Abstract
The objective of this paper is to check whether what you see is what you get. In other words, to present an application of a ‘Vision Board’ (VB) technique in the academic classroom as an innovative and creativity-boosting practice. The authors start with the definition of Vision Boards born out of academic wedlock, primarily in art. It is the avant-garde art of the past century that shaped our visual thinking. Artistic experiments gave us collage (from Braque to Schwitters and from Hamilton to Beuys). Artists expressed the fragmentary and relative nature of our perception of reality. Cunning passages led from art shows to university classrooms: this is how a modular ready-to-use creative workshop scenario designed for 60 minutes had emerged. Art shows that the public brings the relativity of aesthetic evaluation with “beauty in the eye of the beholder.” Does the student audience echo this claim to observer’s, receiver’s, reader’s, viewer’s, and listener’s relative and subjective response? In search of an answer, we discuss the drives of student engagement, demonstrated by student decisions to contribute to a collective VB activity with personal Artistic expression, input Creation, process Control, Context defining, Emergence monitoring, and Emotions gauging. Moreover, the authors share their practical experiences from student workshops and the creation of 25 Vision Boards and the potential pains and gains of the application of VB in the classroom. The attention is drawn to a) linking playful experiences to serious topics and theoretical concepts and b) leveraging creative discoveries by upgrading output required by course syllabi.
Highlights
The objective of this paper is to present an application of a ‘Vision Board’ technique in the academic classroom and share experience with Vision Boards as an innovative and creativity-boosting practice in higher education teaching
We will discuss the drivers of student engagement during creative workshops
The Vision Board technique was tested during nine courses in the field of marketing, innovation, and cross-cultural management during the first sessions of each course by Monika Sońta
Summary
The objective of this paper is to present an application of a ‘Vision Board’ technique in the academic classroom and share experience with Vision Boards as an innovative and creativity-boosting practice in higher education teaching. We will discuss the drivers of student engagement during creative workshops. The most vivid discovery of the authors is the bipolarity of students’ opinions about ‘Visual Boards’ mini-workshops, which raises questions about ambiguities of knowledge transfer techniques in a rapidly expanding and egalitarian higher education. The Vision Board technique was tested during nine courses in the field of marketing, innovation, and cross-cultural management during the first (opening) sessions of each course by Monika Sońta. From October 2019 to March 2020, twenty-five vision boards have been created by students of master’s degree programme in Management at Kozminski University in Warsaw, Poland
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More From: International Journal of Management and Applied Research
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