Advanced Course Creativity & Personality

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TWI S

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PERSONALITY

&

CREATIVITY

by Sarah Bartholomé

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In front of you, I proudly present my digital report, also known as the final product, of the advanced course Creativity & Personality. In this report, I’m going to tell you about my progress in finding and elaborating my fascination. It was quite a challenge for me, but I managed to do so. Furthermore, I describe some assignments that had a huge contribution to understanding my fascination. Then, in one chapter the Creative Canvas is worked out into my concept. After that, I reflect on my progress during the course with help of the creative dispositions model. And at last, you can see a picture of the outcoming materialisation. I hope you as a reader enjoy reading this creative and personal travel!

Name: sarah bartholomĂŠ Advance course: Creativity & Personality ac CODE: 2259XADV11 Studentnumber: 2188970 place & Date: tilburg, January 22, 2018 fontys academy for creative indurstires

an INTRODUCTION to this digital report

Sarah

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table of contents Introduction 2

Chapter 01 FASCINATION 6 Chapter 02 TRUISM 10 Chapter 03 STATEMENT 12 Chapter 04 OBJECT LA POUBELLE

Chapter 05 TO ANTWERP: MOST APPEALING MUSEUM PIECE IN MODERN ART

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Chapter 06 THE CONCEPT: WORKBOOK + 20 Chapter 07 BIOGRAPHY - VERONA VAN DE LEUR 26 CHAPTER 08 REFLECTION 30

CHAPTER 09 MATERIALISATION 37 CHAPTER 10 REFERENCES 41 APPENDIX 1 DISPOSITIONS - ELABORATED 42 Appendix 2 PRESENTATION IMAGINATION MATRIX 43

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The first week I came up with the fascination: “AUDIOVISUAL DESIGN”. Because I like to watch all different kind of audio-visual material: movies, TV series, videoclips, (short) films, visuals, documentaries, photos, etc. It fascinates me to see different kind of choices a filmmaker and whole team make and what you can see in the output of it. I wonder how filmmakers make several choices of fragments, effects, characters, story world, storytelling, showing plots, colours, etc. Often I wonder myself which factors make a good movie. I pay attention to almost every detail in audio-visual material and try to figure out which message is behind it. Frequently I see little clues and inside jokes the film, series or video clips that help finding this out.

CHAPTER 1 | FASCINATION

The travel to my real

Quickly, I discovered that this “fascination” is too vague to actually call a fascination: it is too broad and needs to be drilled down. For 3-4 weeks I couldn’t manage to define and refine my real fascination properly and that made me really frustrated with making the course assignments. It took a lot of effort to make the assignments without an evident fascination. That’s why at one point I strategically chose to postpone making the assignments. It made me anxious to face so much difficulty and, at the end of every lesson, I feel like all the effort only results in uselessness.

But one day before lesson 4, I lay down in bed really cracking my brains to come up with my true and evident fascination. Mostly, the moment I fall asleep, I come up with some ideas that help me further with this kind of things. My boyfriend confirms my fascination. When I ask him what he thinks is the fascination that really fits my personality and he also said:

TWIST

That’s where I have seen

“You’ll go backwards, but then

I am so relieved at this point, I can make progress and work fully focused. The refined fascination is evident and it made my eyes wide open. I can see my fascination everywhere.

In my daily life, but also in my search for my real fascination towards my ‘first’ fascination: the audio-visual material and arguments I mentioned before. This ‘eureka’ moment makes me grow and develops me further in this course.

You’ll go forwards again You’ll go backwards, but then You’ll go – Twisted Logic, Coldplay

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Realisation of my fascination Looking back at the assignment about the four keywords linked to my first fascination, there is a certain link between the four words and my refined fascination TWIST.

STORY world perspective deception dreams

twist

It looks like it is meant to be, that it took me more time than the course allows in the first place.

To me, this means that patients and strategic choices pay off in the long run. During the course, I discovered that creativity is something I can’t force per se. Forcing creativity doesn’t work for me. I’ve learned that sometimes you need to clear your mind, take a step back and accept how the situation is at the moment. Then, you can take perspective and try again.

Moreover, it all makes more sense now. I had an idea what fascinates me, but I couldn’t link it to a certain and refined fascination. But now, it seems to fall into place. Because, looking back at my dummy at the mind map of “deception”, you can see that I wrote down the word (film)twist way earlier in the course while creating this mind map. For me, this means that it was in my unconscious mind all the time.

the mind map of my fascination twist The white light My fascination has found its way into my mind!

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To make twist more clear as my fascination, you can find the corresponding mind map on the next page. This final mind map was arisen out of several brainstorm sessions, in search to the core of my fascination. First I made a mind map of the fascination audio-visual material by writing down words that, in my opinion, are related to that initial fascination. Luckily, a lot of words that came out of that brainstorm also were linked to the fascination twist. So I made some more mind maps to combine it with the following mind map:

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tw i

e | shadow | scr r n e g | r eenp te u o | lay c | ontrol | d h ) c t i s w ( s ecisi | ga er nary | t c ons me g n | o o i r p a p w / o d t s r ition | m s| ha s | or te | righ | pa ag u n | a p d r re d e d o n ictab rad i | r l e a le | alt unusu qu lopment | go e v e | d od/ )| t n eve | perception | ro b ew | (life) cycl t ing vu e | éjà | p

d-blowing | reve l a t i o s) |min n act( e | visible | lie | brain |chan g isis /whit | e i n s v | cr lack i s rprise | rotation i ha b | c l ion k | b ION | Su o e n fuc LISAT n/path | mental | mo torti | o r a REA ectio l | e m dir | bizarre | twisted m ms ysical | brea ind | ph tor k | b y s t e l ka |

rast | Complot | t n o c | ld itement | plot | emotio r o story n | d c w x e | y line ec er r t p s e r c s o e t ive | s | min ept ts trick tion | | p u c | incep rikingly | SPORTS | a rreal dt | not s | x | o ky h er entional | v n o ir c dre un | ad y motion | eccentr a ar oad map | Eur ic e r h syc | (d

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terest board: https://n Link to Pin l.pinte rest. com /s a r ahb art hol om e/t w

Explanation of my fascination Twist Now that I realise that twist is my true fascination, I’m going to give an explanation. A twist is a word with many different meanings depending on the context. But at the end, it is a sort of change that could be intentional “planned’ or not. To make twist more clear in its definition, there are different definitions of twist that are useful for my definition:

“To cause to rotate or turn in another direction” “To alter or distort the intended meaning of”

ual closure | discl na | vis achi ROPHECY | spiral | ba osure | P i c ex M n | k n n i f l o us e r t h r| |De lfi l | distortion of me a n | i n la c pe f-fu types | sel rche | music | video(clip) alter y a | d na l a | n| n o u | n c e o ti ve | aim expecte d vol | ( | re nd good & evil eyo | mi | vi ling o slead uc ti n | d

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ns e)co tr

“To alter or distort the mental, moral, or emotional character of” “An unexpected change in a process or a departure from a pattern, often producing a distortion or perversion” “A distortion of meaning” “A decisive change of direction, aim, meaning, or character” “(In a novel, play, etc) an unexpected event, revelation, or other development” “Change shape” Webster’s New World College Dictionary (2014)

After reading the definitions above, it is clear that they all contain a sort of change, whether that change is tangible or not, and whether that change feels positive or not.

