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Understanding Critical&Concept

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An introduction for students to grasp an understanding of critical thinking, conceptual thinking and concept design and the importance of how they all help in problem solving.

An introduction for students to grasp an understanding of critical thinking, conceptual thinking and concept design and the importance of how they all help in problem solving.


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  • 1. UNDERSTANDING CRITICAL THINKING, CONCEPTUAL THINKING & CONCEPT DESIGN Rebecca Taylor Spring 2010 MIU Art Institute *ALL IMAGES: THANKS TO GOOGLE, FLICKR, GETTY & ANYONE I DON’T THANK, THANK YOU.
  • 2.  
  • 3. CONTENTS
    • Who are you? (the world of creativity)
    • What will you be? (roles & responsibilities)
    • The value of a sketchbook (theme & getting on and doing it)
    • What is a brief? (research and planning)
    • A different kind of ‘brief’ (a very brief history of visual communication)
    • Critical & Conceptual Thinking & Concept Design (the differences & similarities)
    • A Game of Consequences
    • Summary & Homework
  • 4. WHO ARE YOU ?
  • 5.
    • (Ref. http://kakireka.blogspot.com/2009/12/rm200-million-creative-industry-fund.html [2009])
  • 6. WHAT WILL YOU BE?
  • 7. + EDWARD DE BONO Thinking Designer ref. http://www.edwdebono.com/
  • 8. + MYERS & BRIGGS Personality Type Specialists ref. http://www.myersbriggs.org/
  • 9. + MEREDITH BELBIN Team Role Theorist ref. http://www.belbin.com/
  • 10. THE VALUE O F A $K£T € HB OO K + to you + to Ai + to clients
  • 11. THE SKETCHBOOK CHALLENGE: + Thrift Store + Sketch + Rip & Stick + Inspiration + Rubric
  • 12.  
  • 13.  
  • 14.  
  • 15.  
  • 16.
    • (Ref. Mind Wide Open, Steven Johnson [2005])
  • 17. The Brief
  • 18.  
  • 19.  
  • 20. A different kind of brief…
    • … a brief history of art (the eras)
  • 21.
    • + Prehistoric Era (30,000BC-3000BC)
    • + Ancient Civilisation (3500-1100BC)
    • + Classical Civilisation (800BC-337AD)
    • + Medieval to Early Renaissance Art (400-1400)
    • + The Renaissance (1400-1880)
    • + “Mannerism” (1520-1600)
    • + Renaissance in Northern Europe (1325-1600)
    • + Baroque Art (1600-1750)
    • + Rococo (1700-1750)
    • + Neo-Classicism Vs Romanticism (1750-1880)
    • + Realism (1830-1870)
    • + Impressionism (1860-1880)
    • + Modern Art (1880-present)
    • + “Post-Impressionism” (1885-1920)
    • + The Fauves & Expressionism (1890-1939)
    • + Cubism & Futurism (1905-1939)
    • + Surrealism (1922-1939)
    • + Abstract Expressionism (1945-present)
    • + Pop & Op Art (1950s-present)
    • + Performance Art/Conceptual Art/Digital Art/Shock Art (1970s to present)
  • 22. THINKING SKILLS
    • + Critical
    • + Conceptual
  • 23.
    • What type of thinking skills do you think you need to apply at the beginning of the creative process?
  • 24. CRITICAL THINKING
    • Critical thinking is the art of analyzing and evaluating thinking with a view to improving it.
    • (Ref. The Miniature Guide to Critical Thinking, Dr. Richard Paul & Dr. Linda Elder [2006] 4th edition www. criticalthinking .org )
  • 25. CRITICAL THINKING: THE SKILLS
    • Clear as to the purpose at hand and the question at issue
    • They question information, conclusions, and points of view
    • They strive to be clear, accurate, precise, and relevant
    • They seek to think beneath the surface, to be logical, and fair
    • They apply these skills to their reading and writing as well as to their speaking and listening
    • They apply them in history, science, math, philosophy, and the arts; in professional and personal life
    • (Ref. The Miniature Guide to Critical Thinking, Dr. Richard Paul & Dr. Linda Elder [2006] 4th edition www.criticalthinking.org )
