The Problem With Perfection

Robot Conductor

An article in The Guardian asks “Do UK orchestras play too perfectly?”

This struck me as interesting because the idea of perfection has come up in a few conversations recently, including yesterday when Philip Joe of Microsoft paid DJCAD a visit to spend the day with MDes students. His advocacy of whiteboard meetings, where discussions are recorded in a non-permanent way that can be added to and drawn on, is a good example of why perfection can be the enemy of creativity.

Here’s an extract from the Guardian article:

(Conductor) Simon Rattle … told me that one of the principal players i[of the Berlin Philharmonic] had a stint as a section leader at one of London’s orchestras. He was amazed at the brilliance of the British musicians in the first rehearsal of a complex piece by Bartók. The technical standard was much better than it would have been at the Berlin Phil at a first rehearsal.

That sounds good, right?

The problem was, the final concert wasn’t any more exciting than that first run-through. That’s the exact opposite of what happens in Berlin, or Vienna … or Amsterdam. With those great European orchestras, there’s a journey. You would be shocked if you heard these bands when they rehearse a piece for the first time: they are much less together than their British counterparts. The payoff is, though, that the concerts  … often have an expressive intensity that British orchestras rarely manage.

I’ve often noticed that design students tend to aim for perfection with their work, avoiding the “prototyping” phase. The word “prototype” is often misunderstood as the first thing off the production line (e.g. a prototype car is finished in every sense, but it’s the first one of many). The modern meaning of the word is an iteration, or version, of something that is used to think a problem through. It could be (and usually is) very messy and unfinished. A prototype robot that will sweep your floor might look like a circuit board on wheels. A prototype necklace that triggers a signal in a partner’s bracelet when it is near might look like a piece of wire with a transmitter on it.

This video shows how paper prototyping is used in interactive design:

Within my own field of graphic design a prototype website will look like a piece of paper with some boxes on it. A prototype advertisement will be a black marker sketch. They are rehearsals. The similarity with the orchestra example is they are rehearsals that are shared with other people, not kept to yourself. The more unfinished something is, the more likely it is that a meaningful conversation can be had. Whereas the more finished it is the less likely it is that you’ll want to change things, or that others will contribute anything useful. (And in industry it’s always much more expensive to change things later on in the process).

This is covered in the book The Back of the Napkin, which is a recommended text this semester.

 

Back of the Napkin sketchnotes, p.1

Kate Rutter of Adaptive Path reminds us that the quality of the visual determines the quality of the feedback:

  • Low fidelity = High-level feedback
  • High fidelity = detailed/low-level feedback

Low fidelity visuals would be sketches, rough models, paper mock-ups and so on. At this stage the type of feedback you get will be very useful and focus on what’s important, whereas high fidelity visuals – something you’ve spent hours making, for example – will solicit feedback about whether people like the colour, the layout, the finish and so on.

Or to quote Dan Roam, the author of The Back of the Napkin, “The more human the picture, the more human the response.”

Being messy from the start, and being open to the idea of being messy, is important for creativity, as this final extract from the article suggests:

It’s a different way of thinking about what performance is. The goal in Berlin or Munich is to get to a place where the music is in the bones of the players; in Britain, the problem is getting further into the music than playing all of the notes in the right order.

So it is with design. It’s important to care more about understanding the design, the idea, and the problem that it’s solving (how do I communicate that message? How do I get people to use a service? How do I make this metal twist in the way I want?) than to make the finished thing perfect. Craft is imperfect. That’s what makes it human.

Where do good ideas come from?

 

 

The Guardian features an interview with Steven Johnson, author of the book Where Good Ideas Come From. Johnson identifies something many designers know already, that ideas don’t tend to leap out of the blue in a moment of inspiration but are the result of a certain process where one thing leads to another.

 

Photograph: Peter Matthews for the Guardian

 

although the eureka moment is such a cliche, big new ideas almost never get born like that. “It’s weird,” says Johnson, [...] “but innovation is one of those cases where the defining image, all the rhetoric and all the assumptions about how it happens, turn out to be completely backward. It’s very, very rare to find cases where somebody on their own, working alone, in a moment of sudden clarity has a great breakthrough that changes the world. And yet there seems to be this bizarre desire to tell the story that way.”

There are lots of reasons for the mythology surrounding creativity. One is that because being creative is seen as so hard, it must be the result of some “special power” (how often do you hear people claiming not to be creative, or say “I wish I could come up with ideas like that”?).

But it’s also true that designers perpetuate the myth as a sort of protection strategy. How better to justify your abilities (and the money you charge for them) than by making out that what you do is a god-given, magical, talent? It turns out every profession and trade does this to some extent. If you’ve ever had a plumber look at your boiler, or a mechanic look at your car, there’s every chance you’ve been subjected to the intake of breath through the teeth, the use of jargon (like magical incantations) and the overly modest claim to have worked a miracle.

