Sketches as articulated representations of creativity

by jarradr

Today in class our group has a very lively discussion on sketching as relates to creativity, the extent to which a culture can be judged by the words it uses to describe its popular sports, whether or not it is rude to refer to a classmate as “Satan,” and a host of other topics. The entire “thread” was captured- to a certain extent- by the graphical notations we each made on the single sheet of paper we shared.

This exercise was quite interesting during class as we sometimes fought to quickly jot down our notes on the paper, and sometimes fought not to. Even more interesting, however, is a review of these “notes” now, without the pressure (one of our themes today) of the class and without the need to be a producer of creative content. In the consumer role, we can better appreciate our sketch, as manifestations of the creativity of the contributors become more clear. A few highlights are:
1. Toward the lower right, notice the stick figure with an asterisk for a head. This represents our teammate who was almost electrocuted (in his mind, of course) by Professor Do as she visited our discussion.
2. To the left of this are the words ” I never called you Satan” (written upside-down, depending upon your perspective) followed by tally marks which indicate approximately how many times this phrase was uttered. In this instance, while the point is spatially close to the previous one (#1), there is no logical connection.
3. Just above the Satan statement is a representation of “thinking outside of the box” in an effort to solve writer’s block. This point was, in fact, logically connected to the point above it, as indicated by the arrow.
4. The diagram beginning with the word Creativity at the left indicates how 2 intelligent and creative people can be motivated/inspired by completely different paths. Some work better under pressure, while some are adept in relaxing their mind so as to allow the “aha moment” to come.
5. Above this we have our “conversation waveform” which represents the fact that, at the onset of the exercise there was relatively little discussion, as we each struggled to find a place to start. Thoughts on “sketching,” “intelligence,” and “creativity” soon followed, and the magnitude of the waves represent the amount of dialog associated with each. The fact that the section on creativity has dual waves, opposite from one another, is indicative of those times when the group did not agree and debated the merits of different perspectives.
These are, obviously, only a few of the graphical notes made on the paper. In an exercise that could be seen as an extension of the classroom assignment, I wonder what, if anything, the readers of this post would make of some of the other images? Hearing the ideas of people unconnected to the original discussions would be interesting, as they would represent the reverse of the initially reversed points (we went from thought to sketch; this would go from sketch to thought).
Just as we played the drawing games a few class periods ago, I wonder how creative the class might be in attempting to decipher these symbols.

“Left as an exercise for the reader…”

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