Investing in local communities by sharing the power of design
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1) A group of designers from SCAD worked with local high school students in Savannah to understand what changes the students wanted to see in their community and give them skills to create solutions. 2) The students identified issues and brainstormed ideas to address them. They learned skills like problem solving, public speaking, and design thinking. 3) This project showed how engaging youth in design can empower them and help amplify voices that are often unheard. It provided an approach to teaching skills through collaborative problem solving and community-focused projects.
![—Nathan Sundberg, SCAD Graduate Student
“I think that this whole process has been illustrative
of the role that I see designers having in any process:
as an enabler of voices.
Everyone has a story and a point of view, but they don’t
always get a chance to communicate [it]. They don’t
always realize that their point of view is important.”](https://image.slidesharecdn.com/investinginlocalcommunitiesbysharingthepowerofdesign-130712134250-phpapp02/85/Investing-in-local-communities-by-sharing-the-power-of-design-52-320.jpg)
![—SCAD CAT Pilot Participants
“Through this program, I actually get to talk and fit in.”
“It's not only school. Y'all help us with our home lives, too…
It's a time to vent, but also fun.”
“Within our school, we’re not heard, so to have a program
like this come and actually hear us out… and [let us]
have an opinion about things…”
“We have a voice.”](https://image.slidesharecdn.com/investinginlocalcommunitiesbysharingthepowerofdesign-130712134250-phpapp02/85/Investing-in-local-communities-by-sharing-the-power-of-design-53-320.jpg)
Investing in local communities by sharing the power of design
- 1. David Sherwin @changeorder Savannah College of Art and Design May 9, 2013 We Have a Voice: Investing in Local Communities by Sharing the Power of Design
- 2. This is what Savannah-area teens taught us when we asked them…
- 3. This is what Savannah-area teens taught us when we asked them… “What change do you want to see in your community?”
- 4. Robynn Butler, SCAD Eric Green, SCAD Carol Lora, SCAD Marina Petrova, SCAD Katie Mansell, SCAD Naz (Najmeh) Mirzaie, SCAD Alexandra Pappalardo, SCAD Nathan Sundberg, SCAD 42 students at Beach, Groves, and Savannah High Schools Larry "Gator" Rivers, Gatorball Academy / Menyet Debra Hasan, Gatorball Academy/ Menyet 3 HS teachers Ms. Wilson, Beach High School Ms. Dawson, Groves High School Ms. Reese, Savannah High School 8 grad students 3 instigators Scott Boylston, SCAD Design for Sustainability David Sherwin, frog Erin Sanders, frog 2 NGO leaders
- 7. Groves High
- 8. Beach High
- 10. “Are you serious, it's our opinion, it's what we want to do?”
- 13. —Mr. Mohammed “Kids… complain about the school system, it is great to hear a solution for once!”
- 14. How did we get here? What tools were they using? How is this similar to other community efforts globally? What did the participants discover? What impact has it had on their lives?
- 16. frog is a global innovation firm that designs and builds new products, services and experiences for large, medium and start-up organizations
- 17. Man had landed on the moon and young people wanted to change the world; we all wanted to make a difference. I wanted to make people smile. – Hartmut Esslinger, 1969
- 18. 1 People think design is about creating new uses for technology… but it’s first about understanding the needs of groups of people.
- 23. 2 We build practical skills and acquire knowledge by participating in group problem-solving activities.
- 26. CHALLENGE Understand the nature and value of connection, and the digital connection models of urban girls in Nairobi.
- 27. APPROACH Train girls in local girl groups to be explorers. Collaboratively plan and co-design solutions for their needs.
- 28. 1 2 3 tell stories imagine possibilities be heard week 1 2 3 4 learn skills FOUR WEEKS explorer training
- 29. 1 FOUNDATIONS girl kick-off 2 FOCUS connections 3 IDEATION co-design 4 PROTOTYPE evaluation week FOUR WEEKS research objectives
- 32. “(When we learned to brainstorm), we realized the ideas were in our head... we didn’t have to be told or wait to read them in a book.” -girl participant
- 33. “I’ve been so happy since starting this program of exploring. I feel more confident than the time that I came—I was too shy. Now I’m meeting other girls. I am happy.” -girl participant
- 37. 3 Group problem solving is empowering. It helps us build stronger relationships with people in our communities.
- 38. How can I do this in my community? How might we translate the design process into something centered on skill development and knowledge-sharing for communities?
- 39. How can I do this in my community? How might we turn the creation and communication of ideas into a vehicle to teach inquiry, leadership and problem solving to anyone, from any culture?
- 41. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action
- 42. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action
- 43. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action
- 44. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action “Clarify” activity: imagining impact and outcomes
- 46. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action
- 47. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action “Imagine” activity: creating a spectrum of ideas
- 49. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action
- 50. make something real imagine new ideas seek new understanding build your team clarify your GOAL plan for action “Make” activity: design through storytelling
- 52. —Nathan Sundberg, SCAD Graduate Student “I think that this whole process has been illustrative of the role that I see designers having in any process: as an enabler of voices. Everyone has a story and a point of view, but they don’t always get a chance to communicate [it]. They don’t always realize that their point of view is important.”
- 53. —SCAD CAT Pilot Participants “Through this program, I actually get to talk and fit in.” “It's not only school. Y'all help us with our home lives, too… It's a time to vent, but also fun.” “Within our school, we’re not heard, so to have a program like this come and actually hear us out… and [let us] have an opinion about things…” “We have a voice.”
- 56. Critical Thinking Communication Collaboration Creativity Play Performance Simulation Multitasking Distributed Cognition Collective Intelligence Judgment Networking Negotiation Community On right: Selected skills listed from Confronting the Challenges of Participatory Culture by Henry Jenkins with Ravi Purushotma, Margaret Weigel, Katie Clinton, and Alice J. Robison.
- 57. Finding and solving problems Doing it collectively Amplifying the dialogue Making it a norm Empowers people to lead
- 58. © 2013 frog. All rights reserved. Say hello: david.sherwin@frogdesign.com davidsherwin.com @changeorder Download our free toolkit: frogdesign.com/cat