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Superpowers - Empowering Narrative Making in Others

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Gui Bueno
Gui Bueno

This document outlines a two-day workshop for students to design superheroes based on disabilities. On day one, students brainstorm superpowers related to disabilities, develop persona sheets for characters, and storyboard their ideas. They then create low-fidelity prototypes. On day two, students add interactivity to their prototypes using Makey Makey and Scratch kits. They present their functional superhero prototypes to an audience including people with disabilities. The workshop is inspired by designers who view disabilities as super abilities and uses techniques like care-based learning and embodied cognition.

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SUPERPOWERS IMAGE: OPEN BIONICS
6TH GRADE... 2 DAYS... 3 HOURS/day... ALL MATERIALS & IDEAS WELCOME DESIGNING SUPERHEROES! IMAGE: IBTIMES
DISABILITIES SUPER ABILITIES! IMAGE: CBS NEWS CCSS.Math CCSS.ELA NGSS
IMAGE BY ADAM FOSTER DIY PHYSICAL COMPUTING DESIGN THINKING HCD INTRO TO: Care-based Learning Constructionism Embodied Cognition Goal-based Scenarios Narrative Intelligence
INSPIRED BY AIMEE MULLINS... IMAGE: TED It’s not fair having 12 pairs of legs!
IMAGE: TED A narrative models not only a world but the minds seeking to give it its meanings. AND JEROME BRUNER... SOURCE: BRUNER, 2002, p. 27
IMAGE: WIKIPEDIA The diversity of outcomes is an indicator of success. AND MITCHEL RESNICK! SOURCE: RESNICK & SILVERMAN, 2005, p. 118
DAY 1 DAY 2 1. Introduction & Overview: presentation of the topic and of some examples of people that have superpowers or super-abilities. 2. Collective Oral Brainstorm: facilitator instigates students to think about other superpowers and super-abilities that can come with what is usually referred to as a disability. 3. Group Ideation: Facilitator gives students “persona” sheets, presenting individuals with specific conditions, whom students are turning to superheroes. 4. Storyboarding: groups select some of their best, most incredible ideas and start to storyboard a superhero character in the comics format. 5. Lo-Fi Prototyping: students use varied materials to give physical appearance to the super-abilities and superheroes they created. Prototype at this stage is non-functional. Facilitators help them. 6. Introduction to Makey Makey & Scratch: students see concrete examples of Makey Makey and Scratch projects. The idea is to make them realize how much they can build by themselves through these simple kits. 7. Functional Prototyping: students, helped by facilitators, begin to add electricity, movement and action to what they created and prototyped. 8. Presentation: post-mortem and presentation. People with disabilities in the audience.
SAMPLE RESULT THE PIANO-ARM! FOR PROSTHETIC HAND-USERS CHECK THE VIDEO!
THANKS, AMANDA! IDEATING
… AND SKETCHING, OF COURSE! STORYBOARDING...
LOW-FI PROTOTYPING
FUNCTIONAL PROTOTYPE
PIANO TOOLS
Bruner, J. S. (2002). Making stories: Law, literature, life. New York: Farrar, Straus, and Giroux. Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. In Proceedings of the 2005 conference on Interaction design and children (pp. 117-122). ACM. REFERENCES IMAGE: SRI LESTARI

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Superpowers - Empowering Narrative Making in Others

  • 2. 6TH GRADE... 2 DAYS... 3 HOURS/day... ALL MATERIALS & IDEAS WELCOME DESIGNING SUPERHEROES! IMAGE: IBTIMES
  • 3. DISABILITIES SUPER ABILITIES! IMAGE: CBS NEWS CCSS.Math CCSS.ELA NGSS
  • 4. IMAGE BY ADAM FOSTER DIY PHYSICAL COMPUTING DESIGN THINKING HCD INTRO TO: Care-based Learning Constructionism Embodied Cognition Goal-based Scenarios Narrative Intelligence
  • 5. INSPIRED BY AIMEE MULLINS... IMAGE: TED It’s not fair having 12 pairs of legs!
  • 6. IMAGE: TED A narrative models not only a world but the minds seeking to give it its meanings. AND JEROME BRUNER... SOURCE: BRUNER, 2002, p. 27
  • 7. IMAGE: WIKIPEDIA The diversity of outcomes is an indicator of success. AND MITCHEL RESNICK! SOURCE: RESNICK & SILVERMAN, 2005, p. 118
  • 8. DAY 1 DAY 2 1. Introduction & Overview: presentation of the topic and of some examples of people that have superpowers or super-abilities. 2. Collective Oral Brainstorm: facilitator instigates students to think about other superpowers and super-abilities that can come with what is usually referred to as a disability. 3. Group Ideation: Facilitator gives students “persona” sheets, presenting individuals with specific conditions, whom students are turning to superheroes. 4. Storyboarding: groups select some of their best, most incredible ideas and start to storyboard a superhero character in the comics format. 5. Lo-Fi Prototyping: students use varied materials to give physical appearance to the super-abilities and superheroes they created. Prototype at this stage is non-functional. Facilitators help them. 6. Introduction to Makey Makey & Scratch: students see concrete examples of Makey Makey and Scratch projects. The idea is to make them realize how much they can build by themselves through these simple kits. 7. Functional Prototyping: students, helped by facilitators, begin to add electricity, movement and action to what they created and prototyped. 8. Presentation: post-mortem and presentation. People with disabilities in the audience.
  • 9. SAMPLE RESULT THE PIANO-ARM! FOR PROSTHETIC HAND-USERS CHECK THE VIDEO!
  • 11. … AND SKETCHING, OF COURSE! STORYBOARDING...
  • 15. Bruner, J. S. (2002). Making stories: Law, literature, life. New York: Farrar, Straus, and Giroux. Resnick, M., & Silverman, B. (2005). Some reflections on designing construction kits for kids. In Proceedings of the 2005 conference on Interaction design and children (pp. 117-122). ACM. REFERENCES IMAGE: SRI LESTARI