target market area of this study is Cardiff, UK.

The small group focused survey was conducted with the parents who had a

children aged 5 to 7 year old in pre-schematic stage. The respondents were

instructed to directly participate in the questionnaire that was created based on

the existing literatures, articles and previous studies. Of those 30 parents, a total

of 25 parents responded. A total of 30 questionnaires including the 5

questionnaires distributed via SNS were analyzed. Moreover, this study

conducted the in-depth survey through one on one interview.

The data collected from the survey was expressed in a graph after being

analyzed through Excel program that was the database program. This study

presented the children’s art education service based thereon.

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• Research about their relationship

• Children’s creativity education

• Parents’ needs and children’s needs

• Children’s art education

2. Sequence of Research

First Phase – Secondary Research

a. Personal experience

b. Children’s perspective research / parents’ perspective research

c. Read book: parents’ role / children’s education

Second Phase – Primary Research

a. First small group focused survey

b. Second survey via SNS

c. In-depth Survey through 1 on 1 interview

d. Make a conclusion and suggest solution

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3. Limitations of Research

a. This study may have a limitation in terms of covering the general awareness of

parents because it was conducted as a small group focused survey.

b. This study may have a limitation in terms of generalizing and analyzing the

research results on a global scale because it was conducted with the parents

living in Cardiff, the United Kingdom.

c. According to Lowenfeld(1968), those children in their pre-schematic stage

(children aged 4 to 7 year old), who begin to create a conscious form in the

course of unconscious expression, are regarded to be in a stage when their

symbolic schema appears because they are able to express their desires. That is

to say, it is extremely important for them to communicate with their parents.

Also, they are the age group that is most suitable for this project.

Therefore, they were selected as the research subjects in this study.

This also indicates that this study may have a limitation in terms of interpreting

the research results for the generalization of all age groups.

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III. Theory of Parent-Child Relationship

1. Parent-Child Relationship

Parent-child relationship is the first relationship that humans make. Also, this is

the most basic relationship. Humans grow and evolve through this relationship.

Children learn to adapt into the environment mainly through parents. They

recognize their respective role based on the relationship with parents. Also, they

learn the appropriate behaviors for social norms by imitating the life styles and

behavior patterns of adults. According to Bronfenbrenner(1970), the interaction

with family members in the process of personal growth, particularly the personal

experience of parent-child relationship, is the very important variable that has a

direct impact on the personality formation and intellectual development of

children. Parent-child relationship has a direct impact on the psychological

characteristics of children and also the early experience from parent-child

relationship has a significant impact on the personality formation as well as the

interpersonal relationship and adaptive forms during childhood. An experience

with loved ones has an impact on the formation of personal belief, including peer

relationship, interpersonal relationship, self-efficacy and affinity, on a continuous

basis and also it influences on maintaining and developing the satisfaction of

interpersonal relationship.

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2. Role of Parents

Bjorklund presented the objectives of parental education as follows by arguing

that education was needed in relation to parental role because parents would

have the most significant impact on children.

a. Understanding the growth and developmental forms of children who are in

their personality formation stage

b. Spending effective time with children

c. Understanding that an environment accelerates the development of

children and guardians perform an important role in this developmental

process

The concepts on parental education presented by Brim (1965), Auerbach (1968),

Becher (1980), Caraldo (1987), Gestwicki (2000), etc. are as follows.

Brim (1965): It is an educational activity to change parental role

Auerbach (1968): It is an intervention method to help parents perform the

parental role.

Becher (1980): In a broad sense, parental education is to educate parents on

parental role and behaviors. In a narrow sense, parental education is an activity

that is developed and organized to enhance the ability of parents to raise children

successfully.

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Caraldo (1987): It is a part of child-rearing. Also, it is the method to help the

growth and development of children.

Gestwicki (2000): It is a specific effort of parents to provide children knowledge

and supports in order to improve the efficiency of child-rearing.

3. Importance of Parent-Child Relationship

The author of the book “Scandinavian parents present their children time as a

gift” argues that the best gift that parents can give to their children is to spend

time together. Children spend most of their time in the growth period under the

parental influence. Thus, The physical and psychological growth and

development and also the foundation of abilities for learning knowledge and

selecting occupation are built within their family. Parents and children continue to

interact with each other from the moment of birth until children get mature with

the exception of several special cases. Therefore, parent-child relationship plays

the critical role in the development of children from the infancy stage to the youth

stage. That is to say, parents will have a greater impact on their children in more

diverse aspects when they spend more time with their children.

4. Problems Associated with Modern Parent-Child Relationship

First, this study conducted the focused group survey in order to examine the

awareness of parents on parent-child relationship.

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III-1. Do you think you are spending a lot of time with your children (child)?

In regard to the question on how much time parents spend with their children as

the first step of survey on the awareness of parents for parent-child relationship,

a total of 30 parents responded. Of those, the 14 respondents answered “Not too

much”, whereas the 9 respondents answered “No” and the remaining 7

respondents said “Yes”. This result indicates that parents themselves also think

that they do not spend enough time with their children.

III-2. Then if you are with your children (child) what do you usually do?

In regard to the next question of “Then, what do you usually do when you are

with your children (child)?”, their responses included visiting educational place,

spending time playing with them, drawing, playing with toys, biking, going to

cinema, playing video games, etc.

II-3. If you don’t spend a lot of time with your children (child) what is the reason?

