Teaching Talia

PROJECT 3 Individual: Combined Divergence: A Creative Case Study

Posted on: April 21, 2010

PROJECT 3 Individual: Combined Divergence: A Creative Case Study Due Friday 4 June Week 13

Throughout this course we have used and applied various models, tools and processes to assist our creative thinking. These have included the models of:

• THE FOUR C’S (used in Project 1A)
• COMBINED DIVERGENCE (used in Project 1B)
• THE THREE R’S TRIAD (used in Project 2A) and

select a creative individual who you know, to interview and create a narrative and illustrative Case Study about.

Produce a Mind Map Model to facilitate this process in the form of a summary.


1. Select a format and length for your narrative Case Study – it is worth 20 marks, and should be between 1000-1500 words long. In your introduction say why you selected this particular individual for your Case Study, and use a narrative style in telling their story.

2. Your Case Study must be illustrated and you must have a relevant Bibliography/Reference List. For example, The Sources of Innovation and Creativity research paper by Karlyn Adams in Lecture 5 provides some useful starting points in the summary on Page 13 – references like this which give you ideas for Case Study questions should be acknowledged.

3. Compose questions relating to an individual’s creative thinking processes, and include both questions and answers in your final Case Study.

4. Analyse the responses to the questions, and the selected individual’s creative thinking processes, in comparison to your own processes, and describe any insights this has given you in your conclusion.

5. Design, produce and include a Mind Map Model which summarises and illustrates selected aspects of your Case Study in relation to creative thinking processes (please see links in Lecture 5 for examples of formats). This can be hand drawn or computer generated.

6. Please make sure your name is on the document itself, and save in a Word document or PDF format, titled: (Your Name): PROJECT 3 Individual


1. Ability to selectively design and create a narrative Case Study from consideration of, and further research into, the material in the Course Lectures, Readings and Discussions in relation to a creative individual who you know personally and can interview.

2. Ability to synthesise information from the interview and Case Study construction to further analyse and understand creative thinking processes in others as compared and applied to your own processes.

3. Ability to use both visual (illustrative) and verbal (written) material and effective communication in the creation of the Case Study, to a set timeline/deadline. One of the illustrations must be a Mind Map Model which summarises the Case Study. The Mind Map Model should use words and images flowing from a central title/word.

Relevant Definitions to the Case Study from Lecture 5:

Combinatorial Creativity is a design process in which two or more concepts are combined to create an entirely new product (Wisniewski, 1997). It is a creative approach explainable by association or composite theories (Lewis, 2005). Seeing new possibilities requires creative insight, and uncovering how people reason can be a way to better understand the nature of creative thinking.

Divergent Thinking gives a variety of solutions to a given problem (and so is associated with creative thinking), whereas convergent thinking gives fully determined conclusions drawn from given information (and so is more typically associated with general intelligence). Guilford (1967) found divergent thinking to be composed of four factors:

Fluency: the ability to produce many ideas
Flexibility: producing a wide variety of ideas
Originality: producing novel ideas
Elaboration: adding value to existing ideas


Case Study Definition Link for General Information


The UC website says that it is virtually impossible to outline any strict or universal method or design for conducting a case study. However, Robert K. Yin (1993) does offer five basic components of a research design:

1.A study’s questions.
2.A study’s propositions (if any).
3.A study’s units of analysis.
4.The logic linking the data to the propositions.
5.The criteria for interpreting the findings.

In addition to these five basic components, Yin also stresses the importance of clearly articulating one’s theoretical perspective, determining the goals of the study, selecting one’s subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.


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Just finished my Graduate Certificate in Cross Disciplinary Art and Design with UNSW.




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