Creative

Creative Consultant Journal: Publishing and promoting Robert M. Luckett’s first book, “Solving for X”

Published: 28 August 2024
Written by jasonpittm@gmail.com
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Categories: Creative, Creative Consultant, Website Design
Screengrab of the first website and promotional cover that I created for Bob Luckett

In the early 2000s, Washington, DC, was terrorized by a serial arsonist, whose destructive acts left a community in fear. It was during this time that Robert M. Luckett, or “Bobby” as he prefers to be called, played a pivotal role in the investigation that ultimately brought the arsonist to justice. Now retired, Bobby has channeled his experiences into “Solving for X”, a gripping account of those harrowing days. As a consultant on this project, I had the honor of helping Bobby transform his story from raw, factual recollections into a compelling narrative that captures not just the events but the story of the people involved. 

 

When Bobby first approached me, he wanted help publishing his first novel. Bob is an amazing guy who’s lived an amazing life. He not only put the cuffs on the DC Serial Arsonist Thomas Sweat, he also played center for the 1972 TC Titans in Alexandria Virgina, the subject of the beloved Disney film, Remember the Titans. I jumped at the opportunity to collaborate and I knew that with the wide range of skills that I could offer, I could provide Bobby with a ton of support that fit within the budget of launching one’s own first novel. 

 

Sketch of Luckett I created during pitch-palooza.

Bobby shared his first draft with me and told me that he was grappling with a unique challenge: his natural writing style was deeply rooted in his years as a police officer. His first drafts read more like police reports—meticulously factual, but lacking the emotional depth and dialogue that bring a story to life. The first version of “Solving for X” had almost no dialogue, as Bobby was reluctant to write conversations he couldn’t remember word-for-word. His commitment to factual accuracy was admirable, but it also held him back from embracing the creative freedom of his own WELL DEVELOPED talents in storytelling. Among friends and family Bobby is known to have a huge personality and storytelling is an enormous part of that.

Through our work, I encouraged Bobby to see himself not just as a public servant, but as himself, the storyteller. Through our collaboration, I worked with him through the drafts and first few rounds of artwork to focus on unlocking his creativity and encourage him to infuse his narrative with the same personality and energy that makes him such an engaging storyteller in person. As we worked through the drafts, Bobby’s writing evolved rapidly. He started to see the value in balancing fact with the art of storytelling and bringing his audience right into the scene with the same vivid emotion he felt at the time. The result was a more vibrant and engaging manuscript, and it was such privilege to see Bob’s satisfaction grow each time his writing became more his own.

solvingforxthebook.com

A great points in the development of “Solving for X” came when I encouraged Bobby to participate in National Novel Writing Month (NaNoWriMo). The challenge of writing intensively for a month while participating in online events to build support for his manuscript. NaNoWriMo helped Bobby push through some of the grind of the early drafts and edit, draft and edit process and take his story to the next 

level. His enthusiasm grew as he entered “Pitchapalooza,” a book pitch contest sponsored by The Book Doctors during NaNoWriMo. We developed a social media campaign together, which not only boosted his confidence but also earned him a win in the contest. This experience was transformative for Bobby, giving him a deeper understanding of the publishing process and the tools to navigate it successfully.

In addition to shaping the manuscript, I provided a wide range of services to support the book’s publication. Bobby wanted “Solving for X” to be more than just a book—it needed to be a multi-dimensional experience. I created artworks, maps of the Washington, DC, area to visualize the arsonist’s trail, and a graphic design system that integrated his collection of previously unreleased photos and artifacts from the investigation. This visual storytelling was crucial in bringing the narrative to life and giving readers a deeper connection to the events described.

As the book neared completion, the focus shifted to promotion. I helped Bobby design and launch his first website, which became the hub for all things related to “Solving for X”. We created a series of promotional videos and YouTube ads to drive pre-sales, and even ran a social media campaign where fans could vote on their favorite book cover designs. This not only generated excitement but also helped build a community of readers eager to get their hands on the book.