In regard to the above question, all the parents answered that it is because they

are working. All the parents who do not spend a lot of time with their children

think that they do not have enough time to spend with their children at home

because they are working.

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III-4. What does your children (child) do when they are not without you?

This shows that the children do not spend time efficiently and adequately as

watching TV (12peoples) accounts for the largest proportion, followed by playing

with toys (8peoples) and reading a book (7peoples) computer(5peoples) I don’t

know(2peoples) in relation to the question of what they usually do when they are

alone. This also indicates that the parents are also aware of it to a certain extent.

Those parents who are working full time feel burden in relation to time and place

and their participation rate is also low. This phenomenon has a great impact on

the overall understanding of parental education and the adequate development

of infants. Moreover, it implies the conclusion that it would be inevitably difficult to

implement effective childhood education.

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iv. Children’s needs and Parents needs

1. Children’s needs

Children also have their own needs just like all other humans. However, children

have even more needs than adults. Nonetheless, children are unable to satisfy

their own needs; thus, they should get help from adults. On this account, the

growth of children is closely related to the reactions of adults. (Brazelton, 1977)

According to “Meeting Children's Needs” as mentioned in the principles of

parenting by a child development specialist (Goddard, 2007), parents teach

children on how they are living and reacting in response to their children’s needs

or demands. Thus, children get emotional support and love naturally from their

parents. The needs of children vary widely. However, their needs can be broadly

sub-divided into the five types.

a) Basic Physical Needs

b) Feeling safe and secure

c) Affection

d) Need for Self-Esteem

e) The Need for Self-Actualization

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Satisfying children’s general demands as a parent is an act of helping them grow

into an independent grown person and achieve their goal by themselves.

Moreover, it can be deemed as an essential role.

“Even when young children spend most of their waking hours in child care,

parents remain the most influential adults in their lives," (Lester and Sparrow,

2010) a board-certified pediatrician who sits on the faculty of the Harvard

Graduate School of Education. The role of parents cannot be replaced in the life

of children.

Then, do parents have a sufficient level of understanding about the needs of their

children?

IV-1. What do you think about what is children’s needs are? The responses of

the parents on the above question are as follows: the 26 respondents out of a

total of 30 participants in the survey said happiness and playful game as the

needs of children, whereas the 25 respondents gave multiple answers of parental

affection and education. The parents also believed that their children had some

other needs such as religious faith and health.

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2. Parents needs

IV-2. What is the needs that you want for your children?

As a result, this study found some common points between the needs of children

and the needs that parents want their children to have. Some of the examples

included enjoyable things, things that they can enjoy doing, affection and

creativity education. To satisfy the common needs of children and parents, it will

be first for children and parents to spend time together. Also, it will be important

to find and do an adequate play activity together.

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V. Children’s art education theory

1. Child Art Education Theory

“ Art has an impact on children that lasts a lifetime ”

– JACQUELYNNE MODESTE, PARENT, MANHATTAN

To children, art is a way of their action. Also, it is an active attempt to navigate on

the outside world. To children, artistic activity is a direct and ceaseless effort to

handle their own problem as to themselves. The formative expression activity of

children can be deemed as a medium to promote the physical and psychological

development and also mitigate the psychological tension. V. Lowenfeld argued

that formative art is the most vital learning among the various types of education.

W. Stern expressed formative art as a joy of features.

In addition, M. Lindstrom said that art education was the learning tool of thinking,

emotion and action. Thus, the art education of children is very important. It can

be regarded as one of the valuable educations having a great impact on

creativity in the modern era.

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V-1. Do you think your children (child) are having creativity education?

In regard to the question on whether their children were receiving creativity

education, only the 6 parents out of the 30 parents who participated in the survey

said that their children were receiving it.

V-2. What area do you think it helps children’s creativity?

In regard to the result of the survey question on which subject would have the

greatest impact on the creativity of children, more than half of the parents

selected art (54%), followed by activity (29%), language (15%) and science/math

(2%). Also, some parents said that all subject areas would be of help to their

children. Some parents answered that it would depend on what their children

would enjoy the most.

According to Lawson, art education would develop appreciation and creation

abilities and enhance aesthetic expression skills. Art education also makes

children understand that art will improve economic life in a society. Moreover, it

allows children to learn how to spend time on leisure and makes them learn

meaningfully and usefully in conjunction with the other subjects.

Art education provides a larger impact on children than creativity development. In

addition, it contributes significantly to the growth and development of children.

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Thus, a majority of those parents (54%) who picked art as the most important

subject for the creativity development of children answered that spending time

with children would be the most important factor for the creativity education of

children.

V-3. How important do you think spending time with parents and children (child)

are important for children’s education?

In the interview on the reason for the need of art education of parents, which was

conducted separately with the parents who answered that art would be the most

important subject for creativity development, a majority of them answered that

they were viewing art as an important education to develop the creative thinking

of their children. This indicates that most of the parents recognized the need of

art in relation to the development of creative thinking of children.

Creativity can be said as the basic nature of all people. To display and develop

this basic nature, it will be required to study and explore parents. (Brittain) On

that account, art field has been a lot of help to the creativity development. Also, it

can be said that the interest of parents on the creativity development of children

is highly related thereto.

