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o f ll..merica
oDVc
The UNIVERSAL TRAVELER is more than a guide to creative problem solving and
clear thinking; it is your passport to success. The process described is
universally relevant; based on the premise that any problem, dream, or as-
piration, no matter its size or degree of complexity, can benefit from the
same logical and orderly 'systematic' process employed to solve world-leve l
problems . Only the wording and methods vary and then, in appearance alone.
Systematic process, derived from the study of human control systems known
as Cybernetics, forms the basis for modeling most social, industrial, and
economic problem situations . To provide an everyday application of method
leading to a more orderly life process, we have translated the technical
terminology of systematic problem-solving into conversational language and
simplified techniques. The resulting 'user-friendly' approach to problem-
sol ving is called SOFT SYSTEMS . Once learned and internalized with prac-
tice, the Universal Traveler "soft systematic" approach will allow anyone
to deal more logically and orderly with all manner of problem situations or
goals.
INrll{ODUCTION
to
CREATIVITY
Life is a continual sequence of encounters .
Some are unavoidable; to be enjoyed suf-
fered by choice. Others can be controlled
consciously. Creative problem-solving is a
process of dealing intelligently with those
situations that can be controlled. A cre-
ative ptcblem-solver is a 'designeL'; a per -
son intending to improve what exists or to
find clear paths through dilemmas or chal-
lenging situations and at satisfying
solutions .
9
Some keys to Creative
Behavior
Practiced creative behavior breeds automatic
creative behavior. Said another way, cre-
ativity and consciousness of procedures
(process ) and methods go hand in hand . If
you become more aware of your position rela-
tive to what has gone before and what is yet
to come, your ability to decide from both
the broad view and the specific view is
increased allowing you to become more accu-
rate in your predictions and choices
throughout evety journey .
10
required for the ngiving" of oneself to the
task! Pride joins che other "deadly sins" to
detract from improvement . SELF-DISCIPLINE,
i . e., nbeing true co your se l f" , on the
other hand, is a truth-reveali n g behavior.
It r equires courage of conv i ction and fear-
les s acceptance of the respon s i b ility for
being what you are , and t a k i n g s teps to in -
s ure improvemen t. Modi f yi ng beh avior t o mee t
s pe c i fic situa t ions need not l imit freedom
or work against the needs of others in-
volved .
11
WHOLENESS
12
........,locks to creativ· y
It is normal to hold bac k because of being
wary of making mistakes or asking ' dumb'
questions . Yet few errors carry stiff penal-
ties and the asking of any question, no mat-
ter how innocent, suggests wi ll ingness to
learn. The most common barriers t o creative
behavior are self-generated pride, fear,
jealousy and competitiveness . The creatively
active person is not put off by such demons.
13
Fear from lack of and the
accompanying anxiety when dealing with the
unknown.
14
In essence logic helps us to understand how
all things are or can be organized and in-
ter-related. It is a basis or foundation on
which to build. It is an ordering system
within which we can deal with pieces and not
lose sight o f the totality that contains
them. Logic is a way, an orderly way, to
include sensory response in a consc i ous p ro-
cess .
IN SHORT.
LOGIC
makes
) SENSE
"
- - - - - -- -
_ _)
(Organized knowing develops meaningful feel-
ing . )
15
TheDESION
PROCESS
is a Problem-Solving
JOURNEY
analyz Becoming
outsides of the problem;
with the ins ides and
what
the """'Ol lcl of rh,:;: EHOblPm" contains .
HKIIJG ACTIOII
MEASURING SUCCESS
J.H analyze
[ si\'i:ton
20
fe dback You might view the stages of
back and forth action where yo·. 11ev e.r --r-;
forward without always looping bacl: to checJ:
on yourself; where progress onlv trs b:·
looking backward before moving f
--==
= 1
kJ
/ tl' "deate] )
[
revaluate]
· •
[ideate ))
[ You might regard the design P' u ·e .. · <1,
ope1ation whe re certain events ar
various stages det erm ine mo1e Lhctn on· cun
n ect i o n and p rogress to a resolution is more
expansive than direct .
circular •••
Of course the most nat ural way tc viPw plo-
cess is as a scattering o f pieces l'li t h Pnch
stage progressing concur1ently '•JiLL • ul n
ers rather than as a connected c h'tu 1£
events . . . mo:te like a horse LtCP •,,ith
stage competing f or at tenti cm-ll1dll 1 .. a
mule-train- which is st1aight and
linear but more easily controlled .
