Theme1PresPlusDelta

Theme 1: Presentation Plus-Delta Responses

Find your name in the list below for plus-delta feedback to your presentation.

Alex

Plus:

I like that you're focusing on minorities and women.
This presentation is so great! What a interesting idea, I strongly say that as some one who studied media for a decade as an undergrad.
I liked the idea of investigating media with a critical eye.
Looking forward to reading more of Alex's ideas on art existing in a vacuum.
I liked the power point. It broke some tough issues down nicely
This makes me think of analyzing "Dark Mirror" Similar to The Twilight Zone and any of the films directed by --- the guy who directed A Clockwork Orange -- so many interpretations and possible private messages!
Great idea. The search for meaning is an important process to attempt to understand.
This analysis highlights the importance of understanding intent and showing patience with unintended controversy in creative expression.
Essay idea is okay
Your idea about recognizing media as more than mindless entertainment seems fundamentally important (especially if we can guide people to do the work needed to learn from what they experience, rather than taking it in passively). You showed us that graphic novels provide some possibilities here.
I like the idea of using iconic media products to teach and learn.

Delta:

Nice i think it okay
I would narrow down what it is you hope to conclude. Perhaps you could examine the constant battle of meaning between what the author intends or what the reader believes? Who has the right? You could try reading up on literary criticism, which seemingly pits the reader vs the author when it comes to deciding who gets to apply meaning to a work.
I think you might be going down the rabbit hole when you start looking for hidden messages, so just be careful and mindful of your thinking when you start writing.
Because topics and conversations can be so broad, it may be necessary to narrow/focus the conversation.
What other questions could you investigate regarding the intention behind how media is crafted? (thinking about the two questions on your 2nd slide) It seemed that those central questions didn't guide all of the other points on your slides, so I wonder how you could expand or narrow your focus.
Maybe narrow your scope of topics a bit
I appreciated the visuals, would perhaps like some images.
How do we know when something is unintentional or simply mishandled?
I'm wondering you are going to focus on Maos or a selection of media? I feel too many examples could be confusing.
Some pictures would of really helped us see a better visual. Make sure to use many pictures in further Powerpoints like this. It would really help!
I'm wondering about your comment that in some cases, maybe art doesn't have to be considered to be political because it could just be a simple expression of a person and what is interesting to them. I wonder then if we then should still see art as political, because the expression of a person might still reflect their identity and therefore position within the world and their worldview. I suggest working out a little more why you brought up this point and how it contributes to the idea that "everyone can be a creative thinker".

Andrea

Plus:

Respecting the age and maturity of your students.
I really like the idea for the class (we've talked about this) - I think the idea of a 1 credit course is smart and possibly very effective.
one credit-course
A syllabus working with students in college sounds like a good idea to help process students way to become engaged and learn what they could use now and not later on.
I would have absolutely benefited from such a course.
Andrea's concept of a Life Skills Workshop is both practical and relevant. Her students would benefit from learning how to approach life with creative resourcefulness!
I like how Andrea know what she want to talk about in her product. I like it because her idea was reasonable project.
Your own project seems to show well the importance of constraints on the curriculum itself, since constraints might be needed for your own thinking to help get clear on the scope of what is to be taught in your course.
I agree that life skills are so important for today’s younger generation.
I like your idea to intriuduce a seminar in life skill for freshman in college

Delta:

