Thought Experiment:

One Project, Three Ways

To better understand the concept of enabling constraints, we're going to consider three different versions of a project that could be delivered to students.

n.b. these are beet dishes, not projects

Project V1: Accessorize Yourself!

Use simple materials to design and create a wearable accessory

• Think of an accessory that you would like to make. A hat? A belt? A fully functioning cardboard watch? Sketch your ideas if it helps you come up with your design.
• Choose some materials
• Create your design in 20 minutes or less

Project V2: Get Dapper!

Make and customized a cardboard bow tie with the given template and materials

• Gather materials: cardboard, scissors, glue, brass fasteners, and template.
• Trace the template pieces on the cardboard and cut out the shapes.
• Create your design in 20 minutes or less.
• Shape the cardboard and connect the pieces as indicated on the instruction sheet. Apply the brad to the center band to make your bowtie spin!
• Color or decorate your bowtie to make it unique.

Project V3: Landmark Wearable

Make a wearable accessory inspired by one of the landmarks in Riyadh (consider its form, history, siting, or programming). It should have at least one moving part, and communicate something conceptually about the landmark to those who see you wearing it.

• Sketch at least 3 ideas for your landmark- inspired design
• Gather materials to create your accessory
• Create your accessory in 20 minutes or less

Reflection

• Which version of this project do you think is most often seen in traditional school settings?

• Which version of the project do you think inspires the most ideas/ creativity?

• Do you think having open-ended prompts can lead to innovative ideas?

• What role do you see the constraints in the 3rd version playing?

The Vegas buffet of project-based learning: anything and everything is on the menu. It’s hard to make good decisions!

V1

Open-ended design prompt

V2

Prescriptive design prompt

V3

Design prompt with enabling constraints

The school cafeteria tray of project-based learning: there’s only one thing on the menu. It’s hard to be inspired (except on Taco Tuesday)

The favorite restaurant of project-based learning: a curated list of options, and by choosing from them you are given agency and get what you want.

Enabling Constraints:

Constraints actually drive innovation by forcing teams to think more creatively. Narrower scope creates efficiencies and forces problem-solving.

“My freedom thus consists in my moving about within the narrow frame that I have assigned myself for each one of my undertakings. I shall go even further: my freedom will be so much the greater and more meaningful the more narrowly I limit my field of action and the more I surround myself with obstacles.”

— Igor Stravinsky (Poetics of Music in the Form of Six Lessons)