For me, the experience of a twist is a feeling of excitement, stimulating the senses and making you aware of that moment. That emotional effect of experiencing a twist is what I like and what fascinates me.

CHAPTER 2 | truism

follow the arrow to discover my

For example, while watching a movie or series or while listening to a specific kind of music when I’m travelling or visiting a festival. The moment that the twist happens, I feel a moment of ‘WTF is happening?!’ or it feels like a total mindblowing mind f*ck. My brains are analysing how the twist could happen and why I didn’t see it coming before. I mostly experience this while watching a movie or series. And also the music of the harder dance styles like hardcore , Raw style, or (hard)techno trigger this experience. Believe it or not, but this music is really dynamic and energetic. While listening, I get the feeling at a transition, like a drop, kick or the use of specific sound effects/samples. It results in a mix of a satisfying and problably a bit confused feeling that I would like call:

The twist effect Mostly, the twist effect is a kind of change I really didn’t expect, that change that caught me completely by surprise.

Mostly, that feeling makes me feel a little bit strange inside, distorted like described before in my definition. And that certain feeling fascinates me, so I’m trying to get aware of it.

Also, in my daily life when unexpected events happen.

do you recognize one of the twists on the next page from your own experience in your daily life? ҨҨ ҨҨ ҨҨ ҨҨ ҨҨ ҨҨ ҨҨ

You spend time on a project, whether that is personal or work related, and you realise that you are really satisfied or unsatisfied with that moment in time.

That feeling that you recognize that you have a bad habit of yours and you want to change it immediately/abruptly.

You have a routine that bores you to death and you get that feeling that you want to challenge and excite yourself with something new.

Meeting new people that look like someone you know and, moreover, they have certain similar coincides. For example, the same birthday date as the person you know.

After a long time, you meet someone you worked with in the past (ex-colleague or a classmate) at a place or event where you didn’t expect to meet that person.

Talking to a complete stranger in the train that has been to your hometown for any kind of reason (and that place is really small and unknown).

You have a disagreement with someone and your 100 percent certain of your statement, just like the other person is about his own statement. You search who is right, the one. who is wrong will feel the twist effect: he/she didn’t expect that he/she is wrong.

Are these situations recognizable to you in a way? When you are getting more aware of the twist effect in similar or in totally different situations, then one thing is certain:

The travel, realisation and explanation of my fascination and the defined ‘twist effect’ is the fitting link to my one and only truism. Like mentioned before, the twist effect doesn’t only occur while watching movies, playing games, listening to music, etc. It can also occur in daily life experiences, whether if these experiences feel big or small. Also, the intensity of the twist effect is subjective, which means everyone can experience it differently. At the moment, maybe it even feels like you’re in a movie scene! For example?

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twists are everywhere to find And that’s why

Life is one big twist.

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CHAPTER 3 | statement CHAPTER 4 | object la poubelle

Now my truism is discussed. This is related to my fascination with the following statement:

Be your own director.

This is what I want to shout out because, in my mind, this is the logical consequence of a twist. You feel excitement after experiencing the twist effect like discussed in the previous chapters. Even though in most cases it can feel like the twist effect overcomes you, after that feeling, it is fully up to you what to do with the feeling and the experience of the twist.

That’s where this statement comes in. It tells you to take full control of the twist effect like it is your own story or movie!

At La Poubelle I was searching for “visual” material that triggered me for its appealing appearance. First, Jorieke found an LP about a singer that sings about successful aspects in movies. So that links with film (making). At the end, I didn’t choose for the LP. There was something else that draws my attention.

More interesting for me was the Pearl Jam album, because it triggers me to understand what is visualized: cartoons with probably a story behind it. Also by flipping the album, there was a lot of interesting visuals with possible storytelling to see. Instantly, I was enthusiastic about what I saw. In my opinion, it was a compact piece of art.

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Unfortunately, storytelling as a fascination is too vague/ broad. So, at this point in the beginning of the course, I really need to refine my fascination.

Now, looking back at it this object with my refined fascination TWIST in my mind, it is more clear to me why I choose this object back in the days. The images on the front of the album evoke a lot of confusion. The first thing I wondered, was who designed this album for Pearl Jam and what message is behind the visuals?

After doing some research, I found out that the images were created by Tom Tomorrow, the pen name of editorial cartoonist Dan Perkins.

He comments on current events, appears regularly in over 90 newspapers across the U.S. and Canada as of 2006 (Wikipedia, 2016). For example, his work appeared in The New York Times, The New Yorker and The Economist. But how did he came in touch with Pearl Jam to illustrate their album? It looks like it was a way to get the support of the fans of the band:

“In 2009, Village Voice Media, publishers of 16 alternative weeklies, suspended all syndicated cartoons across their entire chain. Perkins lost twelve client papers in cities including Los Angeles, Minneapolis, New York, and Seattle, prompting his

friend Eddie Vedder to post an open letter on the Pearl Jam website in support of the cartoonist. The band enlisted him to make art for their 2009 album Backspacer” (Wikipedia, 2016).

After finding this information, I still wondered myself some things: what do you see in the images, what message is behind them? Is there a story and what is the story? What twist can we link to it? What do these images represent?

And most important, how does this album link to my fascination? To link this album to my fascination, I found some answers at the online Pearl Jam community. I found out that most of the illustrations are based on existing photos, photos with a story. In one of those images, there is one interesting twist.

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*

The story behind it is the one of Evelyn McHale, called the most beautiful suicide, image #2:

From McHale’s NY Times obituary, Empire State Ends Life of Girl, 20:

“On May Day, just after leaving

John Morrissey of Traffic C, directing traffic at Thirtyfourth Street and Fifth Avenue, noticed a swirling white scarf floating down from the upper floors of the Empire State. A moment later he heard a crash that sounded like an explosion.

He saw a crowd converge in Thirty-third Street.

her fiancé, 23-year-old Evelyn McHale wrote a note. ‘He is much better off without me ... I wouldn’t make a good wife for anybody,’ ... Then she crossed it out. She went to the observation platform of the Empire State Building. Through the mist, she gazed at the street, 86 floors below. Then she jumped. In her desperate determination, she leapt clear of the setbacks and hit a United Nations limousine parked at the curb. Across the street photography student, Robert Wiles heard an explosive crash.

1. Image album

2. original footage

A question for the reader:

What do you think that the background story is behind image #1 ?*

Just four minutes after Evelyn McHale’s death Wiles got this picture of death’s violence and its composure.” (Kottke.org, 2008)

“At 10:40 A. M., Patrolman

Two hundred feet west of Fifth Avenue, Miss McHale’s body landed atop the car. The impact stove on the metal roof and shattered the car’s windows.

The driver was in a nearby drug store, thereby escaping death or serious injury.

On the observation deck, Detective Frank Murray of the West Thirtieth Street station,

found Miss McHale’s grey cloth coat, her pocketbook with several dollars and the note, and a make-up kit filled with family pictures.

