Interactive Information Graphic-Creative Conditions

This project is about making creative conditions in a range of different contexts and fields. The task is create an interactive information graphic based on the theme of ‘Creative Conditions’. Its to help try and improve creativity in many different aspects.

GROUP WORK


Group: Shannen, Dylan, Karen, Blaithin,  Donnie, Brandon and Alison

Before we started anything, we were put into groups and brainstormed ideas regarding ‘Creative Conditions’ and wrote them down.  We came up with a range of different ideas:

We then broke down some of the ideas further and developed them into more detail. We chose an idea that had been written done and when through the process of writing all the things we would need to research and find out about the topic and put them on sticky notes.


INFORMATION GRAPHICS


A well-designed infographic can help you simplify a complicated subject or turn an otherwise boring subject into a captivating experience. Adding interactive content like infographics to your website can be one of the most effective strategies in an overall digital marketing campaign. Ideally, an infographic should be visually engaging, contain a subject matter that is appealing to your target audience, and be supported by other engaging content across your website and social channels.

Customer Magnetism made an infographic explaining what an inforgraphic is and it helps to understand what goes into one in a much simpler way.

what-is-an-infographic


OVERVIEW OF INFOGRAPHICS


Infographics have been around for many years. Social media sites such as Facebook and Twitter have also allowed for individual infographics to be spread among many people around the world. Infographics are widely used in this age.

In newspapers, infographics are commonly used to show the weather, as well as maps, site plans, and graphs for summaries of data. Some books are almost entirely made up of information graphics.

Modern maps, especially route maps for transit systems, use infographic techniques to integrate a variety of information, such as the conceptual layout of the transit network, transfer points, and local landmarks. Public transportation maps, such as those for the Washington Metro and the London Underground, are well-known infographics. Public places such as transit terminals usually have some sort of integrated “signage system” with standardized icons and stylized maps.

metromap_021605

 tube_map


References:

https://en.wikipedia.org/wiki/Infographic

http://www.bbc.co.uk/london/travel/downloads/tube_map.html

http://www.washingtonpost.com/wp-srv/metro/images/metrorailmap.html


EXAMPLES OF INFOGRAPHICS:



10 STEPS TO DESIGNING AN AMAZING INFOGRAPHIC


Information can be useful—and even beautiful—but only when it’s presented well.  Infographics are visual designs that help to explain complicated data in a simple way.

1. Gathering Data:

Sifting through data is where it all begins. It arrives raw and messy: an excel spreadsheet, some PDFs and links to other resources are typical. While there is sometimes guidance—”We’d like to compare the charts on pages 12 and 65″—we take this as a clue to find the story being told. This is also when we begin to gather additional research from new sources. The full picture of a story is usually found scattered through multiple materials, not in isolated charts alone.

2.Reading Everything:

While it’s tempting to read only the highlighted facts and skim the rest, this shortcut tends to result in more time wasted later. Single pieces of information in an ecosystem of research can skew the big picture. Either your client will realize this during the process, or the audience will point it out once the project is complete. Nothing feels worse than working hard on a project, then seeing it picked apart because you didn’t connect the dots. Designers who make infographics are adept at spotting holes in the data, ensuring that no important information has been missed, and making sure the facts support the story being told.

3.Finding the Narrative:

What starts as boring data will become a boring infographic unless a great story can be found. Infographics start with a unique intent. It might be clarifying a complex set of data, explaining a process, highlighting a trend, or supporting some kind of argument. Finding a great narrative is the first hurdle. Now that the data is familiar, does it seem possible to tell this story with the information at hand? Are you interested in the subject matter? Is this a compelling story worth telling?

4.Identifying Problems:

As a story emerges from the data at hand, it’s time to stop for a reality check. In many cases, the data doesn’t support the story a client wants to tell. What follows is usually a slightly awkward discussion. Sometimes a client will want the designer to use only the facts that make them look good, twist the data, or otherwise get around this snag. It quickly becomes evident that this pathway is futile for everyone. The data doesn’t lie, and good clients do not want to blatantly mislead. is the next step is a collaborative reworking of the story and the data. Having studied the topic for several days, the designer is a valuable guide to discovering more accurate narratives and presenting them. Pushing back on a client’s original idea can be a frustrating moment. In more subjective situations (color, typography, etc.), it is harder for a designer to win battles, but in these situations the designer’s careful eye for detail is obvious in the data—and often appreciated.

