Designing The Design Problem NATA 2008. I am the Curriculum Specialist for Visual Art for Lincoln Public Schools I work with 70 teachers in 52 buildings.

Designing The Design Problem

Designing The Design Problem

NATA 2008NATA 2008

• I am the Curriculum Specialist for Visual Art for Lincoln Public Schools

• I work with 70 teachers in 52 buildings• This presentation is a shortened version

of a staff development that I offered in my district

• I am the Curriculum Specialist for Visual Art for Lincoln Public Schools

• I work with 70 teachers in 52 buildings• This presentation is a shortened version

of a staff development that I offered in my district

CreativityCreativity

• What is it?• How do we teach it?• How do we assess it?• Do we practice it as Art Educators?

• What is it?• How do we teach it?• How do we assess it?• Do we practice it as Art Educators?

CreativityCreativity

• Solving a problem within a set of limitations

• For this session those limitations will be called “parameters”

• The teacher is the master of creativity and sets the parameters of the problem

• Solving a problem within a set of limitations

• For this session those limitations will be called “parameters”

• The teacher is the master of creativity and sets the parameters of the problem

Talented Kids?Talented Kids?

Talented Teachers!Talented Teachers!

• A sequence of skills that takes students from what they can do to what they thought they couldn’t do

• A sequence of skills that takes students from what they can do to what they thought they couldn’t do

A Good Teacher Is Like Good Art…

A Good Teacher Is Like Good Art…

Sometimes drags us kicking and screaming to a place we thought we didn’t want to go

Sometimes drags us kicking and screaming to a place we thought we didn’t want to go

Sequence of SkillsSequence of Skills

• Designing the problem - what is the lesson about?

• Lesson design - sequence of activities• Scaffolding• Assessment is the feedback

• Formative• Summative

• Designing the problem - what is the lesson about?

• Lesson design - sequence of activities• Scaffolding• Assessment is the feedback

• Formative• Summative

Why use the term “Problem”?

Why use the term “Problem”?

• A term that is taken more seriously than activity

• A term other educators and administrators understand

• A different way to “align” our selves with the other curriculum areas

• A term that is taken more seriously than activity

• A term other educators and administrators understand

• A different way to “align” our selves with the other curriculum areas

Problem Solving is the Heart of What We Do

Problem Solving is the Heart of What We Do

• Let’s take the term and run with it• Let’s take the term and run with it

Problem Solving Skills that Art Develops

Problem Solving Skills that Art Develops

• Using a process to approach a problem• Learning how to take a problem apart• Problem defining - asking the question• Open-ended problem solving - more than one

solution• Developing comfort with ambiguity• Doing research - visual and verbal• Making and evaluating decisions

• Using a process to approach a problem• Learning how to take a problem apart• Problem defining - asking the question• Open-ended problem solving - more than one

solution• Developing comfort with ambiguity• Doing research - visual and verbal• Making and evaluating decisions

The Creative ProcessThe Creative Process

• Ask the Question• Saturation• Incubation• Illumination• Verification

• Ask the Question• Saturation• Incubation• Illumination• Verification

Lets Practice ItLets Practice It

• Six Sorts of Butterflies and Beetles• Six Sorts of Butterflies and Beetles

CLIP ART FOR REFEFENCE

CLIP ART FOR REFEFENCE

• Straight lines only• Revisit childhood• Homage to Giacometti• Stylized• Design a tatto• Free choice

• Straight lines only• Revisit childhood• Homage to Giacometti• Stylized• Design a tatto• Free choice

What Did We Just Do?What Did We Just Do?

• Personal Brain Storming• Group Brain Storming • Visual Research• Thumbnails• Made Decisions

• Personal Brain Storming• Group Brain Storming • Visual Research• Thumbnails• Made Decisions

How Would We Assess What We Just Did?

How Would We Assess What We Just Did?

• Critique Guide Sheets• Define the Problem• How many sketches did you do?• Are your sketches clear enough to be

“read”?• Did you explore the possibilities?• Are your design sketches visually

interesting?• Are your visual concepts fresh?

• Critique Guide Sheets• Define the Problem• How many sketches did you do?• Are your sketches clear enough to be

“read”?• Did you explore the possibilities?• Are your design sketches visually

interesting?• Are your visual concepts fresh?

Can We have Parameters and

Choice?