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2. Impact of Child Art Education on Children

According to V. Lowenfeld, the main purpose of child art is to pull out the internal

emotion of a child. Those factors having a great impact on the concept of a child

drawing a picture are emotional factors. One can identify the personality and

thoughts of a child through the pictures drawn by a child. Lines, shapes and

colors expressed by a child represent the mindset of a child symbolically. Also,

they can be regarded as the psychological projection of a child. This allows us to

diagnose the state of mind of a child. Art activity is the most essential educational

activity, which every child likes. We should also regard this as a medium through

which children can express their emotion freely before we place any educational

significance on this (Kellogg.n.d)

3. Impact of Child Art Education on Parent-Child Relationship

1) Research on Awareness of Parents on Child Art Education

This study conducted the survey on what attitude those parents having children

aged 5 to 7 year old and living in Cardiff had on the creativity education (art

education). This study later analyzed the survey result for each survey question

and investigated the relation between the results.

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As for the responses as to the reason for the need of art education, the 17

respondents answered “It is the important education to develop creative thinking

of children”, which accounted for the largest proportion, followed by “It provides

an opportunity for self-expression and it is of help to mental health” (8 peoples)

and “It is directly related to real life” (5 peoples). Thus, a majority of the parents

thought that they needed art education for developing the creative thinking ability

of their children. That is to say, the parents perceived that art education would

allow children to express their unique character freely and creatively. Moreover,

the parents also perceived that art education was a means for children to

express themselves for the emotional growth to communicate with themselves.

Lastly, the parents believed that art education would allow children to live

knowing the true meaning of beauty and have a direct impact on real life.

2) Impact of Parent Role on Children in Child Art Education

Parents are the important environmental factor for children; thereby, giving a

direct impact on the creativity of children. However, their actions are restrained

due to either high expectations of parents or environmental conditions. Also, the

development of creativity is sometimes slowed down. “The psychological

characteristics of humans are determined by the environmental factors rather

than the genetic factors,” the environmentalists argued.

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Some family members or parents often appear at the transition phase, which is

the period of realistic expression to create conscious forms from unconscious

expression course from a child’s art. For instance, those children drawing mother

frequently represents anxiety they feel psychologically when their mother is not

present at home. Thus, parents should lead their children slowly and gradually

albeit they spend a short period of time. They also should recognize the playful

scribbles of their children and help them encounter a variety of materials and

expression methods.

In other words, parents teaching children become the most important

environmental factor to children. Moreover, parents should also respect the

expression of children to enhance their creativity and always pay careful attention

to their children so that they can open their mind and express it in a painting

more confidently. Lastly, parents should spend more time to give their children

cautious policy.

In addition, parents should raise their children with a creative attitude by utilizing

recycled materials rather than materialistic things. Such parental role can provide

an adequate educational environment to children and help develop their creativity.

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V-4. If your children (child) shows a talent in art, would you do something to

make it improve?

As a result of the survey on the parental role for child art education, the 28

parents out of a total of the 30 parents responded that they were willing to help

their children if they were found to have talent in art. Moreover, they answered

that they were doing several activities such as visiting art halls and exhibitions

and doing formative art activities with various plays at home in order to develop

the talent of their children.

The aforementioned result of this survey indicates that the parents are aware that

parental participation in the art education of their children has an impact to a

certain extent. Art education activities, which parents and children conduct

together, will not only influence the creativity enhancement of children but also

improve parent-child relationship in a positive way. However, it is equally

important for parents to note that intervention by the desire of parents can rather

cause an adverse effect even though parents should form an environment of

formative art activities. But most of parents have an insufficient amount of

knowledge on art education; thus, it is required for parents to learn about efficient

art education activities and utilize them properly with children.

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vi. Proposal of Solution in Accordance with Research Results

1. In-depth Research for Improving Parent-Child Relationship

Dr. Goh Chee Leong of the Board of Governors at HELP International School

proposed the following ways to become an effective parent.

1. Do ONE educational activity with your child each day

These activities don't take a long time, perhaps 20-30 minutes each and

the goal should be to do one activity a day.

2. Do ONE Fun activity with your child each day

Fun and joy are an important part of our family lives. They help establish

the emotional connection between parents and their children. They say

that a family that plays together stays together.

That is to say, parents and children should spend pleasant time together

everyday and do fun activities. They also confirm their respective sense of

belonging there through. This can be viewed as an effective relationship. “Fun

activities” refer to the art education activities derived as a result of the

aforementioned survey results. This study conducted the in-depth research

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through the secondary survey in order to propose a solution on the promotion of

parent-child relationship through these acts.

Subjects of In-depth Research

One on one in-depth interview was conducted with the 5 parents who had

children aged 5 to 7 year-old in their pre-schematic stage and who were living in

Cardiff region.

Background of In-depth Research

• Presented the need of intellectual education as to the child art education

of parents

• Importance of art education from the emotional aspect rather than the

functional aspect

• Satisfying the needs of parents and children

• Improving the parent-child relationship through art education

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Questions and responses of in-depth 1:1 interview

1. In your opinion, what is the most important area for the art activities of children?

: Creativity development, expression of one’s own emotion, intellectual

and emotional growth through many experiences, sociality development,

etc.

2. Which formative art activity do you want to do with your children?

: Activity allowing children to express their idea actively, activity allowing

children to have confident attitude for their painting, activity allowing

parents and children to participate together to create and use something

for their actual life, etc.

3. What effect do you expect from art education activities that you do with your

children?

