Engagement and Impact: Design Thinking and the Arts

Engagement and Impact: Design Thinking and the Arts

That computer mouse that fits so nicely in your hand, the way your iPhone reacts to your creative way of spelling, the “so simple why didn’t I think of that?” processes you encounter every day — these are the result of design thinking, a sequential process embraced by innovative companies and entrepreneurs. Design thinking, or human-centered design, is an empowering way to solve problems and design products and solutions by starting with discovery, moving on to ideation and rapid prototyping, then testing, and finally execution.

How can this high-level, innovative style of problem solving work in a classroom or after-school program? Quite well, actually. The West Michigan Center for Arts + Technology (WMCAT) engages urban high school students in a best-practice after-school program that is grounded in design thinking. I’ll share our journey so that you can find ways to enhance your own learning environment through design thinking.

6 Steps to a Student-Created Mobile App
WMCAT teen students are working in teams to explore and tackle a pressing community issue using arts and technology as a basis for inquiry, critical thinking and practical application. Each team has 12 students, is guided by a professional teaching artist, and meets two days a week for the entire school year. Here’s the story of how one of these teams is using the design thinking process.

Our Interactive design team went all out with new technology to address how teens can better engage with their city’s downtown core. They partnered with Downtown Grand Rapids Inc. (DGRI) and local software development firm Mutually Human to create a mobile app.

Step 1: Discover
Our teens toured downtown Grand Rapids with staff from DGRI, visited the offices of Mutually Human, interviewed teens about their perceptions of downtown, and researched other apps on the market.

Step 2: Ideate
Through intense brainstorming, the teens began to coalesce around two themes: zombies and spies!

Step 3: Experiment
The teens began prototyping by creating storyboards for their app. The basic premise was that users would follow a sequential adventure through which visiting key locations downtown would advance the action. Their storyboard was presented to DGRI.

Step 4: Create
All details of the app were developed, including color schemes, transitions, flow of screens, graphics and writing.

Step 5: Refine
The final storyboard and prototype will be presented to DGRI and at a public art exhibit to gain feedback. Feedback is used to refine the project and fine-tune details.

Step 6: Share
This summer, Mutually Human staff will help complete the back-end work on the app so that it can be available on mobile device platforms.

Why design thinking? WMCAT wanted to increase retention and high school graduation rates for our students. We learned through research and evaluation that we could have a greater impact by increasing engagement with a smaller group of students, rather than increasing the number of students coming through our doors. We also wanted to empower students to raise their voices and effect social change. After all, WMCAT is their space to find their voice and change the world in which they live.

Human-Centered Design
Design thinking and project-based learning surfaced as an essential model in innovative school redesign that improves students’ attitudes toward learning. One of the stars in project-based learning was High Tech High (HTH) in San Diego. The WMCAT Teen Arts team traveled to HTH to complete a residency with their staff on the merits, metrics and ins-and-outs of project-based learning. Back in Grand Rapids, we also selected a team to complete a course in Human-Centered Design for Social Innovation from IDEO and Acumen. And then, last summer I was lucky enough to study at the famed d.school at Stanford, where I began to learn just how we could transform our program for teens.

After piloting design thinking as our pedagogy this past school year, we have learned a few things:

The best projects are student-driven and student-led. The more we engaged our teens in choosing their issues, selecting their http://domyhomework.pro partners and driving the conversation, the stronger the projects were.
Give students plenty of opportunities to complete mini design challenges along the way. This helped us teach art and tech skills, kept ideas fresh and retained student interest.
Keep giving staff the opportunity to learn and practice design thinking. This spring, our entire team is completing a Mixtape course designed by the d.school at Stanford and refreshing our skills through the IDEO and Acumen course again.
There are great resources out there. To learn more about our design teams and our plans for fall 2014 visit our website. And in the comments section below, please share how you use design thinking in the classroom or in after-school programs.

