HIGH LEVEL DESIGN

Fostering creative thinking

skills in first-year students of
the graphic design program
at Cgep du Vieux-Montral
by milie Ren-Vronneau
ETEC651
Nadia Naffi
Concordia University

TABLE OF
CONTENTS
3 System Overview
4 Intervention Calendar
5 Reflexive teaching training
5 Cra newsletter
6 Cadavre-esquisse
6 How Creativity Works workshop
7 Creativity techniques poster/pamphlet
7 Keeping tracks of my ideas
8 Environmental mindmap
8 Multi-disciplinary guest speakers

COVER SOURCE Nordisk familjebok (1876, 1904 or 1923)

9 Unexhibit advertisement
9 Peer mentors
10 The more, the merrier!
10 This is (not) my project
11 T-shirts and prints
11 Unexhibit
12 Teacher.tv
13 References

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System Overview
The concept map below illustrates the different components of a system
supporting the performance objectives outlined in the performance needs
assessment document.

provide

to

Training on creativity and creative thinking techniques

Proper incentives to foster creative behaviors
Coaching and model behaviors
Constructive feedback and tools

teachers

first-year
students

provide

provides

second and
third-year
students

leading them to become

Increased visibility
Improved reputation

Creative outcomes
Better portfolios

provide

and

of

towards

for

institution

Coaching and model behaviors

Constructive feedback

increased
creative
thinking
abilities

leading to

JOB ONE

leading to

resulting in

Increased
applications

university
design
programs

in

potential students
and their parents

in

Increased student integration

Increased
revenue

resulting in

Reflexive teaching training and coaching

Information on creativity

Apply creative thinking techniques

Record their ideas
Create multiple sketches
Think critically

to

to

Interact in a safe, playful

and positive environment
where creativity is valued

workforce

resulting in increase of

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Intervention Calendar
Different interventions are scheduled within
the school year. The darker areas correspond
to the timing of these interventions.

fall semester

winter semester

01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15

reflexive teaching training

cra newsletter
cadavre - esquisse
how creativity works training
creativity techniques poster
keeping track of my ideas
environmental mindmap
multi - disciplinary guests speakers
unexhibit advertisement
peer mentors
the more , the merrier !
this is

( not )

my project

t - shirts and prints

unexhibit
teacher . tv
* Variable timeframe and on demand
Stand-alone intervention
Stand-alone intervention leveraged towards the Unexhibit

4
SOURCELife-belt. (Davidson, 1908)

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reflexive teaching training

instructional intervention

A vast majority of teachers in the graphic design program have not

undergone pedagogical training. This intervention is focused on
training teachers at reflexive teaching so they will be able to better
self-monitor how they impact creativity in their classrooms.
Teachers will go through 15 hours of asynchronous online
training, split in fivesessions of threehours over a semester. The
training will be based on Donald Schns work The reflective practitioner: How professionals think in action (1983).
A monthly meeting with a pedagogical advisor from Cgep
du Vieux-Montral will ensure that the teachers are engaging in
reflexive practice in a smooth way as well as discussing obstacles
and resistance. These meetings will also address current issues
in practice such as the impact of grading sketches at the same
time than the final piece, giving constructive feedback, modeling behaviour and foster a proper classroom environment for
creativity.

users
form

medium

tone

Teachers
Asynchronous online training
and in-person coaching
Online training delivery
followed by meetings with
a pedagogical advisor
Professional

performance
need

Skill and knowledge

performance
objective

Given information about

creativity, creative thinking
and reflexive teaching, the
performers explain their own
creative processes and model
creative behaviors to the
students, facilitating the students acquisition of key creative personal characteristics.

advantages

Pre-recorded lectures on reflexive teaching ensures that this

intervention can be reused if new teachers are hired.
Pedagogical advisors follow-up by supporting and guiding
teachers through these lectures regarding specific issues and
can assess teacher attitudes towards reflexive teaching.
limitations

Teachers may be resistant to training and coaching.

Ultimately, it is up to the teachers to engage with the content
and apply it to their teaching and there is no guarantee they
will do so.

cra newsletter
non - instructional intervention

Many teachers knowledge of creativity may be partly outdated or

based on intuition. This newsletter aims at filling gaps in knowledge about creativity and inform teacher practices.
Specifically, it provides the latest findings and articles about
creativity, ideas for teaching creativity, creative thinking techniques and exercises. It is sent to teachers emails at the beginning
of every semester.
Teachers are curious but also busy. Therefore, the newsletter
will contain summarized articles while providing supplementary
links to allow a deeper engagement on the topics covered.
Moreover, reading about creative processes may assist the
teacher in being more self-aware of their own creative processes,
as well as find ways to explain them to students.
advantages

Brings all the information in one place.

