September 2012
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Month September 2012

October 6th ~ Global Day of Play

Attention rethinkers…*Nirvan Mullick, the filmmaker who made the short film (turned global phenomenon, receiving more than 7 million views) about 9-year old Caine and the cardboard arcade he built and runs out of his father’s mechanics shop, is launching a Global Day of Play on October 6th.

THE FILM THAT STARTED IT ALL

Caine’s Arcade from Nirvan Mullick on Vimeo.

Mullick was inspired to found the Imagination Foundation whose mission is to find, foster, and fund creativity and entrepreneurship in kids and made a follow up short film to examine the impact that the film on Caine and his cardboard arcade have had on play, creativity and imagination around the country. The Imagination Foundation is also running a Global Cardboard Challenge, which ‘invites the world to build anything awesome out of cardboard, recycled materials, and imagination’. On October 6th they are hosting a Global Day of Play: ‘a world-wide celebration of play, creativity and community’. There will be Cardboard Challenge events hosted around the world (it’s not too late to host one yourself!)

MULLICK’S FOLLOW UP FILM TO CAINE’S ARCADE

Imagine: Caine’s Arcade Goes Global from Nirvan Mullick on Vimeo.

“This is a followup to the Caine’s Arcade short film. 5 months later, the film has inspired a wave of cardboard creativity, the Imagination Foundation to foster creativity in more kids, and a Cardboard Challenge culminating in a Global Day of Play on Oct 6th.”

Are you participating? (how could you possibly say no to a global day of play?!)

What activities are you planning? Let us know!

EDUCATORS:  be sure to check out Caine’s Arcade School Pilot Program and the many resources on the Imagination Foundation website to see how educators around the country have been using Caine’s Arcade to teach STEM/STEAM, entrepreneurship, creative writing, social media and more.

About Caine’s Arcade School Pilot Program:

With the support of a matching challenge grant from the Goldhirsh Foundation, we hit the ground running and started a Caine’s Arcade School Pilot Program, where over 100 schools in 9 countries used the film and cardboard arcade building to teach kids math, science, engineering, art, entrepreneurship, storytelling, creative thinking, and more.

Tuesday October 2nd: Webinar with Nirvan Mullick on the power and importance of play over on ConnectedLearningTV. Mullick will be exploring the question: How is the potential for learning affected when we find, foster, and fund creativity and entrepreneurship in kids?

Last but not least, you can watch this 4min film on productive play where educators (features rethinked’s…* Dominic Randolph) talk about how The Imagination Playground encourages children’s growth through play.

Wishing you all a great weekend filled with play & rethinking…*

Brian Williams’ full report ‘True Grit’: Education & Character Strengths

Watch Brian Williams’s, of NBC’s Rock Center, full report on teaching character strengths in schools: ‘True Grit’.

Some schools are trying a provocative new approach to education and it’s called “grit.” The idea makes it ok for students to fail so they can grow. Featuring  rethinked’s…* own Dominic Randolph, headmaster of the Riverdale Country School, and David Levin, co-founder of the Kipp Charter School Network, speaking about their work on education & character!

Enjoy & rethink…

Friday Link Fest {September 21-28, 2012}

 

 

 

 

ARTICLES

Design Thinking for Social Good: An Interview with David Kelley ~ Avi Solomon interviews David Kelley founder of IDEO and Standford’s d.school on the importance of anthropological fieldwork in design, Needfinding, the definition of design, Steve Jobs and more design thinking gold. via BoinBoing.net, published September 22, 2012.

Boring is Productive ~ The point is that you should decide what you don’t care about and that you should learn how to run those parts of your life “on autopilot.” Instead of wasting your mental energy on things that you consider unimportant, save it for those decisions, activities, and people that matter most to you. via Harvard Business Review, published September 19, 2012

If Design’s No Longer the Killer Differentiator, What Is?  ~ John Maeda on what comes after design in business. ‘What people want today goes well beyond technology and design. They don’t just want four wheels and a means to steer, or to be surrounded by music and information wherever their eyes and ears may roam. What people are looking for now is a way to reconnect with their values: to ground how they can, will, and should live in the world. The innovation now needs to occur elsewhere. Outside the design. Into, quite frankly, the world of art. via Wired, published September 21, 2012

Clinton Global Initiative 2012: IDEO CEO Tim Brown on Where Designers Often Go Wrong ~ Shortly after former president Bill Clinton delivered his opening remarks welcoming attendees to The Clinton Global Initiative’s annual meeting Sunday, Brown took to the stage with Fast Company Editor Linda Tischler. The topic was the conference’s main theme: “Designing for Impact”. via The Washington Post, published September 25, 2012.