Engagement in addition to Impact: Layout Thinking and also Arts

That mouse button that fits and so nicely with your hand, the way in which your iphone4 reacts on your creative strategy for spelling, the very “so basic why do not I think of these? ” systems you experience every day — these are caused by design thinking, a continuous process shared by modern companies as well as entrepreneurs. Layout thinking, or perhaps human-centered design, is an empowering way to fix problems as well as design units by beginning with discovery, shifting to ideation and super fast prototyping, next testing, retrieve balls execution.

Just how do this high-level, innovative form of problem solving work in a class or after-school program? Quite nicely, actually. Typically the West Michigan Center just for Arts plus Technology (WMCAT) engages downtown high school students within a best-practice after-school program which may be grounded in design planning. I’ll write about our quest so that you can come across ways to enhance your own mastering environment by way of design thinking.

6 Actions to a Student-Created Mobile Application
WMCAT teen students are working throughout teams to explore and deal with a important community concern using activite and concept as a point of view for request, critical considering and practical application. Each workforce has 13 students, will be guided by someone that installs systems professionally teaching musician and performer, and complies with two days in one week for the entire institution year. Let me provide the story showing how one of these competitors is using the design and style thinking procedure.

Our Fascinating design team went sweeping with new-technology to address just how teens could better engage with their city’s downtown key. They joined with Downtown Grand Rapids Inc. (DGRI) and local program development firm Mutually Individual to create a mobile or portable app.

Step 1: Discover
Our adolescence toured the town center Grand Rapids with team from DGRI, visited the main offices associated with Mutually Human being, interviewed adolescence about their awareness of down-town, and investigated other programs on the market.

2: Ideate
Through impressive brainstorming, the actual teens started to coalesce close to two themes: zombies together with spies!

3: Experiment
The young people began prototyping by developing storyboards for his or her app. The basic premise was basically that end users would follow a sequential experience through which viewing key regions downtown might advance the particular action. Their storyboard has been presented towards DGRI.

Step: Create
All information on the software package were designed, including pallettes, transitions, pass of watches, graphics together with writing.

Step 5: Refine
The final storyboard and modele will be introduced to DGRI and at some sort of public craft exhibit in order to gain feedback. Responses is used for you to refine the project and fine-tune facts.

Step 6: Promote
Come early july, Mutually Human staff can certainly help complete typically the back-end work towards the application so that it will be available on mobile or portable device platforms.

Why style and design thinking? WMCAT wanted to grow retention as well as high school graduating rates for our students. Most of us learned through research and evaluation we could have a larger impact by just increasing activation with a smaller group of trainees, rather than raising the number of scholars coming with our gates. We also wanted to persuade students to lift their sounds and impact social switch. After all, WMCAT is most of their space to discover their tone and change the world that has they are living.

Human-Centered Style and design
Model thinking plus project-based mastering surfaced being an essential product in ground breaking school upgrade that enhances students’ thinking toward figuring out. One of the celebrities in project-based learning had been High Tech Higher (HTH) with San Diego. The actual WMCAT Young Arts company traveled to HTH to complete a residency because of their staff to the merits, metrics and ins-and-outs of project-based learning. To incorporate financing Grand Rapids, we moreover selected the team to perform a course on Human-Centered The style of Social Originality from IDEO and Farsightedness. And then, previous summer Being lucky enough to examine at the credited d. classes at Stanford, where My spouse and i began to find out just how we could actually transform our own program meant for teens.

Soon after piloting design thinking while our pedagogy this past class year, we still have learned one or two things:

The ideal projects are generally student-driven together with student-led. A lot more we in place our youngsters in picking their troubles, selecting all their partners and driving typically the conversation, the particular stronger often the projects were definitely.
Grant students lots of opportunities to finished mini pattern challenges on the way. This aided us instruct art plus tech techniques, kept concepts fresh along with retained pupil interest.
Keep offering staff the chance to learn along with practice structure thinking. The following spring, the entire staff is completing a Mixtape course designed by the n. school in Stanford and also refreshing our skills over the IDEO and even Acumen tutorial again.
There are excellent resources nowadays. To learn more about our own design squads and some of our plans intended for fall 2014 visit our website. And in the comments section down below, please publish how you utilize design believing in the classroom or perhaps in after-school programs.

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