Craft Innovation Training Toolkit by DICRC

DICRCâ&#x20AC;&#x2122;S

CRAFT INNOVATION TRAINING TOOLKIT Rishav Jain | Jay Thakkar | Devika Gharge

as a part of

Education and Training

Design Innovation and Craft Resource Centre (DICRC), CEPT University, Ahmedabad, India

table of contents

Education and Training

Why is training required?

How is training possible?

IDE AS training toolkit

one.

two.

IDE2AS model

About

Overview

The Model and its working

Craft Innovation Training Toolkit

Craft innovation

Craft innovation using IDE2AS model

IDENTIFY

Introduction

I-1 investigate

I-2 define

DEVELOP

Introduction

DE-1 ideate

DE-2 create

Modes Of Delivery

DELIVER

Introduction

DE-1 expose

DE-2 interact

DE-3 innovate

ASSESS

Introduction

AS-1 connect

AS-2 reflect

How to take this toolkit forward ?

Notes

Space Making Craft- Wood craft workshop craftspeople and designers ideating together 4

introduction

Education and Training Education and Training is one of the core focus areas of DICRC, that aims to develop various craft based educational modules, conduct lectures, seminars and training programmes. DICRC focuses on developing Craft curriculum and design kits and other learning materials for the craftspeople as well as designers; with a stress on Space Making Crafts (SMC) and Surface Narrative Crafts (SNC).

imparted to crafts people, designers, architects and people pertaining to art, craft, design and habitat sector to sensitize them to various issues. These are conducted from, large scale programs to small scales and may last for a period of 1 day to 10 days, depending on the subject matter.

Educational Resources The nature of the craft sector in India is diverse and unorganized. A huge number of issues, topics and research areas concern it and needs to be looked at intensively. DICRC supports, promotes and generates academic research pertaining to such issues related to craft sector. The idea is to continuously evolve and bring fresh voices in the sector, where the component of research still lacks rigor. The academic research is of different kinds and relates to different focus areas of DICRC. These academic research projects become a precursor to many larger projects being conducted at DICRC.

Education Resources - Academic Research - Educational Materials

The projects under â&#x20AC;&#x2DC;Education and Training include:

Educational Initiatives - Seminars - Lectures - Training Programs - Interactive Sessions - Exhibitions

Educational Initiatives In order to make people aware about many divergent issues and topics related to craft sector seminars, lectures and training programs are pivotal. Such activities are open to various peer groups. DICRC periodically conducts seminars and lectures with experts from across the world to share the knowledge. The training programs are

introduction 01

Space Making Craft- Earth craft workshop craftspeople and designers innovating on-site 02

introduction

Why is training required? The tradition of craft in India is mostly kept alive by passing on the knowledge from one generation to the next. However, barring a few instances, most of them are facing serious problems related to sustainability and survival. The whole face of the craft changes if there is a lack of resources and amount of skill and interest. In order to ensure that the craft remains alive, the craft needs to have ample opportunities to grow and flourish in its own character. In todayâ&#x20AC;&#x2122;s scenario there can be multiple factors affecting a particular craft, causing its downfall. There has been a decline in the level of skills of the craftspeople, due to various reasons. Whatever the reason be, there is always scope to achieve that level of skill back. This can be achieved through the means of effective and meaningful transfer of knowledge.

rapidly moving away from it. This is due to the fact that certain crafts do not create as much revenue in relation to the effort put into it. In some case, the cost of materials becomes exorbitant and hence, the investment becomes more than the returns. Having researched upon such factors, solutions can emerge with effective training. Training will allow craftsperson to upgrade himself/ herself in various fields related to design, technology, entrepreneurship marketing and new emerging areas of Interior Architecture.

Apart from these reasons, the core idea behind training is to bridge the gap between craft and design that is seen in the current scenario. Craft and Design need to go hand-in-hand. Training, in such a scenario can benefit craftspeople and designers alike and create a link that will lead to the collaborative upliftment of the craft and design at many levels. Finally, training is also important because many craftspeople, who are skilled and have been practicing and learning a craft since generations, are

introduction 03

Space Making Craft- Bamboo craft workshop introductory session 04

introduction

How is training possible? Training, as discussed, is crucial in the field of craft and design, but how can it be delivered in an effective manner? Many a times individuals, organizations and institutions wish to conduct training, but do not know how to. There could be availability of resources, but the way in which they are utilise is important. Also, having resources at hand is not enough. It is important to go through a proper procedure in order to actually conduct training. Hence, it needs to take a form of a training program that has its own character and steps to be followed. A training program needs to be a wholesome activity, at the end of which, all the peer groups involved would benefit from and gain tangible and intangible learning out of it. The DICRCâ&#x20AC;&#x2122;s training program toolkit is one such method though which one can achieve a meaningful training program. It follows the IDE2AS model, which is discussed further and has been formulated after years of experience and reflection. Under this model, one learns how to conduct a training program right from the grassroot level. It further explains the multiple ways in which training can be delivered. These include workshops, collaborations, lectures, seminars, fellowships etc. Arriving at the most suitable mode of delivery is an important procedure in itself. However it is important to note that these stages of the toolkit can be modified and experimented with to see what kind of outcome is gained by the end of it. It is dynamic and can be replicated, if needed, by various organisations at various scales. introduction 05

Space Making Craft- Wood craft workshop ideation process 06

The IDE2AS Training Toolkit This toolkit is a complete step-by-step guide that encompasses all that is required to plan for and deliver a successful Craft Innovation Training Program. It has been tailor-made and designed after an array of training programs and workshops organised and conducted by DICRC over the years. The toolkit is mainly divided into 2 sections that further are broken down into stages and sub-stages: one. IDE2AS model two. Craft innovation training toolkit Using this toolkit on its own will yield great solutions. However, the toolkit is also very flexible - According to the need, resource, budget and time, it can be adapted, complimented or supplemented by various other approaches. This kit doesnâ&#x20AC;&#x2122;t offer solutions. Instead, it offers techniques, methods and tips to guide one through a process that will lead to the desired result through the training program. The following pages discuss the 2 sections of the toolkit wherein, the model explains the core stages of a training program and the toolkit discusses what exactly to do to achieve a successful training program.

introduction 07

one. 2 IDE AS model.