Why We Should Teach Empathy to Improve Education (and Test Scores) ~ Empathy can help reduce the damaging effects of repeated stress in human children—like it did for the rat pups in the McGill University laboratory—which seems to suggest that empathy has tremendous implications for achievement, both socially and intellectually. Empathy isn’t just something for youth, either. It’s a skill that can transform a community and build social capital. via Forbes, published September 26, 2012.

 

 

TALKS & VIDEOS

‘Caine’s Arcade’ Continues to Inspire Creativity & Tears of Joy, 5 Months Later (Video) ~ Caine’s Arcade inspired a wave of cardboard creativity as children around the globe were motivated to make their own cardboard arcade games, rocket ships, robots, and more after seeing Caine on the news and on the Internet. The phenomenon inspired a foundation, the Imagination Foundation, to foster creativity in even more kids, and next month on October 6, the one year anniversary of the flash mob at Caine’s Arcade, the Imagination Foundation is kicking off the Cardboard Challenge and inviting the world to “build something awesome out of cardboard and imagination.” via Social Times, published September 20, 2012.

On Productive Play ~ Educators talk about how the Imagination Playground encourages children’s growth through play. via Imagination Playground, published September 6, 2012.

The Emphatic Civilization ~ Bestselling author, political adviser, social and ethical prophet Jeremy Rifkin investigates the evolution of this core Conceptual Age aptitude, and imagines what the next evolutionary iteration of empathy might look like. (Hint: A single race writ large in a single biosphere). via RSA Animate, published May 10, 2010.

The Art of Web Design ~ The explosion of the internet over the past 20 years has led to the development of one of the newest creative mediums: the website. Web designers have adapted through the technological developments of html, CSS, Flash, and JavaScript, and have mastered the balance between creativity and usability. Now with the advance of mobile, the greatest websites have taken user experience and responsive design to the next level, and continue our evolution from print to a digital world. Via PBS, published September 20, 2012.

Dad Sends his Son’s Toy Train to Space, Creates Short Film Showing the Journey ~ via Peta Pixel, published September 21, 2012

 

 

IMAGES

Further Adventures In Nanotypography ~ In 2007, artist Robert Chaplin succeeded in making the World’s Smallest Book by carving a series of letterforms onto a microchip. Now he wants to release a printed version that readers can enjoy without the aid of an electron microscope… via Creative Review, published September 21, 2012.

When Architects Design Homes for Their Parents ~ It comes as no surprise that some of the most famous architects’ early commissions were for their parents. Who better to encourage their experimental ideas? How better to repay years of encouragement? For a few—like Charles Gwathmey (whose Amagansett house was featured in our October 2012 American Modern issue) and Harry Seidler—those were the projects that put them on the map. via Dwell, published  September 19, 2012.

Circuit Board Mandalas For A Society That Worships Tech ~ Rethinking…* the Mandala in an age of abundant and ever changing electronic technology. Though the artistic tradition is thousands of years old, Leonardo Ulian makes mandalas like none other. Whereas most mandalas are defined by intricate weaves and dyes, Ulian sources electronic parts–transistors, capacitors and wiring–to construct a sort of techno-spiritual amalgam, a set of mandalas for the silicon age

The Big Ernest Hemingway Photo Gallery: The Novelist in Cuba, Spain, Africa and Beyond ~ via Open Culture, published September 25, 2012.

Graffiti Artist Recreates Google Street View Images Where they Were Snapped ~ For the ‘Street Ghosts’ project, artist Paolo Cirio pastes life-sized pictures of people randomly snapped by the search giant’s cameras back in the spot they were captured. via PSFK, published September 25, 2012.

This Spectacular Image is the Deepest View of the Universe ~ Astronomers working with the Hubble Space Telescope have just released the most detailed view of the early Universe ever captured. It’s called the eXtreme Deep Field, or XDF for short. The image combines over ten years’ worth of photographs by Hubble. It required 2-million seconds of exposure time to produce, and contains over 5,500 of the Universe’s most ancient galaxies. via Io9, published September 26, 2012.