The truth in information takes experience to uncover. Data has a way of winning a debate, whether an argument is true or not. For example, drivers who own red cars are twice as likely to get into accidents than drivers who own blue cars. This truth may (incorrectly) imply that car color somehow causes driving accidents. But the true story is found in a hidden connection, known as the confounding variable. Aggressive personality types are shown to prefer the color red. This aggressive behavior, not car color, is the undisclosed reason that accident rates are affected.

5.Creating a Hierarchy:

In almost any piece of research, there is a “hero” that leads the story. This piece of data will make your jaw drop. Once you find it, it becomes a way to organize the project and solidifies the hierarchical structure of the infographic. Supporting elements are then arranged to tell the rest of the story. This becomes a kind of mood board of research points. At this stage, the picture of a final product will begin to appear.

6.Building a Wireframe:

Once the data has been combed, the most interesting facts selected, and a hierarchy determined, a wireframe is created. Here, the designer builds an understandable visual representation of the important information and its hierarchy to send to the client for review. This is not the ultimate design but a tool for discussion, enabling agreement on the structure the final piece will take.

7.Choosing a Format:

There are endless ways to represent information. The best approach might be with traditional charts and graphs (bar, line, pie charts). It might require a diagram or flowchart to explain a process. A map might be the best way to tell the story. Or perhaps simply showcasing the numbers is best. If the budget is available and the data warrants it, interactivity might make sense and opens a world of possibilities for data visualization. Whatever the case, this decision is guided by the data, which will lend itself to one or a combination of these formats.

8.Determining a Visual Approach:

There are two overarching visual approaches to determining the look and feel of an infographic. In one camp, there are those who prefer to make the raw data beautiful (David McCandless, Nicholas Felton, and others subscribe to this view). These often take the form of charts and graphs, made visually exciting by their execution. The use of color, typography, and structure make the piece engaging, like an abstract work of art. Those in the second camp (Peter Orntoft, Scott Stowell), prefer to use illustration or metaphor. Here, the data is disguised, delivered to its audience in a visual narrative often bearing little resemblance to a chart or graph.

At Hyperakt, we are not beholden to any one strategy. Often we create a hybrid: charts and graphs surrounded by more illustrative elements, or a pure visual overlaid with traditional representations of data. The available information, medium, client brand, and subject are what determine an ultimate solution.

9.Refinement and Testing:

As the infographic takes shape and a visual form, refinements begin. Clients are involved in working through details, both in the data and the visual storytelling, to ensure that the finished product meshes well with their brand and original intent. Internally, we include the entire studio in a testing phase to ensure that the piece is readable and easy to understand, especially to those who have not seen the data before. We evaluate the design and iterate until the piece is as clear and simple as possible. This valuable back and forth between clients and our internal team ends when everyone is comfortable that we’ve delivered the information in the best possible way.

10.Releasing it into the world:

Most infographics are shared online—even printed illustrations appear online in some fashion. This is the litmus test of your work. Data has the interesting characteristic of being read in many ways by different audiences. All of the fact-checking and expertise imaginable doesn’t mean you’ve discovered every aspect to the story. So even once your piece is published, online discussion can expand (or tear apart) your argument in new ways. This collective vetting often means the project is never quite done. Revisions might happen as new data comes to light. While it is intimidating to let your project become a part of this process, it is also the reason the medium is so rewarding. An intensely scrutinized design is one that has stirred the minds of its audience.

Infographic designers are unusual people. Though budgets rarely account for this involved process, their labor of love continues. Get to know an information designer and prepare to hear some strange facts: Who was the most chillwave band of 2011? Is driving why you’re fat? What are the top five cosmetic procedures in the U.S.? They might even reveal a data geek’s example of causation that explains the storks-and-babies folk tale: The data shows that the more storks in a town, the more newborn babies there will be. But the hidden variable is a town’s land area: the larger the town, the more babies are born there—and, of course, the more habitable area for storks, too.