Can We have Parameters and

Choice?• The trick is finding a balance• The trick is finding a balance

The power of ChoiceThe power of Choice

• The open ended problem allows room for the student to make choices. Choice allows the student to be personally invested in the process of solving the problem

• The open ended problem allows room for the student to make choices. Choice allows the student to be personally invested in the process of solving the problem

Why is This Important? Why is This Important?

• Because• ““Creativity is the cousin of self worth”Creativity is the cousin of self worth”

• Nora Lorraine

• And this may one of the most important things we teach students because this impacts every area of their lives

• Because• ““Creativity is the cousin of self worth”Creativity is the cousin of self worth”

• Nora Lorraine

• And this may one of the most important things we teach students because this impacts every area of their lives

PlusPlus

• Those who practice the creative process do something called “flexible purposing” (Elliot Eisner) and this is how we get from the known to the new

• Teaching this skill to students affects the world• All of our students may not become Artists, but

they can all become thinkers and innovators for the future

• Those who practice the creative process do something called “flexible purposing” (Elliot Eisner) and this is how we get from the known to the new

• Teaching this skill to students affects the world• All of our students may not become Artists, but

they can all become thinkers and innovators for the future

Samuel Taylor Coleridge

Samuel Taylor Coleridge

• “I have known strong minds, with imposing, undoubting, Cobbett-like manners; but I have never met a great mind of this sort. The truth is, a great mind must be androgynous”

• “I have known strong minds, with imposing, undoubting, Cobbett-like manners; but I have never met a great mind of this sort. The truth is, a great mind must be androgynous”

Daniel H. PinkDaniel H. Pink

• “A Whole New Mind• Why Right-Brainers Will Rule the Future”

• “A Whole New Mind• Why Right-Brainers Will Rule the Future”

So..So..

• How do we develop these skills and practice them in our classrooms every day?

• How do we develop these skills and practice them in our classrooms every day?

By…By…

• Presenting students with real open-end problems to solve

• Presenting students with real open-end problems to solve

What does that mean for you as a teacher

What does that mean for you as a teacher

• It may mean a re-framing or refining of what you already do

• It may mean a re-framing or refining of what you already do

Bridging Thinking Systems

Bridging Thinking Systems

• How is the Creative process like the problem solving processes of other curriculum areas?• Math• Science• Writing

• How is the Creative process like the problem solving processes of other curriculum areas?• Math• Science• Writing

Curriculum IntegrationCurriculum Integration

• What if we did this by linking thinking systems rather than by content?

• What if we did this by linking thinking systems rather than by content?

How is it Different?How is it Different?

• More than one right answer• The only other process that does this is

writing• We as a race were visual long before we

were verbal

• More than one right answer• The only other process that does this is

writing• We as a race were visual long before we

were verbal

InnovationInnovation

• Getting from the “known” to the “new”• The right-brained innovators will rule

the world

• Getting from the “known” to the “new”• The right-brained innovators will rule

the world

How Do We As Educators Do This?

How Do We As Educators Do This?

• By presenting students with real open-ended problems to solve - even in Elementary school

• By presenting students with real open-ended problems to solve - even in Elementary school

What are the Components to an

Open-ended Problem?

What are the Components to an

Open-ended Problem?

A Problem to solve with a Goal, Outcome or Intent

• Parameters• Criteria

A Problem to solve with a Goal, Outcome or Intent

• Parameters• Criteria

Goal, Outcome, Intent

Goal, Outcome, Intent

• Moving towards a something• Answering a question• Communicating an idea

• Moving towards a something• Answering a question• Communicating an idea

Core Ability #1

Think Creatively with Art!

Explore the Creative Process: ask the question saturation incubation a-ha! verification

Core Ability #2(National Standard #4)

Connect with Art!

Explore Connections with History and Cultures through: art history aesthetics criticism multicultural education

Core Ability #3(National Standard #3)

Express Through Art!Explore Artistic Expression: discover artists’ intentions learn to read andinterpret artworks understand choices

for effective communication

Core Ability #4(National Standard #2)

Know the Language of Art!Know: the art elements and

principles of design

how to identify, interpret and use the elements and principles in an artwork how the elements

and principles are connected

ColorColor

Line

BalanceBalance

Rep

etitio

n

Shape

Core Ability #5(National Standard #1)

Create Art!Acquire Technical Skills in: drawing painting sculpture printmaking fibers photography jewelry pottery commercial art

Core Ability #6(National Standard #6)

