STEP SEVEN: Please share with the teacherartexchange (us all) what you came
up with! Bunki
> What if Idea Generation would be on TOP of our list of Art Learning Standards?
> What if us teachers would NOT feel the need to provide the ideas?
> What if students would learn how to think of ideas? What that be ULTIMATE art
> What if students would play a SHINGLE IDEA GAME? (teaching creativity step by
> ROUND ONE
> 1. Give each student five used shingles.
> 2. Begin by getting them into teams of five (25 shingles all together). Allow
> more if needed.
> 3. Each team is as diverse as possible so that each team is equally capable
> with good leaders, listeners, creators, questioners, tool skills, answers,
> 4. After 10 minutes, each team proposes their most creative idea proposal.
> 5. Teams gets points if they have an ORIGINAL idea that no other team has
> thought of.
> Bonus points are given for COOL IDEA, FUNCTIONAL IDEA, VERY ORIGINAL IDEA,
> BEAUTIFUL IDEA, WIDE IDEA, ETC. (allow students to add categories used to
> judge the ideas).
> NOTE: Some of the most successful corporations are organized into teams that
> share their ideas with other teams in a totally open and sharing, but
> competitive corporate idea development culture. Other corporations keep
> secrets from each other during product and service development competition.
> The ones with the open and sharing competitive cultures are most successful
> and profitable because they put the highest value on the best ideas at an
> early stage and have fewer limits on the their potential for improvements.
> ROUND TWO
> 1. After the first sharing session, play a second round when teams try to
> improve on any idea that was mentioned in the first round by their own team or
> by any other team.
> 2. Repeat 4 and 5 above.
> STEP THREE
> Teams create one or more products based on their best proposals. They are
> encouraged to look for improvements, negotiate, and make improvements as they
> work even when the ideas were not included in their original proposals.
> STEP FOUR
> Stop when the teams are about 70 percent finished and have all teams review
> every other team's efforts and try to generate improvements and refinements
> for themselves and for others.
> STEP FIVE
> As they finish, have teams write summaries of the main points of their idea
> generation and product development giving credit to the individual students
> that made each contribution to the process and the product. Include each
> student's name and ask them to write down the best contribution made by each
> person on the team. No negative comments.
> STEP SIX
> Display the work and the idea development summaries.
> Provide paper and invite written comments and responses from other teachers
> and students in the school.
> STEP SEVEN
> Send me some feedback on how well this worked.
> Marvin Bartel, Ed.D., Professor of Art Emeritus
> Goshen College, 1700 South Main, Goshen IN 46526
> studio phone: 574-533-0171
> Teaching Idea Generation: http://www.bartelart.com/arted/ideas.html > http://www.bartelart.com > http://www.goshen.edu/art/ed/art-ed-links.html >
> "Art is me when I am myself." ... a kindergarten girl when asked, "What is
> "You can't never know how to do it before you never did it before." ... a
> kindergarten boy working with clay for the first time.
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