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

[Sandie Stratford]

FAB.  Good work, Grace!
Sandie

----- Original Message ----- 
From: "Joss Winn" <joss at josswinn.org>
To: <ssc at lists.aktivix.org>
Sent: Friday, July 13, 2012 10:25 AM
Subject: Re: [SSC] The Creative Project - notes from Grace,Sara M. and 
Richard


> 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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