Promotional video from a series I created spanning presale to launch.

At publication, the time came to sell the book online, I redesigned the website to include all the necessary backend systems for processing payments and managing orders. The site was equipped with embedded videos, music, and other interactive elements to the user had come to expect with the previous web experience, and welcoming new readers to connect with Bobby’s story. Today, “Solving for X” is out in the world, and I continue to support Luckett in maintaining his website and encouraging his next project. 

 

Remembering the Titans: 50 Years and Beyond

Looking ahead, I’m thrilled to be collaborating with Bobby on his upcoming second memoir, Remembering the Titans: 50 Years and Beyond. This book delves into Bobby’s extraordinary experiences as a member of the legendary 1972 T.C. Williams High School Titans football team, famously depicted in Disney’s Remember the Titans. It offers a fresh perspective on the impact of that unforgettable season, explores the personal stories left out of the movie, and reveals how the team’s ongoing legacy has shaped their lives. From moments of triumph to the bittersweet challenges life has brought, Bobby’s memoir will provide a deeper, more personal look at the original Titans and their journey since those remarkable days.

To celebrate the upcoming book and its themes of resilience and legacy, Bobby commissioned me to create a custom pair of Converse All Star low tops—a unique artistic tribute to his life as a Titan and the stories in the book. Inspired by the work of Dillon DeJesus and the My Shoes My Cause campaign, Bobby asked for shoes that reflect both his memories as a Titan and the ups and downs his team has faced since.

The right shoe is designed as a nostalgic nod to the 1973 Virginia State Championship win. It features the old Titan mascot behind bold “TITANS” lettering in vintage red and white, with three red and maroon stripes along the heel referencing the iconic team socks. To give it a varsity feel, I added an embroidered patch with Bobby’s number, 50, and his signature. It’s a shoe that could have easily been chosen by a young Titan celebrating their victory.

The left shoe is a more reflective piece, telling a story of life’s complexities. It incorporates a hand-cut silver foil piece etched and painted based on Bobby’s state championship ring, a replica of the team’s Alexandria Sports Hall of Fame medal, and a collage of images representing moments both good and bad from the original Titans’ lives. One striking element is a dark silhouette of a lone player running through a blazing halo of red, orange, and yellow—a reinterpretation of the Remember the Titans movie poster, now symbolizing the strength required to face life’s challenges, supported by the power of a team.

These custom-painted shoes are more than just wearable art; they are a celebration of Bobby’s remarkable journey and the enduring spirit of the Titans. It’s an honor to collaborate with Bobby on such meaningful projects, from his books to personal tributes like these, and I’m excited to help bring his stories to life for all to experience.

Designing an Art Forward STEAM Curriculum

Published: 17 June 2024
Written by jasonpittm@gmail.com
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Categories: Creative, Education, Leadership

Art in Action, a nonprofit organization dedicated to revitalizing art programs in schools that have lost them, is making a significant impact in California and beyond. Through innovative projects and affordable solutions, Art in Action ensures that art remains an essential part of the educational experience for students. I was recruited to help them create the Art in STEAM project, which places art at the forefront of STEAM (integrated Science, Technology, Engineering, Art, and Mathematics) education. This approach not only champions creativity but also encourages students to synthesize and combine essential academic standards across various disciplines, providing a better simulation of real-world practices and more effective and meaningful learning experience for students.

 

The Challenge: Declining Art Programs in Schools

Many schools across the United States have seen a decline in formal art instruction due to budget cuts and shifting priorities. While some schools manage to incorporate art programs through temporary budget windfalls or half-day contracts, consistent and comprehensive art education is no longer guaranteed. I was particularly surprised, when I moved my work to California to find that nearly all public and charter schools had little to no regular instruction in art. California has a robust set of skills and practices in its state standards for art learning, but surprisingly poor implementation.

