We have a voice! Social innovation with frogdesign The goal of Sustianble practice was exploring the important role of designers in the social innovation and empowering youth. The class was a collaboration between graduate students, students at Groves, Beach and Savannah high schools in Savannah, GA., and a “Community Action Toolkit” (CAT) by frog design. Our main was helping high scholl students to solve a specific problem that they like to work on. Our responsibility as facilitators was to show them they have a voice and they can take ownership of their own future! The CAT is designed for community members who want to solve problems in their community. After finishing each activity, memebers will come back to the center to check their initial goals base on results. Our overall approach during 7 weeks of working with students and the CAT was based on action research wherein each in-class experience informed facilitating our activity plan for the following session. We began by learning about each other and building the trust necessary to successfully create a memorable experience for the students. As time progressed, we learned to direct the group towards community-based goals and created new activities to make quick, informed group decisions where every voice was heard. The following is a documentation of our time with eleven sophomore, junior, and senior marketing students of Beach high school. We started by asking them nothing more than:
“Where would you like to see change in your community.”
Honing in
A slice of life
Group 2
Group 3 (Josep, Alexis, Dante)
(Aaliyah, Mikeia, De Avery)
Homework
Pizza Hut not delivering ***
Body odor ****
Cancer
My hair be done
Organizing **
Jacket zipper broke
Determining life on other planets **
Reminders
Why we are so high *
What college I am going to ****
Air-condition Commercial: food does not come our the way you see on TV. ** School uniform colors
Why is cigs legal but weed not ****
Blocks classes
Why 5 days school but 2 days of weekend? **
School lunches ****
Pizza does not look good like it picture ***** Why is Subway advertising 5 foot long is not really $ 6.05? *
presentatio
n: Violence
“You can’t take the hood out of people.”
Why school is so long * Why school is so long *
-Student
Find True N
Class 3
election
Want to be fit I want to be skinny I do not want to get fat I want to play football and I am too skinny! Self-confidence
Define Your Proble
m activity- Practicin g skits
Making connections
something real
Because people can be healthy and in shape, fight with obesity, it will help everyone
So that we can bring the violence to an end.
The city of Savannah, police, people who willing to make a change, Church, Teachers, Parents, Instigators, Gangs, and younger peers.
Because people can be healthy and in shape, fight with obesity, it will help everyone
Nutritionist
build
Class 1 JAN 23
your group
Introductions frog collective action toolkit
Better security at school:
Ripple Effect: The class started with a presentation about CAT and how it can be helpful to the class. It was followed with a group created mind map about issues related to college attendance:
plan for action
Proposal creation
Storyboarding- We started by gaining consensus one of the most popular ideas from Jam Session with which to move forward during our short time together. Almost unanimously, the class chose to pursue the idea of “Violence Free Week”. Since both groups from class five had mentioned that at some point they wanted to speak to the Principal, Mr. Muhammad, about their ideas, we framed the activity as a tool for creating a tangible plan to present.
Nutrition teacher, School store
When do we want to resolve it? What hurdles stand in our way?
It is mandatory, kids have to participate in gym, students just go there and sit there to scape classes.
Lower self-steam, more technology, jobs, games, busy life, depressed, time, kids, lazy
How can we remove those hurdles?
Movies, and TV shows, Games, Make videos, Encourage people, Do interview with teachers and students
Better world No shooting
“So many people are being
Second chances:
-Students
“Kids always complain about the school system, it is great to hear a solution for once!” Sroryboarding: G ro
up working
“What college I am going to?”
www.frogdesign.com/CAT
Then, the group moved to a new class with a more traditional space to work on the Ripple Effect activity. As a group the students come up with a topic they would like to tackle and developed a diagram of project impacts in
What Do You Need To Do: Fitness and Violence have been selected as the Find True North topics, then the class was divided into two groups, each tackling one of the topics. They were asked to write down questions about all the unclear aspects of the topic.