References:

https://www.fastcodesign.com/1670019/10-steps-to-designing-an-amazing-infographic


CHOSEN IDEA:

STREET ART TO MAKE THE STREETS MORE COLOURFUL, INTERESTING AND ARTISTC


About Street Art:

The Australian city of Melbourne, which boasts of its “internationally renowned” street art, used similar research findings when deciding to allow larger street art, but not tags. A city website notes that “most people do not like graffiti ‘tagging’ (person writing their graffiti name or ‘tag’ on a wall with marker or paint). However, many people appreciate ‘street art’ such as larger, more artistic pieces, or murals placed in appropriate locations with the required permission.”

_________________________________________________________

Example of a Street Art Project in Cork City:

Kelly O’Brien looks at a Cork street art project which has not only brightened up part of the city but has heightened awareness of a number of issues.

Artists and youth workers from  around Ireland and further afield came together to decorate the exterior of the grey and hulking structures with colourful street art, stencils and graffiti paste-ups. The four resulting artworks speak volumes about a number of global issues.

One of the walls, much like Shire’s aforementioned poem, deals with the migrant crisis. Others detail inequality and global citizenship.

The artworks were created by the 28 participants of a once-off week-long project called Street Wise, run as part of the Crawford College of Art and Design’s Creativity and Change course.

Participants travelled from Italy, Hungary, and the UK to take part.

“The tool that we used was urban art, street art. We’re hoping that people who participated will take those skills and bring them home and lots more projects will take place,” explained organiser Nora Furlong.

“We’ve been using our creativity to create a positive impact on ourselves, on Cork City, and on all the countries this is going to go back to.”

dke250316street006-519x325

Fellow organiser Jessica Carson explained the overarching Creativity and Change programme has been running for seven years and said while the latest project, Street Wise, has been a massive undertaking, the week went extremely well. The project has also been very well received in the local area.

The place looks amazing. It looks way more inviting. I think it’s a great idea. A lot of people have been stopping and taking pictures of it. I think it’s something nice to look at, especially for tourists.”

Another local, Denis Walsh, said it was a great example of people working together to brighten up an otherwise “fairly boring” building.

Other passers-by offered the would-be artists their thanks and appreciation for the work.

“The recurring theme that comes from this is that there’s been a great big ugly building hanging around for a long time that the residents in the local community have wanted something done with.

dke250316street005-486x325

Fellow Manchester native Ciara Grant said the project was an eye-opener.

“I’m definitely going to try and incorporate some of these techniques into my own work back home,” she said.

“It’s like social commentary. People saw us doing this and they were asking us questions about it. And who knows who they might go and discuss the ideas with and hopefully it will create a ripple effect. To get these topics even discussed is a step in the right direction.”

It was very inspiring and very enriching for me. It gave me a lot of ideas I’m going to use in my job that I have in Sardinia with young people,” she said.

“I believe these projects are very, very useful for young people and for youth workers because they allow them to develop soft skills which are not developed at university or at school. I would definitely like to see more of them.”


ANOTHER EXAMPLE:


DOUGLAS natives Claire Coughlan and Helen O’Keeffe are the driving forces behind a unique organisation bringing art and creativity to youth groups in Cork.

Splattervan, which was set up in 2013, is essentially a mobile art supply workshop which also doubles up as a canvas when no suitable space for youths to practise art is available.

“So we decided to have a little van stocked full of materials that could also be used as a kind of canvas. So the kids work on whatever issues they want and they can then paint it on the van, or else they paint it on a wall if there’s a suitable one around, whatever they want to do.”

The organisation works with youth of all ages and also, occasionally, with adults.

“We’ve worked with all ages but we like working with teenagers specifically as well because I think they’re the ones that have the most muffled voices in society right now. A lot of them might not have a lot of confidence in their own opinions or they might not think they have anything to really say about their communities,” said Claire.

“But when you sit down and listen to them on a one-to-one level, they actually have a lot to say.”

She explained that creating really gives the participants a sense of pride.

“This way they can put their message out into the community so it’s kind of encouraging them to be active citizens and giving them a voice.”

Both Claire and Helen are previous participants of the Crawford Arts College’s Creativity and Change programme. They said that experience has really helped them in the setting up and running of Splattervan.

“The course was fantastic. We set up Splattervan using the skills we learned from it and I really can’t praise it enough.”

While Splattervan does, essentially, spread the message of ‘art is for everyone’, Claire and Helen stress that they are also providing a service to the community and, as such, the artwork they facilitate has to appeal to the public.

