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HOW DO YOU DESIGN FOR
CREATIVITY?
BROUGHT TO YOU BY THE BUCKET BRIGADE
     and a plea to help foster creativity in the classroom
“CREATIVITY IS THE PROCESS
 OF HAVING ORIGINAL IDEAS
 THAT HAVE VALUE.”
                 – SIR KEN ROBINSON
                  http://bit.ly/educationbrilliantlyput
CREATIVITY IS ALSO
THE PRODUCT OF
A DYNAMIC SYSTEM.
IF WE WANT TO FOSTER CREATIVITY,
WE NEED TO UNDERSTAND HOW THE
ELEMENTS OF THAT SYSTEM INTERACT.
DIVERGENT THINKING


     CONVERGENT THINKING




AT ITS CORE,
CREATIVITY FLOWS
FROM THE INTERACTION
OF TWO FORCES.
DIVERGENT THINKING IS THE FREE
FORM, OFTEN SPONTANEOUS,
EXPLORATION OF MANY NOVEL IDEAS.
CONVERGENT THINKING IS THE SEARCH
FOR THE MOST CORRECT ANSWER TO A
CLEARLY DEFINED PROBLEM.
DIVERGENT THINKING IS IMAGINING
100 UNIQUE USES FOR A PAPERCLIP.
CONVERGENT THINKING IS YOUR
TYPICAL STANDARDIZED TEST.
DIVERGENT THINKING IS IMAGINATION.
CONVERGENT THINKING IS REASON.
DIVERGENT THINKING CAN OFTEN LEAD
THE PROCESS OF PROBLEM SOLVING,
CREATING MANY POSSIBILITIES TO BE
WINNOWED DOWN BY CONVERGENT THINKING.
BUT TRULY CREATIVE IDEAS ARE OFTEN
BIRTHED FROM MANY ROUNDS OF GOING
BACK AND FORTH BETWEEN THE TWO.
DIVERGENT THINKING REQUIRES THE COURAGE
TO MAKE MISTAKES, THE FREEDOM TO PLAY,
AND A PUSH TO EXPLORE NEW PERSPECTIVES.
CONVERGENT THINKING REQUIRES NECESSITY,
WELL DEFINED OBJECTIVES, KNOWLEDGE,
AND REASONING SKILLS.
THE DESIGN OF SYSTEMS AND
ENVIRONMENTS THAT FOSTER
CREATIVITY IS A PROCESS OF
BALANCING EQUAL OPPORTUNITY
FOR, AND ENSURING INTERACTION
BETWEEN, DIVERGENT AND
CONVERGENT THOUGHT.
Foster an
      Reward
                                                      Atmosphere
     Curiosity                                                                                                   Be
                                 Encourage              of Play
                                                                                                             Persistent
                                  Mistakes
                                                                                 Try on New
                                                                                Perspectives
                  Urge                                                                                   Define the
             Non-conformity                                                                             Problem for
                                                                                                          Yourself

                                  DIVERGENT THINKING
  Focus
Attention
                                 CONVERGENT THINKING                                                                Ensure
                                                                                                                   Adequate
                                                                                                                   Education
                                   Set Clear
                                                                        Provide
                                  Objectives
                                                                   Building Blocks of
                Encourage
                                                                    Reasoning Skills            Become Aware of
            Melding of Optimal
                Solutions                         Test,                                           Your Internal
                                               Measure, and                                    Reasoning Process
                                                 Refine
COLLABORATION IS CRITICAL –
AS WE GROW OLDER, WE TEND TO BECOME
SPECIALIST THINKERS, RELYING HEAVILY ON A
SINGLE MODE OF THOUGHT.
GROUPS THAT BALANCE CONVERGENT AND
DIVERGENT THINKERS ARE ABLE TO SOLVE
PROBLEMS MORE EFFECTIVELY.
SO WHY DOES CREATIVITY MATTER?
CREATIVITY IS
THE MEASURE
OF OUR RESILIENCE.