True Grit ~ TONIGHT on NBC’s Rock Center with Brian Williams at 10PM/9C

TONIGHT ON NBC’s ROCK CENTER WITH BRIAN WILLIAMS AT 10PM/9C 

Don’t miss rethinked’s…* own Dominic Randolph and David Levin, co-founder of the KIPP charter school network talking about their work on grit and education.

 

Some schools are trying a provocative new approach to education and it’s called “grit.”  The idea makes it ok for students to fail so they can grow.  Watch Brian Williams’ full report, “True Grit,” Thurs., Sept. 27 at 10pm/9c on NBC’s Rock Center with Brian Williams.

Insights from Parsons’ Learn.Engage.Design Prototyping Workshop

First of all, I would like to extend a huge thank you to Lisa Grocott of Parsons The New School of Design and her Transdisciplinary Design students for inviting a group of Riverdale Country School faculty and students along with several rethinked…* team members to participate in a prototyping workshop aiming to explore learning futures for the 21st century. On Thursday September 20th, Lisa and her students invited us to participate and collaborate in a workshop where we would be prototyping some of the early ideas coming out of their course Learn.Engage.Design.

THE WORKSHOP

The workshop is part of the Learn.Engage.Design course at Parsons — a course where the students work in collaborative teams with external partners to design innovative systems, experiences and services that hopefully serve a broad community of students, teachers, administrators and families interested in how we build engaging learning experiences.

The focus of the workshop will be on prototyping some of the early ideas coming out of the course. There will be time upfront for RCS faculty and students to add their voice to the students’ insights and framing of the project, but just as importantly we will be using the prototyping process to further interrogate the situation and refine our ambitions.

For the workshop, the participants (RCS faculty & students, Parsons students and rethinked…* team members) were divided into four Engaged Learning project teams, each centered around a different theme connected to exploring learning futures in the 21st century: Teaching Teachers; Anytime, Anywhere; Learning Spaces; and Students as Teachers. The teams that emerged were truly interdisciplinary and created a well-rounded unit of people with a wide array of skills and expertise all honing in on the challenges of education.

Teaching Teachers 

This project recognizes the value of co-designing with teachers’ strategies for fostering a student-led, inquiry-based approach to learning. The project builds on literature around design-based learning and positive psychology — with the emphasis on investing in the teacher.

Anytime, Anywhere 

Embracing technologies of cooperation and cultivating open learning environments allows this project to explore how, when and where a student might learn in the 21st century. The project emphasizes the individual student by building on the potential of collaborative learning platforms — specifically exploring the framing of the school as a learning commons.

Learning Spaces 

This project recognizes the role space and place impact our learning environment and shape how we learn. Shaped by the maker economy and emphasizing authentic learning this project builds on the notion of school as simply the base camp for learning — promoting the peer-to-peer learning of a collaborative environments.

Students as Teachers 

This project emphasizes the value of self-directed learning where the student embraces the role of framing his or her own learning contracts. Recognizing that to build resilient learning communities this project acknowledges the school’s role in extending the teacher / student relationship to include family, coaches, tutors, and mentor learning teams.

THE WAY YOU FRAME THE EXECUTION OF YOUR PROTOTYPES MAKES AN ENORMOUS DIFFERENCE IN THE OUTCOME

Once we had established our goals, defined our how might we’s, attempted to define an integrated idea from two opposing solutions, and selected a couple ideas we wanted to explore (what ifs) we were asked to identify a protagonist for our story and sketch out our ideas in the form of a two-minute video. While the workshop as a whole was incredibly informative and fun the part that was most educational, for me personally, occurred when we were asked to think about the challenges, solutions and users in an integrated and holistic way by telling a short simple story. Our instructions were as follow:

1. Identify a protagonist for your story & consider the following: 

Ambitions

Challenges

Motivations

Demographics: gender, age, class, ethnicity,

2. Sketch out a character arc of the protagonist through a 4-act play

Act I. Introduce the problem space or opportunity.

Act II. Set up how the core tension/problem might be resolved (HMW)

Act III. Present your idea, the potential solution (What If…)

Act IV. Disclose the resolution, identifying the impact of the idea.