“It’s public art that we’re doing with them, at the end of the day, so it has to look well, it has to be a professional product,” said Claire.

“We use methods like stenciling and paste ups which means participants don’t really need to be able to draw or to be into art to create something really impressive.”


References:

http://www.eveningecho.ie/cork-news/writings-wall-cork-city/1966150/


TEN REASONS WHY ARTS IS GOOD FOR KIDS AND THE WORLD


1) Art Generates a Love of Learning & Creativity: Art develops a willingness to explore what has not existed before. Art teaches risk taking, learning from one’s mistakes, and being open to other possibilities. Kids who are creative are also curious and passionate about knowing more.

2) Art Develops the Whole Brain: Art strengthens focus and increases attention, develops hand-eye coordination, requires practice and strategic thinking, and involves interacting with the material world through different tools and art mediums.

3) Art Prepares Kids for the Future: Creative, open-minded people are highly desired in all career paths. Art and creative education increases the future quality of the local and global community. Being creative is a life long skill and can be used in every day situations.

4) Art Teaches Problem Solving: Making art teaches that there is more than one solution to the same problem. Art challenges our beliefs and encourages open-ended thinking that creates an environment of questions rather than answers.

5) Art Supports Emotional Intelligence: Art supports the expression of complex feelings that help kids feel better about them selves and helps them understand others by “seeing” what they have expressed and created. Art supports personal meaning in life, discovering joy in one’s own self, often being surprised, and then eliciting it in others.

6) Art Builds Community: Art reaches across racial stereotypes, religious barriers, and socio-economical levels and prejudices. Seeing other culture’s creative expression allows everyone to be more connected and less isolated – “see how we are all related.” Art creates a sense of belonging.

7) Art Improves Holistic Health: Art builds self-esteem, increases motivation and student attendance, improves grades and communications, nurtures teamwork, and strengthens our relationship to the environment.

8) Art is Big Business: At the core of the multi-billion dollar film and video game industry are artists creating images and stories. Every commercial product is artistically designed, from chairs to cars, space stations to iPods. And a Picasso painting just sold for 106 million dollars.

9) Art Awakens the Senses: Art opens the heart and mind to possibilities and fuels the imagination. Art is a process of learning to create ourselves and experience the world in new ways. Arts support the bigger picture view of life: beauty, symbols, spirituality, storytelling, it also helps us step out of time allowing one to be present in the moment. Art keeps the magic alive.

10) Art is Eternal: Creativity and self-expression has always been essential to our humanity. Our earliest creative expressions were recorded in petroglyphs, cave paintings, and ancient sculptures. One of the first things kids do is draw, paint, and use their imaginations to play.


References:

https://www.fastcodesign.com/3063914/this-connected-pendulum-makes-your-money-tangible-again


AIMS OF STREET ART:


To get people more creative

Makes your surroundings more pretty/interesting

People socialise with people that have common interests

Way to voice opinions/show your work

If not normally artistic, you may find out you really enjoy it

Would create more artistic people/people wanting to do an art based career

opportunity to improve art skills

gets young people especially to become envolved in projects and for there art to be show to a huge audience

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san-francisco-murals     copenhagen-moon-mural

( http://www.sustainablecitiescollective.com/planningphotographycom/212816/urban-street-art-fostering-innovation-cities )


STREET ART IN DUBLIN



MIND MAP ON STREET ART IDEA:

1

2


https://designschool.canva.com/blog/create-infographics/

https://www.smashingmagazine.com/2011/10/the-dos-and-donts-of-infographic-design/

http://www.creativebloq.com/design/10-steps-creating-perfect-infographic-3145672

https://www.fastcodesign.com/1670019/10-steps-to-designing-an-amazing-infographic


Another possible idea would be to create a project in schools were each individual class creates a book with all the students drawings and may even have a story created by them to and then they can sell it to parents and raise money for their school as well as getting the opportunity to be creative.