I could use some more development with your audience...I believe you could find more points of view and brainstorm ideas of other people in different walks of life.
Andrea's project could take many shapes; choosing a direction to deliver these concepts will allow her ideas to become more defined.
There is some gray area for me between life skills and creative thinking. Where will you draw the line. And Life skills are so numerous, where will you draw the line.
"What. Items are u going include in the syllables?
Is it going to be fun for the college student?"
Since you don't have clear your idea about wich skill freshman don't have. What if you think about the problems that graduate students have when they'll graduate. For instance, pay student loans, how get a job after collegue, and them you can brainstorm on what they need to built at the begining of the collegue
How could you get more information about what the freshman experience is? How could that feedback shape your syllabus construction? Who are the stakeholders of that experience? [PS Several former students of mine are freshmen at UMB so if you want to email me, I could put you in touch with them.]
I feel like Andrea's product is somewhat vague, though it's clear that this is part of her process, and that she's working though it.
Make it just a one day thing- like a teacher training
What skills are your strongsuits? Your weaknesses?
It seems that there has to be some additional connections made between creative thinking for college students and the attention to practical life skills. Where does "creativity" happen in this teaching, if we are saying that there are some key life skills that every student needs?

Andrew

Plus:

I appreciated your emphasis on creative non-fiction.
Encouraging the idea that we all have our stories.
I like the idea breaking down the initial fear of creative writing some may have- this is first done by eliminating fears
I appreciate Andrew's clear commitment stemming from a place of deep conviction.
I like that everyone can write their own story.
Your presentation was nearly a promo ad for a workshop. Your confidence in everyone's ability to find their story, to appreciate their quirkinesses, take an objective view of the meaning they place on events, unmask the truth... all sound like a workshop I would take. The 5 Principles you created are a great framework to begin writing.
The obstacles that you described as a part of the creative process strike at the heart of writing paralysis. The mini memoir is a great way to connect to our individual creative thinking methods and histories.
10 Bio is a good idea
You engaged us as an audience right away in reminding us that everyone has a story. Your insight about memoir-ing is very interesting and helps me to get new perspectives about what it means to write about the self beyond what we usually mean with journaling, "storytelling", etc. Your reference to the "non-Dickens" approach made things more clear as well (I was also thinking of the way that people sometimes describe Hemingway's style and wondered if that is a useful approach).
I think that creative nonfiction could play an important role broadening the perspective of individuals.
I love how you see creativity in everyone. Everyone has a different journey I agree. Exploring others helps understand a bit of ourselves.

Delta:

Use important idea life event that happen to you
What if someone is unwilling or too embarrassed to want to share their memoirs?
I'm curious to hear Andrew's take on extraordinary stories being told in an ordinary way. Could this be so compelling written?
I'm curious as to whether you feel that there is a difference between thinking & writing, and whether that influences the way you'd address creative thinking in the creative writing process.
I think something you have to consider is that not everyone particularly wants to write an autobiography. I'm sure there's interesting ways to tell uninteresting stories, but not everything has to be recorded for posterity. Just something to think about, feel free to ignore. ??
potentially incorporate use of a public library into the writing as a nod to the working class
I am curious what your specific purpose will amount to for others than yourself. (in your opinion)
Some of the examples you gave, I question whether everyone could do. As other classmates have mentioned, “can everyone be a creative thinking?” and for me it’s even a bigger questions as it pertains to writing.
How might the Stokes chapter on memory be useful in guiding your project?
I wanted to know more about how to get people to access the ideas for mini-memoirs if they do come from ordinary events (which, by definition, are ones that we personally may have a difficult time noticing). Is there a social aspect here, where we need to get other people to help us to acknowledge that there are interesting possibilities in the events that we ourselves are stuck thinking of as boring?
I gather that the written material doesn't necessarily have to be good? Are there quality measures in this process that should matter to those who aren't proficient writers?

Bill

Plus:

I like that you are creating a play!
The participation in the play sounded like an interesting way to increase engagement.
I like how the play calls for interaction and peer discussion (smaller groups as well)
I appreciate Bill's dissecting his product through the general success of material based in developmental age and social structure in youth.
This project would give learners a chance to try out different outcomes and modes of expression in a safe, yet concrete simulation. It provides freedom and flexibility to explore potentially life changing situations
I say it well developed
I appreciated the connection that you made between how people make choices and approach problem-solving, and using that to show people how they are creatively naturally. That includes the idea of thinking flexibly and spontaneously, as this is something that people already do in varying degrees all the time.
I like the idea of having spaces for individuals at different points. I also like that it will be designed with minimum resource requirements.
I appreciate that you are providing a voice for students. Non-mandatory participation sounds like the way to go. Fine the comfort level for the student and ask them how you can best go about.
Your audience is very clear. I like how you connected your ideas of students with their talents abilities and interests. Making sure they are all healthy in their environments socially, academically and keeping away from addiction.
Good questions about how younger people think.