3.Video Sketch

a) Simultaneously develop the script and set design for your 4-act video

b) Rehearse the actors’ movements, do a read through, then shoot the video in one take to share with others.

c) Copy video on to computer, then flash drive, then Lisa’s computer.

 

PROTOTYPING FOR YOUR PERSONALITY

I write to think, to know and to remember. This is not an abstract meaningless cliché; it’s my reality. For ideas to be fully processed, remembered, created and connected to other ideas, I have to write them all down. It’s a painstakingly slow process and runs counter to every tenet of efficiency, but it’s the way that works for me, my brain and my personality.

By framing the execution of our prototypes in the context of a story, I was able to achieve a fuller, more in depth, conceptual and integrated understanding of the challenge at hand and its various elements than I have been able to up to now with previous design thinking challenges. In most design thinking challenges I have participated in, the execution of the prototypes is left open ended except for an emphasis on using cheap, fast and ordinary materials so that your ideas and prototypes do not become too precious to you.

Sketching out a character arc was a way to identify, keep track of and integrate the various elements of the ‘topography’ of our challenges: the users, activities, environments, objects and interactions that come together to create the reality of the challenge and the impact of the solutions. The medium (video) was also particularly helpful for me because it created a way to visually keep track of all these elements as a coherent whole.

While oftentimes you might not be the intended user of the prototype(s) you are making, it is important to pay attention to your individual needs, preferences and cognitive characteristics when framing the execution of the prototype. Different frames and constraints for executing prototypes will work differently for different people. The key is experimenting with various limits and restrictions until you find the right mix and medium for you.

Head over to our Facebook page for more pictures from the workshop.

Empathy, Perspective, & the Perils of Design Thinking Dates

THAT TIME I WENT ON A DESIGN THINKING DATE

I have experienced the design thinking process several times over the past few months and each time, the overwhelming feeling that I was left with was a sense of playful wonder and discovery. Design thinking is fun, lively, fast and in each of my experiences with the process thus far, it has a contagious childlike component of sheer excitement and possibility. But as my month of discovery is quickly coming to an end, I decided a little extra practice would be beneficial. So I decided to make use of the great resources over on the Stanford d.school website and take their 90 minute virtual crash course in design thinking. Wanting to really ‘live’ out design thinking in my everyday, I enlisted my boyfriend, Matt, to be my partner for the course and attempted to make a date of it.

AND IT WAS A MASSIVE FLOP….

Two Saturdays ago we gathered arts and crafts supplies and other oddments accumulated around our apartment, poured some wine and settled into the couch ready for a fabulous DT date. Except that it wasn’t fabulous. It wasn’t even fun. In fact it was unnerving, boring and left me in a bad mood. I had to sit on that observation for a while before being able to make some sense of these strange (given past experiences) feelings. And the conclusion I came to is that we know (and think we know) each other too well. Instead of really listening to each other and trying to draw out information that would reveal the true tension at the heart of the challenge for our partner, we were both filling in the blanks ourselves (those blanks we assumed were important) with what we knew and supposed about each other.

THE DESIGN THINKING CHALLENGE

The d.school virtual crash course is based around redesigning the gift giving experience for your partner. You are asked to interview your partner about their last gift giving experience–enquire about the whole process, from deciding to buy a present to choosing which one to get, to giving one and receiving a thank you card. The aim of the challenge is to identify the core tensions at the heart of the gift giving experience for your partner and redesign the experience or relevant parts of it to align more organically with the needs, constraints, motivations and challenges of your partner.

WHERE WE WENT WRONG…

WE DIDN’T HAVE ENOUGH DISTANCE

We had both been present at the other’s last gift giving experience. I had helped Matt pick out an infant tummy turtle for one of his colleagues who had recently become a mother and he was with me when I ordered a wedding gift for my friend off of her Bloomingdale’s registry. That was the first problem. Since both of us had been present the last time the other bought someone a gift, we arrived at the interview with a lot of preconceptions from having been there and thinking we knew, if not the whole story, at least the facts. That was a key (and negative) departure from the design thinking process. By thinking we knew, maybe even better than our partner himself or herself, what the core tension at the heart of their gift giving experience was, we had left the emphatic, playful terrain of design thinking and entered the stifled, user unfriendly ‘focus group’ mentality. We had observed and engaged with the other person during their last gift giving experience and we naively assumed that this meant we understood what the experience felt like for the other person. We were not actually seeking deep, empathic understanding but rather ‘baiting’ each other with subjective questions that would lead the other to give answers we, as the interviewer, had already decided on.

