[SSC] The Creative Project - notes from Grace, Sara M. and Richard

[Joss Winn]

This and an illustration are also on the website:

http://socialsciencecentre.org.uk/2012/07/creative-projects/

Joss


On 13 Jul 2012, at 10:01, <sarah at socialsciencecentre.org.uk> <sarah at socialsciencecentre.org.uk> wrote:

> Hello everyone,
> 
> It's been interesting to read the discussions here; I've been away for a week so will have to catch up!
> 
> In the meantime, here are the notes from our 30 June meeting about plans for the Creative Project element of the curriculum, prepared by 
> Grace, Sara M. and Richard K. We'll be able to discuss these along with the notes sent round earlier about the Social Science Imagination at 
> our next meeting on the 21st.
> 
> Best,
> Sarah
> 
> Creative projects 
> 
> The focus for the Creative Project (in the form of, say, a print-based work, textual piece or art work, or video, or photography or 
> combination of these) would emerge from the learning and research done by the student scholar. This would be facilitated by a teaching 
> scholar ideally on a one-to-one basis. The process, as much as the 'product', would be an essential part of the learning and creative 
> process for both.
> 
> Sara, Grace and Richard imagined the project as a sort of tree with various crucial elements involving a practice of care for each other and 
> ourselves forming the roots - out of which the trunk and branches of the whole Creative Project tree could grow and which would ensure its 
> sustainability and realisability.
> 
> At the roots were the spirit of collaborative working, the ethic of caring and commitment to the community, care of self and others of the 
> SCC, the willingness to be open to new ideas, the stress on the reflective approach, on the work being both rewarding and challenging.
> 
> The tree was also fed by the elements of time, space - and the particular resources and support needed to nurture and sustain this element 
> of the curriculum and the individual creative projects/processes for both student-scholar and teacher-scholar.
> 
> The actual project would then work through various elements: 
> 
> Why:  This would involve exploring the motivations/experiences/desires of the student scholar. This would link to questions and experiences 
> explored in other parts of the curriculum but would do so in a deeper more sustained way in relation to the particularities of desire, need 
> and experience of the student scholar. This part would also begin to create the nurturing relationship of care, collaboration and trust 
> between the student-scholar and teacher-scholar. The time allotted to each element would be negotiated.
> 
> Mapping knowledge:  To create the soil in which to plant the seeds of the idea of the creative project we imagined mapping the knowledge of 
> both the student-scholar and teacher-scholar (in whatever way that worked for the pair). This could form the basis of pulling out central 
> themes and of then exploring and reflecting on how to narrow these down to particular question to explore in the project. 
> 
> How: This element would explore the experiences, knowledges and methods used in similar projects. This would also involve another type of 
> mapping of both's knowledges and experiences with research/exploring questions/creating projects and also others' experiences and knowledges.
> 
> This would enable selection of the methods and methodology underlying the project.  
> 
> What. The exploration and learning would help the student scholar to identify the form through which she/he would like to realise/express 
> the learning and 'answers' to her/his research question. This would also involve developing a timetable of creating the final 'product'
> 
> Creating the 'product' (the unique 'tree') A number of weeks of creating. 
> 
> Reflecting on the process 
> Integral to the whole project 
> 
> 
> 
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