He listened patiently to the presentation, said that he was really impressed by all of the work, and the process the students went through and then asked some questions. “How did you guys reach an agreement about the violence topic? Tell me about the process? How did you keep your concentration through all these previous sessions?...”
achievements
Jam Session: We started class with a discussion about the necessity of working on one topic due to time limitations. Each member was asked to select between the two final topics and share his/her reasons. Lowering violence was a unanimous topic among the 11 students. They agreed the topic was important for them, as it is an inescapable part of their daily lives.
lence Week
Class 9
Churches to thank God for another chance
u need to know activity
pe
Daddy
Mikeia
Ricky
Moral boost
Better economy
Deuntrice Jerode Alex
Peo p wh le bel o i in y eve ou
People in our neighborhood
Opportunities to get jobs
Community
Class 5
Understanding the issues The group individually choose the two most important challenges they need to begin from the questions of the previous class. The results were the following four:
Direct effect
Outside community
Lowering violence Ma yor
We explained the nature of problem solving in design and then introduced frog and the Nike Foundation. The students became excited after watching the Nike “Girl Effect” movie. Skill Share:We asked them to individually write down their skills, likes, and a descriptive doodle of their personality. After making sure every student was ready, they shared their results first in small groups and then to the whole class.
Ne ig (us hbor e be d to s a & M polic Sm rs. art )
CBV TVP
k Par Can VP CH
s cher
Tea
Grandmother
Pastor
Boyfriend
Deandre Dante
ng . You (Mrs s Curti Father Mrs. Mr. ) ons Future Simm daughter and son
Aaliyah
Mother Niece/nephew
HVP
Girlfriend
Warren
Cousin
West SAV East SAV
Aunties
Hell
Brother & Sister
Pre
Outside community
ent
2. What is the reason for violence? ***
3. Why do not more people eat more salads than burgers? ***
3. Why do people want to see others hurt? *
4. Why do not people exercise? ***
4. When will violence stop? *
5. Why people are so lazy?
5. How does it affect people who cause the violence?
6. How the advances of technology affect the health of people? **
6. Where does violence occur the most?
7. Why are fast foods addicted? *
7. Who will help stop violence? *
8. Why does not the school have a class that helps people get in shape? ***
8. Why do people bring violence to schools? ***
9. Why are people procrastinators? **
9. What can we do to protect others from violence? *
10. Why are the gyms asking money to let people work out? **
10. How can we change violent minds? *
11. What consumes your life, so you cannot exercise?
11. How can we stop violence? *
12. Why students are not exercising?
12. Are there different definitions of violence?
13. Who do you want to influence?
13. Who do you want to influence?
14. How can the community know about free exercise opportunities? *
14. How can the community know about free exercise opportunities? 15. What is violence? 16. Does the person who commits the violence fee satisfied after they do it? ***
B. O. E.
• • • •
Commissioner
Why do people bring violence to schools? What is the reason for violence? Why do people bring violence to schools? Why does not the school have a class that helps people get in shape?
Sch
e Th ol o c s h urity c se will t ec r aff the o ls the hoo sc
School neighborhood
God family
oo
Grandparents on both sides
l
Aunts
Hailey
**
Speakers in School
*
*
Design T-Shirts
ol ho Sc nte Ev ndu F iser ra
*
*
**** ** r Guns fo rk Pa MoneyEvent
** *
* * *
d on Bey red Sca aight Str ies or Juv dents wn Stu ng do th a i go ng p o wr
ok Co
t
Ou
Teachers
Alexis
Uncles School companions Ne
igh
ity un l m o m Co (Scho ni) m alu
Community It will also keep the neighborhood safe for the people.
bo
urs
There were many truly confident and proud smiles in the room! He approved of the proposal and promised to get back to the class with his feedback. ... Our last class ended with dancing, happy students!