                                     IN A WORLD WHERE THE
                                       FUTURE IS NOW MORE
                                  UNPREDICTABLE THAN EVER
                                   BEFORE, CREATIVITY IS AT
                                 THE CORE OF OUR ABILITY TO
                                  WEATHER UNFORESEEN AND
                                        DISRUPTIVE EVENTS.
THE FUTURE DEPENDS ON OUR ABILITY TO DEVELOP
A NEW CROP OF CREATIVE PROBLEM SOLVERS.
NOWHERE IS CREATIVITY
MORE CRITICAL OR IN
GREATER CRISIS THAN
TODAY’S CLASSROOM.
Reward
                                                            Curiosity

                           Try on New
                          Perspectives                                  Encourage
                                                                         Mistakes
 Foster an
Atmosphere                                Define the
  of Play                                Problem for
                                           Yourself



                 Be                                    WE MUST RE-BALANCE THE EDUCATION SYSTEM.
             Persistent
                                                       WE NEED CREATIVE IDEAS
                                                       TO BRING DIVERGENT
           Urge
      Non-conformity
                                                       THINKING BACK TO
                                                       THE CLASSROOM.
AND BECAUSE THE FUTURE IS A PLACE
WE’D ALL LIKE TO VISIT SOMEDAY,
EACH OF US HAS A PART
TO PLAY IN DESIGNING IT.
PLUS, IT’S KINDA FUN.
HERE ARE SOME THOUGHTS
TO GET YOU STARTED.
EXERCISE YOUR DIVERGENT THINKING,
GRAB A PEN AND PAPER AND PUSH
YOURSELF TO COME UP WITH
10-20 UNIQUE IDEAS.
IF YOU WANT TO CHANGE A SYSTEM, THE
MOST POWERFUL WAY TO START IS BY
QUESTIONING THE PARADIGMS BEHIND IT.
WHAT IF CREATIVITY WAS CONSIDERED
JUST AS IMPORTANT AS LITERACY?
EXERCISE: WHAT WOULD AN EDUCATION
SYSTEM BE LIKE IF IT PUT CREATIVITY AT
THE CORE OF ITS VALUES? WOULD IT
SPLINTER SUBJECTS INTO DIFFERENT
CLASSES? WOULD IT GROUP CHILDREN
SOLELY BY THEIR AGE? WOULD STUDENTS
SIT IN DESKS? WOULD TEACHERS NEED
CLASSROOMS? QUESTION THE MOST
BASIC ASSUMPTIONS OF HOW SCHOOL
SHOULD BE RUN AND HOW STUDENTS
SHOULD BEHAVE.
A SYSTEM IS ONLY AS EFFECTIVE AS THE
GOALS IT SETS FOR ITSELF. TODAY’S
EDUCATION SYSTEM HAS ONE MYOPIC
FOCUS: MATRICULATION.
EXERCISE: SET NEW GOALS FOR
EDUCATION AND EXPLORE HOW TO
ACHIEVE THOSE GOALS. FOR EXAMPLE,
WHAT IF WE EXPECTED SCHOOLS AND
STUDENTS TO HELP SOLVE REAL
PROBLEMS IN THEIR LOCAL
COMMUNITIES? HOW WOULD YOU SET
THAT GOAL, HOW WOULD YOU DESIGN
INTERACTIONS (GAMES, SCIENCE FAIRS,
TRIPS) AROUND ACCOMPLISHING
THAT TASK?
IF EDUCATION IS THE ANSWER TO
CONFRONTING TOMORROW’S CHALLENGES,
THE SCHOOL SYSTEM MUST HAVE THE
ABILITY TO ADAPT TO THOSE CHALLENGES.
HOW DO WE EMPOWER STUDENTS AND
SCHOOLS TO SELF-ORGANIZE AND EVOLVE?
EXERCISE: THINK ABOUT TECHNOLOGIES
THAT WOULD HELP STUDENTS AND
SCHOOLS MAKE PREDICTIONS ABOUT THE
FUTURE – AND THEN CONFRONT THOSE
PREDICTIONS. HOW DO WE EMPOWER
STUDENTS TO SELF-ORGANIZE AROUND
THEIR PASSIONS AND TALENTS?