Live with Art!Explore Art in the World through: artists and art teachers art historians and museums art critics and

aestheticians graphic artists and illustrators set designers and fashion designers advertising and web

designing connections with all

other subjects

ART

Core Ability #7(National Standard # 5)

Talk about Art!Develop Critical Thinking Skills by: looking, thinking, and

talking about artwork reflecting and assessing to understand what was learned through

the art experience receiving and providing

feedback so thatthe total art experience is enhanced

If Creativity Requires Parameters…

If Creativity Requires Parameters…

• We have these in the Art Tool Boxes• We have these in the Art Tool Boxes

The Art Tool Boxes (aligned with CA and Natlional Standards)

The Art Tool Boxes (aligned with CA and Natlional Standards)

• Elements - CA 4 - National Standard#2• Principles - CA 4 - National Standard #2• Media - CA 5 - National Standard #1• Genre - CA 2 - National Standard #4• Idea - CA 6 - National Standard #3

• Elements - CA 4 - National Standard#2• Principles - CA 4 - National Standard #2• Media - CA 5 - National Standard #1• Genre - CA 2 - National Standard #4• Idea - CA 6 - National Standard #3

ART TOOL BOX – A Menu of Possibilities

ELEMENTS Core Ability

#4 Nat’l

Standard #2

PRINCIPLES Core Ability

#4 Nat’l Standard

#2

MEDIA Core Ability #5 Nat’l Standard

#1

GENRE Core Ability

#2 Nat’l

Standard #4

IDEA Core Ability #3 Nat’l Standard

#3

Line Shape Co lor Value Texture Space

Contras t Balance Rhythm Un ity Fo cal Poi nt Variety

Drawing Painting Sculpture Architecture Photography Printmaking

The Figure Landscape Still Life Abstract Non-Objective Conceptual

Order/Chaos The Future Positive/Negative Heroes Dreams Symbols

POST-ITS FOR PLANNING?POST-ITS FOR PLANNING?

These 5 Tools are the parameters for CA 1

These 5 Tools are the parameters for CA 1

• So lets create some problems• So lets create some problems

Practicing What We Preach

Practicing What We Preach

• Teams of 4-6 (six teams total)• One large post it and thinking paper for each

team• Pull one item from each bag• Design a “Design Problem” for the age of the

students you teach• Brain Storm for 5 minutes• Write for 15 minutes• Present to the group

• Teams of 4-6 (six teams total)• One large post it and thinking paper for each

team• Pull one item from each bag• Design a “Design Problem” for the age of the

students you teach• Brain Storm for 5 minutes• Write for 15 minutes• Present to the group

Now what do we do with this

Now what do we do with this

• A problem has parameters• The parameters become the objectives• The objectives define the criteria• The criteria is what you use to assess

the solution

• A problem has parameters• The parameters become the objectives• The objectives define the criteria• The criteria is what you use to assess

the solution

AssessmentAssessment

• Rubrics• Affinity Diagrams

• Voting Chips• Paper Clips, Post-it or PATS• Formative and Summitive

• Rubrics• Affinity Diagrams

• Voting Chips• Paper Clips, Post-it or PATS• Formative and Summitive

“Thinks” Assessment“Thinks” Assessment• Brain Storming• Visual Research• Thumbnails• Evaluating Thumbnails

• Copied or Twisted

• Selecting a Thumbnail• Circle

• Compare Thumbnail to Finished Product• Direct Translation or Twisted some more

• Brain Storming• Visual Research• Thumbnails• Evaluating Thumbnails

• Copied or Twisted

• Selecting a Thumbnail• Circle

• Compare Thumbnail to Finished Product• Direct Translation or Twisted some more

Closure For StudentsClosure For Students

• Student Can:• Restate the problem parameters• State their idea in one sentence• Talk about how the Principles were use• Articulate the uniqueness of their solution• Explain how the media was used & to what

effect

• Student Can:• Restate the problem parameters• State their idea in one sentence• Talk about how the Principles were use• Articulate the uniqueness of their solution• Explain how the media was used & to what

effect

Closure For TeachersClosure For Teachers

• What did you learn today?• What can you take back to your

classroom?

• What did you learn today?• What can you take back to your

classroom?

Lincoln Public SchoolsLincoln Public Schools

Visit this web site to download a copy of this presentation and the 14 other 2007 presentations by

Lincoln Public Schools http://artweb.lps.org/art/

Visit this web site to download a copy of this presentation and the 14 other 2007 presentations by

Lincoln Public Schools http://artweb.lps.org/art/