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CONCEPTUAL AGE

CURRICULUM PAPER

Alison Caselman
Abstract

2016
This paper describes the connection between design and the otherSummer
five senses
described in A Whole New Mind written by Daniel Pink. It also outlines a
specific curriculum I designed that talks about each one of the senses and
where it would apply in that unit.

Senses Paper

Design and Connecting the Other


Senses
There is so much about design that I found interesting and connected to previous
presentations, conversations we have had, and my own personal knowledge. I have
had a lot of time to chew on Daniel Pinks words and what exactly they mean to me and
my truths. I choose the design chapter because it intrigued me with what more I could
learn in this subject. I have a hard time sometimes designing my curriculum units, my
projects, and sometimes my own art; and because of that I wanted to gain more
knowledge in this subject.
So what is design? How does Daniel Pinks definition change from the definition stated
on the Merriam-Websters website? And how can design be connected to the other 5
senses talked about in A Whole New Mind written by Daniel H. Pink? Websters says
that the Simple Definition of Design- to plan and make decisions about (something that
is being built or created); to create the plans, drawings; etc., that show how (something)
will be made; to plan and make (something) for a specific use or purpose; to think of
(something, such as a plan); to plan (something) in your mind (http://www.merriamwebster.com/dictionary/design). At the end of this chapter, Pink says, Good design,
now more accessible and affordable than ever, also offers us a chance to bring
pleasure, meaning and beauty in our lives (Pink, 2005, p.86). My definition would be for
both of these to morph into one. Design is a plan that should add meaning to the person
purchasing the object.
As I was talking with my group this interesting idea kind of settled into my thoughts.
Design is where the other five senses all come together to become the product. This
kind of sounds like symphony but let me explain a little bit more. You have to have play
to help foster the idea. Story is either what gets the ball rolling with what you are
creating, or it is developed while you are in the creative process. Then it continues to be
told to help address with empathy and meaning senses of your creation. In my option,
it would be difficult to have a good design without the other five senses.
A quote that Jenni pointed out to me a last week has really resonated with me was said
by Paola Antonelli, Good design is a renaissance attitude that combines technology,
cognitive science, human need, and beauty to produce something that the world didnt
know it was missing (Pink, 2005, p. 72). Is this not what innovative people are trying to
accomplish to keep a steady job? To create something the world didnt know it was
missing (Pink, 2005, p. 72). I love this and even mentioned it to a classmate in my
response to their blog a few days ago.

Last week I was feeling like sickly because of allergies and I tried to dress up more
frequently because I think there is power in positive thinking. A look good, feel good
type of thing. However on page 73, Pink also made me think of this quotes when he
talks about a conversation with Barbara Chandler Allen, a director for the CHAD. She
states, They feel and look like young architects and designers (Pink, 2005'. P. 73).
They are required to wear professional attire every day because at this point in time, it is
their job. This business attire helps put the students in the mindset that they are capable
at exceling and designing for the future. They are also empathizing with men and
women who are working in their future careers. I do not think it would work for every
school, but I think this is a great way to help build students confidence. Later down on
the page, it also talks about how the students have high expectations set for them. I
connected this back to Amys and Sheryls presentation from the first week. If we set the
students goals high, they will reach them with our guidance and usually exceed them.
Our students can do amazing things when we give the opportunity to express their
ideas in new pioneering ways.

Specific Curriculum Proposals


After designing my curriculum I proposed today, here is how I would incorporate the six
senses:
Story: First students will discuss their stories as they enter Achieve Online and the
feeling they have about that experience now. They will chat with each other either in
class or through our classroom platform and ask each other why certain events
happened and what if (Liu and Noppe-Brandon, 2009, p. 37). My students come to
Achieve for many different and by telling their stories they are getting to know their
classmates better. They can empathize with them and connect.
Empathy: Not only will students empathize with their peers through their stories, but
also through the artwork that is shown. Brian Moore, an artist the students will learn
about, created a public service announcement about four homeless men. They
displayed their daily journey through a Twitter feed and the impact that generous people
had on their lives. In Colorado Springs, there is a high population of homelessness and
my students seeing this might start thinking differently about their situation. I think this
could really strike up a juicy conversation whether it be in person or online.
Play: Before they start to plan their projects, students will want to get a feeling for what
media they might be using to create their projects. Here they will get many play stations
where they are able to follow tutorials, explore, and discover editing platforms that they
will be using. This can also help them see the kinds of special effects they could create,

which could help set the mood and tone of the presentation. I also connect this to
Douglas Thomas and John Seely Browns book, A New Culture of Learning. Here they
say, Students learn best when they are able to follow their passion and operate within
the constraints of a bounded environment (2011, p. 79). This is exactly what they will
essentially be doing.
Design: Students will design their message in the form of a group PSA or graphic novel,
where they are filming and thinking about focusing on what should be in focus, out of
focus, zoomed in, panned out. They have to make a plan, their design, before they can
start filming. They also have to design for our increasingly saturated (world) or visual
culture (Freedman, 2003, p. 86). They are going to go past what they might see on T.V.
and design something that has meaning to themselves and their peers.
Symphony: When the sounds, videos, and text all come together it creates symphony.
This will happen as they are putting final touches on their presentations and can be
exhibited when viewing their work. Then as all the groups are creating, it becomes a
symphony through the collective of presentation. Each group is part of a whole in the
since of advice given.
Meaning: These presentations are creating meaning because it is the students personal
voices showing through and giving advice to their peers. The students will have pride in
their work which could be an unfamiliar feeling to some of them. This project could also
have meaning to them because it shows their journey they took from start to finish at
Achieve Online Middle School.

References:
Design. (n.d.). Retrieved June 22, 2016, from http://www.merriamwebster.com/dictionary/design
Freedman, K. J. (2003). Teaching visual culture: Curriculum, aesthetics, and the social
life of art. New York: Teachers College Press.
Liu, E., & Noppe-Brandon, S. (2009). Imagination first: Unlocking the power of
possibility. San Francisco: Jossey-Bass.
Pink, D. H. (2005). A whole new mind: Moving from the information age to the
conceptual age. New York: Riverhead Books.
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the
imagination for a world of constant change. Lexington, KY: CreateSpace?