FORMAT CHOICE

All the ideas and tryouts lead to the use of the most simple form, where the booklet is created from one single sheet just folding it in a certain way with a cut or two.

So I was looking to create 12 sections to reflect on my 'puzuri' as each unit consists of 12 straw pieces. I started with a single piece of paper and found 2 ways of folding each reflecting on the square shape in a single page or a spread that I thought was another good way how to indicate the connection with the shape of 'puzuri'.

FORMAT

After discussion with bookbinding tutor Douglas I decided first to make a decision about the format of my booklet. I believe it's going to reflect better on my process based thinking and planning.

I tried out various formats, but decided not to put too much emphasis on the design of it as it's just complimenting and explaining what my project is about not being a project in itself.

PROCESS NOT PRODUCT

I've been thinking about my experience here in London studying at CSM in contradiction to my education in Latvia.

The more I think about it the more I come across the absolute opposites in all various aspects of teaching, learning and understanding.

I think I've really benefited from making myself do something quite different to what I'm used to for this last unit. As in Latvia it was always about the outcome, the product you get at the end, the time and effort that has been put in-between the starting point and the final outcome was secondary.

The process was lost.

The experience had no importance.

I feel I am risking slightly by my approach with this unit. As I've put in so much effort in everything else except the final, polished outcome. I'm really trying to figure out how could I reflect on all the work, thinking and learning I've gained an outcome, that would reflect on the main and most important factor THE LEARNING PROCESS.

So I've decided to do a booklet/book to reflect on the differences and my personal experience throughout my education.

VISUAL DOCUMENTATION OF THE PREPARATION PROCESS

Preparing and cleaning the straws for cutting.

Dividing straws by their width.

Cutting straws in naturally created sections.

Cutting straws in identical length.

STRAW MOBILES

I am still working on my straw mobile.

I am now more concerned how could I reflect on its making process.

As I want to emphasise the learning and making process, instead of the final outcome.

DESIGN AND ANALYSIS

ANALYSIS is the traditional method of problem solving.

There are problems where we cannot find the cause. There are problems where there are so many causes that we cannot remove all of them.

· Design uses information and design uses logic.

· Design also needs to use creativity in order to put forward possible concepts and to change existing perceptions.

· Design is the basis for action.

· Design seeks to put forward a relationship which does not exist and perhaps has never existed.

Sometimes we are trapped in problems by our fixed way of looking at things.

Creative thinking is neglected in educational system, which is convinced of the sufficiency of information, analysis, and argument.

IMPROVEMENT

Simplicity has very high value for users and consumers.

The key point about improvement is to be able to look at any procedure or method and to suppose that there might be a better way of doing it.

The key point to remember is that the removals of faults is any a small part of the improvement process.

PROBLEM SOLVING

Has always been a traditional area for the use of creative thinking.

PERCEPTION AND PROCESSING

Thinking about learning processes has lead me back to my interest in human perception.

So I have looked up some information from Edward de Bono's book - Serious creativity.

· It is perception that gives us the observations or propositions that we then handle with logic.

· It is perception that gives us the words and the choice of words with which we think about anything.

· Perception depends on context, experience, emotions, point of view, framework, and so on.

· Perception strives for meaning and attempts to make sense of what is present.

Creativity takes place in the perceptual phase of thinking.

Most of the mistakes in thinking are inadequacies of perception rather than mistakes of logic.

·With perception we do not see the world as it is but as we perceive it. The patterns of perception have been built up by a particular time sequence of experience.

The human mind forms its perceptions by choosing to look at the world in a particular way.

In the direct teaching of thinking as a subject one if the most important things is to provide students with tools for broadening their perceptions.

Broader perception changes judgment.

Teaching of thinking should be about: providing tools that students can use and that make a difference.