Delta:

Investigate and research the pros and cons of audience participation.
While I understand the format is a theatrical script, I was unsure how product related to prompt. Interactivity and improvisation of medium leads to creative decision making?
How will you be exploring the role that metacognition can play in this?
I wasn't sure about the context for what you are actually going to produce. One of your early comments referred to what you did before, but you never told us what that was. Provide a little more background at the beginning.
you could go partner with a teacher from another subject area and tie the respective subject into the theme of the play
Whoa, that got super real! Possibly, since this is a relatively small project, pick 1-3 everyday topics and 1-3 larger subjects and create small vignettes? I feel like this could be a massive project if you really ran with it. Sounds almost like a summer camp ??
It may be a bit ambitious depending on the length of the workshop/series.
"What you plan to do is kind of look a little confusing.
I need more clarity
As of right now I don' t understand what you are trying to do ."
I've found that pairing Marcia's work on identity development with the adolescent stage of Erikson is really helpful for thinking about how young people identify who they are/how they became to have that identity. It might lead you to thinking about some character choices or feelings about identities.
This could be an excellent opportunity for improvisation- maybe audience participation could take the shape of suggesting emotions to respond with so that participants could anticipate and thus prepare for a range of results.
I believe you could use some additional research to surveys and data made over the years with similar studies.

Casey

Plus:

I like how you are interviewing students to gather their feedback
Ooh I love the idea of self grading
Very good graphs and methods
Informal surveying and interviewing students.
The actual process of creating this guidebook is what interests me most - I have a preference for experiential learning. It seems like the guidebook is at the artifact of a very rich conversation (i.e Dialogue Process) I wonder if the students feel / think that making a guidebook is a neat way to gain more understanding from adults. I'm not sure who the guide book is intended for. Some of your own thoughts reflected in your written posters were crystalline, in my opinion. Did you jot them down? You're a great teacher for giving it your own reflection and then returning to them with some questions to gain clarity for yourself. I wonder if they understood your line of inquiry - it may not be relevant to the success of the book, but a lovely example.
It's great to see that you spoke to your students. Who better to guide you than them...
Casey's Creativity in the Classroom Curriculum/Concept Map is thorough, thoughtful, and germane to her own creative growth, as well as her students'.
Like the idea
I really appreciated being able to visualize how you developed connections through your mapping, and I'm excited to have learned about the Radical Teacher publication.
I think beginning with the question of how can we have no constraints and full freedom in school is a great way to rethink the possibilities of what schools could look like.

Delta:

How might integrated curriculum or open classroom concepts supplement your current line of thinking?
You could further address the effect standardized tests have on creativity...
I saw a lot of the items in the different constraint/freedom categories as possibly belonging to either list given the right circumstances. Does it limit you to have to keep such a black and white distinction between the two sides?
I do not think that is a realistic possibility. But I do believe the questions will bring up the constraints that could lead to more creative solutions.
Is it possible that this surveying could be the product in itself?
I'm curious to see how you will further develop the question of how do subjects limit creative thinking?
ok
I love the concept map. Would you keep it color coded in your final project? It looks like it's own art project. I love how the creative section is more fluid and the other side is more structured.
Because the class dialogue is, in my mind, the most important part of the process, I want to recommend that you do this project each year. There might be many attributes to the process that can be springboards for writing assignments. (i.e. reflecting on the dialogue, the final items in the guide and what they mean....)
How would you organize your thoughts?
I believe this all could be organized a little better; meaning to use a few examples instead of so many.