The serenity of McHale’s body amidst the crumpled wreckage it caused is astounding. Years later, Andy Warhol appropriated Wiles’ photography for a print called Suicide (Fallen Body).”

(Kottke.org, 2008) There are more original photos that are linked to images on the album cover:

ҨҨ http://community.pearljam. com/discussion/105643/ hidden-findingsdiscovered-in-backspacercover-updated/p1

ҨҨ https://www.reddit.

com/r/pearljam/ comments/221zer/ meaning_behind_ backspacer_illustrations/

REFLECTION After reading this background story and seeing the original photo, I was really intrigued because I didn’t expect this story and twist behind this image. My first impression by looking at this cartoon was that it looks like the woman is relaxing. She looks peaceful and goes with the flow on the purple waves of silk. For me, purple symbolises calm. Like the title says, amongst the waves. I was curious what the first impression of my boyfriend would be the same as mine, so I asked him what he thought this image means to him to test it. He saw a relaxed woman that looks dignified. He also sees the waves, and the gloves she wearing reminds him of a cleaner. He also didn’t expect this image would have a suicidal background story.

Afterwards, by knowing this story, I notice that this title and the description discretely hints to a suicide: purple symbolizing calm and peace, like how the pretty woman escaped from living. It is surprising to see that the background story also has to do with your first impression indirectly, but still, you feel surprised by the twist.

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CHAPTER 5 | to antwerp

m fro ” gs thin “See perspective ther

ano

the most appealing museum piece in MODERN ART

In this chapter, I want to talk to you about some amazing art I saw at the MHKA in Antwerp. I think it makes sense to categorize it as a modern/popular culture.

Why? Because of the use of inspiring materials and the surprising perspective of the artist Ricardo Brey. It starts by going upstairs at the MHKA:

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on the white wall in front of me, the name of the exposition is written in big black letters: “Op de bodem In English: “Fuel to -------------------- ---------Van de hemel” The fire” Ricardo Brey 06.02.2015 - 10.5.2015

My curiosity is already triggered at this point because I question myself: where will this staircase lead me? What am I going to see on the next floor? I’m not familiar with the work of Ricardo Brey at this point. Actually, I never heard of him before.

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And then,

I walk into a spacious room. The walls and pillars in the middle are white, but they are splattered with a dark brown matter. On the wall, it looks like brown clouds that are drifting and brown raindrops are dripping down to the floor, literally. There is a pile of cushions around a pillar and all of them are also splattered and covered with the same dark brown matter. Moreover, about in the centre, there is an electric fan, blowing wind and it has two thin sticks attached to it with something at the end that I can’t figure out what it is supposed to be. At last, I see a few window plates, one placed at the brown-sky wall, one in near of the electric fan and one at a clean wall. The last one has a skeleton-ish thing hanging in front of it. Okay, I think I’ve spotted all the elements so far.

My first impression is chaos, this is a complete disaster. I question myself: what the f*ck am I observing here? What does this mean? No offence, but is Brey exposing crap? I don’t know what to do with this mess, at this moment I don’t have any reference frame to understand what is happening.

The first upcoming thoughts aren’t really helpful:

More info, from approx. 3:00 min: https://vimeo.com/122952665 Crap, a piece of shit, started from the bottom, now I’m here. It is like this artwork represents a crappy memory or place. Still, somewhere inside of me, this work triggers me to find this out. So, I make pictures and when I am at home, I do some research.

I find out: that the glass plates are very important elements in this work. Brey looks at this as impasse: “You can see through, but you cannot pass.”

In 1985, Brey went to South Dakota to the Lakota people and he visited the prison. The only thing that’s new in this place, is this prison. Instead of iron bars, they use glass. Why? Because the Indians kill themselves with the bars.

The work he makes is the image he has from there: clothes to the wall and glass where you can see them 24/7. They have no privacy whatsoever. In short: this is a terrible prison where you can see, but cannot pass. That’s what he exposes in this work.

And that’s is clear to me now. Thank you, Brey!

Now what?

At first, I had no expectations, whatsoever. With this mindset, seeing this artwork at first felt really uncomfortable: I didn’t see connections, could not give this artwork any context. I don’t have a

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reference framework to start with. I could only tell what I saw like you can read above. After knowing the story, I figured out that this work is really unconventional. After knowing the context, it is way easier to see the signs how Brey wants to express emotions he experienced at the prison.

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First idea:

a documentary made with groups of scholars or students.

The initial idea that came out of the creativity canvas assignment, was a documentary based on a real story from whom sees his/her life as a film, someone that copes with derealisation. People who watch the documentary are able to experience a twist and understand the problem of the person in the story. This way, they can take the documentary as an example to overcome they own twists in life. That helps them with their own personal growth.

CHAPTER 6 | the concept

work book +

new idea:

During the peer review assignment, I choose the dress up and undress exercise to elaborate and refine this idea. I got a lot of input from the group, so I was glad afterwards to use this for my concept. Unfortunately, it was hard for me to create a realistic and unique idea with that input. There are already movies and series about this kind of subject, for example, the Truman Show, and Abed who constantly breaks the fourth wall in the TV series Community. The outcoming idea was to create a community out of scholars or students. They would make a movie together in groups. But unfortunately, this idea just didn’t make me enthusiastic enough to work further with. In my opinion, it is too obvious and not unique.

Key resources: trying something new.

So, I needed to kill some darlings. I wanted to do something else and take a new kind of perspective. That’s where I got inspiration out of some certain useful resources that fit better into my fascination, statement and truism: 1.

The Goal planner of Fitshe.

2.

The following book, written by positive psychologist Charlotte Style: “Positieve psychologie – Focus op je positieve eigenschappen en ervaringen om het maximum uit jezelf en je leven te halen (2011)”. > You can find elements of these resources in my dummy.

The Goal planner and the book both are inspiring to my concept and materialisation because it is both about personal change and growth. The tasks and quotes in the Goal Planner and book are useful for an individual to fill in and get inspired with, so I want to use these elements as fundamental parts of my own concept. Now, in my opinion, I miss guidelines, a personal touch and sort of interaction in the Fitshe Goal planner. For example, you can fill in your short-term and longterm goals, what you are grateful for each day and a bucket list. But then what?

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That’s where I want to jump in with my concept. And that’s where the book comes in very useful: it explains the scientific theory behind positive psychology and contains exercises that can really help the reader with his or her personal change and growth. This is the perfect fundament for the concept. Unfortunately, in my opinion, the lack of the book is that it isn’t inviting enough to make the exercises. It isn’t appealing and it is definitely not easy to fill in the exercises at all. And that’s too bad because these contain good questions to think about and actively work on personal growth. The combination of these two resources is helpful to elaborate my concept and materialisation because the person who works with the new concept will be his/her own director.

Finally, I have another useful element to add at this concept and the materialisation: a game element, a cootie catcher (also called a paper fortune teller, or in Dutch: ‘happertje’). I want the concept to be more interactive for the person that works with it. The idea behind this is that the reader can do something else about the order of the workbook by choosing to use the cootie catcher. This is an optional choice, but the idea made me enthusiastic to use a game element. At this point, these resources are a better fit with the new idea than with the initial idea. Because each resource has its own useful elements for my concept, like discussed in this paragraph, I regard them as the Key resources of the new concept.

