Creative Cities INI336H1F Dr. Kevin Stolarick Sept. 15, 2011

Agenda Course Overview Break Quiz & Quiz Process Announced Questions

Background Me Course Program Martin Prosperity Institute Richard Florida & the Creative Class

Course Due 9/29 10/27 11/10 12/1 12/9-20 Activity Research Proposal (1 page) Refined Proposal (5 pages) Exam (material through 10/27) Research Paper (4,000-5,000 words) Quizzes (top 10 of 11) Final (comprehensive) Weight 5% 10% 20% 10% 35%

Course Materials Book LibGuides – – ?pid= ?pid= Web – – – –

Readings The Rise of The Creative Class – 10 th anniversary edition (next year) – Working on it now Academic and other readings – What’s happened since – Bring up to date

Reading Academic Articles What is the main point(s) of the reading? Main conclusions/arguments? Do you believe it? (sniff test) Authors’ assumptions? Justified? New insights you have gained? What questions were raised? How do the concepts discussed relate to other readings in this course to date?

Reading Academic Articles Do not focus on specific methodology But, know the difference between – Qualitative research (good stories) – Quantitative research (good numbers) And, know the limitations of each Will ask questions about findings not methods – As should you

Standard Timing Time 3:10-3:20 3:20-3:25 3:25-3:45 3:45-3:50 3:50-4:00 4:00-5:00 Activity Quiz (assigned seating areas) Peer Grading Group Discussion Questions/Answers Announce Selected Question to Class Break Discuss Questions in Class (sit anywhere)

Course Participation Readings (before class) Quiz on readings Group discussion - questions Your best exam question from readings – Selected by group – Eligible even if not discussed in class Class discussion – Selected questions

Course Participation Research Paper/Proposal – Selected topic of interest (urban issue) – Three Stages Guarantee Progress Get Feedback – Small(ish) – 4,000 – 5,000 words (body) Conclude with unanswered questions Don’t answer them – Research, Policy, or Practice

Research Paper Literature Survey Existing Work (academic) – What’s been done – Bringing structure to it – Understanding/organizing Conclusions reached Conflicting results Open questions – What next?

Policy Study Broad policy action – Country, province, region, city Identify – Policy – Implementer – Goals Evaluate – Reason for implementing – Success (potential)

Practice Evaluation Specific example – Designed to enhance region’s prosperity Identify – Action – Implementer – Goals Evaluate – Reason for implementing – Success (potential)

Policy & Practice Tightly linked – Geographic focus, scope – Practice is usually an instance of a policy Doing the same for either – Good to be clear about what you are doing Popular press & academic research

Rise of the Creative Class

Classes in Canada ServiceCreativeWorking Canada 7,068, % 4,317, % 3,154, % Ontario 2,700, % 1,748, % 1,239, % Toronto CMA 1,145, % 840, % 472, %

Ontario

Key Points Talent as FLOW (not stock) Creativity as driver; Place as unit Jobs AND amenities (not OR) Occupations Role of tolerance/diversity Technology & Talent & Tolerance Quality of Place (Territory) Prosperity not only growth, economics

Break 10 Minutes

Standard Timing Time 3:10-3:20 3:20-3:25 3:25-3:45 3:45-3:50 3:50-4:00 4:00-5:00 Activity Quiz (assigned seating areas) Peer Grading Group Discussion Questions/Answers Announce Selected Question to Class Break Discuss Questions in Class (sit anywhere)

Quiz Seating Front of Room

Quiz Questions 1.List the 3 economic stages/ages since What is “the central organizing unit of our time”? 3.What are creative workers paid to do?

Grading Process Switch within group (#) – NOT each other – Everyone pass left or right “Graded By” Quiz Answers – 2 points completely correct – 1 point “mostly” correct – 4 points for reasonable exam question Total Score Upper Left

Quiz Answers 1.1. Agriculture/Farming; 2. Industrial/ Manufacturing; 3. Knowledge/Creative 2.Place (cities is OK) 3.Think (or something like it)

Pick Your Favourite Question Within your group Discuss each question Pick group’s favourite – Your selection makes it eligible for use – Mark with a big star Person never announced before – Announce selected question Turn in all cards before break

Selected Questions In light of the growing divide between the creative class and the remainder of the population, how can we move toward bridging that gap or allow more people to ‘tap’ in their creativity? How does urban planning affect attractiveness of places? How would the creative class drive prosperity in places like the developing world?

Selected Questions How and why is geography important in relation to the creative class? Explain the role of Florida’s “3Ts” in economic growth? What are the most important factors for regional growth in the creative age? How do creative industries benefit the economy? How do they differ from the creative class?

Selected Questions What makes a successful creative city? And, give 3 examples of such cities. How has the rise of the creative/ knowledge economy changed the kind of work people do? Explain the “3Ts” and their importance to the prosperity of city/regions.