Space Making Craft- Bamboo craft workshop brainstorming and exploration process 10

The IDE2AS Model The model is the one that forms the base of any training program. It has been formulated after much insight that has been gained through the workshops and other activities conducted by DICRC, over a period of years. The main objective of this section is to discuss the core stages to be followed in order to deliver a successful training program based on the DICRC methodology. The model is divided into various stages and can be followed as is or modified in order to adapt to onesâ&#x20AC;&#x2122; needs, objectives and resources. The following pages discuss the entire working of the model. All the stages of the model are interlinked and influence each other.

introduction 11

THE MODEL

overview

I IDENTIFY To identify current scenarios and needs in the context of craft. This will have to be done, mainly by primary and secondary research to understand the craft and craft practice in depth and through various other investigative methods. I-1

I-2

Investigate- To inquire about current scenarios of specific craft & craft practice and related design issues. Identifying the scope of intervention (Design, Social, Cultural, Technological, Entrepreneurial). Define- To define the focus area in the field of craft & design, identify user groups & partners and decide the time duration.

DE DEVELOP To formulate the Program, based on the research in hand and having identified the needs of any particular building craft. This stage talks about defining the exact requirements and interventions that go into delivering any craft training program. DE-1

DE-2

Ideate- To analyse the research, brainstorm possible directions and plan the program. Create- To create effective modules, detail the content and acquire resources.

DELIVER To understand the various ways in which a given Craft Innovation Training Program will be executed. It discusses, what are the methodologies that can be explored and also how to go about conducting and supervising a particular innovation program. DE-1

DE-2

DE-3

Expose- To provide exposure to the participants about the craft through input sessions & site visits. Interact- To initiate interaction through demonstrations and discussions. Innovate- To encourage to participants to explore & experiment and providing guidance regarding the same.

ASSESS To harness the learnings of the entire program conducted through observations & feedback and make sure that they are utilized during the next Craft Innovation Training Program.

AS-1

AS-2

Connect- To bridge the gap between craftspeople and industry/professionals. Reflect- To reflect upon all the stages of the programme and acquire first hand feedback.

I-2

I-1 investigate

define

AS-2

DE-1

IDENTIFY

reflect

ideate

IDE AS 2

model

ASSESS

DE DEVELOP

connect

create

AS-1

DE-2

DELIVER

innovate

DE-3

expose interact

DE-1

DE-2

Intended sequence and direct connections Intended but indirect connections and inter-linkages 14

THE MODEL and its working The model is explained in the form of stages and sub-stages recommended to be followed one after the other. It is equally important however, to contemplate and learn from the stages followed in the previous training programs.

IDENTIFY

DEVELOP The solution that emerges is a result of looking at the entire model and its stages in a cohesive manner. Every training program that is conducted, will add on to the learning and resource which needs to be exploited and utilized at the time of the next program.

ASSESS

DELIVER

IDENTIFYING opportunities DEVELOPING modules DELIVERING craft innovation training ASSESSING feedback 15

two. Craft Innovation Training Toolkit.

Craft Innovation Studio- Innovation Fellowship- â&#x20AC;&#x2DC;Narrative Ceramicsâ&#x20AC;&#x2122; innovation and exploration process 18

Craft innovation

Innovation is about finding a better way of doing something. Innovation can be viewed as the application of better solutions that meet new requirements, in-articulated needs, or existing market needs. A definition consistent with these aspects would be the following: “An innovation is something original, new, and important in whatever field that breaks in to a market or society”. Craft innovation is all about bringing about innovation in the field of craft. Why is craft innovation required? The traditional craft practices in India are embedded with an inherent empirical knowledge. This knowledge encompasses not only the material understanding and skills of making but also holds a holistic and intuitive understanding of sustainability in the larger context. This understanding needs to be put to use for a purpose that will bring forth various crafts from the remotest corners of our country and make them contextual to the present day. This can be achieved through the process of craft innovation. The intent is to bring innovation in Space Making Crafts (SMC), Surface Narrative Crafts (SNC) and Crafts related to interior architecture. Our country’s architectural heritage is full of such innovations concerning material usage and its application. The objective of DICRC has been to bring craft innovation in larger interior architectural applications today with

craft innovation training toolkit

collaborative co-creations between various peer groups. How is craft innovation possible? In order to achieve craft innovation, it is important that there is collaboration between craftspeople, designers, artists, technologists, entrepreneurs etc who will come together and develop the existent crafts in such a way that they can be contextualized to current needs. Collaboration can also take place with industries, organizations, small and medium enterprises, government associations etc. The craft is no longer seen as something that is ancient and primitive but something that is at par with modern day machine made products. DICRC always indulges in the process of ‘Co-creation’ by bringing experts from field of Craft, Design, Architecture, Entrepreneurship, Industry, Marketing, and Government in order to promote the field of Craft, for Craft Innovation. The intention of Craft Innovation at DICRC is to develop “Innovation in Craft’ and ‘Innovation through Craft”. ‘Innovation in craft’ refers to bringing about innovation in craft in terms of product, material, system etc. Product intervention can be driven through intervention by designers, material innovation is achieved through material

technologists/experts’ intervention while system innovation in craft can be achieved through intervention by social organisations. ‘Innovation through craft’ essentially means using craft as a means to drive innovation. DICRC envisions broadening the scope of craft and developing it to enter into new and varied disciplines. When this happens, craft can act as a catalyst for innovation in other disciplines. ‘Innovation through craft’ can be achieved through interdisciplinary collaboration. Interdisciplinary collaboration is an established route to innovation*. By working together, it is argued that professionals with different yet complementary backgrounds can create new ways of approaching problems and finding solutions. Increasingly sophisticated yet accessible online platforms have enabled both individuals and organisations to build teams around shared interests and issues, rather than conventional professional disciplines. Craft should become part of the trend of collaborative practices, where craftspeople will collaborate with professionals from other disciplines. In this way, they can undertake a wide range of projects and roles in sectors including design, architecture, art, media - as well as across

the creative industries. Increasingly sophisticated yet accessible online platforms have enabled both individuals and organisations to build collaborative teams around shared interests and issues, rather than conventional professional disciplines. Hence the use digital technologies can upgrade the value and position of craft and craft practices in India. There have been examples of collaborations in the past that have produced extraordinary objects and raised public awareness of scientific concepts that show that craft has a different and underrecognised role – that of driving the development of new technologies and science and engineering based systems, products and services themselves. DICRC envisions to harness this potential of the craft sector. Craft encompasses centuries of distilled wisdom, practices, aesthetics and evolving dynamics. This multi-layered nature of craft is the inspiration for developing this toolkit of innovation purposes. Craft innovation is a two way learning process, where the craftspeople as well as the others who are a part of it, learn more about the craft, its current situation and its future potentials. The vision is to use knowledge and resources of fields like design, innovation and technology to contemporarize the craft for today’s context so that its livelihood and continuity is assured.