With my concept, I want to convince people to start using the theories of positive psychology in form of a workbook. The workbook supports the content of the book about positive psychology (2011). In the following paragraphs, a new creativity canvas is filled in to explain the new and better concept.

You can find this canvas in my dummy. For the elaboration of the concept, there will be made a prototype of the three-dimensional materialisation as discussed in the next paragraph.

A new concept was born: WORKBOOK +

Twist effect workbook with a game element: - Be your own director & learn to improve your personal growth in a fun and efficient way.

Medium: workbook (with a game element, slightly interactive).

The medium I choose for my concept is a workbook. In general, this workbook is an appealing and attracting way to start with the plan of personal development of the reader. At first, I want to trigger the reader by telling why the workbook is going to help him/her. Then, I illustrate the reader a probably recognizable experience: searching meaning in life and probably wanting to reach goals, but maybe don’t know how to elaborate them.

ҨҨ Goal: I want the reader to get (more) aware of the twist effect and, even more important, guide them how to actively do something with it and at the end feel better about themselves.

ҨҨ Usage - editable: In the workbook, it is possible to write down and edit thoughts at

exercises with helpful questions. So, the reader can be their own director (statement) and get to work with these twists and their personal development in their daily life in an efficient and fun way.

ҨҨ Cootie catcher – changing your path: This game element is added to make

the workbook more interactive for the reader: This way, he/she can change the order of the subjects, if they want to. Therefore, the workbook has 4 multimap rings. The reason why I want to add this game element is to link it even better to my fascination.

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Key activities: To do list

The main activity for this concept is the design of a prototype of the workbook and corresponding cootie catcher. This will be elaborated through the materialisation assignment. For the three-dimensional design, the following steps need to be taken:

ҨҨ

For this concept, there needs to be designed a workbook and corresponding cootie catcher. The cootie catcher needs to be an optional game element of the workbook. ҨҨ There needs to be a writing plan to elaborate the content of the workbook: which subjects will be explained shortly, and which exercises and questions will be used at the chosen subjects? In order to select all the relevant information, the whole book needs to be read and there needs to be written down which pages are essential for the workbook. ҨҨ To make the workbook appealing to work with, the workbook needs to be editable. To make the workbook editable, the idea is to laminate the pages. With a whiteboard marker, the reader can write down answers at given exercises. Also, to erase or edit things that are written down, there needs to be included a whiteboard eraser. And, the editability needs to be tested. ҨҨ There need to be inspiring quotes in the workbook to inspire the person working with it. ҨҨ The workbook needs to be appealing and easily accessible and usable for the target audience. The workbook will be made in Dutch so it will be more accessible for the chosen target audience, as described in the paragraph “customer segments”.

Channels: Communication and distribution

Website(s) of positive psychology and the use of social media: a good findable website is important to start with because it is the online place where visitors can get more information about the concept and they can buy it. Therefore, the SEO of the website needs to be good, in order for people of the target audience to find this concept with their search engine. Because the content of the workbook is linked to the book directly, the idea is to offer the workbook on the existing websites that offer services related to positive psychology for the chosen target audience, such as personal coaching and lifestyle coaching.

Moreover, it can be beneficial for Dutch institutes from positive psychology to offer this workbook on their websites. On short-term, to attract more potential visitors by introducing them to positive psychology with the workbook. And on long-term, maybe to even more clients.

Furthermore, social media like Facebook and Instagram are online places the target group is active. A way to introduce the target group with this concept can be an online campaign. With this campaign, they get a free offer, just to get to know what the concept is all about. This will be explained further at e-mail marketing. ҨҨ Promotional video: in order to introduce this concept to the target audience, there will be made a promotional video that can be exposed via cooperative websites and their social media. In the video presentation, a recognizable story will be told about a person that gets aware of her/his twist in life.

And what he/she use to deal with it to bend it in personal growth together with the working book. ҨҨ E-mail marketing: to introduce people to the concept of the working book, e-mail marketing can be an efficient way to reach the target audience. By offering them a free give away on possible cooperative websites, for example, the rules of the working book so they can get more insight why it is beneficial to them. That way it is possible to create an e-mail database of potential visitors for the cooperative websites. After having a number of subscribers and keep them informed how the working book can help them personally, they can become potential buyers of the real deal.

Or even want some training/coaching at the cooperative institute. In order to realize this, it is important to get the potential buyers engaged with the concept and inform them why it is helpful for them.

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customer segments

To get a better idea of the target audience for this concept there will be a segmentation. This segmentation explains the profile of the target audience and after that, why this concept will suit them.

Ҩ Scale: Ҩ personal at home. The working book is equipped that it can be filled in just anywhere and anytime the person feels themselves the most comfortable. It is imaginable that this will be at home.

Ҩ Time: Ҩ in the long-term, this will be an ongoing process, because people can edit the workbook.

Therefore, the duration to fill in the workbook is different for each individual. In total, there are 21 exercises of various lengths, divided into 8 chapters. Each chapter contains some theory, followed by fitting exercises. By using the cootie catcher as an optional game element, the order of the chapters can be alternated.

Ҩ Ҩ Target audience segmentation: young digitals.

Here follows a specification of the segmented target audience:

ҨҨ Geographical: Young digitals mostly move to tenement buildings and live in bigger student cities in the Netherlands, like Groningen and Nijmegen, Leiden and Tilburg. Mostly, they live in the near of facilities like schools, universities and shopping centres. ҨҨ Demographical: Young digitals mostly aren’t older than 25 years, but when they are, they are 30 à 35 years old max (Experian, 2012). For this concept, the age range will be 19-30 years old. In general, the youngest digitals live on their own and don’t have children. A few young digitals do have a child and they live together. ҨҨ Social-economic: the education level of young digitals differs strongly: from low educated to academic (Experian, 2012). Mostly they don’t have a fulltime job and therefore have a low income.

Furthermore, most young digitals are studying, and therefore mostly work part-time or are looking for a part-time job. When they have a part-time job, most of the times it is work in the hospitality industry.

When they are graduated, they are searching for a fulltime job, or when they are higher educated, they want to start a career. Moreover, a part of the studying young digitals expects to move to a bigger tenement building after graduating. ҨҨ Lifestyle ҨҨ o Mentality: especially the target group young digitals find it important to improve their personal development and lifestyle. According to research from Groupon, young digitals assume it will make them happier and more self-confident (Industry Wire, 2015). They strongly have the mindset to shape their future and therefore, most of the young digitals are in a reasonably strong place (Experian, 2012). They don’t have a lot to spend, but that doesn’t stop them from keeping themselves updated on what the world has to offer them. Young digitals know how to gather relevant information from the internet that is useful to them in daily life. Unfortunately, there are essential factors that withhold them to improve their personal development, like their low income (especially students) and lack of time. Furthermore, they don’t know where and how to start (Industry Wire, 2015). However, according to the research of Groupon, Dutch people want to see more of the world and be more adventurous to improve their development (Industry Wire, 2015). Also finding a new hobby, learning a new language, follow a cooking course and doing yoga or going to retreat are potential activities. Not only for Dutch people in general but also for the young digitals.

