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Dear All,<div><br></div><div>Please see draft SSC meeting notes from 4th July from me and Sarah A.</div><div><br></div><div>Please add to/amend if required.</div><div><br></div><div>Best wishes</div><div><br></div><div>M<br><br><div><div id="SkyDrivePlaceholder"></div>> To: ssc@lists.aktivix.org<br>> Date: Fri, 13 Jul 2012 14:24:13 +0200<br>> From: sarah@socialsciencecentre.org.uk<br>> Subject: Re: [SSC] SSC Digest, Vol 19, Issue 19<br>> <br>> Wow, Grace, that tree is amazing! Really! I think we need a life-sized version of it. :)<br>> <br>> Thank you for illustrating that so beautifully. I think it really brings life to the ideas.<br>> <br>> Sarah <br>> <br>> On Fri 13/07/12 12:00, ssc-request@lists.aktivix.org wrote:<br>> > Send SSC mailing list submissions to<br>> > ssc@lis<br>> > ts.aktivix.org<br>> > To subscribe or unsubscribe via the World Wide Web, visit<br>> > https://lists.aktivix.org/mailman/listinfo/ssc<br>> or, via email, send a message with subject or body 'help' to<br>> > ssc-request@lists.aktivix.org<br>> > You can reach the person managing the list at<br>> > s<br>> > sc-owner@lists.aktivix.org<br>> > When replying, please edit your Subject line so it is more specific<br>> > than "Re: Contents of SSC digest..."<br>> > <br>> > <br>> > Today's Topics:<br>> > <br>> > 1. The Creative Project - notes from Grace, Sara M. and Richard<br>> > (sarah@socialsciencecentre.org.uk)<br>> 2. Re: The Creative Project - notes from Grace, Sara M. and<br>> > Richard (Joss Winn)<br>> > <br>> > <br>> > ----------------------------------------------------------------------<br>> > <br>> > Message: 1<br>> > Date: Fri, 13 Jul 2012 11:01:19 +0200<br>> > From: <sarah@socialsciencecentre.org.uk><br>> To: <ssc@lis<br>> > ts.aktivix.org><br>> Subject: [SSC] The Creative Project - notes from Grace, Sara M. and<br>> > Richard<br>> > Message-ID: <49542.1342170079@socialsciencecentre.org.uk><br>> Content-Type: text/plain; charset="utf-8"<br>> > <br>> > Hello everyone,<br>> > <br>> > It's been interesting to read the discussions here; I've been away for a<br>> > week so will have to catch up!<br>> > In the meantime, here are the notes from our 30 June meeting about plans<br>> > for the Creative Project element of the curriculum, prepared by <br>> Grace, Sara M. and Richard K. We'll be able to discuss these along with the<br>> > notes sent round earlier about the Social Science Imagination at <br>> our next meeting on the 21st.<br>> > <br>> > Best,<br>> > Sarah<br>> > <br>> > Creative projects <br>> > <br>> > The focus for the Creative Project (in the form of, say, a print-based<br>> > work, textual piece or art work, or video, or photography or <br>> combination of these) would emerge from the learning and research done by<br>> > the student scholar. This would be facilitated by a teaching <br>> scholar ideally on a one-to-one basis. The process, as much as the<br>> > 'product', would be an essential part of the learning and creative <br>> process for both.<br>> > <br>> > Sara, Grace and Richard imagined the project as a sort of tree with various<br>> > crucial elements involving a practice of care for each other and <br>> ourselves forming the roots - out of which the trunk and branches of the<br>> > whole Creative Project tree could grow and which would ensure its <br>> sustainability and realisability.<br>> > <br>> > At the roots were the spirit of collaborative working, the ethic of caring<br>> > and commitment to the community, care of self and others of the <br>> SCC, the willingness to be open to new ideas, the stress on the reflective<br>> > approach, on the work being both rewarding and challenging.<br>> > The tree was also fed by the elements of time, space - and the particular<br>> > resources and support needed to nurture and sustain this element <br>> of the curriculum and the individual creative projects/processes for both<br>> > student-scholar and teacher-scholar.<br>> > The actual project would then work through various elements: <br>> > <br>> > Why: This would involve exploring the motivations/experiences/desires of<br>> > the student scholar. This would link to questions and experiences <br>> explored in other parts of the curriculum but would do so in a deeper more<br>> > sustained way in relation to the particularities of desire, need <br>> and experience of the student scholar. This part would also begin to create<br>> > the nurturing relationship of care, collaboration and trust <br>> between the student-scholar and teacher-scholar. The time allotted to each<br>> > element would be negotiated.<br>> > Mapping knowledge: To create the soil in which to plant the seeds of the<br>> > idea of the creative project we imagined mapping the knowledge of <br>> both the student-scholar and teacher-scholar (in whatever way that worked<br>> > for the pair). This could form the basis of pulling out central <br>> themes and of then exploring and reflecting on how to narrow these down to<br>> > particular question to explore in the project. <br>> > How: This element would explore the experiences, knowledges and methods<br>> > used in similar projects. This would also involve another type of <br>> mapping of both's knowledges and experiences with research/exploring<br>> > questions/creating projects and also others' experiences and<br>> > knowledges.<br>> > This would enable selection of the methods and methodology underlying the<br>> > project. <br>> > What. The exploration and learning would help the student scholar to<br>> > identify the form through which she/he would like to realise/express <br>> the learning and 'answers' to her/his research question. This would also<br>> > involve developing a timetable of creating the final 'product'<br>> > Creating the 'product' (the unique 'tree') A number of weeks of creating.