Art in Action steps in to fill this gap by offering affordable art programs that parent volunteers or Parent-Teacher Associations (PTAs) supported by school administrators can affordable purchase and implement with the help of volunteers. This model, while still a far cry from ideal learning experiences like regular art lessons in a dedicated classroom year over year, ensures that students continue to receive quality art education despite financial constraints. The big advantage for Art in STEAM is that administrators were much more eager to support an art curriculum that reinforces skills on state tests. These tests and the time needed to prepare students for them is largely the reason art has been cut from school budgets.

 

Art in STEAM: An Art-Forward Approach

Traditional STEAM projects often prioritize math and science, with art being relegated to a secondary, often decorative role. However, the Art in STEAM program flips this script by starting with California art standards and building the central project or lesson around them. This art-forward approach ensures that the creative process is central, not peripheral, to the learning experience.

For the Art in STEAM curriculum, projects were designed for kindergarten through middle school students, incorporating meaningful connections to math, science, technology, engineering, and literacy standards. This integration ensures that while students are engaged in creative activities, they are also reinforcing essential academic skills. To create this integrated curriculum, I developed my own tool for mapping out and quickly searching or connecting California and national learning standards across all grade levels from kindergarten through eighth grade. This searchable document allowed for the identification of common themes, skills and topics across different subjects and grade levels. This tool facilitated the creation of much more authentically integrated lessons. 

The STEAM + Literacy Roadmap

One of the key tools that facilitated the creation of integrated STEAM (Science, Technology, Engineering, Art, and Mathematics) and literacy lessons within the Art in STEAM initiative is the STEAM + Literacy Roadmap. This innovative tool is a comprehensive, searchable spreadsheet database that includes all the Common Core national standards in literacy and math, Next Generation Science Standards, technology and engineering standards from the International Society for Technology in Education (ISTE), and California’s state art standards. Designed to cover each grade level from PreK through 8th grade, the roadmap provides a systematic way to identify and connect standards across different subjects, fostering the development of art-focused lessons that integrate multiple disciplines.

The STEAM + Literacy Roadmap is organized into sheets for each grade level, with columns for the standards of each subject. This layout allows educators to easily search for a topic, skill, or concept that can bridge multiple domains. By facilitating these connections, the roadmap helps educators develop lessons that not only align with educational standards but also encourage students to synthesize information from various subjects in meaningful ways.

For example, consider a lesson designed for middle school students on drawing a realistic indoor scene with a single vanishing point. This exercise, a staple in art education, is directly drawn from the California Art Standards. Using the roadmap, the lesson was developed b searching for relevant standards from other domains using the STEAM roadmap. The lesson began with the art standards supporting drawing in one-point perspective, which inherently involves parallel and intersecting lines, angles, and geometry. By searching the roadmap for terms like “parallel lines,” “intersecting lines,” and “angles,” related math standards were quickly identified. The lesson can then provide students with practical meaningful experiences in use of parallel lines and exploring intersecting lines with complementary and opposite angles. Incorporating these math skills, the lesson provided students with practical applications of geometry, enhancing their understanding through practice, experience and artistic creation.

To further integrate the lesson, the roadmap was used to find relevant literacy standards such as “communicating with peers for understanding” and “using text features.” These standards were then woven into the lesson by having students create a picture dictionary for new students learning the user’s language, based on their one-point perspective drawings, labels and other text fetures commonly found in a picture dictionary. This task required students to write clear, descriptive labels and instructions, reinforcing literacy skills in a practical context, as the final result is a printed picture dictionary compiled by the volunteer teachers for classroom to keep and use when new students or speakers of other languages arrive in their classrooms.



Designing Integrated Lessons

The roadmap’s ability to connect standards across disciplines ensures that each integrated lesson is both meaningful and robust. For example, in the described lesson, students not only improved their drawing skills but also deepened their understanding of geometric principles and enhanced their communication abilities. Each integrated standard was intentionally chosen to provide sufficient practice and reinforcement, avoiding the superficial connections that often plague STEAM lessons.

