mobile logo

MENU

Engagement and Impact: Design Thinking and the Arts

Engagement and Impact: Design Thinking and the Arts

That computer mouse that fits so nicely in your hand, the way your iPhone reacts to your creative way of spelling, the “so simple why didn’t I think of that?” processes you encounter every day — these are the result of design thinking, a sequential process embraced by innovative companies and entrepreneurs. Design thinking, or human-centered design, is an empowering way to solve problems and design products and solutions by starting with discovery, moving on to ideation and rapid prototyping, then testing, and finally execution.

How can this high-level, innovative style of problem solving work in a classroom or after-school program? Quite well, actually. The West Michigan Center for Arts + Technology (WMCAT) engages urban high school students in a best-practice after-school program that is grounded in design thinking. I’ll share our journey so that you can find ways to enhance your own learning environment through design thinking.

6 Steps to a Student-Created Mobile App
WMCAT teen students are working in teams to explore and tackle a pressing community issue using arts and technology as a basis for inquiry, critical thinking and practical application. Each team has 12 students, is guided by a professional teaching artist, and meets two days a week for the entire school year. Here’s the story of how one of these teams is using the design thinking process.

Our Interactive design team went all out with new technology to address how teens can better engage with their city’s downtown core. They partnered with Downtown Grand Rapids Inc. (DGRI) and local software development firm Mutually Human to create a mobile app.

Step 1: Discover
Our teens toured downtown Grand Rapids with staff from DGRI, visited the offices of Mutually Human, interviewed teens about their perceptions of downtown, and researched other apps on the market.

Step 2: Ideate
Through intense brainstorming, the teens began to coalesce around two themes: zombies and spies!

Step 3: Experiment
The teens began prototyping by creating storyboards for their app. The basic premise was that users would follow a sequential adventure through which visiting key locations downtown would advance the action. Their storyboard was presented to DGRI.

Step 4: Create
All details of the app were developed, including color schemes, transitions, flow of screens, graphics and writing.

Step 5: Refine
The final storyboard and prototype will be presented to DGRI and at a public art exhibit to gain feedback. Feedback is used to refine the project and fine-tune details.

Step 6: Share
This summer, Mutually Human staff will help complete the back-end work on the app so that it can be available on mobile device platforms.

Why design thinking? WMCAT wanted to increase retention and high school graduation rates for our students. We learned through research and evaluation that we could have a greater impact by increasing engagement with a smaller group of students, rather than increasing the number of students coming through our doors. We also wanted to empower students to raise their voices and effect social change. After all, WMCAT is their space to find their voice and change the world in which they live.

Human-Centered Design
Design thinking and project-based learning surfaced as an essential model in innovative school redesign that improves students’ attitudes toward learning. One of the stars in project-based learning was High Tech High (HTH) in San Diego. The WMCAT Teen Arts team traveled to HTH to complete a residency with their staff on the merits, metrics and ins-and-outs of project-based learning. Back in Grand Rapids, we also selected a team to complete a course in Human-Centered Design for Social Innovation from IDEO and Acumen. And then, last summer I was lucky enough to study at the famed d.school at Stanford, where I began to learn just how we could transform our program for teens.

After piloting design thinking as our pedagogy this past school year, we have learned a few things:

The best projects are student-driven and student-led. The more we engaged our teens in choosing their issues, selecting their partners and driving the conversation, the stronger the projects were.
Give students plenty of opportunities to complete mini design challenges along the way. This helped us teach art and tech skills, kept ideas fresh and retained student interest.
Keep giving staff the opportunity to learn and practice design thinking. This spring, our entire team is completing a Mixtape course designed by the d.school at Stanford and refreshing our skills through the IDEO and Acumen course again.
There are great resources out there. To learn more about our design teams and our plans for fall 2014 visit our website. And in the comments section below, please share how you use design thinking in the classroom or in after-school programs.