THE PART WHERE I YELLED AT HIM TO ‘BE SERIOUS’

The course is presented as a 90-minute video, where two IDEO designers lead a group of people through the design thinking process and encourage the viewers to do the same in real time. In all my previous experiences with Design Thinking, the organizers’ prompts to move on from one stage of the process to the next have always felt like an interruption. As though you are finally starting to get to what you were reaching for when bam! It’s time to move on to the next activity. Not so for our design thinking date. We were both done interviewing each other at least a minute before the four allotted for each of the partner’s interview were up. Instead of taking a step back and trying to evaluate why it was that the process felt so different this time around, I became frustrated, decreed the experience on the verge of failure and yelled at Matt to take this seriously. And just like that, with three little words, I obliterated the spirit of the design thinking process; I lost sight of the playfulness and empathy intrinsic to the process. Over the course of my few experiences with design thinking, I had come to identify a baseline ‘normal’ feeling for the process and as soon as my emotions deviated from the standard that I had established, I freaked out and felt like the entire process—rather than say, my interview questions—were all wrong. Part of that issue, I think, stems from the fact that we are rarely taught to think about the connection between feelings and processes. We are not taught to be attuned to our feelings over the course of a process and to identify and accept negative feelings when they arise; to see them as real time feedback—warning signs to step back from the immediacy of the project, determine their cause and address them as they arise.

HOW DO WE SEE THE HABITUAL & USUAL ANEW? HOW DO WE UNROOF THE FAMILIAR?

I have spent some time trying to understand the underlying cause to the various points where we went wrong and I have come to the conclusion that it was a perspective issue, in the literal sense—we were too close: to each other and to the experience. There is a famous anecdote about looking at paintings: if you are too far away from a painting you miss all the brushstrokes and the magic of the details but if you are too close you miss the unity and flow of the entire piece. In experiencing life, as in art, one should strive for that middle ground, the perspective that captures both the brush strokes and the big picture. But that is much more easily said than done. We are programmed to think and live in contrasts and binaries. To give salience to our experiences we must parcel reality into digestible portions. There is no such thing as silence, yet it is something that we all agree exists and have experienced. Silence is a necessary byproduct of sound. For us to hear things, we must tune out others. And because evolutionary the new and unknown represented a very real threat (hello frenzied, blood thirsty dinosaurs), we tend to foreground the new and unusual at the expense of the familiar, which we take granted to such a degree that we often fail to notice it entirely.

The challenge then becomes about creating ways of seeing the familiar with new eyes and minds. How do we unroof the familiar? How do we instill discovery and wonder into our every day routine and interactions? This is no easy feat but a worthy pursuit. I am toying with the idea of committing to a rethinking…* the everyday challenge where I would experiment with one idea or activity each day that would help me experience the habitual, familiar and common sensical—all those things that form a ‘given’ part of my life and which I rarely notice—as if for the first time.

Our prototypes for the redesigning the gift giving experience design thinking challenge. I made Matt a Digital Gift Giving Assistant App that would not only track birthdays, anniversaries and other gift giving occasions, it would also help him generate gift ideas based on various variables (such as the recipients likes and dislikes, online wish-lists, character traits, etc.). Meanwhile, Matt made me a tiny reusable camera that can be inserted into a gift box and will notify me when a friend receives a present I have sent so that I can then see her reaction online where the camera is live streaming her opening her present.

School Without Walls: Mapping Mandarin Language Experience in New York


He who is not yet informed persists in the curiosity of his gaze, displaces his angle of vision, reworks the first ways of putting together words and images, undoes the certainties of place, and thereby reawakens the power present in each of us to become a foreigner on the map of places and paths generally known as reality.

-Ranciere’s Short Voyages to the Land of People

The rethinkED team has kicked off the fall working with the Mandarin teachers in the Middle and Upper Schools at Riverdale.  The overarching aim of the project is to help students find opportunities to use their language skills outside the classroom using technology to record the interactions. This aim is not specific to World Language programs, but also builds students’ abilities to map their learning experiences in their own unfolding lives in their community.