By leveraging the STEAM + Literacy Roadmap, Art in Action can create lessons that are truly interdisciplinary, offering students a holistic educational experience that values creativity and critical thinking equally. This tool exemplifies how thoughtful integration of standards can transform traditional subjects into engaging, comprehensive learning experiences that prepare students for a multifaceted future.


Co-Hosting with Instructional Videos

A key component of the Art in STEAM curriculum is the use of animated videos. These videos, lasting about five to six minutes each, introduce the art lesson and provide a demonstration. After the video, the activity is handed off to an in-class volunteer, such as a parent or retired artist, who is associated with Art in Action. This format ensures that students receive a consistent and high-quality introduction to each lesson, while also allowing for flexibility in the classroom.

Impact and Reception

The Art in STEAM program has been well-received by schools and educators. By integrating art with other core subjects, schools can offer a more balanced and enriching curriculum that meets various educational standards. Principals and teachers appreciate that the time spent on art also helps reinforce skills in other critical areas, making it easier to justify the inclusion of art in the curriculum. Art in Action, through its Art in STEAM project, is making a profound impact on art education by ensuring that creativity is not sidelined in the rush to emphasize STEM subjects. By starting with art and integrating it with math, science, technology, and engineering, the initiative provides students with a well-rounded education that values creativity as much as analytical skills. This innovative approach not only revitalizes art programs in schools but also prepares students for a future where interdisciplinary thinking and creativity are paramount.

 

Rethinking Strategies for Engagement

Published: 15 June 2024
Written by jasonpittm@gmail.com
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Categories: Creative, Education, Leadership

Educational strategies and learning experiences are often designed with an attempt to engage students by appealing to their perceived gender or cultural interests. However, many of these strategies are overused and miss the mark, relying on stereotypes rather than genuine understanding of students and their needs. Perhaps it is time to consider changing the way we approach teaching boys and consider more of the strategies we have developed for teaching girls?

Pandering to stereotypical, gender-based interests as a gateway to meaningful learning experiences is ineffective, and its overuse is pushing boys away from understanding and widening the achievement gap with girls. To truly captivate and educate students, it is crucial to move beyond gendered interests and instead focus on what we know about human interests. By understanding and addressing the intrinsic motivations and psychological needs that drive all students, educators can create more effective and inclusive learning experiences.

Uncovering the Deeper Hooks: Beyond Appealing to “Boys”

The challenge of engaging boys and teens in developing literacy and communication skills is a persistent one. Too often our post-pandemic creative ideas in enhancing education engagement for boys relies on overused and outdated gender based ideas: gamification, competition, video game-addiction, violence, adventure, an engineering or a technology hook, under the assumption that these themes inherently captivate young male learners. However, these approaches can sometimes fall short, resulting in disengagement and unmet educational goals. A radical shift is necessary to create more meaningful and lasting engagement.

Beyond Just Initial Appeal

Too often in education we rarely advance our strategy beyond the initial engagement idea-

Stereotypical “boy interests” like video games, technology, and action-based content are often just superficial attractions for boys. Their true appeal lies in deeper human interests and psychological needs. In my experience teaching young boys, I have come to believe that boys interest are most readily attained by engaging their need for responsibility, independence and autonomy. Projects, work and opportunity to practice skills that allow students to create are easily the most engaging for boys, and for most students, aged 10-14.

Self-Determination Theory (SDT) posits that people are motivated by a need for autonomy, competence, and relatedness. Video games often fulfill these needs through various mechanisms. Engaging graphics in video games captivate the imagination and provide a sense of accomplishment. Video games are particularly effective at inducing flow states, providing players with a sense of immersion and satisfaction. Video games can serve as a form of escapism, allowing players to cope with stress and emotional difficulties by immersing themselves in virtual worlds. Violent video games can provide a sense of power and dominance, which can be appealing to players. The ability to overcome adversaries, conquer challenges, and exert control in a virtual world can fulfill a desire for power that may be lacking in real life.