  • 26. THE RESULT: A CRITICAL THINKER
    • raises vital questions and problems, formulating them clearly and precisely;
    • gathers and assesses relevant information, using abstract ideas to interpret it effectively;
    • comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;
    • thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and
    • communicates effectively with others in figuring out solutions to complex problems.
    • (Ref. The Miniature Guide to Critical Thinking, Dr. Richard Paul & Dr. Linda Elder [2006] 4th edition www. criticalthinking .org )
  • 27. CRITICAL THINKING, IS IN SHORT,
    • self-directed, self-disciplined, self-monitored,and self-corrective thinking.
  • 28.  
  • 29. CONCEPTUAL THINKING
    • Conceptual thinking is a way of organizing and categorizing ideas in your mind
    • (Ref. (Wilson 1987) Developing Conceptual Thinking: The concept Attainment Model http://www.jstor.org/pss/30188863)
  • 30. CONCEPTUAL THINKING: THE SKILLS
    • Unclear until the purpose is probed
    • They question anything and everything
    • They strive to be irrelevant but then categorize and sort ideas to become relevant
    • They seek to think beneath the surface, to be lateral in their approach
    • They challenge preconceived ideas, the possible and the impossible
    • They are exude positive energy and remain open-minded
    • They apply these skills to any problem solving situation that requires an innovative outcome
  • 31.  
  • 32. THE RESULT: A CONCEPTUAL THINKER
    • raises abstract questions and indirectly related problems formulating them openly and confidently
    • gathers and assesses relevant information, using abstract ideas to interpret other ideas effectively
    • comes to various junctions along the journey of ‘a concept’ and openly discusses the various options available
    • Thinks open-mindedly within alternative systems of thought, recognizing and assessing as need be, their assumptions, implications and the brief in hand
    • communicates effectively with others in figuring out solutions to complex problems recording and documenting often quite random notes and ideas
  • 33. CONCEPTUAL THINKING, IN SHORT IS,
    • self-reflective, self-motivated, selfless and free thinking.
  • 34. Take it to the Think Tank… BUT WAIT
    • Why?
    • Who?
    • What?
    • Where?
    • When?
  • 35. HANG ON: What happened to Concept Design?
  • 36. CONCEPT DESIGN
  • 37. FROM ‘CONCEIVE’ 1: SOMETHING CONCEIVED IN THE MIND 2: AN ABSTRACT OR GENERIC IDEA GENERALISED FROM PARTICULAR INSTANCES http://www.merriam-webster.com/dictionary/concept FROM ‘DESIGNATE’ 1: TO CREATE, FASHION, EXECUTE OR CONSTRUCT ACCORDING TO PLAN 2: TO HAVE A PURPOSE OR INTENT 3: TO DEVISE FOR A SPECIFIC FUNCTION OR END http://www.merriam-webster.com/dictionary/design
  • 38. CONCEPT DESIGN
    • Scamps/sketches
    • Renders
    • Visualisation (visuals)
    • Task: 10 mins, 10 different themes - as many sketches as possible
    • Listen.
    • Wait…
  • 39. THE ART OF CONCEPT DESIGN
  • 40.  
  • 41.
    • + Brief: Mobile Technology
    • ( http://www.textually.org/textually/archivescat_cell_phone_designs_and_concepts.htm )
    • + Approach:
    CONCEPT DESIGN EXAMPLE Critical Thinking Conceptual Thinking Concept Design
  • 42.  
  • 43. A Game of Consequences
  • 44. RECAP:
    • Who are you? (the world of creativity)
    • What will you be? (roles & responsibilities)
    • The value of a sketchbook (theme & getting on and doing it)
    • What is a brief? (research and planning)
    • A different kind of ‘brief’ (a very brief history of visual communication)
    • Critical & Conceptual Thinking & Concept Design (the differences & similarities)
    • A Game of Consequences
    • Summary & Homework