Ideation MindsetWhen generating ideas, it is worth remembering that it takes a particular mindset to start the ideation process. It is helpful to think about 'divergent' and 'convergent' ways of thinking, which are terms identified by the psychologist J.P. Guilford in the 1950s. In essence, divergent thinking is about thinking laterally and making new and unfamiliar connections between domains/subject areas. On the other hand, convergent thinking is largely about defining and analysing an idea within specific boundaries and criteria usually within a field of knowledge/expertise that already exists. We are far more use to thinking convergently than divergently so it is useful to consider some basic rules to adhere to when trying to generate ideas.
OpenIDEO is a global community working together to design solutions for the world’s biggest challenges, and has a set of useful brainstorming tips that are useful to consider when thinking divergently.
To read a more detailed version of their tips, please visit their site here. If there is one point to really hammer home, it is that ideas should not be critiqued at this point, but quantity is more important than quality. The reason for this is that it is easy to slip into a convergent way of thinking and start to judge ideas against specific criteria (often informed by prejudice) and then focus on one of two ideas. We are also affected socially by opinions of our peers and this can also inhibit the process. The stage after ideation is all about determining a specification and involves more convergent ways of thinking. 'What If' ConnectionsGenerating ideas is about making connections and forming new patterns of thought. The starting points for idea generation can be extremely personal but in all cases, you need anchor points and this involves determining categories to work within. We need parameters but they can be unconnected in the sense that when you take two contrasting domains i.e. When thinking about the world of fashion and world of chemistry, our brain starts to generate ideas trying to make connections and come up with relationships. It is this process of imagining possibilities that starts us thinking divergently.
I have always had my best ideas whilst in transit and whilst travelling en route and rarely just sitting down with a blank sheet of paper. This might have something to do with being relaxed and the physical act of moving, so I find that roaming around a space and the visual stimulus of the environment a great way to start the ideation process. Try out my simple stream of consciousness activity as a starting point.
Translating IdeasIdeas are very ephemeral and can be at the forefront of your mind (i.e. in your short term memory) and then easily disappear. Very few people can develop ideas without some kind of notation or visualisation so it is important that you work out your best method of recording ideas. Possibilities include: annotation, drawing, doodling, mind mapping, photographing, filming, sound recordings, etc. The act of notation is a form of mental transcription and (although I'm not a neuroscientist) I'm fairly certain that this process helps to embed ideas in your mid/long term memory.
Types of ProjectsComing up with ideas without thinking about categories can be difficult and so it might be worth considering some of the different types of projects that exist.
Teachthought use the following three categories for types of project:
ConsiderationsI find it useful to think about the following considerations:
Does your project...
To assist with idea generation, feel free to use this reference sheet: Case StudiesTo get an idea of some of the different types of projects I have been involved in at School 21, please refer to the menu 'Projects' and have a browse through. When planning a project, I always try to build in some new learning experiences for myself which could be a new historical context, issue or practical skills so that I experience the process of investigation. I think having an element of the unknown is essential despite the vulnerability that one usually feels along the way. You can also find many links online about possible projects - I've collated a few under the 'References' section.
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ReferenceActivitiesStream of Consciousness
For this task, you can choose your own general inquiry question or work with the following: 'What might the school of the future look like?' Identify a route around your school/local community using google maps that takes around 30 minutes to walk and is based around a few interesting landmarks. If at School21, use our school map (see link below). As you walk around, take photos of objects/spaces of interest and write down what you see as a stream of consciousness i.e. anything that comes into your head as keywords or phrases. Think about how the space is currently used, has been used and might be used. Discuss observations/thoughts with colleagues as you walk around the space. Your notes and images will be powerful stimuli for developing your ideas further. Now try the space-role mapping task below (and let me know if you have a better title for this activity). Space-Role Mapping
Return to your notes from the SOC task as these will be useful when developing your ideas in this role mapping task. Using the space-role mapping template below and the role randomiser and/or space randomiser to identify specific roles, come up with possible inquiry questions, audiences, outcomes and exhibition ideas for possible projects. You don't need to have ideas for all of these areas, but enough to refer back to. Aim to have documented ideas for at least three spaces to share with colleagues and possible develop further. |