Can be consulted at any time.
Can be archived to form a body of reference for future needs.
limitations

There is no guarantee they will do so the teachers to engage

with the content and apply it to their teaching.

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form
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Teachers
Newsletter
Email
Professional, recent and
accessible information, clean
and thoughtful visual.

performance
need

Information

performance
objective

Given information about

creativity, creative thinking
and reflexive teaching, the
performers explain their own
creative processes and model
creative behaviors to the
students, facilitating the students acquisition of key creative personal characteristics.

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cadavre - esquisse
non - isructional intervention

New students in the program may be wary of their new environment and how they will integrate among their classmates. This
short drawing activity is designed so that students will think creatively, quickly and also get to know each other in a fun ambiance.
It acts as a conversation starter at the beginning of the semester
and also requires students to show each other their ideas, slowly
establishing trust among themselves.
Students around a table and draw a random squiggle on a piece
of paper. They then pass the paper to the student next to them
who attempts to create something using the squiggle as a starting
point. They are given one minute and this process is repeated
30times, resulting in 750drawings.

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First-year students
Getting started
Game.
In person, using paper and pen
Fun and light-hearted

performance
need

Capacity, motivation

performance
objective

Given a problem, performers

start by researching and creating multiple sketches which
communicate ideas, without
censoring themselves.
Given a positive environment
where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

advantages

Easy and quick to setup.

The time limit forces students to think creatively
without censoring themselves.
The best outcomes can be reused for a series of t-shirts or
exhibit materials but the students will not be told this at first so
that they are not overly focused on their drawing abilities.
limitations

Some students may not like that they are not given the time to
produce a more detailed rendering.

how creativity works workshop

instructional intervention

This intervention aims at giving first-year students basic knowledge on the workings of creativity works as well as creative
thinking techniques and habits. It will also attempt to convey
that creativity is not a fixed trait and that they are evolving in an
environment which is open to this phenomenon.
The workshop will cover how insight comes about as well as
divergent and convergent thinking. It will explore how some great
inventions were born, sometimes accidentally. It will also discuss
and make students practice the techniques of brainstorming and
scamper as well as journal keeping. Finally, it will attempt to
demonstrate to students that they are evolving in an environment
which values creatvity by showing past examples of highly creative work and the creative process involved.
This activity will take place in the first weeks of the first semester. It will be given by two teachers to make it more dynamic and
engaging.
advantages

A workshop format can involve activities that make students

interact with each other and help them get to know their
classmates.
This intervention can be updated easily by using the latest
information within the Cra newsletter.
limitations

The workshop alone will not increase students creative skills.

Concrete activities will be required to integrate these skills.
Students may forget the material quickly if not engaged.
If this activity cannot be included as part of the curriculum,
attendance may need to be incentivized either through a bonus
grade or some other means such as giving away prints or
t-shirts from previous years.

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First-year students
Getting started
Workshop
In person
Intelligent material conveyed
in a fun and interactive way.

performance
need

Skills and knowledge

performance
objective

Given information about creativity and creative thinking

as well as proper models of
behavior, performers apply
techniques to leverage their
creative skills.

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creativity techniques poster /pamphlet

This document will be produced to summarize the content and

serve as a reference for the How Creativity Works workshop. It
aims at increasing the likeliness that students will use creative
thinking techniques.
This document provides a summary of the creativity training
workshop as well as a troubleshooting guide to get out of creative
ruts. It unfolds as a poster with the same content and can easily be
pinned in students homes as well as classrooms. It is handed to
each student after the How Creativity Works workshop as well as
pinned in every classroom. It should be informative and visually
attractive so students will want to hold on to it.

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First-year students
Pamphlet/poster hybrid
Print document
Intelligent material
conveyed in a visually
attractive document
using accessible language.

performance
need

Information, resources

performance
objective

Given information about

creativity and creative thinking
as well as proper models of
behavior, performers apply
techniques to leverage their
creative skills.

advantages

Can be designed and printed using our own resources.