IF SCHOOLS SEEM TO BE RUN BY MIDDLE
MANAGERS, IT’S BECAUSE THEY ARE.
IN ANY SYSTEM, THE PEOPLE THAT MAKE
THE RULES DEFINE BEHAVIOR THROUGH
THEIR OWN CONTEXT.
EXERCISE: WHAT WOULD SCHOOL BE LIKE
IF SOMEONE ELSE CREATED THE RULES,
PUNISHMENTS, AND INCENTIVES? HOW
WOULD TED DESIGN LECTURES TO INSPIRE
CREATIVITY? HOW WOULD A JAZZ
MUSICIAN GIVE HOMEWORK? HOW WOULD
A GAME DESIGNER UNLOCK
ACHIEVEMENTS FOR CREATIVE IDEAS?
THE TRIED AND TRUE INCENTIVE FOR
EDUCATION, THAT A DEGREE ASSURES A GOOD
JOB, IS NO LONGER AS TRUE AS IT ONCE WAS.
EXERCISE: HOW DO WE REWARD CREATIVE
BEHAVIOR? OUTSIDE OF SCHOOL, THE MOST
COMMON SYSTEM FOR REWARDING
CREATIVITY IS CALLED CAPITALISM. WHAT
CAN WE LEARN FROM THAT SYSTEM? CAN WE
APPLY IT INSIDE SCHOOL?
INNOVATION IS THE PROCESS OF
REMIXING NEW TECHNOLOGIES INTO
EXISTING SYSTEMS. TODAY, INNOVATION
PLAYS A BIGGER PART IN MARKETING
PRODUCTS TO KIDS THAN FOSTERING
CREATIVITY IN THEIR CLASSROOM.
EXERCISE: WHAT TECHNOLOGIES BELONG
IN A MODERN CLASSROOM? HOW SHOULD
THEY BE USED TO FOSTER COLLABORATIVE
CREATIVITY? HOW DO YOU ENCOURAGE
CONTINUAL INNOVATION IN THE
EDUCATION SYSTEM?
A GENERATIVE RELATIONSHIP IS ONE THAT
PRODUCES NEW SOURCES OF VALUE THAT
CANNOT BE FORESEEN IN ADVANCE. IN TIMES
OF DYNAMIC CHANGE, ORGANIZATIONS NEED
TO CULTIVATE AS MANY GENERATIVE
RELATIONSHIPS AS THEY CAN.
EXERCISE: WHAT BRANDS AND
ORGANIZATIONS STAND FOR CREATIVITY
AND/OR HAVE AN INTEREST IN A MORE
CREATIVE WORKFORCE? THINK ABOUT WHAT
VALUE THEY CAN BRING TO THE TABLE TO
CREATE NEW CREATIVE OPPORTUNITIES
FOR STUDENTS.
Try on New
  Perspectives
                               Reward
                              Curiosity

                                               Define the
 Foster an                                    Problem for
Atmosphere
                                                            HOW MANY IDEAS DO YOU HAVE SO FAR?
                                                Yourself
  of Play
                                                            HERE’S A FINAL EXERCISE TO HELP YOU
                                                            GET TO 20 UNIQUE IDEAS:
                     Be
                 Persistent
                                                            MATCH THE REQUIREMENTS FOR
                                                            DIVERGENT THINKING ON THE LEFT, WITH
                                          Encourage
                                                            THE ENVIRONMENTS STUDENTS FIND
                                           Mistakes         THEMSELVES IN, AND THE TECHNOLOGIES
              Urge                                          THEY ARE LIKELY TO USE. FOR EXAMPLE,
         Non-conformity                                     HOW CAN WE REWARD STUDENTS’
                                                            CURIOSITY, ON THE BUS, USING THEIR
                                                            MOBILE PHONES?
ALL DONE? SUBMIT YOUR IDEAS
FOR A DAMN GOOD CAUSE.                                                              HTTP://BIT.LY/DROPINTHEBUCKET
During the week of February 7th, 2011, The Bucket Brigade will be competing to
generate breakthrough ideas that will help children entering the education
system become creative thinkers. The best ideas may even be put into practice.