References:

https://www.customermagnetism.com/infographics/what-is-an-infographic/

https://visual.ly/m/what-are-interactive-infographics-2/

http://www.hongkiat.com/blog/animated-interactive-infographics/

http://www.malofiejgraphics.com/what-is-an-interactive-information-graphic/

https://www.smashingmagazine.com/2011/10/the-dos-and-donts-of-infographic-design/


http://www.creativebloq.com/graphic-design-tips/information-graphics-1232836

http://blog.hubspot.com/marketing/best-infographics-2015

http://ronithetravelguru.com/2013/03/street-art-in-dublin.html

http://www.ufunk.net/en/street-art/dublin-street-art/

http://www.visitdublin.com/james-earley-dublin-street-art/

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FINAL IDEA:

After looking at street art and projects that incorporate it street art into communities, I decided to still go with the idea of street art but to do a project in a primary school where a mural would be designed in their school yard and therefor improving the creative conditions in the primary school and get the students creative.

My idea is to have a creative graffiti inspired workshop in primary schools to improve creative conditions. The kids will design pieces for a mural that will then be transferred onto an area in their school by being spray painted on. It is something different to get the kids creative and for their designs to actually be used, while benefiting the school at the same time by brightening it up and letting the kids put their own stamp down and something to be proud of.

The workshop will run for 8 weeks roughly, with a certain year in primary school like all 5th or 6th class students, which will include having 2/3 graffiti artists coming into the school and mentoring the kids through the design of creating a mural for their school. The artists will initially come in for an introduction to the kids where the whole process will be explained to them and a theme will be chosen among the kids to base their designs on for the mural.

Then for the first 2 weeks kids will come up with a design each based on the theme and will work both at home and and in school to cover an A3 page with a design the would like to be transferred onto the mural. The graffiti artists will come back in after 2 weeks and will go through the designs and try and incorporate them altogether to be sized accordingly to the size of the wall that the mural will go on. During the next 3 weeks the graffiti artists will do classes teaching the kids the basics of graffiti art and the safety involved with the spray paint etc. Also, during the 3 weeks the design for the mural will be transferred by both the graffiti artists and the students onto the wall ready to be sprayed.

Then for the for the last 3 weeks of the workshop the students with the help of the graffiti artists will use the skills and knowledge they have learned and they will each get a turn of spray painting the mural onto the wall.

At the end of the 8 weeks, when the mural is finished, there will be an unveiling of it to the whole school where the students involved in the workshop can show off their designs and their art work. All the students will also be awarded with a certificate to say them completed the graffiti workshop and also the will get a little goodie bag which will include a pencil, pen and sketchbook, so that the students can further their creativity and keep coming up with their own designs.


Images of creative school graffiti in a positive way:


BENEFITS OF THIS PROJECT:

  • Gets students creative
  • Build friendships (more confidence and team work)
  • Makes school yard more inviting and colourful
  • Improve artistic skills
  • Shows creativity and a way of expressing yourself
  • Gets the kids outside more
  • Shows artwork in a positive way, instead of looking at it as vandalism

Statistics:

  • 75% of people think they are not living up to their creative potential. – Advertising Age, 2012
  • Just over 1 hour per week allocated for art in primary schools
  • Students who study art are 4 times more likely to be recognized for academic achievement and 3 times more likely to be awarded for school attendance
  • Irish children who participate in artistic and cultural activities cope better with schoolwork and have more positive attitudes towards school later on than those who are less engaged, according to a landmark Arts Council-ESRI study
  • 553,380 primary school students ( 2015/2016 )
  • Children spend less time outside than prison inmates
  • 75% of people though that creativity was important in school

References:

http://patch.com/illinois/northcenter-roscoevillage/what-you-need-to-know-about-creativity—intriguing-statistics

http://www.ncca.ie/en/The_Primary_Classroom_ESRI_January_18_2012.pdf

https://www.dosomething.org/us/facts/11-facts-about-arts-education

http://www.artscouncil.ie/News/Children-engaged-in-arts-go-on-to-have-better-academic-self-image-and-more-positive-attitudes-to-school—landmark-Arts-Council/ESRI-study/

http://www.education.ie/en/Publications/Statistics/Key-Statistics/Key-Statistics-2015-2016.pdf

http://www.independent.ie/irish-news/news/children-spend-less-time-outdoors-than-prisoners-34635725.html

https://www.adobe.com/aboutadobe/pressroom/pdfs/Adobe_Creativity_and_Education_Why_It_Matters_infographic.pdf


 Flowchart:

Here is the information I will be using in my infographic. This is a flowchart to help me decide where to put the information and to give it some structure and a narrative.

flowchart-new

 


Layout Ideas:

(These are not the chosen ideas. The final idea for my infographic is after these)

Idea 1:

Wireframe:

Infograph:

I liked this layout to begin with but found it was a bit all over the place, there was just no structure to it. It seemed to be all on top of eachother, so I decided keep all of it, but just try a more simple layout and sectioning of the different parts to make it easier to read and understand.