The possibility to unfold is as a poster reduces
the likeliness it will be put out of sight.
limitations

Students may just throw the pamphlet away. We may want

to consider an alternative such as a digital wallpaper if there
is too much waste.

keeping track of my ideas

non - instructional intervention

Journaling can help students become more aware of their inner

voice by giving them a place to write down random thoughts and
sketches.
Following the creativity workshop and its introduction to the
journaling technique, each student will be handed a blank-paged
booklet in which they will be able to explore ideas.
It is imperative that the journal is introduced as the students
own place and that they are aware it doesnt need to follow any
rules or structure.
Teachers will schedule quick reviews every five weeks. The
students will submit their journal by the end of the year for
a quick review and the best spreads will be picked for display
purposes for the Unexhibit.
advantages

Ease of use.
Can be used to track long-term progress.
Allows students to keep their ideas in a single,
light-weight, and portable document.
Archived ideas can be revisited and improved on.
The outcomes of this intervention can be reused in the
Unexhibit.
limitations

Students may not see the use for journaling

until theyve really tried it.
Students may not feel comfortable writing
their thoughts down.
Students may rush to fill the journal at the end
of the year instead of truly journaling.

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First-year students
Novice
Journal
Portable booklet
with blank pages
Caring and sensitive, putting
emphasis on introspection.

performance
need

Resources

performance
objective

Given tools such as paper

and pen, performers record
their ideas by drawing original
inspiration from themselves
and their surroundings.

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environmental mindmap
non - instructional intervention

Students often look for inspiration online. This does not incite
them to think for themselves and plagiarism can be tempting. This
intervention aims at increasing students observation skills and to
have them listen to their inner voice.
As an added assignment in the Graphisme et esquisse course,
students will be required to stay in the same spot for 30 minutes and observe their surroundings. Using the journal theyve
acquired in the Keeping track of my ideas intervention, they record
everything they observe in this period of time, as well as ideas
and questions related to these observations. This can be done
anywhere they wish around the institution. Later in class, they
display their mindmaps and are asked to reflect on what this
means for their work in terms of finding inspiration.
Students may be uncomfortable at first with this request as it is
very open. Teachers should spend some time explaining the goal
of the exercice and reassure them that there are no right or wrong
answers.

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First-year students
Novice
Observation assignment
Mindmap
Caring and sensitive, putting
emphasis on introspection.

performance
need

Capacity, motivation

performance
objective

Given tools such as paper

and pen, performers record
their ideas by drawing original
inspiration from themselves
and their surroundings.
Given tools such as paper
and pen, performers record
their ideas by drawing original
inspiration from themselves
and their surroundings.

advantages

This exercice also allows them to discover the surrounding

areas of Cgep du Vieux-Montral and possibly make them feel
more at home.
The outcome of this intervention can be reused in the
Unexhibit.
limitations

Its not possible to ensure the students really do this assignment

by following the rules.

multi - disciplinary guest speakers

non - instructional intervention

While students aspirations for a graphic design career may not

always materialize, the acquisition of creative skills can be useful
in a variety of other disciplines as well as life in general. The
rationale behind this intervention is for students to grant more
value to creative skills by witnessing their use in other spheres.
Cgep du Vieux-Montral is a hotbed of creativity as it hosts
multiple artistic departments. In order to raise awareness that
creativity can be transfered and used through all sorts of fields,
speakers from varied disciplines will be invited to give talks.
The guests will speak about their creative processes, how they
get out of creative ruts, how they use creativity in their lives and
what is the perception of creativity in their jobs. The talks will be
held at convenient times for students such as lunch time or after
classes, and take place in the first few weeks of every semester.
Rooms fit for up to 40, 90, 100 or 300 people will be booked
according to the popularity of the events.
The speakers will be chosen based on how well they can spark
interest and inspiration. Students and teachers of all departments
will be welcome to attend. Each participant will be awarded a
collectible and unique badge as an incentive to attend.
advantages

As the Cgep du Vieux-Montral hosts varied creative

programs such as industrial design, visual arts, photography
and more, the costs and efforts for organization will be split
between departments.
This will allow students and teachers from different programs
to get to know each other and meet inspiring people.

limitations

Students may not attend the talks in spite of the incentives

put in place.

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All performers from the

graphic design department
and other creative disciplines
Guests
In person
The speakers will be requested
to put an emphasis on the
creativity involved in their lives
and work with respect to all
creative disciplines.

performance
need

Information, motivation

performance
objective

Given information about creativity and creative thinking

as well as proper models of
behavior, performers apply
techniques to leverage their
creative skills.
Given a positive environment
where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

high level design

unexhibit advertisement
non - instructional intervention

In order to spark interest towards the graphic design program

at Cgep du Vieux-Montral, the Unexhibit advertisement will
be produced to diffuse the Unexhibit to students and the larger
public. It will aim at portraying how creativity can be freeing
of constraints, and create a sense of belonging and anticipation
towards the event.
The advertisement will provide an idea of what the exhibit is
about, as well as its location and calendar. It will be distributed
through institutional social media channels, web sites, as well as
broadcast in the subway network, if funding allows.

