Course Content
Introduction
Activities and exercises developed within this methodology aim to increase fundamental soft skills in female students who are currently attending STEM university courses. Following the introduction of "Arts" in STEM - i.e. implementation of creative and artistic thinking - we developed a methodology that helps mentoring students while elaborating different types of projects with the aim to empower their skills through an art thinking process. The proposed methodology follows an input-output process that leads students through the development of a project, where each output activity represents the input of the following activity.
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Technology & STEM
The methodology
WeSTEAM methodology
Useful links
Incubation
In the Incubation Phase the participants carry out research in relation to the topic of their interest and begin to put the foundations for a more concrete and precise idea.
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Creative visualisation
Connections and analogies
Conceptual reworking through photography
Learning questionnaire
Imagination
In the Imagination Phase participants begin to idealize and define the key steps for the development of the project. During this development phase, the first goals and objectives are set.
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Interactive mind map
Your project storyboard
Visual storytelling
Learning questionnaire
Creation
During the Creation Phase, participants begin to concretely develop their product, project, or idea. After a prototyping step, this phase is accompanied by testing moments, where participants begin to understand what works and what should be changed. The testing phase is accompanied by the collection of external feedback, crucial to implement transversal points of view useful for the finalization of the project.
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Shape your prototype
Collecting feedback
Art data visualization
Learning questionnaire
Evolution
During the last Evolution phase participants aim to complete the project and present it to the audience of experts and external auditors. The Evolution Phase is a finalization phase but also a phase that looks to the future, as participants can take the key decisions on what should be changed in order to make the project more successful and to plan potential follow up.
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Strengths and weaknesses towards the finalization
Pitch your project creatively
Wind and anchors of your project
WeSTEAM Methodology
About Lesson

ACTIONS

 

Communication: identifying who the main target audiences of the outcome are and developing

one or more ideas for its dissemination, considering both the “message” (key words and concepts to make it understood its meaning, value, etc.) and the tool (presentations, catalogs, etc.)

 

SHORT DESCRIPTION

 

During this activity, participants will learn how to creatively present their project/idea to a specific audience. There are various ways to present a project to an audience: through structured presentation methods such as a pitch, or they can present it through a performance or visually using previously developed material, introducing sounds and voices to narrate the process in a creative video.

For this activity we will focus on the pitch presentation method. The aim is to create a presentation that can be used by various target groups.

The creation of the presentation can be structured as follows:

  1. a) Identifying the target audience for the presentation.
  2. b) Reflect on the construction process of the project (how the outcome changed between the idealisation and finalisation phases, which aspects were most exciting, which aspects most interested the stakeholders) and identify the key elements to be encapsulated in the presentation.
  3. c) Preparing the presentation pitch
  4. d) Once the project has been presented in public, participants should reflect on how to improve the idea based on the feedback received (what are the strengths and weaknesses of the idea?). 

 

TOOLS

Computer and projector

 

DURATION

2 hours

 

SKILLS

Communication: communicating is nothing more than putting another person in a position to comprehend what you are saying: this means that at all phases of the process, especially those involving an exchange with the outside world, you must be able to use the other’s point of view to understand both what to say (the content) and how to say it (the container).

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