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The conceptual foundation for my creative thesis work is based in research into the development of science, particularly the field of cosmology, and its related visual vocabulary. Three interrelated projects encompass my interests in unique artists' books and variable editions, research based projects, codified presentation of data, and universal interconnectedness, or oneness in all things, that was at the heart of medieval cosmology and is embraced by some 21st century subcultures. The thematic timeline of the artwork spans developments in the Early Middle Ages related to astronomy and cosmology and through 20th century guidebooks and NASA's social media accounts. The resulting artwork includes an artist's book, sculptural bookwork, monoprints, and an edition of broadsides.

This study focuses on developing a book arts curriculum as a tool for teaching about creativity and problem solving. The curriculum's ultimate goal is to introduce and emphasize book arts as an expressive and powerful medium to future teachers and artists. Book arts will be used to offer potentialities for collaborative, learner-centered instruction. Students will create structures and artists' books from their experience, their learning will emerge from personal interactions with the structures and artists' books presented. The curriculum is planned into three modules, each module containing a different set of projects and activities organized to scaffold students learning in an engaging process. The modules examine book structures, artists' books, and a project that can either further explore book structures and artists books, or it can explore incorporating some other aspect of book arts in the project. Each module provides a broad range of examples, discussions, questions, and applications.

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A limited variable editioned artist book, by measure of depicts an allegorical conversation between medieval author Christine de Pizan and a contemporary woman. It is, in essence, an exploration of edges in which the characters examine the parameters of identity, both personally and societally designated–how to define/re-define/emphasize/blur them, and what happens in the space where they meet.

Thesis--Aix-Marseille. / Includes indexes. Includes bibliographical references (p. [249]-260).

My research is located at the intersection of design and education, focusing specifically on middle and high school literature. Using educational psychology research, particularly in the areas of motivation and engagement, I have explored various ways to deliver traditional literary texts. The hope is to engage students in literature they might normally find boring. Multiple points of entry into the text was a method used in conceptualizing the solutions because it allowed readers to visualize how the text can relate to them as individuals. The solutions provided represent a small portion of what can be done in the intersection of education and design; they are only limited to the number of stories students are required to read in school. / text