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All performers from the

graphic design department
and general public
Advertisement
Video
Youthful and visually rich

performance
need

Incentives

performance
objective

Given a positive environment

where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

advantages

This intervention can be produced internally

and diffused at low costs.
limitations

Recreating a compelling ad every year with a different theme

will be time consuming and challenging.

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peer mentors
non - instructional intervention

Inciting students of varied skill level to collaborate can be beneficial to all of them as novices learn from more advanced students
and advanced students find ways to explain the way they work
and their reasoning to others.
The peer support program puts in place small teams of students
of varied skill to discuss projects together. Volunteer second
and third-year students are matched with first-year students for
meetings where they discuss on-going projects. Students who are
effective mentors will get a reference letter from the teacher committee. The students will meet monthly in the computer lab for an
hour long meeting, in accordance to the students schedules.
A teacher committee will need to be put in place to create
teams likely to work well together, based on students interests
and personalities. The committee will also provide recommandation letters to successful mentors as well as manage related issues
arising in teams.
advantages

Coaching acts as a synergy where both mentors

and mentee learn from each other.
Positive relationships among students will benefit
the work environment in general.
limitations

As this intervention requires a hefty time investment for all

performers as well as fairly complex logistics, it will need
to be assessed to ensure it is truly valuable to our program.

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All students of the graphic

design department
Support groups
In person
Informal and defined
by students interactions
together.

performance
need

Resources, incentives,
motivation

performance
objective

Given information about

creativity and creative thinking
as well as proper models of
behavior, performers apply
techniques to leverage their
creative skills.
Given their progress on a
problem, performers reflect
critically about their solutions
and seek constructive feedback from peers and teachers.
Given a positive environment
where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

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high level design

the more , the merrier !
non - instructional intervention

One of the main issues outlined in the performance needs assessment regarding first-year students is that they do not produce
a large quantity of ideas. They are often unaware of the sheer
amount of available possibilities and their ability to generate
these. The rationale behind this intervention is for students to
put into practice the creative thinking methods taught in the
workshop at different intervals to favor retention as well as foster
collaboration.
Every semester, they will be challenged to come up with
a hundred unique ideas on a specific theme. A 1010 grid of
squares will be pinned on the billboard where students will sketch
relevant ideas as the semester progresses. They will be required
to include their initials in order to keep track of participation and
authorship.
The whole grid will be featured in the Unexhibit. The best ideas
will be reused to create t-shirts and prints to generate visibility
and funds in a subsequent intervention.

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First-year students
Feeling arrogant
Collective project
Print
Fun and light-hearted

performance
need

Capacity, motivation

performance
objective

Given a problem, performers

start by researching and creating multiple sketches which
communicate ideas, without
censoring themselves.
Given a positive environment
where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

advantages

Challenges the students to come up with more ideas.

Gives them a project to cooperate on, bringing them together.
The outcome of this intervention can be reused
in other interventions.
limitations

Some students may complain at others ideas or not.

Some students may not follow the thematic constraints.

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this is ( not ) my project

non - instructional intervention

Students are often very attached to their ideas and this may hinder
them to think critically about their work. Also, they are often
insecure about presenting their ideas to their classmates.
In this intervention, students present a project that is not their
own. They are randomly assigned someone elses project and
cannot consult with the original creator. This forces them to think
critically on the strengths, weaknesses and choices that were
made to get to the end result. When presenting the project, they
should be focusing on the strengths. They may even occasionally
uncover new reasons for choices that the original creator did not
think of themselves. Students and teacher are allowed to ask the
presentator questions about the project to put them on the spot.
advantages

Allows the student to focus on how they present the project

instead of their fear of their project being judged.
Seeing a project presented by a classmate can allow
the creator to see if in a different light.
Helps students make sense of how presentation abilities can
affect their perception of the quality of a project.
limitations

Some students may not like the project they are presenting.
Some students may not like roleplaying.