Click on the link to the right to submit your ideas for the program.




                                                           CURIOUS ABOUT
                                                           THE BUCKET BRIGADE?
      HTTP://BIT.LY/JOINTHEBUCKET                          We want to re-define strategy for a more complex, connected, and
                                                           unpredictable century. We’re also working to assemble a network of creative
                                                           professionals with the mission to confront the most complex problems.
                                                           If you like ambitious goals and daring thinkers, please consider signing up for
                                                           more information.
How Do You Design For Creativity?

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How Do You Design For Creativity?

  • 1. HOW DO YOU DESIGN FOR CREATIVITY? BROUGHT TO YOU BY THE BUCKET BRIGADE and a plea to help foster creativity in the classroom
  • 2. “CREATIVITY IS THE PROCESS OF HAVING ORIGINAL IDEAS THAT HAVE VALUE.” – SIR KEN ROBINSON http://bit.ly/educationbrilliantlyput
  • 3. CREATIVITY IS ALSO THE PRODUCT OF A DYNAMIC SYSTEM. IF WE WANT TO FOSTER CREATIVITY, WE NEED TO UNDERSTAND HOW THE ELEMENTS OF THAT SYSTEM INTERACT.
  • 4. DIVERGENT THINKING CONVERGENT THINKING AT ITS CORE, CREATIVITY FLOWS FROM THE INTERACTION OF TWO FORCES.
  • 5. DIVERGENT THINKING IS THE FREE FORM, OFTEN SPONTANEOUS, EXPLORATION OF MANY NOVEL IDEAS. CONVERGENT THINKING IS THE SEARCH FOR THE MOST CORRECT ANSWER TO A CLEARLY DEFINED PROBLEM.
  • 6. DIVERGENT THINKING IS IMAGINING 100 UNIQUE USES FOR A PAPERCLIP. CONVERGENT THINKING IS YOUR TYPICAL STANDARDIZED TEST.
  • 7. DIVERGENT THINKING IS IMAGINATION. CONVERGENT THINKING IS REASON.
  • 8. DIVERGENT THINKING CAN OFTEN LEAD THE PROCESS OF PROBLEM SOLVING, CREATING MANY POSSIBILITIES TO BE WINNOWED DOWN BY CONVERGENT THINKING. BUT TRULY CREATIVE IDEAS ARE OFTEN BIRTHED FROM MANY ROUNDS OF GOING BACK AND FORTH BETWEEN THE TWO.
  • 9. DIVERGENT THINKING REQUIRES THE COURAGE TO MAKE MISTAKES, THE FREEDOM TO PLAY, AND A PUSH TO EXPLORE NEW PERSPECTIVES. CONVERGENT THINKING REQUIRES NECESSITY, WELL DEFINED OBJECTIVES, KNOWLEDGE, AND REASONING SKILLS.
  • 10. THE DESIGN OF SYSTEMS AND ENVIRONMENTS THAT FOSTER CREATIVITY IS A PROCESS OF BALANCING EQUAL OPPORTUNITY FOR, AND ENSURING INTERACTION BETWEEN, DIVERGENT AND CONVERGENT THOUGHT.
  • 11. Foster an Reward Atmosphere Curiosity Be Encourage of Play Persistent Mistakes Try on New Perspectives Urge Define the Non-conformity Problem for Yourself DIVERGENT THINKING Focus Attention CONVERGENT THINKING Ensure Adequate Education Set Clear Provide Objectives Building Blocks of Encourage Reasoning Skills Become Aware of Melding of Optimal Solutions Test, Your Internal Measure, and Reasoning Process Refine
  • 12. COLLABORATION IS CRITICAL – AS WE GROW OLDER, WE TEND TO BECOME SPECIALIST THINKERS, RELYING HEAVILY ON A SINGLE MODE OF THOUGHT. GROUPS THAT BALANCE CONVERGENT AND DIVERGENT THINKERS ARE ABLE TO SOLVE PROBLEMS MORE EFFECTIVELY.