21
a word about
Problem-Solving
Methods
Because Lravel usually entails trying the
untried, it can at times be complex and
frustrating. Learning 'how to' travel
becomes a necessity. Much like selecting
the route, side roads, and overnight
stops for travel, choosing and tai
methods to fit both problem and problem-
solver is a separate task within each
problem solving journey .
22
ra s
CA fl GET Hl YOUR Y./AY
anl 1ntuition . It embod-
i PS you knowledge and is you1
basic data-bank . Being insightfu l
is to allow you1 past to serve as a guide to
your future ... but don't allow insight to
control every decision. Fresh anal ysis can
clnnge e"J<3lything you think .
31
After the inertia is broken there is usually
much more traveling to do . Similarly , i f a
" firstu idea is not properly evaluated in
te r ms of overall objectives and ends up be-
ing your "only u idea , it can cause even more
trou ble . Remaining conscious of the ent ire
PROCESS at every stage allows you to con-
s ider new alternatives and to make your
limitations and your objectives as you go .
32
Basic Methods
In the world of ways-to-do-things there
seems to be an unlimited number of varia-
tions on two fundamental methods :
Checklists
List -making has many variations including
checklists , lists of components or parts,
lists of purposes and reasons, l i sts of op-
tions and possibilit ies , lis ts of cautions
and fears , lists of things to do, etc . , etc .
Brainstorming, possibly the most popular
among consciously applied d esign methods, is
a list-making technique .
33
Specific Methods
Like Nature wich its dynamic changing sea-
sons, nothing is stacic about creative prob-
lem-solving . The dynamic alternation between
convergenc and divergent thinking involved
in the following sequence of generic methods
is a 'natural' progression. Conscious 'fo-
cus' o n any detail of a 'big picture ' re
q uires tha t you first broaden your scop e to
see the whole , then nartow down to see the
parts .
AC CEPTAN CE
The start of any eventually satisfying jour-
ney is a willingness co go. I ' LL BU Y THAT
is the basic mechol . Ic requires assigning a
percentage of you1 assets to a particular
activity; na1rowing (converging) choices
from everything potentially possible to the
few that are realisrically doable . How you
get started is a petsonal matter. Knowing
what drives you to accept a challenge and
become involved becomes all-important to
success. Reward moves some ; some depend on
t hreat . Which will it be - a carrot or a
whip?
ANA LYS I S
Th e basic method is WH AT' S INVOLV ED?
Before you can develop an understanding of
any situation, you need to gee the facts .
Often cloaked within the fuzzy issues of
initial problem you'll need to
apply some variation of this method to un -
cover· them.
Finding facts and they interrelace re-
quires sea1ching for relaced
information . .. questioning all sides of the
situation ... examining the
details .. . involvement in fair and impartial,
open-minded teseatch. (Divergence)
DEFIN I TION
The basic method is ESS ENCE-F I NDI NG.
This convergence method involves the digest-
ing of information to reveal " essential"
guidelines . When boiled down to the impor
tant aspects or interrelationships , those
"essences" allow you to formulate a "con-
cept" or basis f or furcher options, deci-
sions and actions. Once identified, the es-
sential ingredient(s) ptovides di1ection o
a successful conclusion. This key stage of-
ten requires forming an attitude or taking a
stand.
34
1 UtA I 1 U I'J
EVA LU ATI ON
For the final convergent stage of the pro-
cess, the basic method is HOvi'D I DO?
Since evaluation involves comparing aims
and inten tions with attainment and achieve-
ment, it is h ere where plans for improve-
ment are formulated . But why wait until the
end to check on progress when ongoing
evaluation can serve as both guide and
trave l companion throughout the journey?
ACCEPTANCE is the logical initial Design or
111
by logic
1. A subconscious random sample of thoughts
c an stimulate a need for order .