Jeremy

Plus:

I found the focus on failure (in relation to creativity) to be really helpful.
Tackling the idea of failure, a difficult subject for many.
"Confronting failure with direct purpose."
Forcing failure is necessary but also cruel, so you need a structure to force constructive and uniform failure, where there is no possible chance of success
I like how you address the problems we and society have with failure
I'm glad you're thinking about the word "failure" and the emotional/psychological implications it has taken. The description of the "I failed" exercise made me smile - I could benefit from it. I'm interested in "mindful failure" and also how Edward Burger defines an appropriate failure on a paper because obviously, full out not trying isn't helpful.
Thinking of failure as a positive, or at least refocusing our response to failure, could have far reaching effects.

Delta:

Would like to have heard more on how to help people find "what makes their first chorus?"
Language surrounding failure, especially around young adults, needs to be carefully constructed to avoid damage, so I encourage you to look more into phrasing and language.
I liked the idea of getting "good" at failure and I wonder about how to challenge that framework further so that "failure" itself isn't a part of the model. I also read a great piece a year or so ago on "brave space" instead of "safe space" that might fit in with these ideas.
who will your intended audience be?
You listed a lot of books in your bibliography, but I wonder if / how the growing paradigm of resilience and teaching resilience might work for or against your aim? In my experience, failure has an implication of shame, which feels like a therapy topic - could addressing that align with your work?
Perhaps give some examples of failure leading to an eventual success.
What might this alternative attitude toward failure look like at various stages in education?

Julia

Plus:

I think it's lovely that your book is about how to get along with people. ?? Solid Trump reference.
children's book- children are very creative so good idea. especially to teach children morals
Very intrigued by the idea that a person being creative or exploring creativity could make someone a more moral person.
An interesting, creative project
I like the idea of using a children's book as a vehicle for increasing your own creativity.
Julia's idea that morality and friendship could facilitate to creative thinking is unique and intriguing. Her children's book sounds like it will have a compelling message.
Finding a nice direction around the specific event of visiting an aquarium and creation of a picture book - this helps to bring out your own creativity and also guide children to think creatively.
I like the idea of using artwork and a children’s book format to address bully issues.
A picture book is great because it shows visual creativity while connecting with the words on the page which really can burst someone's creation.
I love yoiur idea of teach kids kindness through literature.

Delta:

I believe if you can find creativity "outside the box" by thinking of not only what students could see but what you can bring to the book in your experiences with this course and with this program.
How would you simplify the morals so that children can understand it?
maybe make the topic a little more specific
You might want to reconsider your concern about "dumbing it down" for 5-7 year olds. That seems to involve some assumptions about what children can understand at that age. You talked a little about creativity and kindness and this seems worth exploring more. Your presentation was a little short, so consider how you can expand and elaborate a little more.
Have you looked at other children's book that follow a similar idea/theme? How would yours be different from those (think along the lines of being more creative)?
I do not know if you need to dumb things down for kids as much as make it accessible for multiple ages.
Who you can help them to creat their own stories aroun morality?
I don't think you need to dumb it down, but maybe find a child related to you and talk it through with them? They might be able to rephrase what you want to say in language that they understand.
Currently, the themes of the children's book could be more clearly synthesized to support how creative thinking could be learned or applied.
I would have loved to see visuals, examples of illustrations for book.

Kyle

Plus:

Love the focus on open-ended play as meaningful.
Very good points on creativity relating to environments.
I love how your target audience are the young siblings of sick children
I love that you're focusing on how important play is for children's creativity!
I appreciated that you are bringing back old-fashioned, get you knees dirty play. I think this plays a great role cognitive development.
Seeing your visuals helped a great deal. You told me about this dilemma previously and I didn't understand the actual physical impediments until seeing these photos. Yes, the environment is stifling.
This is a meaningful, impactful and necessary project. Its potential for creative good is promising.
The Club house idea is a very good Idea
Your examples of the makerspaces and adventure playground helped me to immediately appreciate and be reminded of the importance of the physical environment for directing people to express creativity (and at the same time, I also thought about a room in a certain kind of building, and that building often directs a certain kinds of communities to be included or excluded, so the issue of constraint also came through in the nature of how play spaces are designed in the first place.
I really like the creative spaces idea. It think those spaces truly lends itself to unlimited possibilities. It reminded me of the lego room at the children’s museum.
Great Graphics! It really put insight into your project; it matched up very well!

