The He(art) of Design: Ethos-led design thinking and creativity in - - PowerPoint PPT Presentation

▶
the he art of design
SMART_READER_LITE
LIVE PREVIEW

The He(art) of Design: Ethos-led design thinking and creativity in - - PowerPoint PPT Presentation

Dec 04, 2023 24 likes •577 views

The He(art) of Design: Ethos-led design thinking and creativity in boys schools Int Introduc oducing ing Dr Ian PM Lambert Principal Mr Paul Vickers Director of Music and Co-Curricular Activities / Coordinator of Design Thinking and

slide-1
SLIDE 1

The He(art) of Design:

Ethos-led design thinking and creativity in boys’ schools

slide-2
SLIDE 2

Dr Ian PM Lambert

Principal

Mr Paul Vickers

Director of Music and Co-Curricular Activities / Coordinator of Design Thinking and Creativity

Ms Andrea van den Bol

Head of Curriculum (7-12)

Dr Caitlin Munday

Research Fellow (Professional Learning)

Int Introduc

  • ducing

ing

slide-3
SLIDE 3

2,065 students $72 million budget 373 staff 7 campuses

slide-4
SLIDE 4

The problem for schools

slide-5
SLIDE 5

Why ethos-led design thinking and creativity in boys’ schools?

The The Rati ation

  • nale

le

slide-6
SLIDE 6

Our VUCA World …

slide-7
SLIDE 7

Source: The New Work Smarts: Thriving in the New Work Order (Foundation for Young Australians, 2017)

slide-8
SLIDE 8
slide-9
SLIDE 9

“… a class of social system problems which are ill-formulated, where the information is confusing, where there are many clients and decision makers with conflicting values, and where the ramifications in the whole system are thoroughly confusing.” Rittell, 1967

Wic icked ed Pr Problem lems

slide-10
SLIDE 10

What qualities do we want to develop in our boys so that they might flourish in this new world?

How do we do it?

slide-11
SLIDE 11
slide-12
SLIDE 12
slide-13
SLIDE 13
slide-14
SLIDE 14
slide-15
SLIDE 15
slide-16
SLIDE 16

Experiential Education Framework

slide-17
SLIDE 17

Defining terms

slide-18
SLIDE 18

Creativity Design Thinking Ethos

Wor

  • rd a

assoc sociati ation

  • n
slide-19
SLIDE 19

Creativity

slide-20
SLIDE 20

“The figure of the scientist has held claim to the mantle of empirical inquiry, reason and cognition, [while] the artist has stood as the embodiment of subjectivity, spontaneity, and imagination.” Wakeford (2004, p.81)

slide-21
SLIDE 21

“a tran ansform sformati ative pro roces ess where mean anin ing, g, emotion tion an and cogn gnit itive e sy symbol bols are synthesised res result ultin ing g in in both ac acti tivit ity as well as the pu purpo posefu seful const nstruction ruction of ne new artefacts or products.”

John-Steiner, Connery & Marjanovic-Shane, 2010

Creativity as …

slide-22
SLIDE 22

Design Thinking

slide-23
SLIDE 23

Design Thinking Process - d.school, Stanford University

slide-24
SLIDE 24

Design Thinking Process - d.school, Stanford University

slide-25
SLIDE 25

“Design thinking is a human-centered approach to innovation that draws from the designer's toolkit to integrate the needs of people, the possibilities of technology, and the requirements for business success.” Tim Brown, CEO of IDEO

Design Thinking as …

slide-26
SLIDE 26

“Design thinking is not a linear path, it's a big mass of looping back to different places in the process.” David Kelley, IDEO Founder “The subject matter of design is potentially universal in scope, because design thinking may be applied to any area of human experience.” Buchanan, 1992

Design Thinking as …

slide-27
SLIDE 27

Ethos-led

slide-28
SLIDE 28

e· e·th thos ˈēTHäs noun ‘The char aracteri acteristic tic sp spir irit it of a culture, era, or community as manifested in its attitudes and aspirations’

Oxford English Dictionary

slide-29
SLIDE 29

‘Higher learning for the common weal’

slide-30
SLIDE 30

“In seeking to serve God faithfully, The Scots College exists to inspire boys to learn, lead and serve as they strive for excellence together.”