Class 12
Practice makes perfect
Divide and conquer- The class worked in two different teams and each picked one activity from the whole of Violence Free Week to plan in detail. Who, What, Where, When, Why and How. Having these six questions written large on the board helped the students maintain momentum throughout the somewhat unfamiliar and challenging activity. They were also asked to delegate responsibilities for each part of the days events. At the end of class, each team practiced presenting their day (t-shirt or bake sale) while Naz asked questions in the role of Mr. Muhammad .
Light, Camera, Action- As one of us worked with Aaliyah to finish the proposal, the other group gathered to discuss our last CAT activity. Each student chose one of the Violence Free days as the presentations developed, final information consisted of: • Conflict (the topic they want to address) • Concept (the activities they propose for their special day) • Character (the people they need to be involved in their proposed activity)
Violence Week
* * * * * **
• Conclusion (The results they would like to pursue by that activities)
Violence Free Week Prop
osal
Light, Camera, Actio
n presentations
National Hug Day
* **
Practice makes perfect ideas for violence FREE week
Class 7
Reaching outward Interview 101: The students talked with different people within their homes and/or larger community to search for insights and experiences that may help them better understand the issues involved. They also wrote down potential questions for their interviewees. After brainstorming, they broke off into pairs to role play and offer each other feedback. Finally, the class came back together as a group to help each individual further refine their interviewing technique. Those without camera were given one at the end of class with the intention of interviewing at least one subject over the weekend and to report to the rest of the class the following Monday.
19. How can we stop “hood” violence?
Class pres
Opening Assembly (Intro) Games Bake sale Play T-shirt station Pep rally/ music Lunchroom/ cookout Donations Public speaking
Item for sale?
entation-
Divide an
d conquer
ght, Camera, A
Bake sale
T-shirt sale
muffins cookies/ brownies Doughnuts cupcakes/cake ice cream lemon squares
T-Shirts
Why?
Setting an Agenda: Afterwards, the class was divided into two groups and picked two of the main challenges to work with further.
In the last week of SCAD Winter Quarter all the three high schools and all the other involved groups were gathered together for celebration of achievements.
Play criteria- Li
Violence EducationWe can put paper on these items, stating facts.
Fundraiser
The schools in Savannah will have hope and faith in the security.
Principle
Sematha & Robert Myles
Outside community
Violence Website
Sur v Viol ey on enc e
** ** *
***
* * **
* * *
Dr e fo ss Do rV iol wn en ce
ter Bet ion of s Ver t 2nd dmen n e am
*
ows
y
Cousins
Joseph
Sisi, Ivana,
y
18. How can we avoid violence?
** *
* **
Fu
Tv Sh
Cit
Sisters & brothers
Friends The students will have better behavior around the community and the school.
17. Why are kids involved in violence?
n e paig Cam iolenc V n r fo ntow dow
er
Public g in Speak
* *
*
** *
Block Party
ais ndr
Impossible
20. When people get mad, what is another choice to calm down?
cre It w str ate ill e l wo ss a ess pe rry nd op in le.
Direct effect
Violence
2. What make you metabolism the way it is?
r
ASSEMBLIES OF FORMER gangs or victims of violence
y Communit g in r e Gath
*
1. What makes people so violent? ***
Better security at the school
re activi t
-Student
1. Obese people?
no
Principle (Mr.Muhommad, (Mogwood, & Milton)
in ple n o Pe riso p
Community
hale
sid
Go ve r
Direct effect
Skill Sha
“We only have McDonald’s in our neighbourhood , so we don’t have healthy options!”
Fitness
Judge
* * *** Play * y * nit *** mu m Co vice * * Ser * s * * ial rc e * mm Co cHURC* * aFFAIRS H *
Ho
Bette comm r unity
Ci cou ty nci l
Easy
Questions- What do yo
Aunt tenesha
** *
Public Spanking for Criminal and Suspects More police Enforcement
The responses of each student proved that they deeply embraced the process and all have a personal connection to the topic.
Storyboards for poss ible frameworks for Vio
Plan refinement
“What comes to your mind when you think of design?”