: Getting compliments for children from people surround them, spending

time with children efficiently, having a lot of conversations, etc.

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2. Proposal of Art Program for Parent-Child Interaction

1) CASE STUDY

The conventional art programs that allows parents to be with their children has

mainly focused on those formative art activities in which children would first

express their unique character, feeling and emotion freely and creatively through

their own techniques and then parents would complete it.

Art activities are mainly classified into those to see and those to represent.

Adequate parental participation can generate positive outcome when children are

unable to express easily things that they desire to represent or they do not

complete their artwork to the end.

According to B. Edwards(1976), art education is more liberal than any other

subject. Also, it allows more freedom in relation to expression theme, expression

material, technique selection and expression process. However, children tend to

pursue order gradually when they approach to what they intend to express. At

this time, parents should inform the appropriate order and lead their children

accordingly in order to conduct creativity education.

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2) Introduction of Program

Target Market

: Parents having children aged 5 to 7 year-old and their children

Detailed Introduction of Program

a) Purpose of Program

: This study aims to generate positive impact based on the above-mentioned

results of the in-depth research by proposing an art education program that

allows parents and children to spend time together in an efficient way and that

improves the relationship between them.

b) Introduction of Program

: Adding an idea to the creativity of children will generate another play. Parents

photograph or scan the wall scribbling of their children that they thoughtlessly

found, the paintings drawn on a sketchbook or the pictures of memory in which

parents spent time together with their children and then send them to the

designer. Later, the designer will model these pictures and create an art product

program kit that can be used in real life. After parents and children receive this

design program, they will be able to experience another activity with those same

pictures, which would other end as mere scribbling on a piece of paper.

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1) Creating a doll with children’s pictures (the materials to be used for creating a

tool, including cotton, drawings, cloth, needle, thread, etc., are enclosed.)

2) Storybook created with children’s pictures (storybook created based on

children’s pictures and painting tools)

3) Creating an eco bag with children’s pictures (printing by electrostatic transfer

process / the materials allowing parents and children to create their own eco bag

by applying heat are enclosed)

3. Effects of the program

We thought about a workbook that comes every week,

If this kit could deliver once every week or 2 weeks or every month, rather than

having a whole play at once, parents and children could do it more.

If it is sent every week or so, children won’t know what will come next then they

could be excited what will be the next.

Parents can apply in the website and choose between 2 options,

First option is 1 hour in a week and second option is 2 hours in 2 weeks,

So once a week or 2 weeks children and parents delivered a play kit spending 1

hour or 2 hours.

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so once a week or 2 weeks children and parents delivered a play kit spending 1

hour or 2 hours.

This program can brand and commercialize children’s pictures. A variety of party

supplies can be produced using children’s pictures if parents request for their

children’s birth party or family event (picture-engraved balloon, plate, cup, etc.).

Children naturally become a designer; as a result, they become more confident

about themselves. It is also possible to create secondary effects such that they

can receive their childhood memory as a gift later through these products.

Once we collect many pictures, we will be able to plan an exhibition for fund-

raising for financially disadvantaged children who cannot draw a picture and

organize a campaign for the purpose of allowing one child to help another child.

vii. Conclusion

This study investigated on how much time parents spent with their children, how

children spent time when their parents were not around and what needs parents

and children have respectively based on the previous study showing that there

were some issues associated with the parent-child relationship because those

children in the modern era spent less and less time with their parents and they

could not use time adequately. Moreover, this study examined the awareness of

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parents on the creativity education of children and the creativity education

through child art.

To summarize the results of the research, today’s parents also recognized that

they spend an insufficient amount of time with their children. Also, they believed

that their children did not spend time efficiently when they were not around. A

majority of the parents were interested in the creativity education of children.

However, they could not do various activities due to time constraints. In their

opinion, art was the most helpful subject for the creativity education, followed by

activity. More than half of the parents said that they were willing to help their

children if they showed an interest in art.

As for the needs of parents and the needs that the parents want their children to

have, this study found some common points. Some of the examples included

enjoyable things, things that they can enjoy doing, affection and creativity

education. As a result of the indepth research for designing a service to improve

the parent-child relationship through art education, this study found that the

parents expected to get compliments for their children from people around the

children, spend time with their children efficiently and have a lot of conversations

with them through art education activities in which their children could

demonstrate their ideas actively, they could have a confident attitude about their

paintings and the parents could participate with their children to create and use

something to be used in real life.

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This study proposed the design program kit allowing for the participation of both

parents and children based on these research findings.

Children get various experiences through the motivation to draw a picture, the

process of doing art activities and a sense of accomplishment that they feel after

completing an artwork. Children express what they see, what they hear and what

they feel by touching through art activities. Those expressions might be a

momentary feeling or an expression of opinion. They might also be an

expression of their basic emotional state. The body movement of drawing freely

like scribbling is also understood as a means of reducing the inherent stress of

children. When parents experience formative art activities that have diverse

meanings to children, they can naturally understand the emotion of children and

communicate with their children for every moment. Furthermore, parents can

also reduce their own stress and have the peace of mind through an indirect

interaction with their children.

This is because people sharing the same experience can share comfort and

support with each other (Taylor, 2002). It is hoped to create a program satisfying

all parents regardless of whether they spend less time with their children or have

a serious issue in their relationship with the children. This study can hardly

represent the opinions of many parents because it was conducted in a limited

area called Cardiff. On that account, a future-oriented approach would be to

! 34!

develop this study in accordance with each culture and soil on the assumption

that it does not break the components about whether to satisfy the needs of both

parents and children. Thus, it is required to have a follow-up research to improve

this program for our conditions through an execution research based on

qualitative research method.

