Empowering Enterprise


Photo by Bruna Mota, 2010.
Escola São Paulo

Courses in Creative Entrepreneurship

April–July 2012

Escola São Paulo
Augusta Street
2239 – São Paulo

T +55 11 3060 3636


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The creative economy is the key driver for all our courses at Escola São Paulo, a school based on multidisciplinary learning, which is crucial to enrich education and training and develop more comprehensive background.

Fuzzy boundaries between different fields and segments increasingly require mastery of languages, technologies, and interventions or initiatives through teamwork. Escola São Paulo offer courses in architecture, art business, film/video, coaching in entrepreneurship, management, cultural arts, design, photography, food and catering management/business, history, literature, fashion, media, music, theater, and visual arts.

Students get a chance to connect with the best and most up-to-date professionals in the market as they interact, share, feel, and learn through hands-on activities.

In June, the school is hosting Professor Michael Bedward, a Creative Economy specialist at Central St. Martins and London College of Communication, to teach two courses for people wishing to enhance their profile in the creative economy: “Tools and Techniques for Smart Thinking” and “Pitching for Creative Professionals.”

If you are interested in these courses or one of these areas and would like to go through experiences that make a difference, learning more about Escola São Paulo is a must. We are located in Sao Paulo, Brazil’s biggest metropolis and most influential city.

Learn more about our courses here.

Courses lined up for our Creative Entrepreneurship season

Art Market and Collectors, Trend surveys (Rony’s two talks), Design: Current Market Trends, Entrepreneurship and Innovation, Documentary Film – Producing and Marketing

Managing People, Managing Brands, Managing Finance, Design Thinking, Audiovisual: Projects and Business, Creative Writing, Producing Music for Film, Planning a Fashion Collection, Men’s fashion blogs, Developing and Managing Products, Personal Shopper Training, International Workshop on Innovation and Management

Trend Surveys – International Seminar (global trends in fashion design, well-being, beauty, natural products, inspiration for patterns and prints), Design Thinking, Fashion Management and Marketing, Personal Stylist Training, Fashion and Communication, Get it Up and Running, Business Plans Startups, Creative Writing, Mass Media Universe, Branding: Brand Management, Digital Marketing, Fashion Journalism, Managing Cultural and Creative Enterprises, Crowdsourcing: Online Cooperation, Funding Cultural Projects, Cool Hunting Workshop, How a Collection is Put Together, Fashion Week, Creativity for Producing and Managing Events



Reinventing Education To Teach Creativity And Entrepreneurship


We don’t need to memorize things any more, but we still need teachers to guide our students toward learning the best ways to problem solve. The question is: How do you measure that?

As you read this, students all over the country are sitting for state standardized exams. Schools spend up to 40% of the year on test prep, so that, shall we say, no child is left behind. Schools’ futures and funding depend on the number of students who fall into performance bands like “Advanced,” “Proficient,” and “Approaching Basic” based on bubble sheets and number two pencils.

This piece is part of a Collaborative Fund-curatedseries on creativity and values written by thought leaders in the for-profit, for-good business space.

But this is not the rant you think it is.

Let’s get one thing straight from the beginning: As a former high school teacher, I’m not opposed to standardized testing. Common assessments are a critical way of maintaining high expectations for all kids. Great teachers want benchmarks to measure progress and ensure that they are closing the gap between students in their classroom and the kids across town. What you measure should matter. The problem is, most American classrooms are measuring the wrong thing.

Schools used to be gatekeepers of knowledge, and memorization was key to success. Thus, we measured students’ abilities to regurgitate facts and formulas. Not anymore. As Seth Godin writes, “If there’s information that can be recorded, widespread digital access now means that just about anyone can look it up. We don’t need a human being standing next to us to lecture us on how to find the square root of a number.”

Given this argument, many entrepreneurs see a disruptive opportunity to “democratize” education, meaning that everyone now has a platform from which to teach, and anyone can learn anything anywhere anytime. Ventures like UdacityShowMe,LearnZillion, and Skillshare increase the efficiency of the learning market by lowering barriers to knowledge acquisition.

Yet there is an inherent bias in the promise of these new platforms that favors extraordinarily self-directed learners.

But by itself, this “any thing/place/time” learning won’t lead to the revolution we seek. We also have the responsibility of unlocking the potential of every student because the world needs more leaders, problem-finders, and rule-breakers. Teachers are perfectly positioned to take on this challenge.

The primary purpose of teaching can now shift away from “stand and deliver” and becomes this: to be relentless about making sure every student graduates ready to tinker, create, and take initiative.

Sarah Beth Greenberg, a visionary elementary school principal in New Orleans, describes this as the balance between the art and science within teaching. The art is in the relationships you build with kids, and the science is purposeful assessment that generates real evidence of student growth.