Idea 2:

Wireframe:

idea333

Infograph:

This design was too much with the sections of colour so I decided to just make sections of colour for the banners with the headings. I think it worked better with a white background and then having smaller sections of colour as their is too much going on otherwise with the splatters of colour too.

 


Final Idea:

WireFrame:

Wireframe drawn:

wireframe1wireframe2wireframe3

Wireframe in a bit more detail:

idea222

Infographic:

Still Graphic:

idea2

 

Interactive Graphics:

When the above images are clicked on, they will show the information, making it interactive.

new-infograph

 

 


References for images and fonts used in Infographic:

Font – ‘A Dripping Marker’

https://www.filterbypass.me/s.php?k=7KLGlEzcq51etzJLnXvtlB%2FccEada%2BYqyQmvKg%3D%3D&b=13

Stopwatch – https://www.google.ie/imgres?imgurl=http%3A%2F%2Fwww.gotvectors.com%2Fimages%2Fpreview%2Fthumb%2Fstopwatch&imgrefurl=http%3A%2F%2Fwww.gotvectors.com%2Ffree-vectors%2Fstopwatch&docid=F4F8Pu3HagXtfM&tbnid=iNlwB7agLVBiLM%3A&vet=1&w=170&h=204&bih=535&biw=1242&q=timewatch%20vector&ved=0ahUKEwie0-Hp7LXRAhULJcAKHUCvDqUQMwgdKAEwAQ&iact=mrc&uact=8

brain – https://www.google.ie/imgres?imgurl=http%3A%2F%2Fpreviews.123rf.com%2Fimages%2Ffixer00%2Ffixer001104%2Ffixer00110400001%2F9327699-Brain-Vector-Illustration-Stock-Vector-organ.jpg&imgrefurl=http%3A%2F%2Fwww.123rf.com%2Fphoto_9327699_brain-vector-illustration.html&docid=rktqXfQKS_x64M&tbnid=qwmMF-cGBBPFCM%3A&vet=1&w=1300&h=1300&bih=535&biw=1242&q=brain%20vector&ved=0ahUKEwimw9iR2bXRAhWLOsAKHayOCYEQMwg5KAgwCA&iact=mrc&uact=8

spray –https://img.clipartfest.com/e5aefb3eb1e3e57aed36078ec8d0ec25_spray-paint-clip-art-free-spray-paint-art-clipart_660-660.jpeg

splatters – http://www.free-vectors.com/super-crazy-splatter-vector/

handcuffs – https://www.google.ie/imgres?imgurl=https%3A%2F%2Fcdn0.iconfinder.com%2Fdata%2Ficons%2Fworld-issues%2F500%2Fhandcuffs-512.png&imgrefurl=https%3A%2F%2Fwww.iconfinder.com%2Fsearch%2F%3Fq%3Djail%26price%3Dfree%26minimum%3D128%26maximum%3D512&docid=AlKE5LFGn3ypjM&tbnid=wmc1Li8KXrKH8M%3A&vet=1&w=512&h=512&bih=535&biw=1242&q=prison%20icon&ved=0ahUKEwi11r7L8bXRAhULJcAKHUCvDqUQMwghKAYwBg&iact=mrc&uact=8

children – https://www.google.ie/imgres?imgurl=https%3A%2F%2Fimage.freepik.com%2Ffree-icon%2Fkids-couple_318-59520.jpg&imgrefurl=http%3A%2F%2Fwww.freepik.com%2Ffree-icon%2Fkids-couple_727266.htm&docid=OS8FQbyVWbPYSM&tbnid=IhOlHgnmUI7fZM%3A&vet=1&w=626&h=626&bih=535&biw=1242&q=school%20children%20icon&ved=0ahUKEwi4_omB8rXRAhVkB8AKHSigAE0QMwgbKAIwAg&iact=mrc&uact=8

school books – https://img.clipartfest.com/13199f4744b78761c40c1e3950e12b4e_welcome20back20to20school-welcome-back-to-school-book-clipart_1092-1600.jpeg