! 35!

Viii. Reference list Beeley, K. and Bryce-Clegg, A. (n.d.). 50 fantastic things to do with paint. Bratton, S. (2006). Child parent relationship therapy (CPRT) treatment manual. New York: Routledge. Brazelton, T. (1977). Q's & A's on child mental health. Rockville, Md.: Dept. of Health, Education, and Welfare, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration. Bruce, T. and Meggitt, C. (2002). Child care & education. London: Hodder & Stoughton. Child Development Institute, (n.d.). Be Their Favorite Teacher! A Parent's Role In Child Development. [online] Available at: http://childdevelopmentinfo.com/child-development/ [Accessed 11 Jan. 2015]. DailyMail, (2010). The 'not now, maybe later' parents don't devote enough time to their children. Dowling, M. (2005). Young children's personal, social and emotional development. London: Paul Chapman Pub. Ginott, H. (1965). Between parent and child. New York: Macmillan. Goddard, H. (2007). Soft-spoken parenting. Sandy, UT: Silverleaf Press. Jernberg, A. and Booth, P. (1999). Theraplay. San Francisco: Jossey-Bass Publishers. Klein, S. (2003). Teaching art in context. Reston, VA: National Art Education Association. kurt, e. (2015). with Your Kids When You Have No Time. Lifehack. [online] Available at: http://www.lifehack.org/articles/lifestyle/5-ways-to-spend-time-with-your-kids-when-you-have-no-time.html [Accessed 11 Jan. 2015]. LaMeaux, E. (2015). 5 Needs Your Child Must Have Met at Home. [online] Life.gaiam.com. Available at: http://life.gaiam.com/article/5-needs-your-child-

! 36!

must-have-met-home [Accessed 11 Jan. 2015]. Lester, B. and Sparrow, J. (2010). Nurturing children and families. Chichester: Wiley-Blackwell. MCCANN, J. (2013). No time for the family? You are not alone. DailMail. [online] Available at: http://www.dailymail.co.uk/news/article-2363193/No-time-family-You-Parents-children-spend-hour-day-modern-demands.html [Accessed 10 Jan. 2015]. Moyles, J. (2007). Early years foundations. Maidenhead: McGraw-Hill/Open University Press. Neufeld, G. and Maté, G. (2005). Hold on to your kids. New York: Ballantine Books. New, M. (2012). Support for Parents of Kids With Special Needs. [online] Kidshealth.org. Available at: http://kidshealth.org/parent/positive/talk/parents_support.html [Accessed 11 Jan. 2015]. Nutt, a. (2015). Why Is It Important To Spend Quality Time With Kids?. [online] Streetdirectory.com. Available at: http://www.streetdirectory.com/travel_guide/201621/kids_and_teens/why_is_it_important_to_spend_quality_time_with_kids.html [Accessed 11 Jan. 2015]. Parentalrights.org, (2015). The Reasons: Why Kids Need Parents - Parentalrights.org - Protecting Children by Empowering Parents. [online] Available at: http://www.parentalrights.org/index.asp?SEC={780255DE-D387-4493-BFDB-1C371844036A} [Accessed 13 Jan. 2015]. Raise Smart Kid, (n.d.). Benefits of Arts to Kids. [online] Available at: http://www.raisesmartkid.com/3-to-6-years-old/4-articles/33-benefits-of-arts-to-kids [Accessed 13 Jan. 2015]. Smith, P., Cowie, H. and Blades, M. (1998). Understanding children's development. Oxford, UK: Blackwell. Wikipedia, (2015). Child development. [online] Available at: http://en.wikipedia.org/wiki/Child_development [Accessed 12 Jan. 2015].

! 37!

ix. Questionnaire

Children’s Art Education Service Design

Part 1. Basic information (1-6) 1-1. What is your children’s (child’s) age? 1-2. What is your age? 1-3. Can you tell us about the members of your family? 1-4. Do you work? If you are what kind of job do you have? 1-5. How long do you work in an average in a day? 1-6. How long do you spend time with your children? Part 2. Parents and children (1-4) 2-1. Do you think you are spending a lot of time with your children (child)? Very much Yes Not too much No Never I don’t know

2-2. Then if you are with your children (child) what do you usually do? 2-3. If you don’t spend a lot of time with your children (child) what is the reason?

! 38!

2-4. What does your children (child) do when they are not without you?

Computer TV Read Play with toys

I don’t know etc

Part 3. Children’s Creativity education (1-4) 3-1. Do you think your children (child) are having creativity education?

Very much Yes Not too much No Never I don’t know

3-2. At home, do you think you and your children (child) are having activity for creativity? If you do, what do you do with your children (child)?

3-3. How important do you think spending time with parents and children (child) are important for children’s education?

Very much Yes Not too much No Never I don’t know

3-4. What area do you think it helps children’s creativity?

Art Science/ Math Activities Language etc

! 39!

Part 4. Parents needs and children’s needs (1-2) 4-1. What are the needs that you want for your children? 4-2. What do you think about what is children’s needs are? Part 5. Children’s art education – In-depth1 0n 1 Interview 5-1. If your children’s (child) shows a talent in art, would you do something to make it improve?

