Design and education program created by:
Ece Canlı, Ceylan Uşakierali, Kerem Erdem Göç, Ekin Belek
in collaboration with TOG (Community Volunteer Foundation)
The project aimed to support children (aged 10-15), who did not have access to sufficient educational curriculum and creative activities inside and outside school. It provided a set of workshops in various regions and in schools of Turkey, encouraging children to detect their everyday problems and needs, and bring solutions to them from a design perspective. It had comprised five workshops as the steps of ‘creativity’ that sequentially followed each other. Organisation team visited 21 cities all across Turkey to train volunteers in those cities about the implementation of the workshops each of which had the following steps:
Rhythm: It aimed to make connection between the concept of ‘rhythm’ and its relevant contexts such as continuity, repetition, resemblance etc. It enabled children to turn abstract concepts into tangible objects via using both auditory and tactual tools.
Geometrical Forms: In this workshop, children were supposed to see ordinary geometrical forms—which spontaneously surround us everywhere—in a different way and use these forms through different combinations through various implementations and simulations.
Object Analysis: It encouraged children to look everyday objects in a different perspective, by ripping apart and analysing every single component of an object (a ballpoint pen given as an example). Some of the questions children were expected to answer were how these parts could be put together in different combinations and how they could be useful in different ways.
Robotics: In this step, some pieces including different materials and connectors prepared beforehand were put in a box so that children would put them together into one working object, such as a toy or a little robot.
Brainstorming: This step referred to a method of discussing, articulating and thinking through the process of designing. Children were supposed to look over their daily problems again, and then generate new design solutions against these problems via storytelling, sketching and modelling.
According to the feedback received, the entire process, from preparation to implementation, had an impact not only on the team and participating children, but also on volunteers who were not designers but got skills on making, creating and training.