Delta:

I am interested to see what your peers think of your thoughts on this. How would students react to all of this? How happy would patients and their parents be with change?
It sounds like you have a great idea of what to create and how to utilize the space, so perhaps you could devote much of your time in the logistics of convincing the hospital to let you do this. Are there financial, legal, and health related hurdles that you may have to jump across?
would it help/be possible to tie the medical community into your proposal by recognizing the program as family therapy? ...might help your struggles with the scientific community as you mentioned
"I kind of understand the junk playground idea where people probably say, ""this is what I played on when I grew up and I turned out fine."" But also vaccines didn't used to be a thing and now we're all better off for it. ??
I really think maker spaces are more conducive to creativity than playing on rusted old fences. Especially with children with possibly compromised immune systems."
If we believe constraints contribute to creative problem solving, then where would the constraints come in in this creative space.
I wonder about looking at Montessori and/or Reggio Emilia models for early ed centers - they have the type of more open, child-directed set-ups & activities that you described.
There are plenty of materials that could be used in free / open ended "workshops." They don't have to be large. I taught a lesson where the students made "rollercoasters" out of squares of construction paper. We demos ALL the things that can be done to the paper (fold, cut shapes, curl...) and they had a blast!!!!
I would like to see some kind of a blueprint how would make it
Is there a way to incorporate the need for a sterile environment into the children's creative play?
Could creativity blossom even in plain environments?
As you think about making the case for the budget and purpose of developing spaces for decision-makers, I'm thinking that evidence can be gathered to support you. Can you help us understand what connection needs to be established between the value of open-ended play, and the real outcomes that can inspire would-be sponsors to be more supportive?

Laura

Plus:

The Dance Idea is okay
I appreciated how you used your own experience to pull-out useful themes for the ideas you were exploring
I like that you said they can be a dancer if they want to
Incorporating your life experiences is a good reference!
I like how you are opening up something to people that may ordinarily feel shut out of
I will be trying body sculptures with students, thank you!
Your principles are thoughtful and well-stated.
Laura really captured the inhibitions we may feel when attempting to think or behave creatively.
Your exploration makes us challenge our standards for thinking about who is allowed to be called a dancer, mover, artist, creative thinker. Pointing out the way that our inner voice creates that message of "I'm too old/too late/I can't..." is powerful and helps to uncover something about the underlying issues of "...can be a creative thinker".
I think showing students that movement and the body can be creative is already shifting their thinking and creative expression. It’s a whole new language they are learning.
I love your choice of slides. It is important to have activity of hobbies and interests. This is the first art form that is completely unique with other classmates projects in the class.

Delta:

How does someone have intention in their movement? Is a baby who moves to music "dancing"?
you could address the benefits of learning about another culture through their respective dancing
I'm not sure that taking out too many constraints would work at first. Possibly starting people of slowly who like the idea of dancing but get embarrassed might be better. If there are exercises that first start people off on more standard levels, maybe that could help them build up to bring more independent and interpretive.
I am a bit worried how you will structure your project. You have a lot of ideas here and good ideas, but I believe you need to find the best aspects of your project to put together or the best aspects that flow together most efficiently.
One worry I have in a model that requires school pay for the workshops is that only well-funded schools would benefit from the workshops. Its always a tough balance between making a living and reaching under resourced communities.
Video might have helped, though I understand it could be limiting to Laura's vision.
Can different dance routines express their own, unique creativity?
If you haven't already, you might be interested in looking into Laban Movement Analysis and its approach to connecting body, mind, and language. It seems like it might be up your alley!
"This Idea need to be develop more I was a little confused when you were talking about it.
What type of product are you going to make."
I hoped to understand further an example of the kind of change of thinking that a scientist might have by observing a concept explored through dance (I imagine this has to do with creatively seeing relationships between parts of a concept but was not sure if that's how it works).
Will you be exploring this thoughts within a book? Or do you plan on focusing on visual guides?