CHILDREN’S ARTEDUCATIONSERVICEDESIGNTo provide memorable Experience to Children and parents

Reflective Journal2015, Mdes SADIst 20071741JiSun Park

CHILDREN’S ARTEDUCATION SERVICE DESIGNTo provide memorable Experience to Children and parents

RESEARCH BACKGROUND

2

The modern society is increasingly overflowing with cold-hearted Mammon and human relation conflict. As a result, parents and their children have become estranged each other. (DailyMail.2013)

Parents spend less and less time with their children due to a busy life. On that account, the sensible experiences of children are built through interacting with other people than their parents. It is important to note that children build their sensible experiences by literally embracing all environmental factors. That is to say, it is not an exaggeration to say that their whole body is a sensible organ.

However, the phenomenon that their sensible experiences are built through other people than their parents causes a delay in the psychological development since those children may build their sensible experiences in an unnatural way.

Moreover, parents tend to have higher expectations on the growth of their children albeit they have less time to spend with their children. This will make those children become helpless and get a lower degree of self-esteem.

What ways can modern parents leverage to spend their limited time more efficiently with their children?

SCHEDULE

10.11.2014 14.11.201412.11.2014 15.11.2014 21.11.2014 18.12.201410.12.2014 19.12.201426.11.201420.11.2014

Colletion of metrialsAnalysis data

SURVEY 1

SURVEY 2

Presentation & Tutorial

Primary research

1:1 Interview

Primary research

Presentation & Tutorial

Children’s Perspective Research

Small group survey

SNS survey

Children’s Art Education Class Expection

Asking people’s Experience 1:1 interview

Parents Perspective Research

Personal Experience Read books Aricles etc Professional Material

RESEARCH PROCESS

SECONDARY RESEARCH

PRIMARY RESEARCH

PERSONAL EXPERIENCEI started painting when i was 5 years old

I always loved drawing and i wanted to be an artist when i grow up

FUN

ENJOY

CREAIVITY

COMMUNICATION

CONFIDENCE

FREEDOM

0 % 25 % 50 % 75 % 100 %

SECONDARY RESEARCH

1995 - 2002

7years old sun !

1

PERSONAL EXPERIENCE

I have experience of teaching children about ArtIt was good experience to know what children’s needs

SECONDARY RESEARCH

Eunji.Kim. 7 years

“ It’s a secret teacher, I love drawing !

but sometimes my mom expect too much from me about art.

They don’t have enough time to talk about my drawing

with me at home ”

When i visited their home as tutorParents were not at home everytime because of workIt seemed to me that they don’t have enough time to talk and share the emotion each other.

And sometimes parents tend to have higher expectations on the growth of their children albeit they have less time to spend with their children

2009 - 2012 2Student /

COLLECTION OF METRIALSSECONDARY RESEARCH

10.11.2014 - 14.11.2014

I collected the data by conducting the preliminary research using the previous studies, related books, articles, etc from Cardiff Met library and Cardiff Central library and internet

ANALYSIS DATA

SECONDARY RESEARCH

24 HOURS

LESS THAN AN HOUR

“ Parents and children spend less than an hour with each other every day because of modern demands ”

“ Families do not spend enough time together according to new research. they only have eight hours of quality time per week ”“ A lot of family time is spent in silence in front of a television or computer screen ”

Problem

Families don’t spending enough time each other

(dailymail.2013)

10.11.2014 - 14.11.2014

ANALYSIS DATA

SECONDARY RESEARCH

Children’s needs and parents needs

10.11.2014 - 14.11.2014

Children, like all humans, have needs.

However, children have more needs than adults,

and often adults must meet children's needs

because the child cannot do it himself

According to “Meeting Children's Needs” in Principles of Parenting

by H. Wallace Goddard, a child development specialist,

he way parents respond to their child's needs or demands

teaches the child about the world he lives in and how to react to it. CommunicationProblem Solving

Critical ThinkingCreativityReflection

ImaginationChildren’s Dream

.

.

.

Education ToolConversation Tool

Engaging CreativityHaving Fun

MemoriesUnderstanding

Friends...

1

3 4 5 6 7

pre-schematic stage

YEARS

Presentation + Tutorial12.11.2014

5I\MZQIT�IVITa[Q[

1V\MZVM\�ZM[MIZKP

;]Z^Ma�8TIVVQVO

100%

60%

10%

Feedback1. We should concentrate on why parents and childrens dont have enough time nowadays2. 1 on 1 interview is nessesary3. we should make a uerful solution

Survey 1

PRIMARY RESEARCH

Questionnaire

15.11.2014 - 21.11.2014

we made a questionnaireIt was based on Secondary research

15.11.2014Starbucks in Cardiff

with Dalkyung Lee

Our First participant

1

2

4

we explained who we are and

purpose of the Quesionnaireand why we need your participation

We gave candy to their childrenfor taking time

3

83.3%

Rate of participation

we asked sign onparticipant consent form

and gave participant information sheet

we waited participant until they answer

the question

10 min to 18m

in

Of those 30 parents, a total of 25 parents responded

Survey 2

PRIMARY RESEARCH

SNS

20.11.2014 - 18.12.2014

5 Peoples

Rate of participation

SurveyMonkey.com

RESPONSE SUMMARY

5TOTAL

RESPOSES

Facebook Post 1Web Link 1

Responses : 3Responses : 2

ex)

A total of 30 questionnaires including the 5 questionnaires distributed via SNS were analyzed

Tutorial26.11.2014

5I\MZQIT�IVITa[Q[

1V\MZVM\�ZM[MIZKP

;]Z^Ma�8TIVVQVO

100%

100%

100%

;]Z^Ma� 60%

,M[OQV 40%

IN-DEPTH RESEARCH 1:1 INTERVIEWPRIMARY RESEARCH

10.12.2014 - 19.12.2014

WHY ?

