#workshopprocess

The intention to design for emotional wellbeing is there but now I need to really rapidly and considerately prototype.  Remember - keep asking myself - where is the design in this project? What is being designed? How are you designing to facilitate and encourage a certain directed conversation/reflection & outcome 

What is the role of design in emotional wellbeing and education? - What is design in this circumstance? Is it problem solving - how is the problem solved and what is envisioned. 

UP UNTIL NOW I HAVE --- Located an ideal outcome - understood rationale behind work Located a possible format - game/workshop  Tested a variety of possible making experiences to encourage student reflection Spoken to teacher about possible outcome Contacted Matt for education culture & society student volunteers  Contacted Wellcome Collective  Presented research and received insightful feedback from The Design Museum (possible space for workshop)

Concerns -  Getting the experience trialled and tested in a (near) school environment - so that it is valid, useful to teachers and students.  Making Game/Workshop coherent - clearly understand and can locate the benefits and designed outcome - students feel they are challenged and can demonstrate they have engaged/learned? Making Game solid - how to embed real life situations/ experience and issues. - how to direct these reflections into student re-designing process.

Next step / Goals & ideas  - Focus on specific issues that influence emotional health in schools that are systematically created - ie. Assessment  -other possibilities - Absenteeism, Competitivity (linked to assessment), stigma of subjects (also linked to competitivity), Sets, Class sizes, Break times, School timetable,  Take a specific issue and explore how to design a conversation - how to engage students in empathetic reflection and imaginative re-designing - pay attention to physicality - how this engages, stimulates students and encourages participation - evolves the space - props, cards, colours, ? - gain understanding of what exists in assessment , what did the last reform change?  -feel confident to keep approaching teachers/ try to acquire space for pilot, trial. -clarify communication of process and ideal outcomes in relation to design and emotional health