[SSC] SSC Digest, Vol 19, Issue 19

Fri Jul 13 12:24:13 UTC 2012

Wow, Grace, that tree is amazing! Really! I think we need a life-sized version of it.  :)

Thank you for illustrating that so beautifully. I think it really brings life to the ideas.

Sarah 

On Fri 13/07/12 12:00, ssc-request at lists.aktivix.org wrote:
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> Today's Topics:
> 
> 1. The Creative Project - notes from Grace, Sara M. and Richard
> (sarah at socialsciencecentre.org.uk)
2. Re: The Creative Project - notes from Grace,	Sara M. and
> Richard (Joss Winn)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Fri, 13 Jul 2012 11:01:19 +0200
> From: <sarah at socialsciencecentre.org.uk>
To: <ssc at lis
> ts.aktivix.org>
Subject: [SSC] The Creative Project - notes from Grace, Sara M. and
> Richard
> Message-ID: <49542.1342170079 at socialsciencecentre.org.uk>
Content-Type: text/plain; charset="utf-8"
> 
> 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 
> 
> 
> 
> 
> 
> ------------------------------
> 
> Message: 2
> Date: Fri, 13 Jul 2012 10:25:43 +0100
> From: Joss Winn <joss at josswi
> nn.org>
To: "ssc at lis
> ts.aktivix.org ssc at lis
> ts.aktivix.org"
<ssc at lis
> ts.aktivix.org>
Subject: Re: [SSC] The Creative Project - notes from Grace,	Sara M.
> and Richard
> Message-ID: <76C9CB01-D85A-4004-98A9-02742DC6D171 at josswinn
> .org>
Content-Type: text/plain; charset=us-ascii
> 
> 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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>
> 
> 
> 
> ------------------------------
> 
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> End of SSC Digest, Vol 19, Issue 19
> ***********************************
> 
> 
> 