*Reference - ‘From Cell to System – Making Innovation Work’ by Dr. Karen Yair, Research Associate, Crafts Council

craft innovation training toolkit 21

Craft innovation using the IDE2AS model Craft innovation though important and required, very few of them are actually conducted. Even though there are people who wish to conduct such programs, most are ignorant about how to bring this idea into actuality. There is very less material to refer to in this aspect and hence, DICRC has devised this Craft Innovation Training Toolkit that answers all queries, doubts and questions regarding this topic. The toolkit not only guides you through all the stages, but also tries to explain why every stage is important and how will oneâ&#x20AC;&#x2122;s Craft Innovation Training Program benefit from it. Have many resources pertaining to craft but do not know how to utilize them? or Want to bring about a wave of creativity by fusing craft and design? or Simply wish to see what a Craft Innovation Training Program can do to help crafts and craftspeople? This toolkit is the way to go. It not only provides all the answers one has been looking for but also guides to look back and reflect on the learnings of the program.

craft innovation training toolkit

This toolkit explains how to conduct a meaningful Craft Innovation Training Program through the IDE2AS model. The 2-tier model now expands into a 3 tier one with actions and areas related to craft design innovation. Every stage and sub-stage will be interpreted differently for every training program. This toolkit deals with the IDE2AS model utilised to facilitate great Craft Innovation Training. The following pages will guide one through the nuances of the model (in context of Craft Innovation Training) and its working and will guide at every step for meaningful inquiry, creative ideation, quality delivery and finally, effective reflection. Towards the end of oneâ&#x20AC;&#x2122;s journey one will have conducted a great Craft Innovation Training Program.

Current scenario Design issues

Core focus

Scope

investigate

AS-2

Time Duration Analyse

DE-1

reflect

ideate

IDE AS craft innovation model

ASSESS

To individuals

Partners

IDENTIFY

AS Dissemination

define

Feedback

Evaluation

User groups

I-2

I-1

Planning

DE DEVELOP

connect

Modules

create

AS-1

To organisations

DE-2

Make Experiment

DE-3

Course outline Content Resource

DELIVER

innovate

Possible directions

expose interact

DE-1

DE-2

Discuss

Input Sessions Site visits

Demonstrate

craft innovation training toolkit 23

I IDENTIFY

Space Making Craft- Metal craft workshop- interaction with metal craftspeople 26

I Identify Overview-

To identify current scenarios and needs in the context of craft. This will have to be done, mainly by primary and secondary research to understand the craft and craft practice in depth and through various other investigative methods.

Objectives and Intended Output-

The primary objective of this stage is to conduct stream-lined research and identify opportunities and areas that may require intervention in terms of craft and design. At the end of this stage, one will have a good idea of where one wants to intervene and why, in relation to any particular craft.

Sub-stages of ‘Identify’-

The ‘Identify’ stage forms the base of the craft innovation programme. ‘Identify’ is explained through 2 sub-stages called ‘investigate’ and ‘define’. ‘Investigate’ discusses what areas to be researched upon. The ‘Define’ sub-stage elaborates what to do with the collected data in hand and how to build upon it to develop modules and deliver a Craft Innovation Training programme.

I-1

Investigate - Current Scenarios - Design Issues - Scope

I-2

Define - User Groups - Subject Focus - Partners - Time duration

craft innovation training toolkit // identify

-1

investigate To Carry out a systematic or formal inquiry to discover and examine the facts so as to establish the truth: To Carry out research or study into (a subject or problem, typically one in a scientific or academic field):

The first step under Identify is ‘Investigate’. Investigation in the sense that a thorough field study is required to be done in terms of what the current situation demands. Craft Innovation Training only makes sense when it is conducted in the right context. Once the need is identified, only then will the training be contextual and fruitful. Having Identified a craft and its current situation in the market, the lives of the craftspeople etc, , the design issues and concerns need to be analyzed. A craft-design challenge should be approachable, understandable and actionable, and it should be clearly scoped - not too big or too small, not too vague or too simple.

The 3 major areas under investigate have been discussed on the next spread. Hence, one’s task list includes : I-1a : INVESTIGATE CURRENT SCENARIO OF THE CRAFT AND CRAFTSPEOPLE I-1b : INVESTIGATE THE DESIGN ISSUES RELATED TO THE CRAFT I-1c : INVESTIGATE THE SCOPE OF DESIGN INTERVENTION 28

craft innovation training toolkit // identify // investigate

Craft mapping- cast iron craft in Sidhpur 29

Craft Mapping - Patola craft

Craft Mapping - Bamboo craft clusters 30

craft innovation training toolkit // identify // investigate

Craft Mapping - Stone craft clusters

>> Identify and investigate about what?

I-1a

I-1b

I-1c

Current scenarios The process begins with identifying craft clusters/ individuals in a particular region/craft. Once identified, investigate about the communities that work with the craft, the kind of products that are being made, and the market conditions for these products.

Design Issues Identify and study the design issues faced by the craftspeople due to the lack of tools, knowledge about a particular aspect, marketing, training etc. Design issues like usability of the craft products, the materials and process constraints, workplace constraints etc. need to be identified and noted.

Scope Identify and analyze whether there is any scope for a particular craft to be developed in the interior architecture realm. Depending on this data, chalk out the scope of work for the Craft Innovation Training Program. Whether to intervene and bring about innovation only in a particular aspect of the craft or the entire craft at large needs to be identified.

- Craft Clusters / individuals. - Communities working with the craft. - Kind of products made/ services offered. - Market conditions of these products/services.

- Craft Design issues. - Possible reasons behind the issues. - Constraints and parameters.