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users

form
medium
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First-year students
Feeling arrogant
Presentation
In person
Roleplaying

performance
need

Capacity, motivation

performance
objective

Given their progress on a

problem, performers reflect
critically about their solutions
and seek constructive feedback from peers and teachers.
Given a positive environment
where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

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t - shirts and prints
non - instructional intervention

Students are often very proud at having their work printed and
rarely have this chance to celebrate so early in the program.
As many of the previous activites generate multiple creative
outcomes, this intervention is an opportunity to have students
ideas diffused, advertise the Unexhibit as well as the institution
and raise some funds to be used in hiring speakers and buying
journals.
The best sketches produced by the students in the previous
year will be printed on posters and t-shirts. Since most outcomes
are likely to be sketches and using a single color, the t-shirts will
be easy and cheap to produce in our own facilities. If these are
popular, we should consider collaborating with an on-line store to
create a collections of designs.

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T-shirts, prints
Visual, black and white with
bright colors, Include a Cgep
du Vieux-Montral symbol,
generating visibility.
Incentives, resources,
motivation

performance
objective

Given their acquisition of

creative thinking skills, the
performers will have increased
chances of integrating quality
graphic design jobs and undergraduate design programs,
impacting positively on students admission, revenue and
reputation, and therefore, the
longevity of the graphic design
program.

Can be produced in-house in our silkscreen workshop

at low cost.
Generates visibility for the Cgep du Vieux-Montral
Left over inventory can be sold at other event.
Can be sold to get money for funding the Unexhibit, buying
journals for Keeping my Ideas.
Students do not have the opportunity to see their work printer
on merchandise at this stage normally so this can be a form of
celebration to them.

Given their progress on a

problem, performers reflect
critically about their solutions
and seek constructive feedback from peers and teachers.

limitations

Only a few ideas can be printed on a limited quantity

of styles and sizes.
T-shirts may be expensive to buy in bulk at first.

Given a positive environment

where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

the unexhibit
non - instructional intervention

This exhibit aims at valuing the process for its own sake as it is too
often ignored in place of final pieces.
Outcomes generated by previous interventions will be featured,
such as the grid for The more, the merrier!, the twenty best mindmaps and journal spreads will be enlarged and put on display. The
works to be put on display will be decided through democratic
vote. Prints and t-shirts will be sold for the occasion.
This yearly event will held at LAgora at the end of the year and
will be a celebration of variety and students progress.
advantages

Gives a goal for students to look forward to.

Provides visibility for the institution and the students.
limitations

Students whose work is not on display may have hurt feelings.

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Merchandise

performance
need

advantages

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First-year students
Feeling arrogant

users

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First-year students
Feeling arrogant
Event / Exhibit
In person
Formal but celebratory

performance
need

Resources, incentives,
motivation

performance
objective

Given their acquisition of

creative thinking skills, the
performers will have increased
chances of integrating quality
graphic design jobs and undergraduate design programs,
impacting positively on students admission, revenue and
reputation, and therefore, the
longevity of the graphic design
program.
Given a positive environment
where creative behaviors are
valued, performers interact in
playful, cooperative and trusting ways to facilitate creative
outcomes and processes.

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high level design

teacher . tv
instructional intervention

The program at Cgep du Vieux-Montral does not include an

internship and students may lack some knowledge of the professional market. While teachers coach students in the making of
their projects, students rarely have the chance to see their own
teachers at work. However, teachers often have side projects
they are happy to talk about but classroom time does not always
allowthis.
Self-broadcasting is a fairly recent phenomenon where the
use of streaming video or screen capture is combined with a
chatroom. In these informal virtual places, users can interact with
the streaming host and ask informal questions. Self-broadcasting
through a service such as LiveStream and letting students tune in
would allow them to get a glimpse on how professional graphic
designers work.
advantages

Even if students miss a live broadcast, they will be able to view

archives without accessing the chatroom.
Due to its informal nature, topics not covered in class may be
covered and students may form better bonds with teachers.
Opening these events up to former students could create an
opportunity for networking.
limitations

Takes place only when the teacher has an opportunity

and this may not fit with students schedules.
Due to its informal nature, it cannot be predicted how much
learning will occur and on what specific topics.
Teachers may not like the idea of self-broadcasting.

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users

form
medium
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All students of the graphic

design department including
potential former students
Informal Online Event
Online video streaming
Informal

performance
need

Information, resources

performance
objective

Given information about creativity and creative thinking

as well as proper models of
behavior, performers apply
techniques to leverage their
creative skills.

high level design

References
Schn, Donald A. (1983). The reflective practitioner:
How professionals think in action. New York:Basic
Books.

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