INDIVIDUAL CREATIVITY COLLECTIVE CREATIVITY ¢ THE SOCIO-CULTURE SPACE * THE PHYSICAL ENVIRONMENT * THE SPACE OF TOOLS AND MATERIALS “third teacher” (who is in addition to the two teachers who collaborate daily on each child’s learning journey). The spaces, places and materials in a Reggio Emilia school are described as follows (adapted from Caldwell). [1] * The front door welcomes you. ¢ Natural light flows into as many parts of the space as possible. ¢ The halls are much larger than normal, with places to stop and sit as YOU go. * There are studio spaces in each classroom as well as spaces designat- ed for small and large group activities. * Provocation stations with carefully selected and arranged materials invite manipulation and exploration along a specific theme. ¢ Large inner windows connect the interior spaces. * Wall-size outer windows provide views to the outside and doors to the outside can be found in every classroom. ¢ The walls are painted a neutral color so that you can see the chil- dren’s projects that are exhibited on the walls in the classrooms and the hallways. * There is documentation about each project in the form of state- ments made by the children as they talked about their projects. « Awide range of quality materials is available: tempura paint, water- color, wire, weaving, collage, natural materials, cardboard/paper construction, and light, color and transparency at the light table. * These materials are beautifully arranged and displayed in containers that sit on low shelves backed by mirrors. For photos of Reggio Emilia inspired environments and materials, see http://pinterest.com/search/pins/?q=reggio+emiliatspaces FIGURE 3. How much we know about creativity IMAGINE A FUTURE What if we combined the qualities of Reggio Emilia preschool environ- ments with the qualities of transformational group spaces to create spaces, places and materials for adults to engage collectively in creative thinking and making? These environments for co-designing will have a positive impact on people’s ability to address complex social issues and imagine future possibilities. They will be the new materializations of the social design spaces. If we learn to master the new spaces, places and materials for co-designing, we'll see a future capable of supporting new levels of conviviality and cultural sustainability. REFERENCES [1] Cadwell, L.B. Bringing Reggio Emilia Home: An Innovative Approach to Early Childhood Education. Teachers College Press, New York, 1997. [2] Edwards, C.P. Three approaches from Europe: Waldorf, Montessori and Reggio Emilia. Early Childhood Re- search and Practice, 4 (1), 2002 [3] Fischer, G. Social creativity: Making all voices heard. in Proceedings of the HCI International Conference (HCII), (Las Vegas, 2005). [4] Leung, A.K.-y., Kim, S., Polman, E., Ong, L.S., Qiu, L, Goncalo, J.A. and Sanchez-Burks, J. Embodied metaphors and creative “acts.” Psychological Science, 23 (5). 502-509, 2012 [5] Levi, R. Group Magic: An Inquiry into Experiences of Collective Resonance. Dissertation Abstracts International (UMI No. ATT3098829), 2003. [6] Levi, R. The Powers of Place: An Inquiry into the influence of Place, Space and Environment on Collective Transformation. 2008. Retrieved from http://www.collectivewisdominitia- tive.org/papers/levi_place.pdf. [7] Sanders, E.B.-N and Stappers, PJ. Convivial Toolbox: Generative Research for the Front End of Design. BIS Publishers, NL, 2012. [8] Sanders. E.B.-N. Creativity in strategic thinking. in Wolters, H.M.K., Grome, A. and Hinds, R. eds. Enhancing the Army’s Strategic Thinking Capability: Insights to Assess, Develop, and Retain Strategic Thinkers, Research Report for U.S. Army Research Institute for the Behavioral and Social Sciences, 2012. CO-CREATION vv we