Thesis isn’t just about picking something you like and running with it. It’s not about whittling down your understanding of a proposed topic into a precise outcome. It’s a push and pull. It’s about shifting your perspective from one day to the next. It’s about putting some things on the shelf, about exploring things that are hanging on by a thread, about going backwards, projecting blindly forward, and dancing around a bonfire of ideas until something emerges from the ashes.
There’s that old saying that Mother knows best. Well, Chairperson knows best too. I had a meeting with her a few weeks ago and she threw, what I call, a Golden Wrench into my work. For the last, roughly two and half weeks, I’ve been re-evaluating my explorations in relation to my interests within and beyond this program. I’ve been exploring things in relation to light, natural phenomena and it’s relation to human phenomena. I’ve mapped out past interests in relation to these current explorations, but in the meantime, had put other skill sets and endeavors to the wayside. While in the program, I’ve also been heavily involved in design research methodologies, social issues and design in education. What happened to those areas of interest? I have several answers for this. The point, however, is that I found a way to bring them back into the mix! This has caused me to redirect my focus on my thesis in ways still related to my explorations, but with a stronger emphasis on design research practices in relation to a pro-social agenda.
While I was exploring light and natural/social phenomena, I was also exploring social structures of neighborhoods and communities. I didn’t post much on this blog about the social aspect of my exploration, but I was researching and examining how my experiments could situate themselves into urban environments, into societies.
My thesis project has been shifting towards developing a design-based practice in relation to social issues. In specifics for this particular project, I am going to use Design Research tactics (both new and old) to understand how we can get youth and educators to think more critically about the future state of their world (“their world” being relative to the activities/workshops within which they will participate). Through the creative means of a designed probe and workshop/series of workshops in collaboration with youth groups and educators, I will spend the next following weeks exploring ways in which we can get younger minds to spend time understanding the importance of speculation and asking questions. We are often taught to ask, Who, What, Where, When and How; but what about “What If?”
How can I use the “future” as a jumping off point for this project? What creative and fun ways can we talk about the future?
Can I start uncovering ways where design-based learning projects become a portal to a global workplace and/or society that values collaboration and creative means of developing ideas? Can the imagination situate itself in intellectual or academic arenas? How can I, as a designer, shape this effectively?