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o Leisure activities/hobbies: young adults like to maintain their contacts and like do social activities like drinking a beer at a bar with friends, visit a cinema or go to a nightclub to dance.

Sometimes, they go to a pop festival or a theme/amusement park or travel to a hostel in Europe by train. As long as it fits in their budget. o Spending pattern: even though young digitals have a limited budget, they like to spend some money on a good appearance and gadgets. They shop at stores like Mango and Footlocker. They don’t spend a lot of money on groceries: on average, they spend less than 50 euros a week (Experian, 2012). Furthermore, they like to spend their money on electronic gadgets, like games, phones, computer components. o (Digital) media use: in their spare time, you can find young digitals online: they check their email, update their social media status, stream videos and play online games (Experian, 2012). With their smartphones, they have 24/7 access to the Internet. They watch TV on channels like MTV and Comedy Central and they listen to (online) radio channels like Slam!FM. They don’t read newspapers and advertisement flyers (they mostly have a NO/NO-sticker in front of their mailbox). They like more accessible magazines, from Glamour to Men’s Health.

This is the main target audience because they are coping with the phase of life with a lot of developments and changes. For example: growing up and becoming self-reliant, getting a healthy lifestyle, studying and graduating, making a career at a job they like or even are passionate about, maintaining social life & relationships, having a hobby and/or do sports, perhaps starting a family, etc. Because it seems that young digitals have trouble with how to cope with these changes, this is why this concept is so interesting to them.

Value proposition Statement & propositions (promise to the target group)

Like discussed at the target group, young digitals are dealing with a lot of changes in their phase of life. At moments, it can feel like they lose control of what’s happening to them due to situations that happen at that moment and don’t (over)see the big picture anymore. Mostly, they have plans, but how can they improve themselves further? That’s the point where the workbook offers guidelines to help them in being their own director. The linked statement & proposition is following one:

Customer relationships Relationship with the target group ҨҨ In contact: on the website and with social media, it is important to reach the target group

and know what problems they are dealing with at the moment. That way, it is easier to make a connection and introduce them to the workbook. The message they need to get is that the workbook is there to help them to improve their personal development. Furthermore, when a group of people bought the workbook, the website and social media could offer options for the target group to help and share their experiences with each other. Furthermore, e-mail marketing is considered as an efficient way to contact potential buyers.

In form: the customer follows the game and exercises as given in the workbook. On the one ҨҨ hand, the ‘contact’ the customer has with the working book can feel confrontational, because of the asked questions. Maybe they don’t know what to fill in for themselves because maybe they are at a stage in life they don’t want to be in. Or maybe, they didn’t think about it. Either way, the changes discussed in the workbook can evoke resistant feelings. On the other hand, that is just part of the process of personal development. And that’s what the workbook is all about. It will be on the market to help them.

Cost structure – non-profit

The goal of the workbook isn’t to earn money from it. But I want to emphasize that this isn’t the main goal of the workbook. Young digitals don’t have a lot to spend, but they are willing to shape their future. So I consider it more as a helpful tool for personal development rather than something to earn money from. It is meant to help people of the target audience by getting in touch with positive psychology in a fun and easy way.

It could be interesting for Dutch positive psychology institutes or personal coaches to use this concept, in order to get more potential visitors on their website and introduce them to positive psychology that can help them with their personal development. A good SEO is required to reach this. Furthermore, with considering e-mailmarketing as a good strategy, this concept would be interesting. For example, when their goal is to get more subscribers to their newsletter if they offer one in their marketing strategy. This way, the workbook can serve as a way to introduce potential clients.

Revenue streams This is what it brings me

Be your own director and learn how to improve your personal development in a fun and efficient way.

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For myself as a maker, this project is a way to think about my own personal development and how I can offer myself a way to deal with this in a fun and efficient way. I am part of the target group, so it is easy to give this project a personal touch. This way I can motivate myself in my own selfdevelopment. Furthermore, I’m definitely not the only one dealing with possible unexpected twists in life and I want to help people that are in a similar position that I am at the moment.

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For this assignment, I read the biography of Verona van de Leur that was published in 2014. The story of Verona really intrigued me, because she is known as one of the most talented gymnasts of the Netherlands in history. Among other things, she was successful at the World Championships in Gent (2002) and European Championships in Patras (2003). Moreover, she was awarded the Jaap Eden Trophy and entitled as “Sportswoman of the Year (2002) at the sports gala of the NOC*NSF when she was 17 years old. A unique performance that puts her besides sports legends as Leontien van Moorsel, Inge de Bruijn, Anky van Grunsven and Marianne Timmer.

The link with my fascination has to do with the career switch she made after she stopped with her gymnastics career at 19th June 2008. She has no regrets about her decision. The realization of Verona can be considered as a twist:

“Ik was er helemaal klaar mee, met dit open riool. En nu echt. Het besef dat ik na vijftien jaar bikkelen nooit maar dan ook echt helemaal nóóit meer hoefde te turnen, maakte mij voor even de gelukkigste persoon op aarde.” (p. 160)

CHAPTER 7 | biography

verona van de leur

What happened to her in the past during her gymnastics career that causes so much happiness after stopping it?

“Het besluit om per direct te stoppen kwam niet zomaar uit de lucht vallen. Het gekonkel met de bond, de conflicten met mijn trainers, de ruzies met mijn ouders en het feit dat ik simpelweg mezelf niet kon zijn, het zorgde ervoor dat mijn hoofd overliep van ellende. Met de dag kreeg ik een grotere hekel aan turnen.” (p. 162)

On the 1st November 2011 (p. 258), she made her debut as a webcam girl and a few years later as porn-actress. This can be defined as a twist that I totally didn’t expect from an ex-gymnast.

When I heard about this, I was really interested in the story behind this twist and I questioned myself: which factors have affected her so much to make this kind of twist?

“Het heeft me verrast dat het fotograferen steeds meer een passie van mij is geworden. […] naaktfotografie welteverstaan.

...

[…] Zo ver ging ik met Robbie wel. Omdat we het spannend vonden

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...en omdat Robbie erin slaagde om wel mooie en sensuele foto’s van mij te maken. Daarom had ik

It seems that she needed time to process and consider the offer:

“Er werd mij de mogelijkheid geboden om naast

model ook als webcamgirl op te treden. Het was er weinig moeite mee, Of beter gezegd: ik vond het een verleidelijk aanbod, maar ik had mijn twijfels. leuk. Per shoot begon ik er meer lol in te krijgen.

Het was niet omdat ik niet durfde om volledig uit Het bleek een verrassende opstap naar een al even de kleren te gaan. Dat kostte me inmiddels geen verrassende carrière.” (p. 249) enkele moeite meer. Maar webcamgirl? Dat was Why does a successful gymnast as Verona came to ineens wel een heel grote stap. Hoe zou er in het such a controversial decision? land op worden gereageerd?