- Aspects of the craft like skills, tools, material processes, applications, design, techniques etc that can be evolved by training. - Scope of work, pertaining to training, in relation to the craft

It becomes a responsibility to understand the aspirations and expectations of the craftspeople. Their opinions should be respected and understood. Whether they think intervention is necessary should be taken into account. Developing a good rapport will make the next step progress easier and continue without any hindrances. It helps ensure that everyone involved is participating whole heartedly.

craft innovation training toolkit // identify // investigate 31

-2

define To state or describe exactly the nature, scope, or meaning of ; To make up or establish the character or essence of ; To mark out the boundary or limits of

The ‘define’ stage discusses the major areas that need to be defined right at the outset after investigating upon various aspects of a craft. Giving definitions to the major aspects helps the planning to be based on pre-defined parameters and hence, more effective. This stage elaborates on defining aspects like the user groups, the subject focus, the partners and finally, the time duration of the Training Program. User groups are important to be defined as all the aspects of planning the program will depend heavily on their age groups, numbers, gender etc. Defining the subject focus is important as once the aim is narrowed down, the quality of the Training increases. Understand the skills and motivations of the collaborators to create a strong team. Finally, the time duration of the program is defined looking at all the information and factors in hand. The scale of the Training is better understood once the time duration is defined. The following spread discusses the 4 major areas to be defined at the outset. The task list for this stage is :

I-2a : DEFINE THE SUBJECT FOCUS OF A PARTICULAR CRAFT I-2b : DEFINE THE USER GROUPS PARTICIPATING IN THE CRAFT INNOVATION TRAINING PROGRAM I-2c : DEFINE THE TIME DURATION OF A PARTICULAR TRAINING PROGRAM WITH RESPECT TO THE SCOPE OF WORK I-2d : DEFINE THE COLLABORATING ORGANISATIONS/ INSTITUTIONS THAT WOULD PARTNER IN THE PROGRAM 32

craft innovation training toolkit // identify // define

Craft Innovation Studio- Innovation Fellowship ‘Narrative Ceramics’ - Planning and discussion at DICRC 33

Space Narrative Craft- Madhubani craft craftspeople

‘Narrative Ceramics’- Gond Ceramic Jaali

Space Making Craft- Metal craft workshop- pre-workshop interaction with metal craftspeople 34

craft innovation training toolkit // identify // define

>> Identify and define what?

I-2a

I-2b

I-2c

I-2d

User Groups Define the user groups - who will be a part of the Training Program. Once they are defined, other intangible factors like language, skills etc need to be defined. The participants could be family members, representatives of various craft communities, individuals, craft clusters etc

Subject Focus Once the craft and craftspeople are identified and studied, the focus needs to be narrowed down to certain aspects of the craft. The Training Program can address one or multiple aspects of the craft like innovation in materials, techniques, design, applications, marketing, tools, dissemination, branding etc.

Partners Create an overview of people who can help realize the training program. What capabilities are required? Who is interested in supporting the concept? Whether partners could be formed within or externally? Academic institutions, Industrial units, Social organisations, Marketing firms, Entrepreneurs etc can play a role in the Training Program in various ways.

Time Duration Define a rough time-line of the Training Program based on the complexities of the craft processes involved. A Craft Innovation Training program could be conducted from 3 days to 3 weeks- depending upon the scope of it identified earlier. Initial modules could be formulated as well to further break down the time allocation to each activity.

- Category of participants. - The age groups, genders, level of skill etc. - The language of delivery and communication. - Total number of users.

- Subject focus of the craft that will be addressed through the Training Program for eg. innovation in terms of new materials, new techniques, new applications, new tools, new designs etc.

- The funds, resources, skills etc. required and subsequently get partners to collaborate. - Long-term relationships with the Partners. - The contributions possible from every collaborator.

- Time duration of the program keeping in mind the scope in collaboration with the partners and make them feel included at every stage of the program.

A deep understanding of peoplesâ&#x20AC;&#x2122; motivations and needs is the best foundation for any design solution. Consider the broad spectrum of people who will be touched by the Training Program

craft innovation training toolkit // identify // define

DE D E V E L O P

Space Making Craft- Bamboo craft workshop- Craft Design ideation process 38

Develop Overview -

To formulate the Craft Innovation Training Program, based on the research in hand and having identified the needs of any particular building craft. This stage talks about defining the exact requirements and interventions that go into delivering any craft training programme.

Objectives and Intended Output-

Moving from research to real-life solutions, the primary objective of this stage is to achieve a concrete structure for the program. Effective training programmes begin with solid planning and a detailed content. At the end of this stage, one will have developed the entire framework for one’s training programme and it will be ready to enter the execution stage with confidence and assurance.

Sub-stages of ‘Develop’-

The sub-stages under this section are ‘Ideate’ and ‘Create’. ‘Ideate’ discusses the aspects of the Training Program to be developed upon at this stage. The various elements to be incorporated into the Training program are explained under the ‘Create’ sub-stage.

DE-1

Ideate

- Analysis - Possible directions - Planning

DE-2

Create

- Modules - Course Outline - Content - Resources

craft innovation training toolkit // develop 39

DE -1

ideate

To form an idea of; imagine or conceive. The first step under ‘Develop’ is ‘Ideate’. Once the need and the goals are identified, ways to satisfy them need to be ideated. Ideation means generating lots of ideas. Brainstorming encourages thinking expansively and without constraints. With careful preparation and a clear set of rules, a brainstorm session can yield hundreds of fresh ideas. In order to reach a successful session of ideating, the information and research at hand needs to be analyzed. Once the team arrives at possible directions that the training programme can take, the programme needs to be planned out with details regarding what resources will be required and when.

The task list of the ‘Ideate’ sub-stage is as follows : DE-1a : ANALYZE THE RESEARCH AT HAND AND ESTIMATE THE FUTURE REQUIREMENTS DE-1b : IDEATE ABOUT THE POSSIBLE DIRECTIONS THAT THE TRAINING PROGRAM CAN TAKE DE-1c : IDEATE AND PLAN FOR ALL THE ASPECTS OF THE TRAINING PROGRAM 40

craft innovation training toolkit // develop // ideate

Space Making Craft- Bamboo craft workshop- discussion at DICRC craft innovation training toolkit // develop // ideate 41

Discussion of Stabilized Rammed Earth training education model

Interaction session with experts of clay 42

craft innovation training toolkit // develop // ideate

Metal craft pre-workshop interactive session

>> Develop and Ideate about what?

DE-1a

DE-1b

DE-1c

Analyze Analyze all the data at hand and make the goals of the Program practical and feasible. Take factors like craft process complexities, number of participants, contribution from Partners, resources, budget etc into consideration while doing so.