One on one in-depth interview was conducted with the 5 parents who had children aged 5 to 7 year-old in their pre-schematic stage and who were living in Cardiff

1. Presented the need of intellectual education as to the child art education of parents2. Importance of art education from the emotional aspect rather than the functional aspect3. Satisfying the needs of parents and children4. Improving the parent-child relationship through art education

ANALYSIS DATA

PRIMARY RESEARCH

CRITICAL POINTS

1. This study may have a limitation in terms of covering

the general awareness of parents because it was

conducted as a small group focused survey.

2.This study may have a limitation in terms of generalizing

and analyzing the research results on a global scale

because it was conducted with the parents living in

Cardiff, the United Kingdom.

3 This also indicates that this study may have a limitation

in terms of interpreting the research results for the

generalization of all age groups.

NOT TOO MUCHYESVERY MUCH NEVERNO I DON”T KNOW

Q. Do you think you are spending a lot of time with your children (child)?

Q. What do you think about what is children’s needs are?

Q. Do you think your children (child) are having creativity education?

Q. What is the needs that you want for your children?

Q. What does your children (child) do when they are not without you?

12

87

5

2

happiness, playful games

parental affectionhealth

religious faith

healthreligious faith

parental affection

Happiness, Education

6 PARENTS

54%

29%

15%

2%

Q. What area do you think it helps children’s creativity?

Wat

chin

g TV

Play

with

toys

Read

ing

a bo

ok

Com

pute

r

I don

’t kn

ow

SOLUTION

DESIGNER

communication

creativity

MemoryEducation

fun

Enjoy

CHILDREN PARENTS

Imagination

ART PROGRAM FOR PARENT-CHILD INTERACTIONTarget Market Parents having children aged 5 to 7 year-old and their children

Purpose of Program

This study aims to generate positive impact based on the above-mentioned results of the in-depth research by proposing an art education program that allows parents and children to spend time together in an efficient way and that improves the relationship between them.

SOLUTION

A CASE STUDYThe conventional art programs that allows parents to be with their children has mainly focused on those formative art activities in which children would first express their unique character, feeling and emotion freely and creatively through their own techniques and then parents would complete it.

SOLUTION

2

1

4

1 HOUR IN A WEEK2 HOURS IN 2 WEEKS

COOSE 2 OPTIONS

SEND THEIR CHILDREN’SDRAWINGS

TO DESIGNER

MAKE CUSTOMIZED - PROGRAM USING CHILDREN’S DRAWINGS

GET THE PROGRAM AND THEN ACTIVITY WITH

CHILDREN

3

We thought about a workbook that comes every week, when we were young, also magazines that comes once everymonth.If this kit could delivered once every week or 2 weeksor every month, rather than having a whole play at once, parents and children could do it more.

If it is sent every week or so, children won’t know what will come next then they could be excited what will be the next.

Parents can apply in the website and choose between 2 options, first option is 1 hour in a week and second option is 2 hoursin 2 weeks, so once a week or 2 weeks children and parentsdelivered a play kit spending 1 hour or 2 hours.

After thinking about how we could sell it, we had some changes for our play kit.If it is delivered to every house we could ask for them to send some stuff to us to make something like a product. We had a idea of putting children’s drawings into party supplies for children’s birthdays or in a bag, mug any products.

PROGRAM PROCESS

+ Once we collect many pictures, we will be able to plan an exhibition for fund-raising for financially disadvantaged children who cannot draw a picture and organize a campaign for the purpose of allowing one child to help another child.

CHILDREN’S ARTEDUCATIONSERVICEDESIGNTo provide memorable Experience to Children and parents

Personal Development Portfolio (PDP)2015, Mdes SADIst 20071741JiSun Park

PDP FIRST TERM 01.10.2014 Although having majored in visual design as an undergraduate, I haven't had a chance to study UX designs in depth. However, not only UX design is inseparable from modern design industry, but also related to industrial design, software engineering, marketing, and business administration. Because it is not too much to say that UX design is leading the overall modern industries, I have always been interested in UX design. As an undergraduate, I had a chance to work on a joint project with a hospital in Korea in order to develop a user Interface design for mental health diagnosis program that was planned to be applied to new kiosk. I did a research to develop mental health diagnosis program for people of all ages. The research was conducted as a primary research, and I personally visited the hospital to interview and survey many people. When the new interface design based on my research was actually adopted and used in the hospital, I felt greater satisfaction than ordinary design projects. It was not just a beauty created on a computer. The outcome was also filled with other people's truthful opinions, and It was meaningful experience to me in that as one of many users, I kept compensating the defects based on actual experiencing of the user interface. Before starting semester, in order to comprehend what UX design is and how to understand consumer needs, I signed in 'UX Designer Group' in facebook to see other people's work, and did online researches. After 1-term semester began with working on a warm-up project, I learned how to apply theories, methods and processes of UX design which I hadn't grasped before to design projects

About warm-up project 1)

Me and my partner Dalkyung Lee proceeded a project which concerns transportation system of Cardiff, especially focusing on the bus system and

b�cycles.