  • 13. SO WHY DOES CREATIVITY MATTER? CREATIVITY IS THE MEASURE OF OUR RESILIENCE. IN A WORLD WHERE THE FUTURE IS NOW MORE UNPREDICTABLE THAN EVER BEFORE, CREATIVITY IS AT THE CORE OF OUR ABILITY TO WEATHER UNFORESEEN AND DISRUPTIVE EVENTS.
  • 14. THE FUTURE DEPENDS ON OUR ABILITY TO DEVELOP A NEW CROP OF CREATIVE PROBLEM SOLVERS. NOWHERE IS CREATIVITY MORE CRITICAL OR IN GREATER CRISIS THAN TODAY’S CLASSROOM.
  • 15. Reward Curiosity Try on New Perspectives Encourage Mistakes Foster an Atmosphere Define the of Play Problem for Yourself Be WE MUST RE-BALANCE THE EDUCATION SYSTEM. Persistent WE NEED CREATIVE IDEAS TO BRING DIVERGENT Urge Non-conformity THINKING BACK TO THE CLASSROOM.
  • 16. AND BECAUSE THE FUTURE IS A PLACE WE’D ALL LIKE TO VISIT SOMEDAY, EACH OF US HAS A PART TO PLAY IN DESIGNING IT. PLUS, IT’S KINDA FUN.
  • 17. HERE ARE SOME THOUGHTS TO GET YOU STARTED. EXERCISE YOUR DIVERGENT THINKING, GRAB A PEN AND PAPER AND PUSH YOURSELF TO COME UP WITH 10-20 UNIQUE IDEAS.
  • 18. IF YOU WANT TO CHANGE A SYSTEM, THE MOST POWERFUL WAY TO START IS BY QUESTIONING THE PARADIGMS BEHIND IT. WHAT IF CREATIVITY WAS CONSIDERED JUST AS IMPORTANT AS LITERACY? EXERCISE: WHAT WOULD AN EDUCATION SYSTEM BE LIKE IF IT PUT CREATIVITY AT THE CORE OF ITS VALUES? WOULD IT SPLINTER SUBJECTS INTO DIFFERENT CLASSES? WOULD IT GROUP CHILDREN SOLELY BY THEIR AGE? WOULD STUDENTS SIT IN DESKS? WOULD TEACHERS NEED CLASSROOMS? QUESTION THE MOST BASIC ASSUMPTIONS OF HOW SCHOOL SHOULD BE RUN AND HOW STUDENTS SHOULD BEHAVE.
  • 19. A SYSTEM IS ONLY AS EFFECTIVE AS THE GOALS IT SETS FOR ITSELF. TODAY’S EDUCATION SYSTEM HAS ONE MYOPIC FOCUS: MATRICULATION. EXERCISE: SET NEW GOALS FOR EDUCATION AND EXPLORE HOW TO ACHIEVE THOSE GOALS. FOR EXAMPLE, WHAT IF WE EXPECTED SCHOOLS AND STUDENTS TO HELP SOLVE REAL PROBLEMS IN THEIR LOCAL COMMUNITIES? HOW WOULD YOU SET THAT GOAL, HOW WOULD YOU DESIGN INTERACTIONS (GAMES, SCIENCE FAIRS, TRIPS) AROUND ACCOMPLISHING THAT TASK?
  • 20. IF EDUCATION IS THE ANSWER TO CONFRONTING TOMORROW’S CHALLENGES, THE SCHOOL SYSTEM MUST HAVE THE ABILITY TO ADAPT TO THOSE CHALLENGES. HOW DO WE EMPOWER STUDENTS AND SCHOOLS TO SELF-ORGANIZE AND EVOLVE? EXERCISE: THINK ABOUT TECHNOLOGIES THAT WOULD HELP STUDENTS AND SCHOOLS MAKE PREDICTIONS ABOUT THE FUTURE – AND THEN CONFRONT THOSE PREDICTIONS. HOW DO WE EMPOWER STUDENTS TO SELF-ORGANIZE AROUND THEIR PASSIONS AND TALENTS?