The project came out of a desire on the part of the Mandarin language teachers to increase student awareness of native Mandarin speakers in their own city.  The feeling amongst the teachers was that students perceived Mandarin as a language spoken only in the classroom or far away.  The teachers also hoped to improve student fluency and develop their colloquial speech (as opposed to their textbook speech) by having them speak more with Mandarin speakers.

Working with two Mandarin teachers at RCS, the rethinkED team interviewed, brainstormed ideas, developed a proposal, and ultimately a prototype of an interactive map and a class blogging site with the teachers where students could go both to record the places where they spoke or encountered Mandarin in New York and blog about those experiences through video, audio, photo, and text.
The virtual interactive map allows students to individualize their learning experience by recording specific speaking interactions, and it allows the students to locate those experiences on a visual and sharable map that can be passed on to incoming grades. In turn, the map and blog allows students to visualize and interact with the earning of other students, allowing them to learn and grow more from their classmates’ experiences as well.

The first phase of this project was to:
1. teach students about the value of mapping and blogging about language/ cultural experience in their home city.
2. give students the tools to map and blog about experiences with Mandarin in the city.

In summary, Google Maps is a tool that allows you to navigate global maps and gather information. It is interactive, which means that you can drag and change directions, plot information and switch views to gather different data — geographical, roads, even visuals of streets.

Google Maps can be shared and edited much like Google docs, so that teams can collaborate and post experiences, reviews, or images. We used Google Maps to create the interactive map for this project. Each class has its own map, but all the Mandarin students have access to all the class maps so that younger students can see the places and more advanced blog entries from older students. When the younger students move on to more advanced courses, they will be able to build on the existing maps that their predecessors have already started.

The second phase of the project is to:
3.  visit Columbia University and to offer students the opportunity to speak with native Mandarin speakers, who will lead the students on a tour of the campus.

The maps–along with the text, videos, and photos in the blogs–become a portfolio of experience and work that the students and teachers can evaluate together to assess learning over time and place.

 

Friday Link Fest {September 14-21, 2012}

#StreetArt #Evolve #NYC (all images from our Instagram account)

Happy Friday, Rethinkers! Welcome to the second edition of our Friday Fabulosity Link Fest. Hope you’ve all had a great, creative and whimsical week. Here are some of the best articles, talks and images that we shared with you this week. Enjoy and rethink…*

 

On typography…*

ARTICLES

Startups: This is How Design Works ~ A guide for non-designers by Wells Riley. Companies like Apple are making design impossible for startups to ignore. Startups like PathAirbnbSquare, and Massive Health have design at the core of their business, and they’re doing phenomenal work. But what is ‘design’ actually? Is it a logo? A WordPress theme? An innovative UI? It’s so much more than that. It’s a state of mind. It’s an approach to a problem. It’s how you’re going to kick your competitor’s ass. This handy guide will help you understand design and provide resources to help you find awesome design talent. via GOOD.

Tina Seelig: On Unleashing Your Creative Potential ~ Dr. Seelig’s latest book, inGenius: Unleashing Creative Potential, offers insights and tips from a career spent teaching both creativity and entrepreneurship. Jake Cook sat down with Seelig to discuss her own rather unusual career path, the overlooked importance of physical space for big ideas, and tips on how to live a more creative life. via Behance’s 99U.

Creativity & I.Q. What is Divergent Thinking? How is it Helped by Sleep, Humor & Alcohol ~ Right in time for the weekend…* via The Creativity Post, published September 14, 2012.

Why We Need a Universal Language for Creativity in the Classroom ~ If we are to solve for creativity in education, we need a common language that defines what creativity in education means—a set of common values, subjects, and metrics that we can all agree on. See, creativity is inherently a very broad and vague concept—it’s hard to measure. You know when you see it but you can’t define it. Some people feel it is arts, painting, and dance, while others see it as cultivating risk taking, empathy, and design thinking. via GOOD.

 

Traces of ourselves…*

TALKS

Yves Behar: Why Designers Should be in Love with the Process ~ Fuseproject founder Yves Béhar, the creator of the Jawbone headset and the $100 laptop, shares the seven principles that define his unique approach to the design process. His vision is one of “holistic making” in which the designer is involved from beginning to end — from defining the business model to designing the product to manufacturing to marketing. By “being there all the way,” Béhar believes that designers can create great products and accelerate the adoption of new ideas. via Behance’s 99U.