As we were heavy users of bus system of Cardiff and had been actually suffering from the system, we started a survey based on our common opinions. Our target market was University students in Cardiff looking for housing for the first time. Grouping similar attributes was not as difficult as imagined because I belonged to the target market and played a role as a participant. We made questionnaires based on keywords extracted from brain storming, and used it to conduct surveys on friends who started to study around similar time in Cardiff, students met on the streets. Because most of the people gladly participated with interest, it was no trouble to gather information. Moreover, analyzing collected data, I was able to find that most of my own needs were corresponding with the needs of other students and it made me enthusiastic when developing solutions.

Since then there was a presentation about the warm-up project and I had a chance to listen to my friends' ideas. While listening to the presentation, I felt that everyone approached the project with their own various points of view, and these differences in perspective seemed to come from the differences in subjects they majored in undergraduate studies For example, students who majored in visual design offered solutions focusing on the visual factors, students who majored in industrial design put emphasis on product, and students who majored interior design or architecture attached more importance of urban planning. After the presentation was over, I gained insight that I shouldn't confine myself to visual factors and consider various angles when analyzing a phenomenon for projects in the future. Also, I learned that in order to conduct more accurate and valid project, conducting qualitative investigations such as in depth interviews, or surveying via SNS are also necessary. About warm-up project 2) We decided to learn more about the Cardiff bus system that we covered in warm-up project, and gathered information to make pivot table based on second survey which consists of deeper questions.

The pivot table helped us to understand consumer needs at a glance. We offered improved service design solution on the basis of gathered data.

After presenting second project, we had a positive feedback from professor Gareth that the storyboard we presented was easy for audiences to understand, and felt the necessity of simple, ordered storyboard. Me and my partner arranged our project and sent an e-mail directly to Cardiff bus company hoping that our project will contribute to improve the system and marketing objectives of Cardiff bus company. Finishing the warm-up project, I learned that UX designers play an important role for people who don't know what they want, or people who are aware of their needs, but had no chance to express them. Also another thing I realized that understanding deeper needs of consumers by observation, specifying them through surveys, and triggering consumers' motivations are also

specifications that designer should comply with, and UX design is not a single designing stage but a whole process. Moreover, finding out the fact that user experience design originally developed from emotion design was a good inspiration and motivation to me as a person who has a dream to become an emotional marketer Also, working on group project with my partner Dalkyung, we had positive experience of sharing personal experiences and dividing duties to concentrate on our respective researches. About main project Me and my partner decided to discuss more about problems that can be improved. As a result, we discovered that we have common interest for children's art education field. Personally, I have been always interested in art since childhood, and had fun expressing my thoughts and feelings, communicate with others through art. In this manner, I have painted for a long period of time, and had a part time job as an art instructor for children when I was an undergraduate student. While teaching the children, I was able to feel precious emotions from my childhood. Most of the children I taught had to spend only little time with their parents because both of their parents had a job. Though the children seem to enjoy painting and satisfy their creation, their parents just wanted them to have high standard of painting skills. I thought that these expectations and lack of communication between parents and children are interfering with creativity of children, thus art education with parents, not with art instructors, is more effective and positive for development of children

My partner, Dalkyung Lee became interested in children's education and the importance of environment that affects children's development while writing a paper on children's picture book when she was an undergraduate student. And based on this personal experience, we decided to conduct research on children's art education service program. First, we agreed that our research to be conducted with two perspectives, children's perspective which is her field of interest, and parents' perspective, which is my field of interest. After studying articles and books, we realized that there are problems in today's child-parent relationship, which were parents spend less time with their children, and even when they do so, they are not providing efficient education for their children. In order to improve the problem, we designed primary research on the basis of insights obtained from secondary research. We made parent-child interaction art program based on consumer needs drawn by surveys, 1 on 1 in-depth interviews. TUTORIAL / FEEDBACK There was a tuning session in the middle of research and professor pointed out possible problem for our project that we hadn't considered. Also professor suggested new idea to approach to consumer needs more closely. In addition, feedbacks from fellow students helped a lot to proceed with the project. And especially, students who have children gave useful insights about children's characteristics, needs, and parents' needs which became fundamental background of our research. Also, conducting focused research on various locations such as city centre, church, or cinema was a delightful experience. Since I had no prior knowledge of Cardiff, it was hard for me to acquire important information such as relevant institutions, or useful websites. However, thanks to suggestions about various

locations from professor, I was able to understand consumer needs more comprehensively. Finishing 1 term, although it was a short period of time, I was able to experience practical research. Also, conducting primary research that I wasn’t accustomed to, meeting consumers and finding out the problems were big motivation for me to proceed my project. Because difficulties in opinion coordination frustrated me, I had been avoiding group projects. However, while proceeding with this group project, I developed true leadership and realized that when individual capabilities are combined, greater insights and driving force are generated. In addition, having tuning sessions to evaluate each other helped us to maximize the strengths and make up for the weaknesses. Tuning sessions were also good driving force to finish the project with responsibility and tension Therefore, I hope the results of my project conducted by focusing on two perspectives will meet the needs of many people substantially. Also I believe that such experience is a valuable asset, and will be very helpful when proceeding with other projects in the future.