Lauren

Plus:

Yes! I have nitpicked this sentence since the beginning of the semester. I hate it. Your principles are spot on.
Integrating your work with your project.
I loved your questioning of each component of the question, especially "how can we account for thinking" - I had not even considered that piece of it.
Pulling out passive creativity is a great idea. I also like your use of the Second Principle website! (I'm using it too)
Glad to have been introduced to the process of Lauren's thinking: how she moved from one idea into her product.
How meta of you to analyze yourself to see if your question is true! I'm interested that you have found Proprioceptive Writing as a tool to help you do this.
Your work brings out a lot of insight about the basic questions of what we mean by what we are doing here, so I appreciated that you have shown us a path to the philosophical importance of this work.
I really like the idea of seeking obstacles. To run towards challenges.
I'm glad to see your pursing a children's book to explore this topic.
Your Power-point is very clear and detailed. I liked how you defined creativity and creative thinking meanwhile understanding what is dwelt upon children's minds.
Like the story book Idea and the cat pic is cute

Delta:

Why a cat? Does this have significance?
Beside the Proprioceptive Writing line of "interrogation" and inquiry -" How is this true? Why is this true? " What other measures, if any, do you have for self checking your process to see if you are proving or disproving your theory that everyone can be creative?
What age group are you targeting the narrative for? Do you think the narrative would change depending on the age of the reader?
I do have some concerns about the character solving “other species” problems. I think being creative could be broadened to include different people solving things together in different combinations. So it doesn’t have to be the main character solving the problems which is the traditional mainstream idea.
How would you define an individual's creative thinking capabilities?
add another cartoon?
I can't think of anything to be worked on. I want to buy this book for every child I know.
I was curious about the shift that happens between starting out with the intention to critique work of others and instead looking at yourself. Is there an implication in this shift that "everyone" should try to recognize on the way to seeing themselves as creative?
I'm curious to see how you can create a book that allows students to interact with the characters. Or in other words, how can you create characters that the students can root for.
I would like to see the a good story
I wonder further what you believe you will conquer, and learn after your project is complete.

Matt

Plus:

This was a creative way to address different ways of thinking!
I enjoyed Matt's examples of habits to make/habits to break, such as: "Really research and understand [peoples] point of view before you react to them."
Ooh! I like the idea of shaking up a small thing every day.
I like the idea of a self help pamphlet with the idea of breaking old habits
Your principle about trying something that you are likely to fail, just for the experience.
I really like the idea of encouraging people to try doing things a little differently. I think there is potential there to broaden how people think of things that are part of their norm.
A very good argument for trying new things.
Failure creates creative thinking, negativity brings positivity.
I always like the notion of NOT just doing things by rote and missing out on opportunities to play, experiment, hypothesize. Too much time wasted in being absent minded.
Matthew's guidebook has genuinely useful applications; the small changes in behavior could open perspectives and increase mental flexibility.

Delta:

How would you encourage people to try new things?
You have a great grasp on your subject but maybe you could find someone else in your field for an additional opinion or two.
If I understand your explanation correctly, how could the small changes of habit manifest into substantial changes? does it matter which small habits we choose to challenge?
I'm curious to hear more about the format in which Matt will present his idea.
Like I said in class adding picture is a good idea.
I think the project could be strengthened if it was accompanied by a “challenge” of some sort to jumpstart those who are on the fence about participating.
How can these small changes be applied to larger issues? Do you think some changes might more effective than others?
Seat thief! But really, maybe narrow it down to a top ten list of ways to shake up your day. Something you might see shared on Facebook. That might make it more fun/easier to write it up on
Do you plan to implement these ideas with students?
I wanted to know more about how the web site research on barriers to creativity are helping you. It wasn't fully clear about why your self-help guide is different than what is already out there.