2. It makes sense to set limits to every
intention .
3. Thinking in itself does not evoke cre-
ativity which also depends on feeling
4 . Trying to so l ve one thi n g is often ac-
complished by solving something else.
5. When you examine only part of a problem,
it's a good idea to keep the whole prob-
lem in mind .
6 . Proper assessment of all ideas is essen-
tial .
7. Losing your guide (security and habit)
is one way to discover new paths .
8. A successful problem solution is depen-
dent on the relationship of many sub
solutions .
9 . There is always some form of relation -
ship between all things.
10. The solution to one problem often opens
the possibility for new problems to
occur.
11 . It is easier to reach a goal when the
path of objectives is clear .
12. A weak can lead to an
ineffective conc lusion .
13. Clear judgment requires clear standards.
14. The "playful you" is always there to
help when the "logical you" gets stuck.
15. Solving the components can solve entire
systems.
16. To determine the solution to a mystery,
you must find the essential clues.
17 . Some problems require side-trips into
strange new territory before they can be
resolved.
18. Finding simple ways to deal with complex
situations is always possible.
19. Some problems are so connected to other
problems that they cannot be considered
by themselves alone.
20. A well-kept journal of a proces s pro-
vides an aucomatic product.
1 12
by pl8l111ing
1 . Principles and rules take many different
forms .
2 . Experiments can be costly but worth
every cent .
3. Unrelated principles can block relevant
princip les .
4. Unpleasant journeys leave few good
memories.
5 . Perfect balance is theoretical . Reality
is dynamic .
6 . Complex problems can be simply defined .
7 . A unique point of view is often found
within existing points of view .
8. Some things just can't be dealt with
properly when taken out of context .
9 . Experience can sometimes lead to prema-
ture and incorrect conclusions .
10 . Playing-around will at least get you
moving .
11 . To learn by doi n g you must first get
started .
12 . Cl ear t h inking relies on balanci ng logic
wit h experience .
13 . Unproven principles can get you into
trouble .
14. Expect the unexpected . Change is the
only constant.
15 . Know what you don't know . Dealing con-
sciously with your ignorance develops
awareness .
16 . Perception and reality are never equal .
17 . Good record-keeping prolongs the appre-
ciation of exper i ence .
113
The Art of Critical Making
WILEY
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10 9 8 7 & 5 4 3 2 I
The Art of Critical Making: An Introduction
Rosanne Somerson
Walk along the riverfront in Providence, Rhode Island, at the foot of "College
Hill," and you may be surprised by what you see. You might easily walk
beside someone carrying a hollow six-foot shoe fabricated from woven wire,
or alongside a group of students balancing their newly finished chairs on
their backs and heads, or pass someone lugging a drawing portfolio so large
and unwieldy that you might be tempted to stop and ask to assist. On certain
days there could be fashion collections wheeled on hanger racks, or recycled
industrial off-cuts of felt and cork spilling out of bags slung over shoulders, or
even sculpted metal chopsticks three times the height of the woman hauling
them. Someone might have laced delicate woven yarn around trees lining the
river walk, preparing their branches with sweater-like covers for winter. Out
of sight, inside the studios and labs, a diverse range of projects could likely
be developing-investigations into sustainable systems for food transport, or
objects designed for extreme climates, or a video that correlates and weaves
together two events happening simultaneously in different locations.
Art schools are lively places, but few outside their walls have the oppor-
tunity to experience the kind of environment where the new is manifest
every day, where paradigms are continually stretched and challenged, and
where shock and beauty flourish side by side. What is the "magic" in the
art and design school learning model that advances an individual from an
interested student into a creative innovator? And how might the creativity
and expertise that result from this form of education be accessible to others?
While no single philosophy or pedagogy effectively turns developing artists
and designers into creative professionals, some shared methods have proven
to transform hard-working students into exceptional creative practitioners.
In this book, RISD faculty and staff examine these methods to explore RISD's
rationale and approach in developing and enhancing creative learning.
Additionally, we explore the efficacy and the essential need, in contempo-
rary times, for learning that includes hands-on practice, the processing of
enhanced seeing and perception, and contextualized understanding-all ele-
ments of "critical making."