Of course, if you’ve been brought up to believe that you are talented, and one of a kind, you’re not likely to enjoy reading a book that says that creativity is pretty much a normal state of being, it just depends on circumstances.

The principles of co-design, and of design thinking, are based on the notion that everyone can be creative, and that the designer’s role is to facilitate that, not control it. For some designers, that’s a shift in power that’s difficult to stomach, but for others it’s tremendously satisfying. It’s like being the midwife, with photos of hundreds of babies on her wall, rather than the mother, with just the one.

In our Design Studies modules we place a lot of emphasis on team work, either as a formal thing (many of the assignments are group based, or require group activities) or as an informal way of learning (through discussion, mutual assistance etc). Generating ideas is so much easier when there are several people working together, bouncing thoughts off each other, being the midwife rather than the mother. Ten minutes spent brainstorming, and the energy it creates, do far more for creativity than sitting staring out of the window or at an empty sketchbook waiting for inspiration to strike.

Making a living out of design, or solving problems, can’t rely on rare god-given lightning flashes of inspiration. You’d be out of business.

Having said that, there’s nothing wrong with staring out of the window now and then…

Read the rest of the interview with Steven Johnson over at  The Guardian. Or better still, get the book.

What’s your take on this? How do you view creativity? How do the people you know see your “powers”? Is creativity a special talent, or can anyone do it? And how can it be taught and nurtured?

Using iPads in Scottish Schools

Mac and iPhone/iPad developer Fraser Spiers (who created one of my favourite tools, ViewFinder, which I use constantly to write this blog) is experimenting with using iPads in a Scottish school and is blogging about his experiences.

Take a look – it’s a really interesting project. It’s annoying how some of the negative feedback has been about his use of iPads rather than cheap netbooks. It’s about education, and you need to use the best tools, not the cheapest or most “feature-laden”, particularly if those “features” end up having to be things you need to disable, tape over, or fix constantly.

Day one is over and it was pretty much an unqualified success. Early days, of course, but I’m just delighted that it all worked exactly as I had planned.

I’d love to tell you a story of techno-heroism in which I saved the day from certain disaster, because that would make a great story. Instead, like all the best flights, today was calm to the point of almost a wee bit dull.

Had a few classes today: a double period with S4 and another double period with S5. I took them through a quick tour of the iPad, including:

  • The text selection and Cut/Copy/Paste UI, spelling and keyboard autocorrect.
  • The main features of Pages and Keynote.
  • Saving PDFs in iBooks and reading them.
  • Sending and receiving documents via email.

Then we all read the Acceptable Use Policy together and in detail.

It was quite interesting. The kids were obvously excited to be getting iPads but not to the point of stupidity. I was pretty pleased with the way they fitted into the way the school works.

I got the impression that the kids were almost relieved to be working with iOS. I have no doubt that, for a lot of them, it’s already the OS they interact with most often.

One amusing anecdote: we installed a drawing app – I forget which one but it might have been Doodle Buddy – that allows kids to collaborate on drawings over the network. The kids were fiddling around with this app when there was a knock on the door. “Errm….Mr Speirs? Are your children doing something to my class’s iPads?”

Turns out some kids had been joining shared whiteboards on iPads in the other classroom. Hilarity ensued, of course.

Ah yes, never underestimate the ability of kids to find a way to annoy teachers.

via Fraser Speirs – Blog.

Design with Intent Toolkit

Dan Lockton has released version 1.0 of his Design With Intent toolkit, and you can download it for free. The accompnaying blog post (which you should read in full)

The intention is that the cards are useful at the idea generation stage of the design process, helping designers, clients and – perhaps most importantly – potential users themselves explore behaviour change concepts from a number of disciplines, and think about how they might relate to the problem at hand. Judging by the impact of earlier iterations, the cards could also be useful in stakeholder workshops, and design / technology / computer science education.

Each gambit is phrased as
a question, as used in Nedra Weinreich’s worksheet based on DwI v.0.9, in the hope that the cards can actively provoke innovative behaviour change design ideas.

Worth a look, and free! Download 101 Patterns for Influencing Behaviour Through Design now.

We’ll belooking at tools like this with level 2 students, particularly in semester 2. Make sure you take a look

via Design with Intent.

The Auteur Theory of Design

Jon Gruber, who writes the Daring Fireball site (which I highly recommend subscrbing to via RSS), gave a talk recently at the Macworld Expo.

It’s embedded below and well worth watching. It has an interesting central thesis which is revealed towards the end, and I won’t spoil it for you.

I like Gruber’s often acerbic comments and critiques of web design, user interfaces, applications, the tech industry and so on that he offers over at Daring Fireball. And I find his theory here fascinating – it has a lot of implications for group-based design projects at university, for example, that give me pause for thought.