Tips for Thinking Like a Dancer, From Acclaimed Choreographer Wayne McGregor ~ While we all use our kinesthetic intelligence on a daily basis — when we judge the movements necessary to pick up a coffee mug or scoot around a slow walker on a crowded sidewalk — not all of us are conscious of our physical thinking. In this thrilling demonstration given at TEDGlobal, McGregor works with two dancers to bring us into his process of transposing ideas into space and channeling them through different bodies. via TED Blog, published September 14, 2012.

 

 

IMAGES

Underwater Photos that Mimic the Look of Baroque Paintings ~ Hawaii-based photographer Christy Lee Rogers specializes in creating dreamlike photos of people underwater. Her project Reckless Unbound shows people swirling around one another while wearing colorful outfits. The photos are reminiscent of the paintings of old Baroque masters, who would often paint people floating around in heavenly realms. via Peta Pixels, published September 14, 2012

Infographic: 50 People Shaping the Future of Design~ FastCo.Design highlights 50 people who are shaping the future of design. ‘We think that if you look at the ideas each one of these people represents, you’ll find a broad narrative about how design is changing–how businesses are using design in surprising ways, how our interactions with computers and handheld devices are evolving, and how high-tech processes are working their ways into once-static disciplines.’ via FastCo.Design.

Infographic: An Entire Tome Worth Of Innovation Advice, In One Chart ~ Young San Francisco designer Joey Roth doles out life advice in elegantly letterpressed posters. via FastCo.Design, published September, 14, 2012.

Connected Learning: Equitable, Social & Participatory ~ (Hideous but informative) infographic on Connected Learning. Connected learning is a model of learning that holds out the possibility of reimagining the experience of education in the information age. It draws on the power of today’s technology to fuse young people’s interests, friendships, and academic achievement through experiences laced with hands-on production, shared purpose, and open networks. via. Connected Learning.tv

 

1 face. 43 tiny muscles…*

‘We know all too well that fairy tales are the only truth of life’ ~ Antoine de Saint-Exupéry’s love letters

It was on a train going from Oran to Algiers, in May of 1943, that Antoine de Saint-Exupéry met the young woman (l’inconnue/the stranger). She was married to an officer stationed in Oran but Saint-Exupéry fell instantly and madly in love with her. Some of his letters to her, collected in this beautiful short book from the Editions Gallimard, provide a rare glimpse into the ties between The Little Prince and his author. All the letters appearing in this book are archived at the Musée des lettres et manuscrit in Paris.

Fairy tales are like that. We wake up one morning. We say: “It was only a fairy tale…” We laugh at ourselves. But deep within, we’re not laughing. We know all too well that fairy tales are the only truth of life.” -Antoine de Saint-Exupéry

 

LE PETIT PRINCE

Pardon de vous déranger…c’était seulement pour dire bonjour!

     Sorry to bother you…I just wanted to say hello!

 

 

LE PETIT PRINCE

Elle n’est jamais là quand on l’appelle…Le soir elle n’est jamais rentrée non plus…Elle ne téléphone pas…Je me brouille avec elle!

She’s never there when you call her….At night she’s never back either….She never calls….I’m getting upset with her!

LA LETTRE DU PETIT PRINCE

Et ce n’est pas très gentil de ne pas me téléphoner ou de ne pas venir me voir parce que, moi, je ne suis pas si oublieux et que je voudrais bien que…

L’OISEAU

Alors ta lettre, c’est fini ou non! Il faut maintenant que je l’emporte…

LE PETIT PRINCE

Pardon! J’écris à une amie qui m’a tout à fait oublié…

THE LETTER OF THE LITTLE PRINCE

And it’s not very nice to never call me or to not come visit me, because I am not so forgetful and I would like…

THE BIRD

So, your letter, is it finished yet! I have to take it aways now…

LE PETIT PRINCE

Sorry! I’m writing to a friend who has completely forgotten me….

 

Il était triste et donc injuste. J’ai barré tout ce qu’il disait… mais j’ai gardé le dessin parce qu’il est tellement ressemblant…

Il n’est pas si méchant que ça, mais il est tellement mélancolique….