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Ik zag de koppen al met chocoladeletters in de dat de bond, mijn ouders en mijn trainers de relatie kranten staan: ‘Van turnmeisje tot pornoster’. Ik met Robbie niet zouden pruimen, zat er niets anders op dan in het geniep met hem af te spreken. Noemhet zat er al met al flinkmee in mijn maag.” opstandig, noem het puberaal, maar ik dacht: “Na een paar weken was ik er uit.

Dit is mijn leven, ik doe wat ik wil. Ik hoeft tochniet Omdat het nauwelijks erger kon dan wat ik had mijn hele leven het brave meisje uit te vangen, meegemaakt en ik het stiekem ook wel kinky vond, omdat ‘zij’ het toevallig willen?” gaf ik met mijn volle verstand mijn jawoord. Het (p. 174) was bovendien prettig dat ik het gewoon thuis About her webcam girl career, she tells the next kon doen, in mijn vertrouwde omgeving. Dat was things what it means to her and her freedom: hetlaatste zetje wat ik nodig had.” (p. 256)

“Ik wil de regie in eigen handen houden. Ik wil alles

Furthermore, I’ve selected two more reflections that Verona experienced as a twist, how she dealt with these twists in her life and how she reflects back to those experiences:

zelf kunnen bepalen. Dat vind ik van essentieel

ҨҨ

I notice that Verona attaches a lot of value to her freedom. This aspect occurs at a lot of moments in the biography as she reflects what happened to her in the past. She felt like she was captured in the disciplined regime of the professional gymnast world. And if you read how everythinghappened in her life, I can affirm that. As she gets older, she resists and takes more distance from this world:

belang.” (p. 270)

“Ik stop alleen als ik er geen zin meer in heb. En

het mooiste is: dat moment bepaal ik helemaal zelf. Anders dan bij het turnen is er niemand die mijn leven bepaalt en zegt wat ik moet doen. Dat sommigen vinden dat ik ben doorgeslagen, doet me echt helemaal niets. Noem het een schreeuw om aandacht, noem het opstandig, noem het naïef. Het “De afspraakjes, de telefoontjes, de berichtjes, de maakt mij geen reet uit hoe ze het noemen. seks, werkelijk álles. Ik moest wel. Omdat ik wist Ik noem het vrijheid.” (p. 275)

ҨҨ

Finally, I notice a twist in Verona’s reflection after two arrests:

Het heeft mij in vele opzichten sterker gemaakt, strijdvaardiger bovendien. Ik kreeg hetzelfde “Natuurlijk, die aanhoudingen waren vreselijk. Ik gevoel dat ik ook had in de periode dat ik als denk niet dat ik ooit zó bang ben geweest als toen. turnster op mijn hoogtepunt was.

Dat huiveringwekkende gevoel gaat nooit meer weg, vrees ik. Het bezorgt me na al die jaren nog steeds Het gevoel dat niemand mij iets kon maken. De kracht om te winnen, al had ik dat ditmaal niet in nachtmerries.” (p. 26)

”

een turnhal nodig, maar in de rechtszaal.

The arrests she had and the time she spend in jail, were traumatic experiences for Verona. The arrests (p. 27) were extremely violent and unexpected and she was treated hard-handed by arrest team, police and prison staff. She reflects on these arrests with the Even though she was frightened and traumatised, she can look back and say that these experienced next quote with a twist: have made her a stronger person. She can sees with her successful period as a gymnast, Toch zijn die arrestaties en de tijd dat ik heb similarities even though this situation is totally different. She

“

vastgezeten nog ergens goed voor geweest. De onrechtvaardigheid heeft mij paradoxaal genoeg ook een boost gegeven.

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deals with her twists in a constructive way.

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Week 1

Name Date

Sarah Bartholomé 1 March 2015

The Five creative Dispositions Model - table

To make a good reflection, I’ve used the creative dispositions model together with the goal matrix. You can find the Week 4 elaborated results in my dummy and in appendix 1.

Week In this chapter, I will define my 7 start point at every the core dispositions from week 1 and reflect the progress, difficulties and improvements until week 7. In the spider diagram below, there is an overview of the overall progress and you can find the the regular course programme.

WeekWeek

Inquisitve Inquisitive persistent Persistent imaginative Imaginative colabbarative Collaborative disiciplined Disciplined 1 5,33 4,67 6,67 6,67 4,33 4 7,00 5,67 7,67 7,33 6,50 7 7,67 6,67 7,67 8,00 7,25

inquisitive Inquisitve

Regular course programme:

ҨҨ Week 1: Intro + Object La Poubelle ҨҨ Week 2: Antwerp ҨҨ Week 3: Big Shopper ҨҨ Week 4: Creativity canvas + asking questions

in duos ҨҨ Week 5: Presentations Imagination Matrix ҨҨ Week 6: Peer reviews in groups ҨҨ Week 7: Preparation paper day

disiciplined disciplined

CHAPTER 8 | reflection

7,00 6,00 5,00

Week 1

4,00

Week 4

3,00

Week 7

2,00

of my process

1. Inquisitive (nieuwsgierig, onderzoekend) ҨWondering Ҩ & questioning ҨExploring Ҩ & investigation ҨChallenging Ҩ assumption

8,00

Week 1-3

In the first three weeks of the course, it was used to the teaching style of the persistent getting lecturers. I was curious and was wondering what this course will be like and I had a lot of questions about the content of the course.

Inquisitve I was already wondering & questioning, by asking students of period 3 how this course 8,00 was like and what I could expect. The overall answer was that this course is a lot of work, 7,00 due to all the assignments you have to make and that it seems to be a lot of time and 6,00 effort to get it all finished before paper day.

So that was my expectation of the course: I 5,00 expected a lot of work. We needed to know our fascination from the start, and I didn’t 4,00 have that figured out yet, as you can read at

persistent

1,00 0,00

3,00 ‘chapter [1]: fascination > par. the travel

disiciplined

colabbarativ Collaborative e

to my fascination’. During the first lesson, 2,00

I noticed that I had issues with asking questions at the lecturers because my 1,00 fascination wasn’t certain yet. Their advice was to specify my fascination. I’ve used the 0,00 other two weeks to explore & investigate my fascination, truism and statement, like at recycle shop la Poubelle and in Antwerp at the two museums because there were certain pieces of art that interested me.

imaginative imaginative

The Five creative Dispositions Model - spider diagram 30

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I wanted to know the backstories were possible and I figured some things out by exploring & investigating, like described and elaborated at ‘chapter [4]: Object La Poubelle & chapter [5]: To Antwerp’. Because I didn’t have any references to all the artworks, I challenged assumptions afterwards. And that resulted in new ideas, finding out interesting background stories and insights that helped in the process of defining my true fascination.

Week 4-6

In the following weeks, this core disposition is a real focus of attention for me. And luckily, the point where I really got stuck is formed: my fascination and the following steps that come next. I learned that sometimes, you need to take a step back of things in order to oversee the bigger picture and then be able to go further. In this course, this helped me a lot. Especially in the following weeks. I showed I dare to be different, to go on and work with another idea than the one that came out of the output of one of

Week 4-6

the creative canvasses formed during the lessons. You can find the process of this at ‘chapter [6] The

creativity canvas, because I was more interested in something else like I described in ‘chapter [6] > par.

