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A day as a youth - empathy toolkit

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A Day as a youth is a toolkit to empathize with younger generation, it is part of the TANGO project.
TANGO is a European level culture project, contemporary, sustainable and accessible design meets different audiences of different age groups. The project brings forth issues of creativity, social design and sustainability, and promotes intergenerational dialogue in three countries: Finland, France, and Italy.

This empathic methodology have been develop during the Nantes Workshop in 2012 by, Sara Kahönnen, Marine Belluet, Lucie Boudet and Sylvine Derre

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A day as a youth - empathy toolkit

  1. 1. ADAYAS a YOUTH EMPATHY TOOLKIT OLDER GENERATIONS EMPATHISING WITH DIGITAL NATIVES AND BROADER CHALLENGES OF GENERATION Z
  2. 2. LIFEDOE GROW O
  3. 3. ESN’T OLD La vraie jeunesse ne s’use pas. On a beau l’appeler souvenir, On a beau dire qu’elle disparaît, On a beau dire et vouloir dire que tout s’en va, Tout ce qui est vrai reste là. Quand la vérité est laide, c’est une bien fâcheuse histoire, Quand la vérité est belle, rien ne ternit son miroir. Les gens très âgés remontent en enfance Et leur coeur bat Là ou il n’y a pas d’autrefois. La vie n’a pas d’âge. Jacques Prévert
  4. 4. Linking tow generation can be a challenge as their references and interests are differents. But relations between gener-­ ations are important to share knowledges and know-­how. Today linking generations is a social and economic challenges that is taking day after day a bigger part on our way of living. This toolkit will help you to empathise and innovate in order to bring solutions to erase the gap between older and younger. Your own experiences can help you to understand, how to link two generations. By comparing those experiences you will get a wider point of view, this toolkit will help you to analyse and use those when designing. For the need of this toolkit we choose to focus this example on the relations between seniors and generation Z, tweens, as the gap betweens those is wider. But you can use this toolkit also for empathising in other situations. WHY THIS EMPATHIC TOOLKIT GENERATION Z Is the generation born after the Millennial Generation and which is currently being born. As they are born in an over connected society they are used to play, watch, and use connected devices.
  5. 5. HOW TO USE THIS TOOLKIT Working in a team of at least four people with different backgrounds can help you to achieve a more objective and innovative analyse. This toolkit is a one day experience that can be improved by spending more time on it. Follow the steps by reading the guide line and our experience then use the tips to improve the experience and its result. B
  6. 6. BRAIN STORMING TO SHARE INFORMATIONS AND DEFINE THE SUBJECT YOU ARE WORKING ON.
  7. 7. Brain storm your experiences. Every details you remind can be subject to innovation. Objects, words, feelings, stories, taste, smell, list everything and group them by theme. OUR EXPERIENCE -­ ation Z and seniors and compare their way of life. For us, this was a very good way to start. We didn’t try to block stereotypes away. We found differences but also similarities between generation Z and seniors. Generation Z seems to be more group orientated and technology makes a big difference. Generation Z often does multiple things at the same time. For example, they can chat in the internet with five friends and do their homework at the same time. Seniors way of life seems to be slower. Activities often remain the same but the media changes.
  8. 8. TIPS Use Interviews, ads, chats, specialised websites to complete your study. Focus your reasearch on the groupe of ages you are working on Our conclusion of this step was that actually, tweens and seniors are more int the society.
  9. 9. R
  10. 10. REMEMBEr THROW YOUR PERSONAL IDEAS, FEELINGS, MEMORIES ...
  11. 11. Remember what were your own experiences with your grandparents. Think about good and bad memories and go deeper into details. TIPS Use questions such as : «What did you talked about?», «How did you feel?», «Do you remember some smells?», «What did you eat?» First the things that we came up were quite general. But it was really important to go into the details. Here are some examples what we remembered: dry cookies, darkness, TV on, discussion about the weather, gossips about family, silence in the discussion. OUR EXPERIENCE
  12. 12. Go back to different stages of your life and try to remember yourself when you were young. TIPS Let you guide by details as : What you were wearing, what were your hobbies? Story telling, we got back to our past and remembered what it was to spend a day with our grandparents. Then we told them to each other. For us sharing the memories was really important because it pushed us to go deeper into details. OUR EXPERIENCE
  13. 13. DRAWINg ILLUSTRATE YOUR PERSONAL EXPERIENCE
  14. 14. the time to get inspired by the details and the atmosphere. Then draw a picture of a place you remember from your childhood. TIPS Do you remember the furniture? The colors? The lights? The paterns? The matrials? new view to the subject. It was interesting to realise how well you can remember the place even if you haven’t visited it for a while. But are these real memories? How can we tell that it’s real and not just our imagination? Does it make a difference if it is important to us? OUR EXPERIENCE
  15. 15. Compare the pictures and analyse their common points and objectiv. This is a way to remember more details and to prepare you to the acting step. This was very interesting because we found out that our memories of our grandparents place were quite similar. Some of the things remain the same no matter where you are. These things were quite similar: sofas, lamps, plants on the table, frames on the wall, dark atmosphere, old furniture It’s interesting to see that in some pictures you can imagine that you are in the middle of it while others remain quite distant. OUR EXPERIENCE
  16. 16. AcTING PUT YOURSELF INTO THE SKIN OF SOMEBODY ELSE
  17. 17. Use the informations that you collect during the previous steps tu create the atmosphere of the environment. TIPS Write down 5 general points which will help you to improvise.
  18. 18. OUR EXPERIENCE Regular: gave information about spoken things. The conversation was the key point in this. Without speaking: the body language is very important and this really came through here. Speaking nonsense: Here we could almost understand what the other one is trying to say, and we found out that also different tones matter a lot. Are the words really important at all or is it more about gestures, voice tones and body language? Why did the granddaughter lean away from her grandmother? How does the granddaughter react when the grand mother is offering her some cookies? Do they have a real conversation? Are they inter-­ ested in each others lives? We found acting in different ways very useful because they gave different points of view. We really recommend you to try different methods in acting.
  19. 19. OUR EXPERIENCE Wathever we were saying the same things was happening each one of us were reapeating the same scheme. But things we didn’t notice during our previous examination appears. the atmosphere, the intonation Act the scene you prepare and record it to be able to analyse the video.
  20. 20. BRING YOUR EXPERIENCE AND ANALYSE TO AN INNOVATIVE AND HUMAN CENTERED CONCEPT CoNCLUSION
  21. 21. Keep analysing and being intesrested by the subject. Give an interest to the news but mostly to your own experiences and make those informations useful to you. Keep in mind that everything you can notice can be subject to an innovation!
  22. 22. like these two weren’t really interested in each other lives. They almost speak two different languages, and didn’t really bother to try to under-­ stand each other. OUR EXPERIENCE We came to conclusion that both generation should be linked by a simple way of communication that allow each generation to share their interest with the other member of his family. As a family tree it could allow not only to share common ancesters but common hobbies, or just to stay up dated!
  23. 23. TANGO is a European level culture project, contemporary, sustainable and accessible design meets different audiences of different age groups. The project brings forth issues of creativity, social design and sustainability, and promotes intergenerational dialogue in three countries: Finland, France, and Italy. The two-­year (2011-­2013) collaborative project is a mutual endeavour of Aalto University (Helsinki), L’École de design Nantes Atlantique and Politecnico di Milano, funded by the Culture 2013 program of the European Union. This empathic methodology have been develop during the Nantes Workshop in 2012 by, Sara Kahönnen, Marine Belluet, Lucie Boudet and Sylvine Derre

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