Creative Collaborative Approach is based on a deep curatorial process, which allows creative artists to be invited to projects developed in site-specific contexts, participatory, community and educationally oriented. Arco Maior was our main working case study.
Our values: to promote collaborative methodology; to activate public participation; to promote interculturality and reduce social discrimination and exclusion; to activate creative processes towards a deeper sense of humanism and citizenship.
CCA is based on an intense process of empowerment attempting to pass the creative tools to the hands of the learners. Within this process different methodologies were called in, two, described below, were selected for the purpose of this publication: DESIGN THINKING, CREATIVE PROCESS IN ART AND DESIGN and LEARNING BY DESIGN ART TEACHING APPROACH.
The conference intends to pursue the work with local audiences, expanding the learning experience into a broader public.
Eduardo Pedreiro – DESIGN THINKING, CREATIVE PROCESS IN ART AND DESIGN
Design Thinking appears as way to suggest a structure and practical tools to develop the first steps of Creative Process. Before approaching the practical tools, there may be identified some starting positions which are good to take into consideration: understanding your motivation; assessing the steps you can manage and those you cannot or may need assistance; being tolerant to mistake, contradiction and ambiguity, as the results of a creative process can be unexpected. The practical tools intend to be seen as a platform of individual process as of collaborative work, and intend firstly to generate ideas. From a starting position, restrictive thinking is excluded, centering the process on communication and emotional thinking in order to co-produce ideas without labelling or validity. On a second stage, a methodic and structured thinking is worked, promoting associations and possibilities. Finally, gaps are filled and prototyping takes place, being the first step to the proper production of the concept created.
While looking at creativity from a systemic perspective, as a complement to its subjective dimensions, this method intends to focus the creative process applied to the art and design project: from the concept, to the idea, to the form. The tasks suggested may appear as key points and useful tools to creative work, developed individually and collaboratively, demystifying that creative thinking and process are activities made only by and for artists or designers.
These introductory steps of creative process can be extremely useful while working with a group of people or amongst a community, whether people are familiar with creative thinking as a work tool or not. This method is a great possibility to promote engagement from every one involved in a project, being a good platform to establish a collaborative and participative process, validating everyone’s role.
Ana Luísa Caldas – LEARNING BY DESIGN ART TEACHING APPROACH
Learning by Design is a pedagogical methodology that presents an inclusive approach to learners diversity, by building into the school curriculum the idea that not every learner will bring the same lifeworld experiences and interests to learning. The methodology presents some innovative views on the process of teaching subjects and specific tools – the placemat – that can be transferred to the extracurricular context, in the case of this activity, to the planning of artistic and collaborative exercises.
This method brings into the table of teachers the possibility to think about any subject through the shoes of its learners and makes it easier to divide and sequence a learning process.
It structures the knowledge in a way that people can contact with many ways to approach knowledge, thinking that each individual person has a different way to process the world around himself. The method is in itself a process making tool, bringing the learners through four phases of work – experiencing, conceptualizing, applying and analysing, through which the student/learner can put forward its know views of things and relate them to know perspetives that are brought to them.