19
20 ROSANNE SOMERSON
visionaries who have changed and improved lives around the world. And
of course the list of distinguished alumni artists and designers represent-
ing every form of creative practice is the source of great pride. RISD gradu-
ates have made Oscar-winning fi.lms (and even hosted the Oscars), popular
book and television series, and signifi.cant public programming. The num-
ber of alumni who have been awarded MacArthur "genius" Fellowships and
Fulbrights is unmatched by any other art school. Look at the "Gallery Guide"
in any city, attend any global art fair, or visit any of the top design, architec-
ture, fashion, or textile li.rms, and you will likely li.nd numerous RISD alumni
at work. In short, extraordinary results have emerged from the RISD educa-
tional experience as it has evolved over some 13S years.
In addition to aspiring young artists and designers and their parents,
many others will find this book enlightening and supportive. Many corpo-
rations recognize how much more inventive they can be when they apply
principles like those framed in our curricula, paying close attention to how
they activate innovation and advance opportunity. Businesses of all sorts
looking for ways to rethink long-held assumptions and to build greater cre-
ativity into their process and outcomes will fi.nd illuminating and expansive
approaches to familiar questions, which may well generate innovation and
new achievement. Practitioners early in their careers looking for ways to
build their own strong creative practices will benefit from the insights of the
experienced educators who have contributed to this book, gaining deeper
understanding of high-level creative learning. Even other systems of educa-
tion can benefit from echoing the curricular approaches and processes of
an art and design institution such as RISD. Indeed, so much about art and
design education can benefit a broad audience.
The writers who have contributed to this book-like all of our faculty, staff,
and librarians-lead in their disciplines through engaged and ongoing pro-
fessional practice. These writers do not attempt here to define art or design.
22 ROSANNE SOMERSON
They do not offer a prescription for creative innovation. Instead, they offer
observations and examples from direct experience that make up the sub-
stance and distinction of a RISD education, untangling the territory of art edu-
cation, which remains largely unknown outside of arts institutions. Through
our contributors' careful telling, RISD's remarkably effective methodologies
and tools for transformative education can be accessed by any curious reader.
In the Preface, neurologist, author, and researcher Frank Wilson-the
only writer in this book who is not a faculty or staff member at RISD (though
he is a frequent RISD visitor and lecturer)-describes the biologic science of
the co-evolution of the hand and the brain, and proposes the resulting neu-
rological precedents to thinking and making as collaborators in both human
and educational development. He sets the stage for the other contributors,
who echo how the artistic mind relies on "making" as a critical activity, one
that informs a particular kind of deep intelligence that cannot be learned
without real material manipulation and sensory, embodied experience.
Leslie Hirst, Foundation Studies faculty member, presents the "ground-
work" of preparing students to become immersive learners in our common
undergraduate first year, literally laying the foundation for the commitment
it takes to succeed as a creative professional. The nrst-year experience for
freshmen, and, in different ways, for graduate students, is about learning
how to reset expectations, to nnd new ways to begin, and to develop the
conceptual and making tools necessary to create works that are signincant
in composition, presentation, function, or solution. The nrst year is about
devising individual systems for making and breaking one's own rules. As
Hirst notes, it is also about learning to live comfortably in uncertainty so
as to take new risks and forge new directions, and to push harder through
personal limitations than ever imagined. These fundamental and formative
experiences contribute to building the experience and bodies of knowledge
that shape an artist or designer.
The creative process cannot live independently from the contexts
that inform the maker. In his essay, Dean of Liberal Arts Daniel Cavicchi
THE ART OF CRITICAL MAKING 23
describes how the rigorous Liberal Arts courses required of every RISD
student deepen scholarship, research practices, and forms of expression.
Inquiry takes many forms in an art and design environment, and at RISD we
believe that multiple research methodologies are paramount to developing
innovative thinking and making and to educating informed future citizens-a
goal at the heart of RISD's mission. RISD students draw connections to his-
tories, philosophies, literary forms, and identities-all essential to building
ethical, reflective, self-aware, and articulate practices. Cavicchi describes
how RISD students thus "develop a familiarity with meta-thinking which, in
turn, heightens their ability to see new connections and meanings." Liberal
Arts courses create context that informs studio work, just as art and design
students bring into their Liberal Arts classrooms unique and imaginative
forms of inquiry.