Which brings me back to my original point. Accountability is a good thing, but only when you are measuring what matters.

Dan Meyer is right when he describes today’s curriculum as “paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them.” Imagine a world where the math textbook was replaced with open-ended, thought-provoking opportunities to question the world around us. In these classrooms, students would learn how to think, how to find problems, not just plug in numbers to solve them. What if quizzes measured kids’ ability to question, not answer?

Our schools should be producing kids who tinker, make, experiment, collaborate, question, and embrace failure as an opportunity to learn. Our schools must be staffed with passionate teachers who are not just prepared to foster creativity, perseverance, and empathy, but are responsible for ensuring kids develop these skills.

Most importantly, in these schools, old-fashioned gradebooks and multiple-choice tests aren’t good enough. Teachers need better tools to track several dimensions of student progress. Kids are more than just test scores. The narrative is important, and teaching demands a new type of CRM (classroom relationship management) to capture anecdotal notes and evidence of student growth. Teachers must become disciplined and analytical about identifying students’ strengths and skill gaps, continuously turning classroom data into a plan of action.

Schools like this exist in the dozens, but we need them in the hundreds of thousands:

  • Science Leadership Academy in Philadelphia uses a project-based learning model, where the core values of inquiry, research, collaboration, presentation and reflection are emphasized in all classes.
  • Big Picture Learning schools across the country are built on the foundational principle that there is no canon of information that all students must know, an idea that flies in the face of the current Common Core standards movement.
  • High schoolers who want to design software that changes lives can do so at theAcademy for Software Engineering in New York City when it opens this August.
  • And the school to which I’ll send my own kids hasn’t opened yet either. Bricolage Academy is a proposed new public elementary school in New Orleans. While the name conjures up images of the streets in the historic French Quarter, the name is borrowed from the French verb, bricoler, to tinker. Incubated in 4.0 Schools’ innovation lab, Bricolage’s founding principal recognizes that technology and increasing diversity will continue to influence our society in unpredictable ways and thus, a school must continually adapt so that students are prepared for the world they will enter as adults.

But we’re shortchanging kids if we aren’t relentless about measuring outcomes in these new models. Teachers are the linchpins here. They’re much more than just motivational coaches, they must become results-oriented diagnosticians of student learning.

In a world where the sheer volume and accessibility of information is growing exponentially, perhaps what’s most remarkable is that to create, tinker, and take initiative in this new world doesn’t always require high-tech gadgets. Take nine-year-oldCaine Monroy and his cardboard arcade for example. Monroy has shown the world that all you need is a little ingenuity and a cardboard box.

Imagine a world in which all teachers were relentless about fostering that same creativity in all of their students.

How to Develop 5 Critical Thinking Types
Mark Ingham [arslucia@me.com]
Sent: 31 March 2012 18:33


Building a Culture of Innovation

I’m a big fan of the book Obliquity by John Kay. Despite the clumsy nature of the word, the message is simple. Objectives are rarely achieved in straight lines, you get there by oblique means. So if you want to achieve something, don’t aim directly for it, do the right things and you’ll eventually get there.

Let’s take shareholder return as an example. A laser sharp focus on shareholder return is less likely to realize that objective than an emphasis on doing what the business is supposed to be doing, for example delivering great products to happy customers. Focus on doing the right things for the business and, surprise surprise, the shareholder returns follow. Kay calls this the “profit seeking paradox”.

Kay gives many examples, another of my favourites compares Paris to Brasilia. Paris is a city that grew in a mostly unplanned and designed way, with many people doing great things along the way. Brasilia was designed and planned. Which is the greatest city? I strongly recommend the book; it’s short and very easy to read.

Reading the book again made me think about culture and, more specifically, a culture of innovation. The best and coincidentally simplest definition I’ve encountered for culture is “the way we do things around here.” It is quite common to read about establishing the right culture within companies, after all who wouldn’t want to do that? Doesn’t culture eat strategy for breakfast? It is a laudable objective, but the danger is that trying to plan and build a culture as a tangible objective is unlikely to work.

Of course you should talk openly about the culture you want, but don’t treat it like a measurable objective. First of all it’s very tough to reach a common understanding of what it means, and consequently to measure. Next, it’s a moving target. You may never know when you get there, and you never stop developing. Finally it’s something that senior leaders can influence but not totally control; and the more they try to do the latter the more negative consequences ensue.

It’s about aligning what you say with what you do. Consistency avoids confusion. Of course there will be the occasional contradiction but it should always be intended and interpreted as doing the right thing. You will only build the right culture by taking the right actions.