  • 21. IF SCHOOLS SEEM TO BE RUN BY MIDDLE MANAGERS, IT’S BECAUSE THEY ARE. IN ANY SYSTEM, THE PEOPLE THAT MAKE THE RULES DEFINE BEHAVIOR THROUGH THEIR OWN CONTEXT. EXERCISE: WHAT WOULD SCHOOL BE LIKE IF SOMEONE ELSE CREATED THE RULES, PUNISHMENTS, AND INCENTIVES? HOW WOULD TED DESIGN LECTURES TO INSPIRE CREATIVITY? HOW WOULD A JAZZ MUSICIAN GIVE HOMEWORK? HOW WOULD A GAME DESIGNER UNLOCK ACHIEVEMENTS FOR CREATIVE IDEAS?
  • 22. THE TRIED AND TRUE INCENTIVE FOR EDUCATION, THAT A DEGREE ASSURES A GOOD JOB, IS NO LONGER AS TRUE AS IT ONCE WAS. EXERCISE: HOW DO WE REWARD CREATIVE BEHAVIOR? OUTSIDE OF SCHOOL, THE MOST COMMON SYSTEM FOR REWARDING CREATIVITY IS CALLED CAPITALISM. WHAT CAN WE LEARN FROM THAT SYSTEM? CAN WE APPLY IT INSIDE SCHOOL?
  • 23. INNOVATION IS THE PROCESS OF REMIXING NEW TECHNOLOGIES INTO EXISTING SYSTEMS. TODAY, INNOVATION PLAYS A BIGGER PART IN MARKETING PRODUCTS TO KIDS THAN FOSTERING CREATIVITY IN THEIR CLASSROOM. EXERCISE: WHAT TECHNOLOGIES BELONG IN A MODERN CLASSROOM? HOW SHOULD THEY BE USED TO FOSTER COLLABORATIVE CREATIVITY? HOW DO YOU ENCOURAGE CONTINUAL INNOVATION IN THE EDUCATION SYSTEM?
  • 24. A GENERATIVE RELATIONSHIP IS ONE THAT PRODUCES NEW SOURCES OF VALUE THAT CANNOT BE FORESEEN IN ADVANCE. IN TIMES OF DYNAMIC CHANGE, ORGANIZATIONS NEED TO CULTIVATE AS MANY GENERATIVE RELATIONSHIPS AS THEY CAN. EXERCISE: WHAT BRANDS AND ORGANIZATIONS STAND FOR CREATIVITY AND/OR HAVE AN INTEREST IN A MORE CREATIVE WORKFORCE? THINK ABOUT WHAT VALUE THEY CAN BRING TO THE TABLE TO CREATE NEW CREATIVE OPPORTUNITIES FOR STUDENTS.
  • 25. Try on New Perspectives Reward Curiosity Define the Foster an Problem for Atmosphere HOW MANY IDEAS DO YOU HAVE SO FAR? Yourself of Play HERE’S A FINAL EXERCISE TO HELP YOU GET TO 20 UNIQUE IDEAS: Be Persistent MATCH THE REQUIREMENTS FOR DIVERGENT THINKING ON THE LEFT, WITH Encourage THE ENVIRONMENTS STUDENTS FIND Mistakes THEMSELVES IN, AND THE TECHNOLOGIES Urge THEY ARE LIKELY TO USE. FOR EXAMPLE, Non-conformity HOW CAN WE REWARD STUDENTS’ CURIOSITY, ON THE BUS, USING THEIR MOBILE PHONES?
  • 26. ALL DONE? SUBMIT YOUR IDEAS FOR A DAMN GOOD CAUSE. HTTP://BIT.LY/DROPINTHEBUCKET During the week of February 7th, 2011, The Bucket Brigade will be competing to generate breakthrough ideas that will help children entering the education system become creative thinkers. The best ideas may even be put into practice. Click on the link to the right to submit your ideas for the program. CURIOUS ABOUT THE BUCKET BRIGADE? HTTP://BIT.LY/JOINTHEBUCKET We want to re-define strategy for a more complex, connected, and unpredictable century. We’re also working to assemble a network of creative professionals with the mission to confront the most complex problems. If you like ambitious goals and daring thinkers, please consider signing up for more information.