Three topics in this book-drawing, materials, and critique- are so
essential to a RISD education, and yet so diversely implemented, that we
chose to present them as guided "Conversations," incorporating numerous
voices to express multiple approaches. The nrst "Conversation," led by Dean
of Graduate Studies Patricia Phillips, explores drawing. Drawing is funda-
mental to RISD learning. Drawing helps to develop the intelligence of the
hand and its cooperation with the eye and the brain. Drawings are a required
component of our undergraduate admissions application, and help to deter-
mine who gets accepted into RISD. We use these application drawings, how-
ever, not just to evaluate who "draws well" but to help us assess how an
applicant sees.
To non-artists, drawing is often understood as replicating or represent-
ing what is seen-capturing shape and contour, composition, outlines, and
shadows in space. At RISD, though mastering various representation tech-
niques may be part of skill-building, drawing is regarded more as what
Phillips calls a "flexible instrument," a developmental tool, a way of mapping
thinking that can be circuitous, improvisational, or highly structured. Draw-
ing also helps us to record events and ideas and share them with someone
24 ROSANNE SOMERSON
through this course students develop visual forms of expression that facili-
tate understanding. Providing evocative descriptions of cultural phenomena
and examples from the classroom and student work. Hitchcock helps us to
understand how today's graphic designers are "cultural curators," producing
the information that defines and enhances our experiences every day.
The natural world provides its own kind of meaning. Another of RISD's
particular treasures is the Edna Lawrence Nature Lab, an inspiring collec-
tion of natural specimens ranging from plants, insects, and skeletons to
rocks, shells, and amoebas to various forms of taxidermy animals and even
a few live species. A fundamental part of a RISD education for 75 years, the
Nature Lab is a center for examination and comparison and for learning from
nature's systems. Students study how efficient systems can produce elegant
results, and then apply that learning to other contexts. They explore consis-
tencies and inconsistencies at various scales, from galaxies to microscopic
worlds. The Nature Lab's Director, Neal Overstrom, a design-scientist with
a background in both design and biology, is uniquely adept at guiding artists
and designers to draw both information and inspiration from this magical
collection. In his essay, "The Nature Imperative," Overstrom describes how
the Lab helps students to develop sensitivity, observation, and perception,
and why this kind of learning matters.
Throughout the developmental stages of creation, art and design educa-
tion depends on critiques-or "crits" as they are commonly referred to at
RISD-as a unique learning mode. At a crit, students present their work to
reviewers, articulate their intentions, and receive feedback. The reviewers
might be faculty, students and faculty, or a group that includes external pro-
fessional reviewers. Often these external critics are from other disciplines,
bringing a fresh perspective to the work.
Critiques are core to the development and assessment of creative work.
Highly diverse in their methods and outcomes, they adhere to no single for-
mula. In this book's third "Conversation," Professor Eva Sutton asked several
faculty, students, and alumni to each make a sketch representative of his or
THE ART OF CRITICAL WAKING 27
her experience of critique, then used the sketches as a basis for exploring the
various modes of critique. Critiques can be behavioral learning experiences
that help participants learn about social interaction, expressions of support,
and disagreement. Successful critiques are about perceptive, constructive
feedback, not a judgment of good or bad, but an offering of "I experience
this-was that your intention?" or "What if ... ?" Critiques provide a path-
way through which students develop a lifelong ability to self-evaluate and to
reflect on improving, articulating, and evolving their ideas. The benefits of
this kind of conscious awareness of how a work succeeds in communicat-
ing an intended outcome and the cultivation of honest response surely have
applications not just in art and design but in multiple circumstances.
In "Acting into the Unknown," Dean of Architecture a nd Design Pradeep
Sharma describes how we take art and design learning out into the world-
how various forms of creativity and innovation can influence creative prac-
tices of all sorts as well as business models, and ultimately mark culture itself.