However there are a couple of things in this talk I disagree with which I won’t go into here, but will be covering in my lecture “A Matter of Taste” on 13 February. In particular, I’ll be questioning the concept of “taste” and the definition of “who’s in charge”.

I’m not saying that Gruber is wrong as I suspect his theory, if developed, would include a lot of the things I’ll be covering (based on what I know of his views via his sight). However I may be wrong so I won’t presume. But in the meantime, watch the video (it’s about 17 minutes) and have a think about his theory.

Then go and read this description of a former Microsoft employee’s experience of trying to implement a simple feature in Windows Vista.
And you might also want to look at Adobe UI Gripes, which I linked to yesterday.

Thinking inside the box

Tharp.jpg

A top tip from Twyla Tharp’s book on The Creative Habit

Everyone has his or her own organizational system. Mine is a box, the kind you can buy at Office Depot for transferring files. I start every dance with a box. I write the project name on the box, and as the piece progresses I fill it up with every item that went into the making of the dance. This means notebooks, news clippings, CDs, videotapes of me working alone in my studio, videos of the dancers rehearsing, books and photographs and pieces of art that may have inspired me.

[…]

There are separate boxes for everything I’ve ever done. If you want a glimpse into how I think and work, you could do worse than to start with my boxes.

The box makes me feel organized, that I have my act together even when I don’t know where I’m going yet.

It also represents a commitment. The simple act of writing a project name on the box means I’ve started work.

The box makes me feel connected to a project. It is my soil. I feel this even when I’ve back-burnered a project: I may have put the box away on a shelf, but I know it’s there. The project name on the box in bold black lettering is a constant reminder that I had an idea once and may come back to it very soon.

Most important, though, the box means I never have to worry about forgetting. One of the biggest fears for a creative person is that some brilliant idea will get lost because you didn’t write it down and put it in a safe place. I don’t worry about that because I know where to find it. It’s all in the box…

Must get some boxes!

(Via 43 Folders.)

Dundee Innovation Showcase

A two-day Innovation Showcase designed to give students and businesses the chance to learn about the range of technology and expertise available in Tayside will be held in the Dalhousie Building at the University of Dundee in November.

Organised by The Innovation Portal and the Enterprise Gym, the showcase includes a business day on 18 November and a student day on 19 November.

The business day, hosted by Peter Day from BBC Radio 4’s In Business programme, will also be attended by Jim Mather, Minister for Energy, Enterprise and Tourism and feature Dundee-born Ken Keir, MD of Honda UK and Senior VP of Honda Motor Europe, as the keynote speaker.

It will highlight the expertise available at the University, the Scottish Crop Research Institute and the University of Abertay and show how productive collaboration between local firms and academics can stimulate and foster innovation

The student day will give students an appreciation of the process of innovation and its significance in the knowledge economy. It will feature talks from young entrepreneurs and the chance to take part in competitions. If you wish for a teaching group to attend one of the sessions please contact Ken Edward at the Enterprise Gym at k.z.edward@dundee.ac.uk.
To register for the event and find out more visit www.innovationportal.co.uk/showcase

New York Times: Design Is More Than Packaging

On the same theme as last week’s lecture on “Good Design/Bad Design” the New York Times recently published an article

By JANET RAE-DUPREE

[...]

Properly used, design thinking can weave together elements of demographics, research, environmental factors, psychology, anthropology and sociology to generate novel solutions to some of the most puzzling problems in business. So pervasive has design thinking become in the last five years that Stanford University has created an elective program it calls d.school — more formally known as the Hasso Plattner Institute of Design — that has proved wildly popular with budding entrepreneurs from all corners of the campus.

It is a time in the spotlight for a process that historically has been relegated to the end of the business planning line.

‘Design thinking is inherently about creating new choices, about divergence,’ says Tim Brown, the chief executive and president of the design consulting firm IDEO, based in Palo Alto, Calif. ‘Most business processes are about making choices from a set of existing alternatives. Clearly, if all your competition is doing the same, then differentiation is tough. In order to innovate, we have to have new alternatives and new solutions to problems, and that is what design can do.’

While definitions vary, design thinking usually involves a period of field research — usually close observation of people — to generate inspiration and a better understanding of what is needed, followed by open, nonjudgmental generation of ideas. After a brief analysis, a number of the more promising ideas are combined and expanded to go into ‘rapid prototyping,’ which can vary from a simple drawing or text description to a three-dimensional mock-up. Feedback on the prototypes helps hone the ideas so that a select few can be used.

‘It’s the designers’ version of the scientific method,’ explains Greg Galle, co-founder and managing partner of the C2 Group, a consulting firm based in Half Moon Bay, Calif. ‘It’s sloppy and messy and not nearly as disciplined as the scientist, but we do trial and error and we hypothesize and test and we see what we learn and then we go back and try again.’

[article continues]

Visit the New York Times to read the rest of the article.