He was sad and thus unjust. I’ve crossed out everything he said…but I kept the drawing because of how striking the likeness is…

He’s not so mean, but he’s so melancholic…

 

Les contes de fées c’est comme ça. Un matin on se réveille. On dit: “Ce n’était qu’un conte de fées…” On sourit de soi. Mais au fond on ne sourit guère. On sait bien que les contes de fées c’est la seule vérité de la vie.

Fairy tales are like that. We wake up one morning. We say: “It was only a fairy tale…” We laugh at ourselves. But deep within, we’re not laughing. We know all too well that fairy tales are the only truth of life.”

 

Source: de Saint-Exupéry, Antoine. Lettres à L’inconnue. Editions Gallimard: Paris, 2008

(Translation my own)

“Energy, sincerity, clarity of vision, creativity” ~ Celebrating Dan Eldon’s Birthday

“Dan Eldon was born in London in 1970 and raised in Nairobi, Kenya. After Studying in America and leading safaris in Africa, he traveled as a photojournalist for Reuters. His photographs of Somalia’s brutal famine helped trigger an outpouring of international aid. Eldon was stoned to death in 1993 by a Somali mob reacting against UN bombing.” –The Journey Is the Destination: The Journals of Dan Eldon

Dan Eldon–photojournalist, explorer, artist, lover, empathizer and human being extraordinaire–would have turned forty two today, had he not been stoned to death at the age of 22. He is a rethinked…* favorite and a personal hero. He is a source of inspiration, courage and faith in the glory of the universe and mankind. His work, life and beliefs have touched and changed the lives of countless people across the world. Join us as we pay homage to his life and celebrate his legacy.

Learn more about Dan Eldon here,

Browse his journals here

Find out about Creative Visions Foundation ~ Inspired by the life of Dan Eldon, a young Reuters photojournalist killed in Somalia in 1993, Creative Visions Foundation ignites the creative spark within all of us to make a positive difference. We provide tools, resources, mentorship and community to help everyone use the power of media and arts to build social movements and impact the world.

And enjoy these pages photographed from Eldon, Kathy, ed.  The Journey is The Destination: The Journals of Dan Eldon. San Francisco: Chronicle Books, 1997.

 

“At 22, Dan Eldon was the youngest Reuters photojournalist ever. He had traveled four continents, led expeditions across Africa, worked as a graphic designer for a New York magazine, published a book, and made a short film. He knew women; knew art; knew war. And privately, he had documented and transformed it all in his journals: seventeen mesmerizing notebooks of photographs, words, paint, ink, and oddments collected in the course of his travels. Three-dimensional creations, many pages include panels, folds, and flaps; experiences and thoughts amassed layer upon layer. The Journey Is the Destination reproduces a selection of pages from the journals, the legacy of a young artist killed while the full scope of his creative powers were just beginning to be known to himself and others.”

“Adventurer, artist, relief worker, and journalist, Dan Eldon sets an admirable example of how to be young, human, and alive. The Journey is the Destination is a book of art and a young man’s life, but mostly it is a book about the art of life.”

Deziree Safaris

Team Deziree “free at last” Voyages–The Search for clean water in a swamp

“Energy, sincerity, clarity of vision, creativity”

Mission statement for… Safari as a Way of LIfe.

“To explore the unknown and the familiar, distant and near, and to record in detail with the eyes of a child, any beauty, (of the flesh or otherwise) horror, irony, traces of utopia, or Hell. Select your team with care, but when in doubt, take on some new crew and give them a chance. But avoid at all costs fluctuations of sincerity with your best people.”

Note: There is little difference between being, being lost and exploring. Create. Avoid easting nasty food when the taste can easily be improved by sauces. It is foolish and hazardous not to dance in Africa. Sauces and clean water.

It is therapeutic to apply a well toned, beautiful naked body onto one’s own flesh at least twice a day in tropical or non tropical climes.

~look for solutions-not problems.~ The most important point of vehicle maintenance is clean windows. So if you are broken down, you will enjoy the beauty of the view. Also, ensure that electronic devices to play music are properly serviced. The more music you like, the happier you will be.”

 

New York on 50 Brain Cells a Day. a guide book.

I have three things here–

1. My house ($400 per month)

2. My book ($100 pages)

3. My Head. (2 eyes)

I share my house with a roommate

 

 

    I Hate What You Think About My Life

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