Sharma describes the various structures of our partnered engagements, from
short executive-education salons to long-term partnered research projects
that we have run with a range of corporations, industries, and government
agencies such as NASA. Partners collaborate with RISD to explore issues
using our creative methodologies-to frame new questions and advance
opportunities. Our iterative process leads to new directions for exploration,
and our ability to manifest ideas in real form through making materializes
ideas. As Sharma suggests, this is often where true innovation occurs.
and rational abilities that generate change. Studies and the media are full
of examples of creative approaches applied in new contexts, as business
schools incorporate "design thinking" into curricula, businesses apply cre-
ative processes to planning and decision-making, and companies hire CIOs
(Chief Innovation Officers). A plethora of books about creativity, problem
solving, and innovation has been published in the past few years. RISD's
President, John Maeda, has worked with government representatives such
as Rhode Island Representative Jim Langevin and numerous bi-partisan
Congressional representatives to add art and design to the national Science,
Technology, Engineering, and Math (STEM) education agenda, incorporating
an "A" for "art and design" to turn STEM into STEAM. This platform, sup-
ported now in over 30 countries around the globe, recognizes art and design
as the "secret sauce" in multiple fields, engaging with creative exploration to
reach greater potential-the potential that will help to define advancements
in the twenty-first century.
Being Provost of RISD at such a significant time in history is intensely
rewarding. As the world grows increasingly complex and fast-paced, with
global issues impacting us all, making, materials, and meaning are critical.
The kind of essential knowing that we develop at RISD-informed through
our hands, through our bodies, and in the creation of works, experiences, and
events-is more cogent than at any other time. Artists and designers hone
the capacity to generate something from deep inside ourselves to live outside
of ourselves. By residing in the experiential and the physical, and by devel-
oping the "hands-on" as a portal of intelligent learning, we confirm the mind
as maker and making as a state of mindfulness. We demonstrate how artists
and designers are hosts for enduring creative discovery that is self-initiated
and actively engaged. In short, artists and designers manifest what has not
existed previously-in many cases, what has never even been imagined.
A group of 34 forward-thinking women-members of the Rhode Island
Centennial Committee-envisioned the importance of art and design as the
key to progress and to humanizing and enhancing culture when they founded
THE ART OF CRITICAL MAKING 29
RISD in 1877. Their early mission was three-fold. First, to teach "artisans
in drawing, painting, modeling, and designing, that they may successfully
apply the principles of Art to the requirements of trade and manufacture."
Second, they wanted to train "students in the practice of Art, in order that
they may understand its principles, give instruction to others, or become art-
ists." Third, they intended to advance "public Art Education, by the exhibi-
tion of works of Art and of Art school studies, and by lectures on Art." RISD's
current mission reflects all of these goals, with an expanded emphasis on
discovering and transmitting knowledge to make "lasting contributions to a
global society through critical thinking, scholarship, and innovation." This
recent addition to the mission, while new in some ways, is very much in
keeping with the notion of showcasing expertise and innovation through
world's fairs. The form and forum may have changed, but not the intent.
Indeed, the intentions of an art and design education as envisioned in 1877
are still relevant today. RISD remains committed to immersive disciplinary
learning as fundamental to evolving basic principles into new contexts. Still,
as disciplinary boundaries conflate and overlap, we are emphasizing ways to
encourage crossovers and new forms of research and practice. At RISD, as in
broader contemporary culture, the familiar delineations between artist and
designer are becoming less distinct; disciplinary boundaries are more like
placeholders for definition rather than parameters. In the professional world,
artists are creating successful design work and vice versa. RISD students are
encouraged to integrate diverse practices in developing their work. Architec-
ture students immerse themselves in fine arts courses and painters can learn
the techniques and processes of designers. This kind of integrated learning
complements disciplinary expertise, in which structured curricula call forth
deep, immersive investigation, intensive trial and error, and critical feedback.
Today, new models emanating from art and design are helping us to live
and work more flexibly, effectively, and meaningfully in a world that is rap-
idly changing and economically challenging. We need confident, creative, and
nimble thinkers who can navigate circuitous complexity. The meandering
THE ART OF CRITICAL MAKING 31
Fig. 1
Laura Kish1moto,
MedtJsa, 2013
Groundwork
Leslie Hirst
32