In the context of an innovation culture, it includes being explicit about the role of innovation in strategy; encouraging diversity in creativity; having a balanced portfolio; providing the right resources while demanding that people work efficiently; embracing Open Innovation; applauding initiative; supporting competent failure; supporting brave people taking proportionate risks; promoting the right people; rewarding the right behaviour and results. It is also important to measure the right things by focusing corporate, team and individual objectives on innovation output and process metrics.

Do and say the right things consistently and one day you’ll wake up to find you have a culture of innovation, as well as a successful business.


Steve Jobs and Design Thinking: Making America Competitive Again

How Steve Jobs raised the bar for every American CEO.

  • November 17, 2011

By Bill Burnett and Andy Butler

The passing of Steve Jobs has generated a moment of introspection in our country that we find fascinating.  Many who knew him well have written much deserved tributes to the man, others who had nothing to do with Apple or the tech industry have turned Jobs into a celebrity.  We, like others, hold his business acumen and design judgment in high esteem, but this is not another tribute piece.  Neither of us ever worked directly for Steve; Bill’ seven years at Apple were during the non-Steve years and Apple has never been a client of our consultancy, so we cannot comment on Mr. Jobs as an individual.  But we would like to call attention to the lessons that can be derived from Steve’s leadership of Apple and reframe them as a call to action to American businesses everywhere.

The famous “insanely great” hurdle Steve Jobs set for Apple, and by default the hurdle he has set for all other CEOs, seems insanely high to everyone who looks at Apple and Steve’s accomplishments. But we who teach design or sell innovation know that what Steve Jobs created at Apple is not “black magic “ or the product of a cult of personality. The design and innovation culture that Steve Jobs created at Apple is a powerful but straightforward approach to innovation – available to any CEO with the focus and energy to make it happen.

At Stanford we call this culture “design thinking” and its elements are: seek inspiration from the best people, test everything again and again and never accept less than the best, focus on the user’s experience, fail early/fail often but learn aggressively from those experiences, cannibalize your own products before your competitors do, be bold in your conceptualization but demanding in your execution, and work with teams that are as dedicated as you are.  First and foremost, always, always incorporate elements of surprise and delight in your designs.

These ideas are not unique to Steve Jobs; you will find them in the work of Dieter Rams at Braun, Richard Branson at Virgin, and in any company where a design culture exists and leaders demand the best.

But one element of Apple’s success and Steve’s focus deserves mention because it is truly rare in today’s corporations.  Steve was willing to to make long-term, risky, and significant investments. Few have that orientation.

Imagine for a second being the CEO who is advocating a $150M three-year investment that would assign 200 of your top engineers to an effort to launch a product in an overcrowded highly competitive market controlled by third party carriers who change hardware suppliers like an athlete changes his socks. The outcome is uncertain but you believe it is your obligation as the CEO to propose these kinds of industry changing category re-defining projects.

How many of you, if you were on the Board of Directors, could honestly say that you’d have the courage to green light such an investment?  And how many CEO’s would have the courage to make such proposals to their Boards? You can count the Steve Jobs of the world one hand, and because of that we have the iPhone.

And therein lies the problem: America has become a country where the fast-buck mentality rules. You see it in Wall Street; where we allow split-second trading by computers that extract profits from the market without creating value. You see it in corporate America; where recently the Boards of Yahoo and HP, seeking to please the markets, fired CEOs without a succession plan or strategy in place, You see it in the recent real-estate collapse where middle America homeowners, emulating Wall Street traders, forgot that owning is an obligation and instead flipped houses chasing quick profits.  And sadly, you see it when the unemployed spend their last dollars buying lottery tickets.  And it is destroying us.

But the great thing about America is its ability to have an honest public discourse and and then effect change. We did it when Steve Jobs was growing up, by confronting our civil rights issues and making significant legal and cultural changes for the betterment of the country.  We did it in the ‘80’s when, faced with superior Japanese products and technology, we retooled and ended up dominating the computer and software industries. And for all of our current economic problems it is still reassuring to remember that Steve Jobs is a uniquely American product.

Where else in the world could the 21 year old Steve Jobs, the college drop-out, the phone hacker, and the anti-establishment rebel, have had the career and influence he had? Certainly not in Europe or Asia, where degrees and class still determine your fate and no one in the moneyed class would have even talked to this scruffy-looking young man.

They say that imitation is the greatest compliment one can pay to a creative genius. Lets pay this compliment to Steve Jobs by copying these principals of his success.  You can create insanely great companies by creating design cultures that value long-term innovation and have the courage to make long-term investments.  Nothing magic in this formula – except the courage and focus it takes to make it work.  OK, we guess that does make this another tribute piece to a brave and passionate man who died way to young. Steve Jobs, we salute you.