“results from all studies showed that enjoyment, value, and desire for future play were robustly associated with the experience of autonomy and competence in gameplay. Violent content added little unique variance in accounting for these outcomes and was also largely unrelated to need satisfactions. The studies also showed that players high in trait aggression were more likely to prefer or value games with violent contents, even though violent contents did not reliably enhance their game enjoyment or immersion. ” Przybylski, A. K., Ryan, R. M., & Rigby, C. S. (2009). “The motivating role of violence in video games”. Personality and Social Psychology Bulletin, 35(2), 243-259.

Technology, with its ever-evolving landscape, symbolizes hope, wonder, and the promise of the future. To create meaningful educational experiences, we must tap into these underlying interests and provide alternate activities that satisfy these deeper hooks.

1. Independence and Creativity

Video games captivate the visual senses and stimulate creativity. The WOW factor that video games bring to the experience is somewhat universal and not at all limited to boys and not at all limited to violent stories or settings. This attraction can be harnessed in educational settings through activities like digital storytelling, graphic design, and challenging integrated art and engineering projects. These activities allow boys to access their imaginations and apply their practice in creating visual elements to express themselves and create their own immersive experiences.

In my youth during the 1980’s video games absolutely captured my attention. The simple interactions between the player and the TV, providing choices and a unique experience that allowed the player to improve over time, all of it felt so innovative and unexpected to me at the time. The only thing that held my interest and motiavted me more than playing video games was the idea that I could create my own video games and fill the screen with my own stories and ideas. I sought out a book on programming from a local library and set about programming my first game to the tape drive attached to an Atari Basic system. I would do anything to get a little extra time out of class and in front of the computer to work on my first game.

I believe the same types of inspiratio exist for all kids, regardless of gender and we can use these powerful tools of the careers of the future to excite boys without playing to or including the negative elements of video games.

Alternate activities that build on visual stimulation and creativity:
– Digital art and animation workshops.
– Interactive storytelling using multimedia tools like stop motion or slide shows.
– Creating graphic novels or comic strips.

2. Achievement and Mastery

Technology represents the wonder of innovation and the promise of the future. Boys are naturally curious about how things work and the potential of new inventions. Engaging them in STEM (Science, Technology, Engineering, and Mathematics) activities can capture this sense of wonder and channel it into productive learning experiences. The sense of achievement in video games comes from overcoming challenges and progressing through levels. This can be mirrored in educational settings by setting clear goals and providing opportunities for boys to achieve mastery through incremental challenges and recognition.

Alternate Activities that build on hope, innovation and problem solving:
– Theater set design
– Music and performance arts.
– Innovation challenges and hackathons.
– Maker education projects that encourage students to prototype ideas and products.

Alternate Activities that engage students in achievement and mastery:
– Structured learning programs with milestones and rewards.
– Personal projects that build skills over time.
– Public exhibitions or presentations of completed projects.

3. Social Connection and Collaboration

Multiplayer video games fulfill the need for social connection and teamwork. Similar social and collaborative experiences can be fostered through group projects, team-building activities, and peer learning opportunities.

Alternate Activities for connection and collaboration:
– Group research projects and collaborative learning.
– Team-building exercises and cooperative games.
– Peer mentoring and buddy systems.

Moving on from Overused Engagement Strategies and onto Creating New Experiences.