Possible directions Ideate over what is the best possible direction that the Training Program can take. This could be a combination of directions like on/off- field workshop format, a series of lectures, assignments, exposure visits, industry visits, collaborative innovations etc.

Planning Having identified the essentials, now the Craft Innovation Training Program needs to be planned in a manner that the program objectives are effectively met. Fix the timeline, plan what resources are needed, plan the venues, decide on the budget and other such crucial decisions are to be made.

- The goals and aims of the Craft Innovation Training Program through creative means of mind-mapping, brainstorm sessions, expert advice, refering to earlier training program reports, disussion forums etc. - Ways and means to achieve these goals.

- Brainstroming about the kind of a format the Program may take depending upon kind and number of people participating, their needs, the complexities of the craft processes involved etc. - Add on to the â&#x20AC;&#x2DC;analyseâ&#x20AC;&#x2122; map itself.

- Plan the entire Program keeping the aim and objective in mind. - The planning could be done in the form of an excel sheet or a white board with the schedule etc. - The planning must involve a list of required resources, venues, infrastructure etc which can be narrowed down later on.

One might have identified crafts that may require the training program to be conducted on their site itself. The idea of working with the craftspeople in their familiar environment creates a natural setting which enables the design participants to learn from them. These training programs also aim at building bonds and long term relationships between various craftspeople, craft clusters, designers, professionals and others involved.

craft innovation training toolkit // develop // ideate

DE -2

create To bring (something) into existence:

The ‘Create’ sub-stage deals with developing a concrete structure for the Training Program. Based on the all the requirements and the needs of the programme, specific content needs to be formulated, modules need to be designed and the course details need to be clarified. In this process of creation the advice of experts proves fruitful. Experts can provide in-depth information about a topic and can be especially helpful when a large amount of information needs to be covered in a short amount of time. The training programme needs to cater to the needs identified and goals set. The theory needs to be precise and the explorations need to lead to a meaningful output. In order to ensure that training programme does not go off-course, create specific design briefs and objectives with each exercise and each module that will be conducted. Only when the participants work together under constraints of the materials, technique, time, the design brief etc, will they be able to develop novel concepts and useful solutions. The following is the task-list for the ‘create’ sub-stage : DE-2a : CREATE EFFECTIVE AND MEANINGFUL MODULES WITHIN THE TRAINING PROGRAM DE-2b : CREATE A FEASIBLE COURSE OUTLINE DE-2c : CREATE AND DEVELOP THE CONTENT TO BE UTILIZED IN THE TRAINING PROGRAM DE-2d : CREATE AND ORGANISE RESOURCES REQUIRED FOR THE TRAINING PROGRAM 44

craft innovation training toolkit // develop // create

Space Making Craft- Wood craft workshop- project discussion 45

Discussion of Stabilized Rammed Earth training education model at Hunnarshala

Metal craft workshop - Worshipping of the tools at the beginning of the workshop 46

craft innovation training toolkit // develop // create

>> Develop and Create what? DE-2a

DE-2b

DE-2c

DE-2d

Modules Create modules for the Craft Innovation Training Program giving it a structure. The program could be a daily module or sessions could be spread over a few weeks. Modules could be created with effective and informative sessions, moving on to the practical sessions.

- Individual modules that the Training Program will be made of. - Modules that compliment the time-line of the program.

Course Outline

- A course outline that describes the modules and their objectives along with the objectives of the Training Program as a whole.

Content

- Teaching and learning content in the form of multi-media like paper, videos, image galleries, conceptual exercises, documentaries, samples, etc. - A checklist of teaching materials and bring it to the training. - Make arrangements for printing, binding, and transportation of course materials well in advance of the training.

The course outline can be created in the form of a simple schedule, outlining the goals of each module. Formulate a course abstract for better understanding of the structure and aims of the Training Program as a whole.

The content for the program could be in the form of various media. Reading material, videos, a visual library, a photo essay, interactive kits, a playlist of songs- and many other creative ways can make the modules interesting while being informative at the same time.

Resources Manage resources required for the program- both physical and human. Human resources like lecturers, experts, demonstrators, mentors, successful entrepreneurs etc could impart knowledge and provide guidance to the participants. Physical resources like raw materials, tools, stationery, food, etc need to be arranged at this stage.

- Resources and materials required for the program like books, videos, human resources, documentaries, infrastructure, raw materials etc. - Confirm all location logistics. - Choose trainers who are genuinely excited about training in the craft design sectore and who have experience doing training. - Identify â&#x20AC;&#x153;expertsâ&#x20AC;? by referral from others whose judgment you trust.

In Craft Innovation Training programs, all participants, facilitators, organisations come from various backgrounds hence an introductory session becomes crucial to create a conducive platform to initiate new sets of ideas. It also helps break the ice and seamless interaction amongst the participants. Hence one must plan some kind of an ice breaking/introduction session, keeping the participants in mind. It could be anything from a formal introduction to a cultural event. craft innovation training toolkit // develop // create 47

DIFFERENT MODES OF DELIVERY Once the design team has created many desirable solutions, it is time to consider how to make these feasible and viable. Various modes of delivery are discussed in the following spread that are meant to complement an organization’s existing implementation processes and may prompt adaptations to the way solutions are typically rolled out. Every mode of delivery is designed keeping in mind the goals of the programme and caters to its needs.

MODE

BEST FOR

Trainer should be an interesting speaker, able to self-limit and stick to time, be able to facilitate questions effectively. Remain attentive to the participants’ verbal and non-verbal responses and reactions. Use clear language and anticipate language differences.

- Conveying large sum of information. - Fast and efficient forum allows exploration of content in more detail.

Film Videos Slides Visual essay

Always introduce & de-brief a film, etc. Discuss while or after the presentation. Make sure all the necessary equipment is working and there is enough space to accomodate all participants. Care should be taken about the language used in the videos/film etc.

- Content reinforcement. - Adding entertainment. - Flexible start and stop for discussion.

Site Visits

Guide the participants through the site explaining some aspects and leaving some for the participants to explore. Site-visits help the participants get a real-world view of the current practices in the field of craft and design. Make sure that the schedule is planned effectively including breaks in between destinations for refreshments.

- Tactile experience. - Experiential learning. - On-site doubt resolution.