Paula

Plus:

I loved the idea of using technology (specifically phones) as a tool for storytelling.
I like the idea of engaging young people to get off their phones by using their phones. It's like tricking then into being interactional human beings. ??
Great topic! Mobile devices have been used way too much, it really is sad. Put them to good use!
Good beliefs regarding creativity and culture.
I like Paula's focus on harnessing technology that kids are actually using. Also, in challenging her background with new ideas.
The assignment to tell a story in a single photo is so great - a lot of freedom to choose what is in the photo, (settings, props, people, that tell the story)/with the interesting limit of the single photo to convey a clear idea
I like that you are helping students find their path. I wish that it was understood that certain students have strengths in a specific area and we should encourage them along that path.
I like how you address a "problem" (cell use in the class) with the problem- make mobile devices a resource not a distraction
Students will surely respond to a technology/social media based platform for creative expression and connection. Fantastic way to integrate creative thinking into a tangible, user friendly mode.
You gave us an intriguing idea that creativity lies between the individual and the social context. I'm very interested now then in not only the creation of 1-minute video stories but what happens to them after they are created - how does it keep building on your idea as people then view the videos?
I like the 1 min narrative idea. I think there is potential there to build to other things.
I like how how u plan to do a Lesson plan it very interesting idea

Delta:

How do we factor for overuse or excessive use of mobile devices during class times?
Are you sure cellphones are allowed in high schools? I am curious about that cause I see 100% distraction in the classroom if they were. Are there other devices that can be used? Pros/Cons?
a few more examples of the writing topics
I'd like to hear more about how mobile devices are specifically used: as apps, through text?
I would like to hear how creative restraints can help your students in the lesson plan.
The mobile part seems a bit forced. I do not yet see the added value of using the mobile device (as opposed to just writing in a notebook, etc)
I'm confused, would students be using their own devices? What about students that don't have devices?
Storify is a really fantastic website that allows students to do digital storytelling by weaving together multiple elements - text, photo, video, pdf, websites - (sort of like an academic combo of a blog and tumblr).
How could this product work for students with limited access? How will students keep from being distracted by other stimuli on their phones/tablets?
At the MoMA there is ( possibly still going on) an exhibit of a photo "conversation" among artists using their camera in a similar way. One artist took a picture and the next one responded with a picture that related and departed. This could be a spring board for future iterations of this idea.
I wasn't clear about the guidance needed to help people create the videos, and how much work goes into the planning. It seems helpful in the early stages to help young people get focused on the story and the meaning to their lives, and not get distracted too early with the practical production steps. How can you get students to decide about what story to tell?
I say everything is strong

Russell

Plus:

I like the idea the workshop idea
I liked your emphasis on teaching the process for other people via a workshop.
I fully support anything having to do with making higher education more engaging.
I like your focus on trying to address many of the issues facing college age people today
An interesting idea to combine creative thinking with leadership.
I admire Russell's devotion to his students and learners.
My favorite thing about your entire concept is that you are using your own life experience, struggles challenges and successes as a window on what others may be experiencing. The world needs that empathy. I also like that you said that workshop participants would "structure each other" I think that means they would listen, reflect, guide and motivate one another?
I appreciate that you understand that develop leaders in college students is vital.
Using each student's individual strengths and experiences to bolster his/her classmates is a great way to encourage support.
Your idea about being motivated when you are already at the top is very interesting. Usually we think about creativity as something needed by people who don't have it. But what lessons can be learned from those who have been working creatively already and need somewhere new to go? That could be an enlightening concept in your workshop and coaching direction.
I think it’s generally a good idea to use your own struggles to help and support others who may be dealing with similar things.