By understanding and addressing the deeper human interests behind the appeal of video games, technology, and action-based content, educators can design activities that genuinely engage boys and teens. Moreover, there is significant potential in developing a market for learning experiences that play on video game consoles and closely mimic the engagement of video games. Public performances and interactive presentations can contain the chemical stimulation of action experiences, making learning exciting and dynamic. Similarly, art-making can harness the hopeful exploration of science and technology, providing a deeper and more meaningful engagement than traditional educational technology products. These innovative approaches not only capture the excitement and wonder that attract young minds but also provide enriching experiences that promote literacy, communication skills, and overall personal development. Moving beyond superficial attractions to tap into these deeper hooks can transform educational practices and create a thriving market for new, engaging learning experiences that resonate with boys and teens.

Predictable and Manipulative Tactics

The over-reliance on stereotypical interests such as gamification and video games can often be perceived as manipulative. While these tools can initially attract attention, their predictability and superficial engagement often fail to sustain long-term interest. Boys and teens are increasingly aware of these tactics, which can erode trust and enthusiasm for learning. Themes like violence and adventure, although popular, offer only surface-level connections to boys’ deeper interests and needs. These themes may stimulate immediate engagement but lack the depth required for meaningful educational experiences. The result is often a fleeting interest that does not translate into sustained practice or skill development.

A New Approach: Authentic Engagement

Fostering intrinsic motivation is key to engaging boys and teens in literacy and communication skills. Instead of relying on external stimuli like video games, educators should focus on helping students find personal relevance and meaning in what they are learning. This can be achieved by connecting the curriculum to real-life experiences and future aspirations.

Encouraging curiosity and creativity can lead to deeper engagement. Projects that allow boys to explore their interests and express themselves creatively can be far more impactful than standard educational games. For example, storytelling projects, creative writing, and personal blogs can provide platforms for boys to explore and develop their communication skills.

Positive role models and mentorship can inspire boys to engage with literacy and communication in ways that resonate with their personal experiences and aspirations. Introducing boys to successful individuals who demonstrate the importance of these skills in various aspects of life—be it sports, business, or arts—can provide powerful motivation.

Innovative Educational Practices

There are three successful practices that have guided me in creating learning experiences throughout my career. Each of these strategies is in one way or another, based on providing students with  practice and gaining meaningful experience. These elements elevate learning by asking students to problem solving for real world issues by  synthesizing learning across domains in order to succeed.

1. Project-Based Learning

Project-based learning offers a hands-on approach that can captivate boys’ interests more effectively than traditional methods. By working on projects that require critical thinking, collaboration, and problem-solving, boys can see the practical applications of literacy and communication skills. Curating learning into projects also allows for personalization, enabling students to pursue topics that genuinely interest them.

2. Mindfulness and Emotional Intelligence

Integrating mindfulness and emotional intelligence into the curriculum can address the emotional and psychological needs of boys. These practices help students develop self-awareness, empathy, and emotional regulation, which are crucial for effective communication and personal development.

3. Real-World Applications and Audiences

Providing opportunities for boys to apply their skills in real-world contexts can enhance engagement. To often we promise students an experience and let them down with the reality of another insuficient model to image their way through. This could involve community service projects, internships, or collaborations with local businesses. Real-world applications make learning relevant and tangible, fostering a deeper commitment to skill development.

Creating a Supportive Learning Environment

Creating a learning environment where boys feel safe and valued is essential. This involves fostering a culture of respect, inclusivity, and encouragement. Boys are more likely to engage in learning when they feel their voices are heard and their contributions are valued.

Recognizing and accommodating the diverse interests and learning styles of boys is crucial. Personalized learning paths that cater to individual strengths and preferences can lead to higher engagement and better outcomes. This might involve differentiated instruction, varied assessment methods, and flexible learning schedules.

 

The traditional methods of engaging boys and teens in learning experiences need a radical overhaul. Moving beyond superficial and manipulative tactics to approaches that foster intrinsic motivation, curiosity, creativity, and real-world relevance is essential. By creating supportive, inclusive, and personalized learning environments, educators can inspire boys to develop the skills they need for personal and professional success. This new paradigm not only respects boys’ individual interests and experiences but also empowers them to become more engaged and enthusiastic learners.