Bill Burnett is a former Apple employee and Consulting Assistant Professor and Executive Director of the Design Program at Stanford. Andy Butler is CEO and Founder of D2M-Inc., a Silicon Valley Innovation and Product Development Company.

Related Topics: D2MDesign ThinkingStanford Design, and Steve Jobs




Stanford Technology Ventures Program’s Executive Director Tina Seelig shares rich insights in creative thinking and the entrepreneurial mindset. Her talk, based on her 2009 book, What I Wish I Knew When I Was 20, cites numerous classroom successes of applied problem-solving and the lessons of failure.

Publication of
Supporting growth in the arts economy papers

Arts Council England has just published a major strategic piece of work by Tom Fleming Creative Consultancy.
Three papers are published together to illustrate synergies and strengthen links between the arts and the creative economy. This includes a focus on the role of the Arts Council in supporting innovation and growth across the creative economy through the delivery of its Strategy: Achieving Great Art for Everyone. It also includes a focus on the role of arts organisations, local authorities and a wider range of partners and investors in blending arts and business development.

The papers are introduced by Alan Davey, Chief Exective, Arts Council England; and Ed Vaizey MP, Minister for Culture, Communications and Creative industries.

Download the full report now:




Empowering enterprise is key in tech trends 2011.

Forrester released the report: “The Top 15 Technology Trends EA Should Watch: 2011 To 2013″ which validates a lot of current startups, including gowerk, are betting their success on. Since I can’t afford the $1700 price tag for the forrester report, I picked out the key points relevant to HR from these sources:

Technology Enterprise Climate

The trends point towards more collaborative tools to emerge in the enterprise space – ones that use more social functions like sharing information and feedback in a consolidated space. Another key trend noted is one that gowerk has been preaching with PERFORM – real time metrics. The beauty of real time metrics is that it makes teams and entire organizations much more agile. In light of last years recession, this is an obvious reform to the antiquated processes of traditional business.

Technology Categories

The key types of technologies to emerge in the market to support enterprise demands in upcoming years includes process-centric data, empowered-technologies, fit to purpose applications, and smart technology management. In short, bigger isn’t better – but employee participation to shift the balance of empowerment. This is both a transition by the software applications used as well as the internal processes.

These trends will be maximized and realized by the growth of cloud computing, mobile development, and collaborative platforms. That’s really just the beginning as enterprise catches up with social trends already in the market place.


Rhode Island School of Design (RISD)

RISD arms Class of 2011 with Artrepreneur Kits, Including Etsy Fellowship and Square

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For the second consecutive year, Rhode Island School of Design [RISD] is arming its graduates with “artrepreneur kits.” This practical parting gift includes tools and resources to help these highly creative thinkers to maximize their potential for innovation and explore entrepreneurial possibilities.As part of the kit, Etsy is offering the first-ever Etsy RISD Fellowship to the 2011 graduate whose shop on the recently launched RISD Etsy Team Page shows the most promise. The winner will receive a 1,500 USD grant to attend Hello Etsy: A Summit on Small Business and Sustainability, which takes place from September 17–18, 2011 in Berlin, Germany.  The Etsy summit is a hands-on gathering for small business owners who want to connect with their peers, get advice on how to establish successful independent businesses and be part of the movement to build human-scale economies.Square, Inc. is again providing Squares and activation codes for graduating students, which enables credit card payments to be processed anywhere via a small square card reader that plugs directly into a mobile phone input jack. In 2010 RISD was the first college to distribute the newly-launched hardware/software combination.Also, Behance, the world’s leading platform for creative professionals, is giving graduates free six-month accounts to Prosite, its newly launched online portfolio site. This simple yet sophisticated platform offers unlimited hosting and unlimited project space, with no programming skills required, for 11 USD per month. Behance is also including an Action Journal for each grad.YouSendIt, Inc., the global leader in secure digital content delivery, is providing each RISD graduate with a 2GB account free for three months, followed by a service discount.  YouSendIt allows the transfer of files too large to send via email, eliminating the need for cumbersome FTP sites and expensive overnight couriers.“A new kind of art+design-led leadership is needed to innovate in the current global economy,” notes RISD President John Maeda. “Artists and designers bring their intuitive, creative thinking to a broad array of fields, and with our Artrepreneur Kit, we are providing them with just a few of the tools and resources that can help launch their work into the public spectrum and help them make a living, in whatever way they choose.”Read more on creative career initiatives at RISD via the full artrepreneur release on RISD.edu.The class of 2011 will receive their diplomas during RISD’s 2011 Commencement celebration on Saturday, June 4. National Design Leader Bill Moggridge will deliver the Keynote Address and receive an honorary degree, along with philosopher and specialist in aesthetics Arnold Berleant and public artist Mierle Ukeles.Learn more about RISD’s Commencement on RISD.edu.

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