-Mr. Muhammad
People can keep going with their lives
Safer neighbourhood
Second chances
For our first class we had Gator Rivers and Debra Hasan from Gatorball Academy as guests. After a short introduction of all the guests, we took a couple of minutes to share information about the CAT and the connections between the CAT, and design in general, to students’ lives. We started with this question:
Writing proposal
killed everyday!” “I want to make sure my kid has a chance to walk freely in her neighborhood!”
ty
class
Mr. Muhammad showed up to our class before the students arrived with his laptop and notebook. He seemed enthusiastic and serious about the meeting. The presentation started with an overview of the process of the past 12 classes by Hailey and then each student presented their roles for Violence Free week to Mr. Muhammad.
mad
Storyboard presen tation
Ripple Effect activi
ool Marketing
Proposal and Storyboarding II- The students began by individually writing on post-its reasons why they want to do Violence Free Week and how it will benefit participants. Then Aaliyah volunteered using the post-its for material, wrote the first half of the proposal for the principal. Concurrently, using ideas generated from the two Storyboards from last session, the rest of the class created one comprehensive storyboard outlining five days of activities for Violence Free Week. At the end of class, each team presented their ideas both for feedback and as practice for the upcoming presentation to Mr. Muhammad.
Presentation to Mr. Muh am
Lowering violence:
Jam Session- So proud of their
Beach High Sch
Bulldog pride
4th block people who pass go and help people who fails study for test, healthy food from school store, Zumba
Kiosk-12 (Park), anti depressions, stop using technology, no electricity, schedule, baby sitter
clarify your
GOAL
Drawing ideas
Class 14 Mar 6
Opportunities
orth:Topic s
more ideas
new understanding
Why is this challenge important to solve? Who needs to be involved to solve it?
Why do not students use the exercise classes at school?*
Why do people do not exercise?
Class 10
Class 6
fITNESS:
make
Why do people bring violence to schools? What is the reason for violence?
What are our Challenges?
Class 8
* The students decided to change their topic from “Why does not the school have a class that helps people get in shape?” to the above question.
imagine seek
Find True North: The class began with a presentation of the Ripple Effect homework. It led to a very insightful discussion in class and the final topic that the group decided to work on. The class talked about violence in their neighborhoods and its consequences. The discussion continued into the Find True North activity. Each member stood in the middle of a circle and picked one of the topics that had been posted on the wall and shared her/his reasons.
Define Your Problem: The class divided into groups of three and talked about the problems they wanted to work on. Each group then agreed on their favorite topic and created a skit to present it to the class. Group 1: What college I am going to? **** Group 2: Commercial: food does not come out the way you see it on TV. ** Group 3: Pizza does not look as good as it does in the picture ***** Afterwards, all the problems were posted on the wall, and the students starred their favorites. Group 1 (Haily, Deandre, Warren)
Fitness
Violence
Class 4
Class 2
Where?
School courtyard
When?
During lunch hour
ction
Class 13
Preparing for the big day! To spread the word to everyone about stopping violence. Hopefully, have the community and school support about stopping violence. Fundraiser
The class focused on reviewing the activities they have done during the past 11 classes. Afterwards, each student practiced alone, presented their part to the class and received and offered feedback.
School courtyard
Thursday on 4th block and on lunch
We can get stuff from Sam’s.
Roleplaying in te
Setting an A
genda- Two on violence groups of students w orked or fitness t opics.
rviews
Presenting to th
e class
How?
We use the money from the bake sale to get the shirts.
Donations can come from our parents, the church, organizations, and teachers
Go to Mr. Bonnell for t-shirt designs to print off press on. Have the kids wear the t-shirts on Friday at the cookout!
Special thanks to Alexis, DeAndre, Shakirah, DeAvery, Mikeia, Aaliyah, Joseph, Deuntrice, Warren, Dante, Hailey, & Ms. Wilson I Winter 2013