[SSC] Draft SSC meeting notes 4th July
Michael Neary
nearymichael at hotmail.com
Sat Jul 14 08:21:36 UTC 2012
Dear All,
Please see draft SSC meeting notes from 4th July from me and Sarah A.
Please add to/amend if required.
Best wishes
M
> To: ssc at lists.aktivix.org
> Date: Fri, 13 Jul 2012 14:24:13 +0200
> From: sarah at socialsciencecentre.org.uk
> Subject: Re: [SSC] SSC Digest, Vol 19, Issue 19
>
> 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
> > >
> > >
> > >
> > >
> > _______________________________________________
> > SSC mailing list
> > > SSC at lists.aktivix.org
> > > https://lists.aktivix.org/mailman/listinfo/ssc
> >
> >
> >
> >
> > ------------------------------
> >
> > _______________________________________________
> > SSC mailing list
> > SSC at lists.aktivix.org
> > https://lists.aktivix.org/mailman/listinfo/ssc
> >
> > End of SSC Digest, Vol 19, Issue 19
> > ***********************************
> >
> >
> >
>
>
>
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