Group Discussion (of

Divide large group into small groups; groups of 4–6 are most effective. Trainer/Mentor/Expert should be able to give clear instructions and keep discussion on target. Main function is judging when to cut off

- Keeps participants interested and involved. - Resources can be discovered and shared. - Learning can be observed. - Participants are active. - Sustained interaction allows quieter participants to express themselves.

Lectures

- Lecturette (short lectures)

- Lecture forum

(with question cards or question/answer period)

-Design oriented - Technology Oriented - Culture oriented - Material oriented

given topic)

Buzz Groups

(short, time-limited discussion on given subject)

METHOD

discussion.

- Allows chance to hear other points of view;.

MODE

METHOD

BEST FOR

Webinars

Short for Web-based seminar, it is a presentation, lecture, workshop or seminar that is transmitted over the Web using video conferencing software. Give, receive and discuss information over the web

- Peer groups spread over different places with good internet connection. - Dissemination of information beyond the

All participants present many ideas as rapidly as possible on a problem or issue. Do not evaluate, criticize, omit, or discuss craft design ideas until all are written;.

- Can get all participants involved in collecting a lot of information. - Generate quick ideas. - Good for problem-solving. - Could act as a filler.

Brainstorming

Record in contributorâ&#x20AC;&#x2122;s own words.

Workshops

Demonstrations

constraints of time and space.

- Validates ideas of group.

Conduct a series of exercises with clear objectives. The outputs of each of the exercises add up to the understanding of the craft and design principles and leads to the creation of the final output. The exercises can be complimented by any of the above modes of delivery. Groups can be formed in order to avoid material wastage and collaborative learning.

- Participants switch roles between passive and active, keeping them involved. - Learning happens as a result of actually doing things, handling the material, brainstorming,

Participants are shown the correct steps for completing a task/process or are shown an example of a correctly completed task/craft process. Requires skill to break procedure down into simple steps Make sure that the group has some familiarity with the topic.

- Aids comprehension and retention. - Stimulates participantsâ&#x20AC;&#x2122; interest. - Can give participants model to follow.

prototyping etc.

- Good for learning simple skills.

All the above modes of delivery are based on a few experiences. It could develop into an exhaustive list of different modes of delivery. The modes listed here are therefore not the only ones that can be implemented. For effective training however, it is recommended to use a combination of these modes and also come up with newer modes. They also depend upon the development in technology. As such its success in delivering the training program is strongly dependent on those who are delivering the training as well as on those who are receiving the training. Its a matter of making informed decisions. 49

DE D E L I V E R

Space Making Craft- Earth craft workshop- Lecture on ‘Introducing clay and its techniques’ 52

Deliver Overview -

To understand the various ways in which a given Craft Innovation Training Programme will be executed. It discusses, what are the methodologies that can be explored and also how to go about conducting and supervising a particular innovation programme.

Objectives and Intended Output-

The primary objective of this stage is to ensure proper delivery of the intended plan and framework. After determining what medium would be best suited for one’s training, this stage helps one achieve high level of quality. At the end of this stage one will have successfully conducted the training programme and the major responsibility is delivered.

Sub-Stags of ‘Deliver’-

The sub-stages of ‘Deliver’ include ‘expose’, ‘interact’ and ‘innovate’. These sub-stages largely discuss the entire process of ideation and creation through various means, techniques and tools.

DE-1

Expose

- Input Sessions - Site Visits

DE-2

Interact

- Demonstrate - Discuss

DE-3

Innovate

- Experiment - Make

craft innovation training toolkit // deliver 53

DE -1

expose

To introduce someone to (a subject or area of knowledge):

Since the participants are new to the craft design process and also to each other, the delivery of a training program should ideally start with a session of exposure. Exposure in terms of the craft and design techniques is important right at the outset in order to sensitize the participants towards the craft. It helps the participants observe and understand the importance of the training. Exposure could be provided through expert input sessions discussing important aspects of training, craft, design etc. These sessions help add value to the entire program. Site visits are another excellent way to expose the participants to the current scenarios of the craft and its practices. They serve as a means of inspiration as well.

The tasklist for the ‘expose’ sub-stage is as follows :

DE-1a : PROVIDE EXPOSURE TO THE PARTICIPANTS THROUGH INFORMATIVE AND ENRICHING INPUT SESSIONS DE-1b : PROVIDE EXPOSURE TO THE PARTICIPANTS THROUGH SITE VISITS

craft innovation training toolkit // deliver // expose

>> How to Deliver and Explore ? DE-1a

DE-1b

Input sessions Conduct input sessions, with the intention of sensitizing the participants towards various issues related to craft and design. The idea is to understand and critically examine them through a diverse range of input and interactive sessions (technical, design, academic and craft related).

Site visits In order to give ample exposure, there are four kinds of site visits which should be planned during the Training programs: Design oriented, Technology Oriented, Culture oriented and Material oriented. Each one serves a specific purpose and provides ample exposure (cultural, industrial, technical etc.) to the participants.

- Arrange for experts to help deliver input sessions that are not only rich in information but that also strike up discussions and debates.

- Arrange for relevant site visits on the first few days of the program making them a part of the introduction itself. - Different kinds of site visits can be carried out at different time intervals between modules in order to keep the participants inspired.

The inputs sessions are inclusive in its approach and should be conducted in multiple local languages with a focus on craftspeople.

craft innovation training toolkit // deliver // expose 55

DE-1a : Input sessions

Glass craft workshop

Wood craft workshop

Earth craft workshop

Bamboo craft workshop

craft innovation training toolkit // deliver // expose

DE-1b : Site visits

Earth craft workshop

Bamboo craft workshop

Stone craft workshop

Bamboo craft mapping in Sidhpur craft innovation training toolkit // deliver // expose

DE -2

interact To communicate or be involved directly:

The craft processes play a critical role in development and understanding of a craft; hence the demonstration of techniques is taken as a first step in understanding the tactile aspects of craft. The interaction during demonstration builds a deep bond between the artisans and designers. The craftspeople often take pride in sharing their inherited and valuable skills amongst other participants. Demonstration of the craft processes, material handling techniques, safety rules etc. is very crucial before the participants start handling the material and tools. These sessions should be carried out ideally by the master craftspeople themselves and any doubts that may arise should be addressed immediately. Demonstrations should be followed by casual discussions on a one-on-one/group basis between the experts/mentors and the participants. This helps the participants to proceed in the right direction right from the beginning.