Engagement together with Impact: Design and style Thinking as well as the Arts

That computer mouse that fits so nicely in your own hand, just how your iPhone reacts for a creative way of spelling, the very “so quick why couldn’t I think of their? ” functions you encounter every day — these are a result of design contemplating, a sequenced process soaked up by inventive companies and entrepreneurs. Design thinking, or maybe human-centered design and style, is an empowering way to address problems in addition to design products and solutions by beginning with discovery, moving forward to ideation and rapid prototyping, and then testing, and ultimately execution.

How does this high-level, innovative kind of problem solving work in a classroom or after-school program? Rather effectively, actually. The very West Michigan Center pertaining to Arts + Technology (WMCAT) engages town high school students from a best-practice after-school program which can be grounded around design imagining. I’ll discuss our https://domyhomework.pro passage so that you can get ways to raise your own studying environment as a result of design wondering.

6 Methods to a Student-Created Mobile Practical application
WMCAT teen scholars are working in teams to explore and street address a troubling community issue using disciplines and technological innovation as a base for ask, critical believing and practical application. Each group has 12 students, will be guided by a professional installer teaching performer, and fulfills two days 7 days for the entire class year. Here’s the story of how one of these clubs is using the style thinking practice.

Our Digital design group went too far with new technology to address the way teens could better engage with their city’s downtown key. They partnered with Town center Grand Rapids Inc. (DGRI) and local program development business Mutually Individuals to create a cell phone app.

The first step: Discover
Our young adults toured the downtown area Grand Rapids with workers from DGRI, visited often the offices connected with Mutually Human, interviewed adolescents about their perceptions of the town center, and searched other apps on the market.

Step: Ideate
Through intense brainstorming, the teens did start to coalesce approximately two topics: zombies and also spies!

3: Experiment
The teens began prototyping by producing storyboards for his or her app. The normal premise ended up being that customers would keep to sequential voyage through which visiting key locations downtown would certainly advance typically the action. Their storyboard ended up being presented so that you can DGRI.

Step: Create
All details of the application were created, including pallettes, transitions, move of fire screens, graphics and writing.

Step five: Refine
The final storyboard and principe will be shown to DGRI and at your public skill exhibit to gain feedback. Reviews is used to help refine the very project as well as fine-tune aspects.

Step 6: Reveal
This summer, Mutually Individual staff will help complete the exact back-end work on the instance so that it can be available on phone device websites.

Why design and style thinking? WMCAT wanted to raise retention in addition to high school college graduation rates for our students. All of us learned by research together with evaluation that any of us could have a impact by way of increasing engagement with a small group of young people, rather than rising the number of young people coming by way of our entrance doors. We likewise wanted to empower students to make their suggests and impression social transform. After all, WMCAT is their own space to seek out their words and affect the world in which they live life.

Human-Centered Design
Style thinking together with project-based knowing surfaced as a possible essential model in progressive school modernize that improves students’ attitudes toward mastering. One of the superstars in project-based learning was basically High Tech Huge (HTH) in San Diego. The main WMCAT Youngster Arts team traveled to HTH to complete the residency using staff within the merits, metrics and ins-and-outs of project-based learning. Which wanted to Grand Rapids, we as well selected the team to perform a course on Human-Centered The design of Social Development from IDEO and Flair. And then, final summer I used to be lucky enough to examine at the famed d. college at Stanford, where My spouse and i began to master just how we were actually able to transform the program pertaining to teens.

Immediately after piloting layout thinking because our pedagogy this past school year, we have learned a few things:

The most effective projects are student-driven in addition to student-led. The greater we active our adolescence in deciding on their matters, selecting their very own partners together with driving the actual conversation, the particular stronger the exact projects had been.
Supply students quite a lot of opportunities to finish mini pattern challenges during the trip. This given a hand to us coach art and tech competencies, kept ideas fresh and retained pupil interest.
Keep presenting staff the opportunity to learn and also practice design and style thinking. This specific spring, the entire group is concluding a Mixtape course produced by the def. school on Stanford and also refreshing each of our skills over the IDEO and Acumen training again.
There are very good resources around. To learn more about some of our design organizations and this plans intended for fall 2014 visit internet site. And in the comments section below, please publish how you use design thinking in the classroom or in after-school programs.


Leave a comment