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The Food Curriculum - connecting what already exists / perception / awareness

Building on The food curriculum for national and international schools. connecting, school children with the real world and the real world with children, children with adults to adults with children and using different cultures/industries/ histories and societies to connect realise, and understand explore play connecting existing platforms, knowledge/ information is the key, a complete 360 facilitating is needed for this to succeed. NOVELTY is the WRONG WAY FORWARD!! The methods used should be Food and accessibility of learning bias.The entree level must be obtainable by every person with every situation. So with this in mind, a concept for delivering a collaborative schooling curriculum across disciplines/industries/cultures/ages etc.. must mean using formats that are already popular but already exist and are scaleable / easily changeable. Something that promotes an action and discussion and documentation. any apps and till based programs can be developed to facilitate a shopping visit augmenting the meaning of shopping for food. All the content in the world needed for this already exists all the formats already exist its a matter of collating and creating relevance to that content. giving it connection and meaning. i dont want to mention any current projects or ideas as this very much detracts from the core message im trying to put accross, we dont need anything else, its already in front of us we just need to structure the content and reemphasis what it can mean. Food bias means the think with the food at its best in mind. This should have as little novelty and branding as possibly as "design" detracts from the communication. What we need is DESIGN, that is incognito that facilitates information, helps store, collect,collate,document,connects. food is not fun, but it can be if you know what to do with it, that doesnt mean it should be treated like play doe, or make a freak show out of them (re food circus) ultimately this is what caused the lack of respect in the first place, making food into 'objects'. (re: round tomator vs heirloom tomato in the photos above) the behavior towards food need to be geared towards an appreciation of the natural state and the process of obtaining this food. supermarkets in the UK im aware that they have specific SUPERFICIAL 'guidelines' to adhere to other wise theyre not 'fit' for UK supermarket consumption.. often species or types of natural fresh produce are picked not because of the quality but usually upon their aesthetic perceived 'qualitys'. If a tomato or an apple isnt round and unblemished even not solid in colour or texture, this is apparently not fit for consumption and rendered waste. THIS is obviously disgraceful, and one of the reasons perception is SO important and RESPECT towards food is important. Everything is against us in this instance, which is why at ever level this project should communicate the relevance and respect towards nature and its effects on both us, as individuals but as societies and environments. This is where the connection happens. data visualisation showing how much food is eaten in a week per person physically this can change ones life... fundamentally it must be as hands on as possible, doing and experiencing all the time. less of this elitist food rubbish about so called artisan/organic/bullshit. this is what segregates people. you grow/rear/farm/plant food then use ingredients to make things, we then experience it through eating it and it has an effect on our body. this happens every single day to every person on the planet. there are millions of ways of exploring this. so an individual example of a business would not do this project any

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-------Context------
autumn (harvest), at school and outside of school, all ages below 18 experience the same thing, those over 18 are the ones who will be helping and facilitating. This gives a chance for industries who have great wealths of specialist knowledge to expand on a business usually seen as a service or a craft, never an educational tool, plus a chance to integrate knowledge and awareness on both parts adults will get to know what the kids are doing and vice versa.
Accessibility to information via the idea of wikipedia, both in school, in shops everywhere. A place where knowledge is shared experienced and understood. The ability to search for food not by how much 'fat' or 'sugar' is in something, but by, TYPES of fats, and what they do to you, eg. misconception that animal fats are worse for you than vegetable due to higher fat content. An irrelevant piece of information that doesnt explain that animal fats are natural and better for you and wont clog you up like hydrogenated oils.
you could search by miles the foods travelled where its made, certain ingredients, certain attributes, certain colours taking the idea of pre understood knowledge out of the equation and allows people to play and imagine realizing new ideas and relevance.


sharing and documentating of knowledge through both a wiki type network that is accesible in all places relevent to the project school/supermarket/ everything below
hash tags on twitter, documentation of project and specialist facebook pages per school,




-------in school--------
every age group shall have a short few week program running simultaneously to represent equality, development, progress, fundamental ideas of food. This will involve many projects, from tasting to making to theory, to planting, to experiencing slaughtering, manufacturing processes business, design etc.




By trying food out and seeing what happens to it when you treat it in different ways, will throw up lots of interesting topics, from politics, to history to why we have allergies


environment for eating hasnt been covered, i think this is very important in terms of how kids eat, alot of children from my experience at school just wanted something quick so they could either go sit on the field at school or play football.




in canteen a LIVE 2way feedback data visualisation of what is being consumed /achieved linking vending machines and cash registers also with potential to add extra 'packed lunch' data.... this will add a layer of transparency, on both parts potentially informing ones future choices seeing things change over time, the popularity and decrease of certain food and drinks, i think being seen to eat FATTY GREASY foods may be certainly seen (if visualised) a passe thing to do, as on paper it looks worse than in the flesh, so by distancing the item from the visual appearance down to the actuality of what it does, that will be the lasting memory and literally food for not just stomachs but thought......
marking and DOCUmenting, on a continuous basis, what is being eating , what its doing, and what its COLLECTIVELY doing... so the idea of food physically doing something penetrates and asserts attention...i mean.. who wants to be known as eating the most trans fats in the country.... no school kid would want that. Also its a way of critiquing and contemplating what is going to happen and what has happened, freeform feedback can be visualised post meal... which can be a way of instant feedback and analysis...




------outside of school--------
the below shall be in partnership with the government to facilitate the experience
Internet
Supermarkets
fast food joints
libraries
newsagents
tv
cinemas
community shared spaces, parks, shopping centers
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( i couldnt upload ANY photos it wasnt working)






Age of kids. The solutions to changing kids’ eating behaviors will vary depending on their age. What works for a toddler won’t necessarily fly for a teenager, although we suspect some concepts might be appropriate for all ages—even adults! Which age bracket does your concept address (tick all relevant boxes)?

  • Pre-school (Tots) 2-4
  • Elementary (Kids) 5-10
  • Middle school (Tweens) 11-13
  • High school (Teens) 14 -18

Hurdles to success. Helping kids make smarter food choices comes with a variety of hurdles that have to be addressed in order for a design solution to be successful, which of these do you think that your Concept overcomes (tick all relevant boxes)?

  • Expense and Convenience
  • Peer Pressure
  • Lack of Knowledge

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