The tasklist for the â&#x20AC;&#x2DC;interactâ&#x20AC;&#x2122; sub-stage is as follows :

DE-2a : DEMONSTRATE THE VARIOUS IMPORTANT CRAFT PROCESSES AT THE VERY BEGINNING OF EVERY MODULE DE-2b : ARRANGE FOR CASUAL AND FORMAL DISCUSSIONS WITH EXPERTS

craft innovation training toolkit // deliver // interact

>> How to Deliver and Interact ? DE-2a

DE-2b

Demonstrate Before carrying out any kind of activity related to the craft, a demonstration session is a must. In order that all the participants can get involved in great depth during demonstration and interactions can be generated, smaller groups of design participants and craft students can be made.

Discuss Discuss the role of design in craft and to sensitize the participants towards various aspects of design thinking. This can be done by varied facilitators. The facilitators comprised of design facilitators can discuss about innovative ideas and new applications, technical facilitators can discuss the material properties and principles of the structure and craft facilitators who can discuss techniques and empirical knowledge about craft and community. Intense dialogue and actions between design and craft participants anchored by the facilitators help stimulate various new ideas, process and system which is important for the development of craft.

- Arrange for necessary equipment like raw materials, tools etc for demonstration sessions - Other equipment like micro phone or speakers might be needed too if the audience is large. - Make sure that the space chosen for demonstration is accommodating and safe.

- Get facilitators on-board for discussions who are experienced in that particular craft design field. - Discussions can be held casually between or at the end of the modules to kick start or sum up the learnings of the modules in an enriched and reflective manner.

craft innovation training toolkit // deliver // interact 59

DE-2a : Demonstrate

Bamboo craft workshop

Wood craft workshop 60

craft innovation training toolkit // deliver // interact

Stone craft workshop

DE-2b : Discuss

Gond craft workshop

Earth craft workshop

Bamboo workshop

Earth craft workshop craft innovation training toolkit // deliver // interact

DE -3

innovate

To make changes in something established, especially by introducing new methods, ideas, or products:

The third stage under ‘Deliver’ is innovate. Every craft has its own processes, applications etc, however there is always scope for innovation. Innovation could be brought about in the field of design, applications, new products etc. Being the most important part of the training program, it comprises of 2 sub-stages- Experiment and Make. The hands-on experimentation and exploration imbibes the understanding of material and its diverse properties. This process is based on the trial and error method where the learning happens while working with the material by hand. The shared method of different people (master craftspeople, craft students, designers etc.) working in one group initiates new discussions and fresh ideas. Also the learning happens at two levels, both at tangible and intangible levels.

The tasklist for the ‘innovate’ sub-stage is as follows :

DE-3a : ENCOURAGE THE PARTICIPANTS TO EXPLORE AND EXPERIMENT WITH THE MATERIAL DE-3b : PROVIDE GUIDANCE TO THE PARTICIPANTS IN MAKING PROTOTYPES AND THE FINAL OUTPUT

craft innovation training toolkit // deliver // innovate

>> How to Deliver and Innovate ? DE-3a

DE-3b

Experiment Allow the participants to handle the material and experiment with different techniques. This needs to be done under guidance and expert supervision. The participants can sketch out their ideas first in order to provide for discussion and critique. Sketching is an excellent tool for communication as well.

Make Having explored many possibilities of the material, the participants can now move on to making working prototypes of their innovative designs. Divide the participants into diverse groups and provide enough time for ideation and discussion. The ideas can be validated by experts and reviewed by master craftspeople before going into production.

- Allow for ample exploring opportunities to the participants. - Provide with proper materials, tools, expert guidance, and an encouraging environment.

- Make sure that all the details in terms of measurements, applications, production techniques etc are worked out in sequence before proceeding to the final output stage. - Ask the participants to keep communicating and interacting with their groups and other mentors at various stages of the output production. This ensures that the designs are being produced as per planned and envisioned.

craft innovation training toolkit // deliver // innovate 63

DE-3a : Experiment

Bamboo craft workshop

Stone craft workshop

Glass craft workshop

Wood craft workshop

craft innovation training toolkit // deliver // innovate

DE-3b : Make

Earth craft workshop

Glass craft workshop

Innovation Internship- Arka: Modular storage system

Earth craft workshop

AS A S S E S S

Space Making Craft- Glass craft workshop- Mentors examining the glass exploration prototypes made by the participants 68

Assess Overview -

To harness the learnings of the entire programme conducted through observations & feedback and make sure that they are utilized during the next Craft Innovation Training Programme.

Objectives and Intended Output -

The primary objective of this stage is to extract as much learning as possible from one’s training workshop. This stage ensures that all the effort gone into the training is harnessed and utilized for future programmes. At the end of this stage one will have looked at the training activities from many perspectives. This will bring about an evolution in the process followed and learnings, from mistakes made.

Sub-stages of ‘Assess’ -

The training program concludes and reaches the assessment stage. This stage is explained through 2 sub stages called ‘ Connect’ and ‘Reflect’. The ‘Connect’ sub-stage discusses the gap between the craftspeople and industry that needs to be bridged. The ‘Reflect’ sub stage discusses the ways in which one can attain feedback from the participants and all others related to the training programme.

AS-1

Connect

- To individuals - To organisations - Dissemination

AS-2

Reflect

- Evaluation - Feedback

craft innovation training toolkit // assess 69

AS -1

connect

To Bring together or into contact so that a real or notional link is established: To Provide or have a link or relationship with:

In addition to providing craft design innovation solutions, Craft Innovation Training Programs strive towards the upliftment of the craft community involved. Craftspeople associated with the training gain exposure throughout the course of the training programme. Apart from an indirect exposure, training programs connect the craftspeople directly to individual professionals and organisations. Such a connect leads to the promotion of the craft and may result in future collaborations. The craftspeople associated with the training programme are provided exposure to the current needs and preferences of the industry, through interaction with the other participating peer groups. In addition to this, there could be site visits to factories, markets, production houses etc in order to connect the craftspeople to individual professionals and organisations. The task-list for this sub-stage is as follows : AS-1a : CONNECT THE CRAFTSPEOPLE AND PROFESSIONAL PRACTITIONERS & VICE VERSA AS-1b : CONNECT THE CRAFTSPEOPLE AND ORGANISATIONS & VICE VERSA AS-1c : DISSEMINATE KNOWLEDGE AND INFORMATION THROUGH DISPLAYS, EXHIBITIONS, INVITATIONS ETC.

craft innovation training toolkit // assess // connect

Craft Innovation Studio- Innovation Fellowship ‘Narrative Ceramics’ - First Friday Session by IIID-Ahmedabad at Clay Club 71

Wood craft workshop- Display of prototypes and explorations at DICRC

Glass craft workshop- Final exhibition at School of Interior Design, CEPT

Narrative Ceramics Innovation Fellowship Exhibition at CIIE, IIM-Ahmedabad 72

craft innovation training toolkit // assess // connect

>> How to Assess and Connect ? AS-1a

AS-1b

AS-1c

To professional individuals Invite professional individuals to the Program and have them interact with the craftspeople. In addition to this arrange for site-visits, industry/factory/workshop visits, visits to markets, production houses etc. Provide exposure to the participants that would further facilitate a connect.

