Date of Award
12-2025
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
Graphic Communications
Committee Chair/Advisor
Dr. Amanda Bridges
Committee Member
Dr. Carl Blue
Committee Member
Dr. Kevin Layfield
Committee Member
Danita Swaney
Abstract
This study examines the influence of high school art courses on students’ pursuing a degree in graphic communications (GC) at Clemson University. The purpose is to explore how prior high school art courses impact students’ major choice, preparedness, and academic success within GC. While creativity is central to the field, limited research addresses how early exposure to art integration shapes students’ readiness for college-level technical and design programs.
Grounded in theories of experiential learning and career development, this study builds upon the research by Moss, Benus, and Tucker (2018), who found that school-based arts programs enhance executive function and academic achievement through hands-on learning experiences. Similarly, Egana-delSol (2023) demonstrated that sustained high school art programs improved grade point average (GPA) and motivation to pursue higher education. These findings suggest that early creative engagement fosters cognitive and affective skills essential to GC, including critical thinking, problem solving, and confidence. Such skills align with the creative and technical demands emphasized by Bridges (2020) and Downs (2012), who identify design thinking, visual problem-solving, and digital proficiency as vital to balancing artistry with technology in GC.
A mixed methods design was used to collect both quantitative and qualitative data from seniors within the GC program at Clemson University. Quantitative data were gathered through an online survey focused on participants’ high school art experiences, motivations for selecting GC, and indicators for academic success. Qualitative data were obtained through a follow-up focus group of survey volunteers, which provided deeper insight into how art integration shaped students’ interests and confidence in the field.
Findings indicate that students with high school art experience reported higher confidence in their coursework and a stronger sense of connection between their prior learning and current studies. Together, the survey and focus group data provide measurable evidence that early creative experiences enhance preparedness, confidence, and academic success in the field of graphic communications.
Keywords; Graphic Communications, Art Education, Creativity
Recommended Citation
Crawford, Mackenzie, "The Influence of High School Art Courses on Graphic Communications Students" (2025). All Theses. 4629.
https://open.clemson.edu/all_theses/4629