‘Higher education for the commonwealth’ Rev James Smith White, 1893

The School’s Vocation

slide-31
SLIDE 31

Scots’ Graduate Profile

Brave Hearts Bold Minds

slide-32
SLIDE 32

in all ways at all times in all things

St Striving ing to be E

  • be Etho

thos-led led

slide-33
SLIDE 33

Thin practices Thick pract actic ices

Chapel Ceremonies (e.g. Graduation) Mission statements Religious education Financial stewardship Landscape and architecture General curriculum Sport Music Staff recruitment and induction Technologies Student welfare policies Crisis management Residential programs Creative arts

Certain things are sacred or secular

Marketing and admissions Alumni and philanthropy Uniforms ‘Traditions’

The ‘Icing on the Cake’ Approach

slide-34
SLIDE 34

Thick pract actic ices

Chapel Ceremonies (e.g. Graduation) Mission statements Religious education Financial stewardship Landscape and architecture General curriculum Sport Music Staff recruitment and induction Technologies Student welfare policies Crisis management Residential programs Creative arts

Everything is sacred and nothing is sacred

Marketing and admissions Alumni and philanthropy Uniforms ‘Traditions’

The ‘Whole Cake’ Approach

slide-35
SLIDE 35

Ethos-led design thinking and creativity

What does it look like?

slide-36
SLIDE 36

Ethos-led design thinking and creativity

In Practice – Artistry

slide-37
SLIDE 37

“The 125 Years Thanksgiving Concert is a very special event celebrating 125 years of

  • ur College striving to realise it’s purpose

under God. Specifically, we acknowledge and celebrate the intersection of music and the Christian life of the College as inherently intertwined throughout our history. We consider today God’s promises to His people and the way these promises have been lived out in the Scots community. Our concert program expresses thankfulness for the College’s history and God’s continued provision for our school. We then turn our posture towards the future, celebrating the hope we have for the next 125 years of inspiring boys to learn, lead and serve as they strive for excellence together.”

slide-38
SLIDE 38
slide-39
SLIDE 39

Audio

Th Than anksgi sgiving C ing Conc

  • ncer

ert

slide-40
SLIDE 40

Design Thinking Process - d.school, Stanford University

slide-41
SLIDE 41

The Process of Design Squiggle by Damien Newman, Central Office of Design

slide-42
SLIDE 42

Design for Learning Teacher as Designer

Design Outcome: Student Learning Experience Teacher preparation

slide-43
SLIDE 43

Design for Learning Design as Learning Teacher as Designer Student as Designer

slide-44
SLIDE 44

Ethos-led design thinking and creativity

In Practice – Curriculum Integration

slide-45
SLIDE 45

Year 8 Integrated Learning Elective

Pr Produc

  • duce t

e to M

  • Mark

arket et

“It teaches us practical skills you don’t learn in a

  • classroom. We’re getting
  • utside; getting our

hands dirty; learning about the real world; creating sustainable valuable products whilst creating history for our College.” William Guilfoyle – Year 8 Country Boarder

slide-46
SLIDE 46

Year 8 Integrated Learning Elective

Pr Produc

  • duce t

e to M

  • Mark

arket et

Designed to educate students about the sustainability of the world’s environments to ensure that food is available into the

  • future. Students examine the

environments of the world to identify the best agricultural areas and then investigate the best forms of agriculture and technology to produce sufficient food for the world’s population.

slide-47
SLIDE 47

Ethos-led design thinking and creativity

In Practice – Skills

slide-48
SLIDE 48

“…the Innovation and Design Co-Curricular Activity at Scots will facilitate deep learning around how we embed Design Thinking and Creativity in our programs in a way that is authentic, effective, and distinctly ours.”

Inno Innovati ation and

  • n and De

Design ign

slide-49
SLIDE 49
  • 1. Boys learn from experts
  • Practicing designer
  • Design Researcher
  • 2. Boys are explicitly taught

skills

  • 3. Boys apply their learning

to a real world design problem

  • 4. Boys learning is

embedded in our ethos

Inno Innovati ation and

  • n and De

Design ign

slide-50
SLIDE 50

Boys will:

  • Expand their creative thinking ability
  • Strengthen their collaboration skills
  • Understand empathetic research methodologies
  • Explore visual research imagery
  • Explore a designer’s ‘toolbox’
  • Develop their reflective practice
  • Better understand how they might flourish as created

and creative

Inno Innovati ation and

  • n and De

Design ign

slide-51
SLIDE 51

Design for Learning Design as Learning Student and Teacher as Collaborative Co-designers

slide-52
SLIDE 52

Conclusion

slide-53
SLIDE 53
  • 1. Know your ethos – Who you are? Where have you

come from? What you exist for/Where are you going?

  • 2. Do not rush to product.
  • 3. Allow the process to help you create meaning.
  • 4. Collaboration is key.
  • 5. Allow space for creativity.

Gett Getting ing St Star arted ed

slide-54
SLIDE 54

Business as usual won’t be good enough Our story compels us to change the world It is why we’re here

slide-55
SLIDE 55

Download the paper and presentation tsc.nsw.edu.au/ibsc

Que Question tions? s?