To organisations Disseminate information of the training Program and the craftspeople through exhibitions, e-mailers, invites, posters, websites, booklets etc. Invite representatives, students, faculty and other members of craft-design related organisations.

Dissemination It is important to make society aware about the value of traditional craft and hence, conclude the Training Program by dissemination through various mediums like exhibitions, panels, online, print media etc. The exhibition can also display various explorations done during the early part of the training, prototype panels, exhibition panels, detailed schedule etc.

- Arranging site visits to individual professionalsâ&#x20AC;&#x2122; production units, studios, completed projects, ongoing projects, vendor workshops etc. - Inviting individuals to be a part of the Training Program.

- Inviting the representatives/ students/ faculty/ other members etc of a related organisation. - Dissemination of knowledge about the Program through exhibitions, inaugurations, booklets, posters, e-mailers, invites, media, promotion, advertisements etc.

- Plan and arrange for an exhibition at a time and venue where various architects, design professionals, academicians, students, journalists and locals from the city can attend. - Supplement the exhibition with a small inauguration event or a informal discussion or craft process demonstration etc.

craft innovation training toolkit // assess // connect

AS -2

reflect To think deeply or carefully about:

Reflecting on every aspect of the training program is an important aspect while concluding the Craft Innovation Training Program. This session of reflection and feedback is not mandatory but it adds value and also concludes the training program. Each individual participating has his/her own unique experience to share. Learning takes place through the program, but a session of interaction towards the end helps in learning through other participantsâ&#x20AC;&#x2122; learning as well. An ideal session of conscious reflection can be achieved through a general interaction session, where every participant talks and shares his/her experience. The quality of output can be evaluated by a team of experts. This helps in understanding the level of the end product, which in turn reflects the level of input. Finally, this judgment of the quality of input and output, the personal feedback and expert evaluation should be internalized and the training program should be summed up and documented.

AS-2a : COLLECT CRITICAL FEEDBACK FORM THE PARTICIPANTS AS-2b : EVALUATE THE FINAL OUTPUT OF THE TRAINING PROGRAM IN TERMS OF INPUT, QUALITY, OUTPUT.

craft innovation training toolkit // assess // reflect

Space Making Craft- Metal craft workshop post-workshop meditation session 75

Bamboo craft workshop- Display of prototypes and explorations

Wood craft workshop- Group of participants with their output

Stone craft workshop- Distribution of certificates at DICRC, concluding the workshop 76

craft innovation training toolkit // assess // reflect

>> How to Assess and Reflect ? AS-2a

AS-2b

Evaluation Evaluate the various outcomes of the Craft Innovation Training Program with the help of experts as they can rate the quality of output in the most objective and informed manner.

- Evaluation by the experts involved in the training. - Evaluation and feedback by the other groups/ participants of the Program . - Give participants follow-up materials and contacts for ongoing support. - Evaluate training effectiveness.

Feedback

- Feedback interactive session among all those involved in the Program. - Group feedback interactions. - Feedback forms, comment books, suggestion box etc.

Create a setting that encourages an open conversation. If the number of participants is large, divide them into smaller groups and let them interact within the group. The feedback can also be collected using feedback forms, comments book, suggestion box etc. Feedback conversations are rich in information, and the subtle impressions of a participantâ&#x20AC;&#x2122;s reactions are often most important to remember. Take some time right after the session to capture whatever was observed.

Even a small gesture that appreciates the efforts of everyone participating in the training programme can add a lot of value to the entire experience of the programme. For example, as a token of remembrance and appreciation, a certificate distribution ceremony often leaves deeper impressions and initiates long-term associations with all members involved. craft innovation training toolkit // assess // reflect

All participants of Earth craft workshop

78 78

How to take this toolkit forward?

With changing times and technology there will always be a need for training in the craft-design sector. This toolkit is just the starting point from where Craft innovation can be taken to new levels. Conducting training through this toolkit will give rise to many more possibilities that can be incorporated into further training programs.

This toolkit is designed and published by Design Innovation and Craft Resource Centre, CEPT University.

The IDE2AS toolkit is envisioned to be one that gives rise to many more such toolkits. In order to support the training program using this model, a workbook comprising of various modules and worksheets will be provided. This workbook aims at providing specific exercises with specific objectives, along with tips that will further guide one in designing and conducting a Craft Innovation Training Program. Anyone who utilises this toolkit to conduct craft innovation training is free to share their experiences and learnings. That is the only way this toolkit develops and becomes a wholesome solution in education and training. For more insights and information about the publisher visit www.dicrc.in

It may be used for non-commercial purposes only. It may be referred to and modified freely to suit oneâ&#x20AC;&#x2122;s needs. It may be published and circulated freely as long as it is attributed to the original publisher.

Craft Innovation Training Toolkit Contributors: Rishav Jain & Devika Gharge with Jay Thakkar

Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .

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DICRC is supported by Industrial Extension Cottage (INDEXT-C), Government of Gujarat, India. INDEXT-C is a State Government Scheme under Cottage and Rural Industries (Commissioner of Cottage Industry). Design Innovation and Craft Resource Centre (DICRC), CEPT University, Ahmedabad To know more, visit the official website : www.dicrc.in Contact : +079-26302470 Ext- 380, 381, email: dicrc@cept.ac.in

Craft Innovation Training Toolkit

Articles inside

Notes

AS-2 reflect

AS-1 connect

DE-3 innovate

Modes Of Delivery

About

DE-2 create