<br>> > <br>> > Reflecting on the process <br>> > Integral to the whole project <br>> > <br>> > <br>> > <br>> > <br>> > <br>> > ------------------------------<br>> > <br>> > Message: 2<br>> > Date: Fri, 13 Jul 2012 10:25:43 +0100<br>> > From: Joss Winn <joss@josswi<br>> > nn.org><br>> To: "ssc@lis<br>> > ts.aktivix.org ssc@lis<br>> > ts.aktivix.org"<br>> <ssc@lis<br>> > ts.aktivix.org><br>> Subject: Re: [SSC] The Creative Project - notes from Grace, Sara M.<br>> > and Richard<br>> > Message-ID: <76C9CB01-D85A-4004-98A9-02742DC6D171@josswinn<br>> > .org><br>> Content-Type: text/plain; charset=us-ascii<br>> > <br>> > This and an illustration are also on the website:<br>> > <br>> > http://socialsciencecentre.org.uk/2012/07/creative-projects/<br>> > Joss<br>> > <br>> > <br>> > On 13 Jul 2012, at 10:01, <sarah@socialsciencecentre.org.uk> <sarah@socialsciencecentre.org.uk> wrote:<br>> > > Hello everyone,<br>> > > <br>> > > It's been interesting to read the discussions here;<br>> > I've been away for a week so will have to catch up!<br>> > <br>> > > In the meantime, here are the notes from our 30 June<br>> > meeting about plans for the Creative Project element of the curriculum,<br>> > prepared by <br>> > Grace, Sara M. and Richard K. We'll be able to<br>> > discuss these along with the notes sent round earlier about the Social<br>> > Science Imagination at <br>> > our next meeting on the 21st.<br>> > > <br>> > > Best,<br>> > > Sarah<br>> > > <br>> > > Creative projects <br>> > > <br>> > > The focus for the Creative Project (in the form of,<br>> > say, a print-based work, textual piece or art work, or video, or<br>> > photography or <br>> > combination of these) would emerge from the learning<br>> > and research done by the student scholar. This would be facilitated by a<br>> > teaching <br>> > scholar ideally on a one-to-one basis. The process,<br>> > as much as the 'product', would be an essential part of the learning and<br>> > creative <br>> > process for both.<br>> > > <br>> > > Sara, Grace and Richard imagined the project as a<br>> > sort of tree with various crucial elements involving a practice of care for<br>> > each other and <br>> > ourselves forming the roots - out of which the trunk<br>> > and branches of the whole Creative Project tree could grow and which would<br>> > ensure its <br>> > sustainability and realisability.<br>> > > <br>> > > At the roots were the spirit of collaborative<br>> > working, the ethic of caring and commitment to the community, care of self<br>> > and others of the <br>> > SCC, the willingness to be open to new ideas, the<br>> > stress on the reflective approach, on the work being both rewarding and<br>> > challenging.<br>> > <br>> > > The tree was also fed by the elements of time, space<br>> > - and the particular resources and support needed to nurture and sustain<br>> > this element <br>> > of the curriculum and the individual creative<br>> > projects/processes for both student-scholar and<br>> > teacher-scholar.<br>> > <br>> > > The actual project would then work through various<br>> > elements: <br>> > <br>> > > Why: This would involve exploring the<br>> > motivations/experiences/desires of the student scholar. This would link to<br>> > questions and experiences <br>> > explored in other parts of the curriculum but would<br>> > do so in a deeper more sustained way in relation to the particularities of<br>> > desire, need <br>> > and experience of the student scholar. This part<br>> > would also begin to create the nurturing relationship of care,<br>> > collaboration and trust <br>> > between the student-scholar and teacher-scholar. The<br>> > time allotted to each element would be negotiated.<br>> > <br>> > > Mapping knowledge: To create the soil in which to<br>> > plant the seeds of the idea of the creative project we imagined mapping the<br>> > knowledge of <br>> > both the student-scholar and teacher-scholar (in<br>> > whatever way that worked for the pair). This could form the basis of<br>> > pulling out central <br>> > themes and of then exploring and reflecting on how<br>> > to narrow these down to particular question to explore in the project.<br>> > <br>> > <br>> > > How: This element would explore the experiences,<br>> > knowledges and methods used in similar projects. This would also involve<br>> > another type of <br>> > mapping of both's knowledges and experiences with<br>> > research/exploring questions/creating projects and also others' experiences<br>> > and knowledges.<br>> > <br>> > > This would enable selection of the methods and<br>> > methodology underlying the project. <br>> > <br>> > > What. The exploration and learning would help the<br>> > student scholar to identify the form through which she/he would like to<br>> > realise/express <br>> > the learning and 'answers' to her/his research<br>> > question. This would also involve developing a timetable of creating the<br>> > final 'product'<br>> > <br>> > > Creating the 'product' (the unique 'tree') A number<br>> > of weeks of creating. <br>> > <br>> > > Reflecting on the process <br>> > > Integral to the whole project <br>> > > <br>> > > <br>> > > <br>> > ><br>> > _______________________________________________<br>> > SSC mailing list<br>> > > SSC@lists.aktivix.org<br>> > > https://lists.aktivix.org/mailman/listinfo/ssc<br>> ><br>> > <br>> > <br>> > <br>> > ------------------------------<br>> > <br>> > _______________________________________________<br>> > SSC mailing list<br>> > SSC@lists.aktivix.org<br>> > https://lists.aktivix.org/mailman/listinfo/ssc<br>> > <br>> > End of SSC Digest, Vol 19, Issue 19<br>> > ***********************************<br>> > <br>> > <br>> > <br>> <br>> <br>> <br>> _______________________________________________<br>> SSC mailing list<br>> SSC@lists.aktivix.org<br>> https://lists.aktivix.org/mailman/listinfo/ssc<br></div></div> </div></body>
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