Concepts
Creative Thinking · Level 6 · mrkellydt.co.uk
What you're learning in this topic
Learning intention WALT
We are learning about concepts, specifically to be able to:
- propose creative ideas based on our research
- generate lots of ideas before judging them
- choose a concept using criteria and feedback, and record why
Success criteria WILF
- I can propose creative ideas based on my research
- I can generate lots of ideas before judging them
- I can choose a concept using criteria and feedback, and record why
From research to ideas
Your concepts should grow out of your research. Point to the finding that sparked each idea: "Because users said the waiting room feels cold and clinical, this concept uses…"
Aim for quantity first, quality later. Lots of ideas, including silly ones, make it more likely you'll find an original one.
Diverge, then converge
- Diverge: go wide and generate as many different ideas as you can, without judging them.
- Converge: then narrow down, choosing the most promising using your research and the brief.
Use techniques from the Idea generation topic: mind maps, SCAMPER, random words, Crazy 8s, "worst possible idea".
Choosing between ideas
- Check each idea against the brief and the user's needs.
- Use a simple comparison table or score each idea against criteria (originality, does it solve the problem, is it possible?).
- Get feedback from users or classmates.
- Record why you chose one idea and dropped others: that reasoning is evidence of critical thinking.
Level 6: range and originality L6
At Level 6 your concepts should show a wider range, including unexpected directions, and you should combine ideas from different sources: another industry, nature, history or another culture.
Key terms
| Concept | A creative idea proposed in response to the brief |
|---|---|
| Diverge | Go wide: generate lots of different ideas without judging |
| Converge | Narrow down to the best ideas using your research and the brief |
| Quantity before quality | More ideas make an original one more likely |
| Linking concepts to research | Say which finding inspired each idea |
| Comparison table | Scoring ideas against criteria to choose the best |
Quick check
1. What should concepts be based on?
- Whatever looks coolest
- The cheapest option
- The teacher's idea
- The research you've done
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2. What does "diverge" mean in idea generation?
- Generate lots of different ideas
- Pick one idea quickly and develop it
- Throw away ideas that seem odd
- Copy an existing product closely
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3. Why record why you rejected some ideas?
- To fill pages
- It shows your critical thinking
- It's required by law
- It makes the folder heavier
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4. When should you judge ideas?
- While you are still generating them
- Never: every idea is equally good
- After generating lots of them
- Before doing any research
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Printable worksheet
An I do, we do, you do worksheet for this topic, with a separate answer sheet.