Week 7

In these following weeks, my fascination gets more clear. And that with help of being more inquisitive: by asking questions to my boyfriend, buddies and fellow students of the course and by challenging their assumptions about my fascination. Furthermore, I’ve switched from concept idea that came out of the

Key resources: trying something new’.

To elaborate the new idea, I wanted to explore new domains that interested me, like reading a book about positive psychology. This was a real eye-opener for me because this gives me new and helpful insights into the concept. Furthermore, during the group assignment where

we gave each other’s concept a peer review with a chosen technique (in my case dress-undress), I challenged assumptions that fellow students give about their own concept.

Week 7

Looking back at this period through the eyes of the inquisitive core disposition, I can say that I improved this disposition during the course. You can see that with the described progress above. When something didn’t work out the way I expected, I tried looking further by exploring & investigating new options. That way, I was able to solve the little problems with my creativity.

2.. Persistent (doorzettingsvermogen, aanhouden, volharden, tegenstreven, voet bij stuk houden) ҨSticking Ҩ with difficulty ҨDaring Ҩ to be different ҨTolerating Ҩ uncertainty

Concept’.

My personal development with the persistent core disposition is improved by the weeks. Defining my fascination as it went and switching to a better idea that came out of a new creativity canvas, made me more self-confident. Enthusiasm and persistence took place for the frustration and made me more creative. I was able to go further with the elaboration of the new concept. I was glad that I made this decision: it helped me when I got stuck with my difficulty and it made me dare to be different.

3. Imaginative ҨҨ Playing with possibilities ҨҨ Making connections ҨҨ Using intuition Week 1-3

The first weeks of the course were like an orienting phase for me: I kept my eyes open for new personal possibilities and connections to (re)define my fascination. Being imaginative is something that fits my personality: I’m a very visual person. That’s one of the reasons why audio-visual material fascinates me so much. Furthermore, when someone tells me a story, I listen to music, I read a book or I’m following a lecture, I automatically visualise the information I process. At the moment I heard that my fascination was too abstract and broad, I was exploring new possibilities with the divergence technique by making mind maps. This way, it is easier for me to make connections.

Week 4-6

Week 1-3

In the first three weeks, it was hard for me to get into the flow with this advanced course. I was sticking with difficulty because my fascination wasn’t clear yet. I tried being persistent in the form of tenacity by being a good student and go on with the assignments in the dummy and during the lessons, but I noticed it was hard for me to do so. Also because I needed more time to get to figure things out for myself, it constantly felt that I was overtaken by events. I think, this has to do with my perfectionistic nature: I wanted the perfect fascination that fully fits me. But because my uncertainty/low confidence and I have troubles with making choices, I always want to make the right choice at the same time. It caused a lot of frustration and it causes I got stuck many times. Daring to be different was hard too because creativity demands a certain level of self-confidence as a prerequisite. That isn’t how I felt the first weeks. Also the fact that I didn’t know where my creativity would bring me, I had difficulties with tolerating uncertainty.

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The moment my fascination was clear as described in ‘chapter [1] > par. Travel to my fascination’, it was easier to be imaginative and play with possibilities, make connections and use my intuition. I noticed this at first after I’ve made both the La Poubelle & Museum piece assignment. First, I didn’t see the point in making these assignments. After I discovered that you can find twists everywhere, also in daily life, I saw the useful connection between these two assignments and my fascination. Furthermore, at the convergence part of the course, we needed to fill in several creative canvasses. . It was time to develop ideas into a concept and play with possibilities. This process went on with filling in the imagination matrix, giving the presentation (see appendix 2) and dress-undress the concept with my fellow students at the peer review. It was a process of manipulating the outcoming idea, present it and improving it. In the process, I felt like my concept was going somewhere due to the input of the lecturers and fellow student.

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But when push came to shove, I wasn’t enthusiastic enough about the outcoming idea to elaborate it, as described in ‘chapter [6] > par. First idea: a documentary made with groups of scholars or students’.

That is the point I used my intuition to work on a new creative canvas with a new and improved idea that felt more personal to me. This helps to be more imaginative.

Week 7

This is the point where I used my intuition, collected new sources that fascinated me to make a new and better concept. This way I was able to make new connections and arise at thoughts and ideas that fitted way better within my personality. I noticed that the new idea I created, arises out of a personal issue I deal with right now. The idea of the editable workbook started out of the idea of a kind of ‘feedback portfolio’.

At the end of the dummy, you can find the notes I’ve made of this. All these insights made it able for me to be more imaginative at the end of this course.

4. Collaborative ҨSharing Ҩ the product ҨGiving Ҩ and receiving feedback ҨCooperating Ҩ

Week 7

Looking back at these weeks, the collaborative assignments really helped in my progress to my fascination, statement and truism. I’m glad I was able to form these important elements of the course. But at the end, I had a lot of frustrations with the outcoming output from these collaborative assignments and with elaborating them on my concept. Maybe that occurred, because I had troubles with defining those elements in the first place.

Also, the choice to develop a new concept didn’t come from the collaborative core disposition, but more of being persistent and imaginative. At the end, I think this is about finding your own balance that fits your personality.

Disciplined ҨDevelop Ҩ techniques ҨReflecting Ҩ critically ҨCrafting Ҩ and improving Week 1-3

Week 1-3

From the beginning, a part of the assignments where collaborative. Those assignments give the lessons a good opportunity to improve this core disposition and be more cooperating were needed. At La Poubelle, students search an object related to their own fascination. But, by knowing each other’s fascination and talking about them to each other, makes that you can help each other because of everyone’s own perspective. For example, Jorieke came to me and showed me an LP as described in ‘chapter [4] Object La

In the first weeks, being more disciplined was an awful difficult job. Afterwards, I think I was too hard for myself because I had the will and the idea that everything needed to go perfect from the start. Now, I can reflect critically and see that it wasn’t possible to be strictly disciplined and make the assignments perfect at once at that time. I tried, but I came to the insight that I needed to take a step back. That was a technique I developed as an outcome of my frustrations.

Week 4-6

that, I showed Jorieke and Bram something that I thought could help them with their own fascinations.

This way we were cooperating with each other. Furthermore, in Antwerp at the museums, talking about the art you observe together with your buddies and fellow students also felt like cooperating in form of giving and receiving feedback. The big shopper assignment was also a collaborative assignment. Because it is possible to contribute to the ideas of others of their chosen objects for the assignment.

In these weeks, we learned certain techniques to work with to improve our creative skills to develop a concept: the creativity canvas, imagination matrix and peer review techniques. Also, the fact that I had troubles defining my fascination, caused that I had troubles with being disciplined. This core disposition improved more at the end of the course than at the beginning, after the important elements were clear to me. After that, it was possible for me to develop own techniques by being more reflecting critically by evaluating. I could converge better and this made it able for me to make an important decision: changing my concept.