Delta:

How would you incorporate your own leadership experiences into the project?
Who will be the audience for this workshop? Freshmen? Returning students? Any student at the outset of their college careers?
They key is developing a meaningful, interacting workshop that brings out the best in the students
I'm confused as to how you would gauge someone getting better once they're already at the top. For example, you can't be an A++have student. Perhaps encourage people to branch outward into unskilled territory to keep growing as a person. Maybe taking up a hobby or redefining what it means to be the best?
What material are u going to make to use in the workshop.
the workshop might involve follow up activities to track student progress
I wonder about how you envision the scope of this workshop - how long/what content/how to engage a long-term process via a short-term activity?
One thing I would suggest is to avoid clichés as they are general and typically less impactful than specific details of experiences.
If I were in one of your leadership retreats or workshops, I'd like to know how to change my feelings about my struggles into something that I can respect and admire. How might changing one's view of their life be a creative action?
How could you use disappointment and bumps in the road as a way to move forward? What can we learn from them?
I suggest that you try to work out additional details about your workshop, since it doesn't seem clear yet how the skills to be taught relate to students developing as creative thinkers. I don't think you mentioned how the constraints will help your progress, so maybe this is something to work out further.

Tri

Plus:

I like that you're using art to teach children
I like that you ask ideas to be acted on not just theories
I think the idea of using the framework. With the use of Media is a good idea
Similar to what I'm thinking of...theater to open understanding and develop relationships skills, insight on self, choice making, self identity, and others' perspectives using various (therapeutic) types of theater.
I liked your connection between critical & creative thinking as part of the basis of your project.
An interesting, unique framework
Graphic Design company, WOW! I could totally see you doing that. You seem very creative and intelligent from what I have heard from you thus far...You see m to have a great base for your project. I am interested in hearing more! Art is absolutely a language, your right!
I really like Tri's commentary on, and frustration with, finding in-roads to youth culture.
I think it's great that you mentioned that you are using aspects of critical and creative thinking. This should allow you to discover something new.
I like the idea ou use YouTube as chanel to
I'm not sure what the whole concept is because I keep losing connection. I heard correlations between critical content on YouTube and marketing to engage teens, and then an outline for a club.
Expanding on common knowledge seems an appropriate and useful way to show how learners could discover their own creative thinking abilities.
Your attention to supporting development of young people, considering the importance of both critical and creative thinking, and getting us to think about the arts as a language for expression and how that is available to everyone.

Delta:

Can old ideas or expressions still carry weight if they're expressed in certain ways?
These concepts are both deep and broad, so they require a narrowing of scope and intention.
Teaching and Learning go hand in hand so look at both perspectives. You also may benefit from others on other audiences.
try potentially to tie your product into a classroom format
I'm a little confused, where you said you wanted to start a company and then went on to using art to teach children. Your ideas are massive and I think you would benefit from picking one small thing and focusing on it. I have the same issue with my project.
waht are you
On the youtube idea - I'm also interested in students who find themselves really focused on particular sub-cultures on youtube and how that influences their understanding of themselves (some recent examples - kpop music videos, make-up tutorials, NFL best plays).
I'd like to see this as fully meshed out beyond 4 week creative product.
I would say everything is strong.
What is your goal by the end of the semester? It seems to be a pretty complex project so I hope that you decide to focus on one important part to finish
Given my gaps of understanding, I'm curious to know who says You Tube has no critical content. And more about teens, if I heard that correctly
I have a teacher friend that used theater and playwriting workshops to focus on the question, "How do we talk about race?" among high schoolers. It can be effective to have a specific question to bring the group. At least at first while you develop momentum.
I'm not sure yet how confident we can be about the relationship between the number of hits of a piece of content and its value. It seems that hit count might indicate something about how provocative the content is, but how can we then make the connection to value for real change and new thinking?