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Let’s Keep the Creative Confidence Alive

Schools teach us skills for the future; why not teach how to bring creativity to life? Creative confidence is shrinking, maybe because our efforts are shot down or there is no one to help us take an idea and do something with it. Let’s change that.

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Creative Confidence is about helpingeveryone OWN their creativity abilities. Yet there are so few opportunities andresources for us to develop our creative skills. How do we create a system that allows youngpeople to roam free with their pursuits for creative accomplishments?

The Open Project: Every year, students are askedto complete an open project that can be anything from creating a cool toy outof cardboard boxes to a video. Starting in the beginning of the year, they canwork independently or in teams; whatever they feel most comfortable with.Throughout the year, students can showcase their progress at the school so thatfriends, peers, and family can come to see their work. This way, students cancollaborate and get help from one another. At the end-of-the-year showcase,students can display what they’ve been working on through the year.



The Creative Advocates: To help studentsthink/plan/do and get connected with people who can help them make theircreative pursuits into a reality, creative advocates can give guidance. Similarlyto how students meet with career advisors or guidance counsellors, they can setup appointments to talk about their projects and ask for help. These creativeadvocates can also connect the students to opportunities like hack-a-thons orintroduce them to professionals to help students with their projects. Ofcourse, creative advocates could really end up being anyone from teachers, toparents, to designated people.

The Parents: Every person is unique and itis often the job of the parents to nurture their children in a way that matchesthe child’s personality the best. A child’s school life shouldn’t have to becompletely separate from their parents and working on this project can giveparents a better understanding of what their kids are learning, interested in,and capable of.

The Participants (Young People): Since theyare asked to make a project, completely based on their own ideas, process, and interests,young people can pursue their interests in a safe environment that promoteswild ideas and failure. They can change their ideas, find new approaches, andask others for help depending on what works best for them. This way, they canlearn to OWN their creative confidence. 

In this challenge, we want to create ideas with young people, not for them. Outline how you’re planning to involve young people or other end-users (parents, teachers, etc) in designing, iterating or testing your idea during the Ideas phase.

The Parents: Parents, maybe through interviews or other forms of surveying, can take an active part in suggesting ways to nurture their children’s interests and pursuits outside of the classroom. The Teachers: Since this would have to be designed around the existing school system, teachers can help create ideas of how these projects could be encouraged throughout the year, how to make time for students to work on them in school, and how to showcase the progress (not just the final product). The Participants (Young People): Testing this with a classroom would be best since it would show what kinds of factors motivate them to work on the project, what kinds of projects they like to pursue, and what kinds of outside help would be needed to teach them the skills for developing their projects.

How might you envision your idea spreading across geographies or cultures so that it inspires young people around the world to cultivate their creative confidence?

Open projects are probably the easiest to use when spreading to different geographies and cultures because it allows for a myriad of interpretations and directions. Most places in the world have educational institutions and giving children the freedom to work on projects like this could give them a say in what they want to do. The direction of projects could change drastically depending on the environment, but each area should be able to accommodate the needs of their students. For example, people in very technologically-developed areas may be more prone to making websites and games while people in agricultural schools may be more inclined to try creating foods or new ways of processing products. It’s really all about young people having the FREEDOM to OWN their future in creativity.

What skills, input or guidance would you like to receive from the OpenIDEO community to help you build out or refine your idea further?

Financial/Cost: Like most large scale projects go, there are so many questions I have about the financial aspects of this idea. How much would it cost to support something this big? What kind of network would these advocates have to have in order to truly advocate different forms of creativity? Integration: I would love for more input about how these projects could be progressed throughout the year. Any hands on experience from school showcases or details about the school system itself would help in developing the process of integrating this into existing systems.


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i thinks this is a great idea and could have a big impact

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