We demonstrated communication, collaboration and creative and critical thinking through this task by working effectively as a group, brainstorming unique ideas, creating an intriguing slideshow and delivering an emotional pitch which induced a sense of empathy from the audience. In this task, through communication and my leadership, roles were assigned such as me being the pitcher and gurman making the slideshow whereas Kate and Vanessa brainstormed ideas. Because of this, we functioned like a well-oiled machine as everyone had their focus and goal to work towards, so nobody was slacking. Due to this efficient work ethic and following the 5 c's, we were able to create a pitch that evoked emotions in the crowd.

First, I wrote about my own lunch experience on a timeline, including the aspects that I appreciated and the aspects that I was not that satisfied with. From there, I switched our lunch experience time with others at the table and shared details on why we enjoyed and disliked lunchtime.

From there, I partnered up with India and we began an empathy map, which I found helpful in assisting how I reflected upon the problems in Kate's lunch experience as well as making it easier for me to view the situation from Kate's perspective, allowing more insight and better understanding. Moreover, it allows a greater importance to be brought on the aspect of empathy, which is vital to solving any problem. This task allowed me to broaden my scope of thinking and explore different solutions and perspectives, to further emphasise with my client and improve my communication with my partner. Throughout this process, I found myself becoming more innovative and ambitious with the solutions I had brought to the discussion. From these discussions, we found four final solutions to Kate's problems that had their constraints and positive gains, and chose to display it in a coggle.

When I was introduced to this task, I wasn't as interested in it however, the process of working through solving someone did spark my interest. This was because engaged both creative and critical thinking through being open-minded to a variety of different solutions that were realistic enough to be implemented in daily life. Moreover, It also improved my communication skills as I had to communicate and discuss Kate's problems with my partner India.

Jack had started a Google doc to quickly write down all of our ideas and our brainstorming. From there, Adnoi suggested running an app for rubbish collection where students can register it and have profit given by the government for helping their community. As well as this, it could be a place where information about the detrimental effects of littering and litter is provided. However, the teachers had warned about how apps can become tedious, especially because everyone has so many apps on their phones already. From this, I took the initiative (leadership) to steer the conversation in a different direction and used SCAMPER. Rather than being an app, it was modified to be a program implemented in schools that was both applicable to real life and online. This involved divergent thinking as we needed to come up with multiple solutions or alterations rather then solely focusing on an app like we were doing prior. Throughout this process, we had to be open-minded and creative with our ideas, which I think is why our discussions were so beneficial. 

After that, we implemented contrast with a quick shift to a more upbeat, chatty style of narration when introducing our solution, which subconsciously painted it in a friendly, positive light. This contrast between the scene without our solution (serious voice-over, black and white filter, emotional piano) and with our filter (upbeat background noise, chatty voice-over, colorful) painted the idea in our audiences’ minds that the solution would make the world that much better of place, which was our goal. Throughout this process, we had to communicate and collaborate to complete our portion of the script as well as the other roles, where I was given the task to record and edit. 

The logo was inspired by nature and the name Tergeo was inspired by the Latin phrase relating to "clean/cleanse", which embodied our goal to clean up the rubbish around our areas.

After filming our infomercial, I was given the task of editing and brainstorming what I could do to benefit from the effectiveness of the whole video. From this, I decided to further emphasize the contrast between the beginning (where we talked about the problem) and the end (where we talked about our solution) with the use of filters. For example, as we wanted the audience to emphasize our goal of getting rid of litter, we spoke about how it harms animals and the environment. To further pull on the viewer’s heartstrings, I used a black-and-white filter in that segment, making the situation appear more depressing and sullen, which is only exemplified by the emotional piano in the background. Because of this effect, the audience would feel more upset towards the problem and more willing to provide/be a part of the solution. In contrast, the rest had color and was upbeat. This role as editor let me explore how simple editing alterations can shift the mood of the viewers as well as furthering my creative thinking.

For me, passion lends me to be the most ambitious version of myself. With this mindset in place, we reflected back upon our responses to what we were passionate about. However, I also noticed that passion is broader than just caring about dire global situations like war or global hunger, someone can also be passionate about seemingly minor things like a hobby, a place or an activity like swimming. This caused a minor inconvenience to me as I didn't know whether to start with my passions regarding more trivial problems or my passions regarding global issues like poverty.

To start our idea-generating process, Catapult Cards were introduced and assisted in critically assessing and identifying possible small and big problems that inconvenienced us in our daily lives. I started with a card regarding elderly people as I first believe that there are plenty of problems that they experience which aren't given any care or regard for. Furthermore, by putting myself in their shoes, I was able to emphasise further their struggles which were unlike my own. As well as this, it allowed me to explore my passion of helping people.

Finally, we placed our solutions in a how, wow matrix which helped establish how creative and viable our solutions were. All in all, this task helped broaden my idea thought process to be more open-minded, divergent and creative while brainstorming. As well as this, it also strengthened my critical thinking skills and communication skills.

Approximately 15% of adults aged 60 and over suffer from a mental disorder (world health organization, 2023).

These mental disorders include:

• Cognitive decline, including Alzheimer's and dementia

• Depression

• Anxiety

• Sleep disorders

• Substance abuse

• Personality disorders, which can increase in symptoms as one age

Other problems include:

• Interpersonal and Institutional ageism

• Heart disease

• Diabetes

• Hearing loss

• Loneliness

  
  

  Statistics

  -> Roughly 1 in 3 older adults over age 65 are economically insecure, with incomes below 200% of the Federal Poverty Level (FPL).

  ->61% of households headed by those 65 or older had debt in 2016. The median debt of senior-led households was $31,050.

From researching this article, I was able to comprehend the severity of the problems that elderly people went through. Before this, I would skim over the problems as they didn't harm me or the people I was close to. Subsequently, this article developed and deepened my understanding and empathy. This had linked to my passion of helping people, and it inspired me to come up with solutions that may prevent these problems from unfolding.

This helped us explore communication and collaboration through our discussions about what movements to portray the sentence "exploring a haunted house" to the guesser within the group of actors.

Additionally, it also explores nonverbal communication when we present information through our actions to the guesser who has to understand what we are conveying. This was shown when Indiah had to guess the sentence that we (me, Vanessa and Gurman) were acting out. (example of conveying a message).

The highlight was that we used a nod to display if Indiah got it correct or not. This helped give confirmation, so she could quickly move on. This task employed creative and critical thinking to come up with my actions and improved my communication and collaboration with others. If I were to attempt this task again, I would not stick to one action if the guesser doesn't get any information from it and I would use more improvisation and creative thinking.