Week 4-6

Week 7

Poubelle. She did that because of her association with audiovisual material and the subject of the LP. After

During these weeks, there were even more collaborative assignments that felt more like an impact on the final product. It was possible to share the product by discussing each other’s chosen creativity canvas and idea with another fellow student, my partner was Janice. Also, presenting the concept to the group by using the imagination matrix was a way of sharing the product. Additionally, giving and receiving feedback on the discussion with Janice and on each other’s presentation by answering certain questions, was another way of being more collaborative. At last, the peer review assignment was another useful assignment to improve being more collaborative. In the beginning, my assignment group had some troubles getting started by asking questions. We needed to help each other by sharing the product and ask questions that help with giving and receiving feedback.

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At the end, I used all given techniques, to improve my idea, and practised by choosing to develop a new idea. By paying attention to detail, correcting errors, I was able to craft and improve it. The decision I made, required decision-making skills and that was possible by reflecting critically. The element evaluation is important once ideas have been generated. I was able to do so after all these improvements.

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Personal goals

The following three goals are the personal goals I’ve defined at the beginning of the course. At every goal, I describe how I expected to improve that goal during the course. Also, I describe the process of improving that goal and how this process went. In addition, there is a model that views this process in a score during week 1, 4 and 7.

1. Learning more about photography & visual design.

During the course, I had some possibilities to practice a little bit of photography. Also, I followed an online course in photography, to understand better how to use a DLSR camera and what ‘rules’ you apply to the composition of a photo. Furthermore, I used this advanced course to improve my design skills: for the design of the digital report and the materialisation of the Workbook. I especially enjoyed this part of the assignments. Even more, what I also would really like, was to make a teaser for an interactive movie.

But I didn’t even consider to make a video-production because of the time range. Instead, the idea of the Workbook was more realistic in the time range. This gave me a good opportunity to reach this goal.

2. Paying more attention to my skills and strengths.

This personal goal gives me the opportunity to focus on my strengths during the course. I can discover what I like and how I can use my creativity to solve problems during the course. In overall, this personal goal embraces the core dispositions. Because I improved all core dispositions in one way or another, I can say that I fulfilled to also improve this personal goal.

3. Creating a successful concept for my own to use.

For example, helping with getting an internship.

In the beginning of the course, I didn’t expect that I would manage to make a concept that fits this well into my personality and therefore, I was able to reach this goal. The Workbook is a result of a personal problem. But also, it is a recognizable problem to an interesting amount of people of the target group. Not only this workbook is useful to me, it can be useful to a lot of other people, as/like described in “Chapter [6] The Concept,

paragraph customer segments”.

CHAPTER 9 | work materialisation book create a useful concept

36

improve skills & Strengths

+

37

38

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Brey, R. (2015). Ricardo Brey, ‘Untitled’, reconstructive van de installatie op de documenta van 1992, collectie van de kunstenaar, foto M HKA. Fuel to the Fire. MHKA, Antwerp.

Opgehaald van http://www.hart-magazine.be/nl/ricardo-breyop-de-bodem-van-de-hemel-in-het-m-hka-in-antwerpen#.

Wl84IajiZPY

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CHAPTER 10 | references

Experian. (2012). Mosaic Huishouden - Van database naar klantgesegmenteerde communicatie. Den Haag: Experian Nederland BV. Opgehaald van http://www.experian.nl/assets/ mosaic/brochures/Mosaic-Brochure-NL.pdf Industry Wire. (2015, oktober 5). Onderzoek: werken aan persoonlijke ontwikkeling belangrijker dan uiterlijk. Opgehaald van Emerce: https://www.emerce.nl/wire/onderzoek-werkenpersoonlijke-ontwikkeling-belangrijker-uiterlijk Kottke.org. (2008, 7 16). The most beautiful suicide. Opgehaald van Kottke.org: http://kottke.org/08/07/the-most-beautifulsuicide Leur, V. v. (2014, november 7). Verona van de Leur Oudtopturnster webcambabe ‘Je zal het maar zijn’ BNN. (S. Hilbrand, Interviewer) Lindanieuws.nl. (sd). TURNSTER VERONA VAN DE LEUR ONTHULT AANRANDING DOOR TRAINER. MHKA. (2015). Ricardo Brey: Fuel to the Fire. www.artsy.net, Antwerp. Opgehaald van https://www.artsy.net/show/m-hkamuseum-of-contemporary-art-antwerp-ricardo-brey-fuel-tothe-fire Webster’s New World College Dictionary, Fifth Edtion.

(2014). Dictionary Definitions Twist. Opgehaald van www.

Yourdicitonary.com: http://www.yourdictionary.com/twist Wikipedia. (2016, 06 14). Tom Tomorrow. Opgehaald van Wikipedia: https://en.wikipedia.org/wiki/Tom_Tomorrow Droodle images are:

Sarah Bartholomé 1 March 2015

DISPOSITIONS Week 1 Week 4 Week 7 Sarah Bartholomé 6 7 1 March 2015 5 7 5 7 wondering and questioning 5 6 exploring5and investigating 6 challenging assumptions 4 5 sticking with 7 difficulty7 daring to 6be different8 tolerating7uncertainty8 playing with 6 possiblilities 7 making connections 7 8 using intuition 7 7 sharing the product 5 6 giving and 5 recieving 7feedback cooperating 3 appropriatly 6 developping techniques reflecting critacally crafting and improving

8 8 7Week 1 6 7 7 7 8 8 8 8 8 7 7 7

6 5 5 5 5 4 7 6 7 6 7 7 5 5 3

Week 4

7 7 7 6 6 5 7 8 8 7 8 7 6 7 6

Week 7

8 8 7 6 7 7 7 8 8 8 8 8 7 7 7

PRESENTATION IMAGINATION MATRIX

DISPOSITIONS - ELABORATED

Name 1 wondering and questioning Date 2 exploring and investigating 3 challenging assumptions 1 4 sticking with difficulty 2 5 daring to be different 3 6 tolerating uncertainty 4 7 playing with possiblilities 5 8 making connections 6 9 using intuition 7 10 sharing the product 11 giving and recieving feedback8 9 12 cooperating appropriatly 10 13 developping techniques 11 14 reflecting critacally 12 15 crafting and improving 13 14 15

Appendix 2

Appendix 1

Name Date

crafting and improving reflecting critacally

crafting and improving

developping techniques

reflecting critacally

cooperating appropriatly giving and recieving…

developping techniques cooperating appropriatly

sharing the product

giving and recieving…

using intuition

Week 7

sharing the product

making connections

Week 4

using intuition

playing with possiblilities

Week 1

Week 4

making connections

tolerating uncertainty

Week 1

playing with possiblilities

daring to be different

Week 7

tolerating uncertainty

sticking with difficulty

daring to be different

challenging assumptions

sticking with difficulty

exploring and investigating

challenging assumptions

wondering and questioning 0

exploring and investigating 2 4

42

wondering and questioning

6

8

43

...with a group of ordinary people who can win something (personal growth, twist) and actively can control the game. For example Wie is de Mol?

...who is on an adventure.

Walking and completely being confidence about the changes he made in life.

Making his story .

...where the audience has a role and control the story.

Right now, this concept resembles a game where the person has the choice to choose the direction of his/her own story. In this concept, the story is personal for each individual.

44

45

46