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Creative Education – 2018-19

  

“Since we can’t know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead we should try to turn out people who love learning so much and so well that they will be able to learn whatever needs to be learned.” - John Holt



Story telling through Shadow theatre


Vision

Srishti envisions Creative Education as a space to rethink current educational practices and push frontiers of new learning, in the K-12 sector and allied fields. Positioning itself at the confluence of creative possibilities, it sees the potential for future educators to work across a multi-disciplinary range of domains, knowledge bases and traditions in a manner that reflects creative wisdom in action.

Creative Educators will mediate between traditional and technological spaces to create content, design teaching and learning aids/artefacts and materials, curate learning experiences in museums and galleries, build active maker spaces to foster exploration, design interactive exhibits for visitors in parks, zoos and interpretation centres, and transform learning spaces such as schools, labs and libraries.

It will enable art and design practitioners to use an expansive approach with equal emphasis on science and technology to constantly iterate, experiment and playfully tinker, refine and test prototypes, craft learning experiences both collaboratively and individually while pushing the boundaries of innovative learning.
At the undergraduate level, students will have the advantage of being exposed to many art and design disciplines and practices and learn through drawing, movement and performance, mapping, materials and critical making. These experiences will contribute to and inform their work in Creative Education



Collaboration with peers, practitioners and the community: Building an interactive exhibit for Visvesvaraya museum



Bringing together hands-on making


Key Values

The key values that this course is built around are:

  • Passion: to use play and iterate which allows for imagination
  • Beginner's mind-set: curious, speculative, experiment and explore
  • Lifelong learning:  a way of being, knowing, persevering as a way of life
  • Equanimous mind: being aware, courageous in uncertain and unpredictable circumstances
  • Empathy: understanding people in different situations and contexts and the ability to be care givers
  • Embodiment: recognition of the body as a learning site



Learning Approach

The learning approach of this program will include:

  • ⇒ Playful learning which involves experimentation, testing boundaries, iterating again and again.
  • ⇒ Actively working on meaningful projects
  • ⇒ Framing failure as an opportunity for learning
  • ⇒ Learning through absorbing or osmosis from master practitioners/artists
  • ⇒ Building on one another’s work, share ideas.
  • ⇒ Collaboration with peers, practitioners and the community in real world situations
  • ⇒ Bringing together theoretical and practical knowledge and experience
  • ⇒ Mindfulness and reflective practice
  • ⇒ Designerly ways to draw upon insight for action



Course Structure

The course curriculum comprises of different ways of learning:

  1. Foundation introduces students to basic principles, processes, tools and methods of Art, Design and Technology
  2. Disciplinary Studios are learning spaces where students develop core capabilities while navigating a trans-disciplinary environment
  3. General Studies: A common and compulsory programme of study that integrates Humanities, Sciences, Development and Policy Studies along with Languages such as English, Indian (Hindi and Kannada) as well as Foreign (Spanish, French and German)
  4. Interim: An introduction to practice in new and emerging areas of art and design
  5. Electives: This allows students to expand their skills, their interests as well as provide opportunities to go on exchange programs
  6. Internship/Apprenticeship: Compulsory work experience done over the summer break between the 6th and 7th semester
  7. Project involves the application, synthesis and demonstration of capabilities acquired over three years of study and is a qualifier to the thesis
  8. Thesis is a culmination of the 4-year course which allows for demonstration of an integration of values, positions, capabilities and practice



Making and learning with digital materials to build objects


Capability Sets

  • Facilitation

    Organise and facilitate learning situations and activities with different types of learners.
    Be familiar with a variety of tools to facilitate learning in groups and from peers.
    Understand and use strategies to build exploration, collaboration and interaction while working with learners.

  • Making and learning with materials

    Work with both physical and digital materials to build objects
    Play with and explore unfamiliar materials to learn how they can be used
    Use materials to build learning in various contexts keeping in mind factors such as availability, safety and skill levels of learners.

  • Communication and visualisation

    Use appropriate tools and media to communicate processes and procedures
    Use tools to synthesize and visualise data
    Use documentation both as a leaning and communication tool

  • Design thinking tools

    Consider resources, users and functions while designing/deconstructing/redesigning objects
    Collect meaningful feedback and respond to it by changing parameters
    Use iteration meaningfully in the process of building experiences or objects



“The plain fact is that the planet does not need more successful people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every kind. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these qualities have little to do with success as we have defined it.” - David W. Orr



Embodiment: recognition of the body as a learning site


Opportunities

Graduates of this course will find opportunities as education service providers, content/artefact designers, entrepreneurs, innovators, resource persons and specialists who:

Deliver learning experiences and programmes in diverse contexts such as

  • ⇒ Museums, galleries and publishing houses
  • ⇒ Performing and fine art studios
  • ⇒ Schools and colleges
  • ⇒ Maker spaces and laboratories
  • ⇒ Community centres and NGOs

Design and create educational artefacts

  • ⇒ Film, text, new media and digital platforms
  • ⇒ Interactive Technologies and digital platforms
  • ⇒ Toolkits: DIY, DIWO and mobile

Re-imagine, conceptualize and create learning spaces such as

  • ⇒ Libraries
  • ⇒ Maker spaces and gardens as studio and labs
  • ⇒ Classrooms
  • ⇒ Schools
  • ⇒ Parks, malls, street and other public spaces


Enquiries

For more information please email Babita Belliappa at babita@srishti.ac.in or Dr. Gautham Dayal at gautham@srishti.ac.in



Design and create educational artefacts



Disciplinary Intersections

The course is informed by the following learning disciplines:


Research and Collaboration

 


View Eligibility for Admission, Fee Schedule & Other information for this Program >>