Sketching is a primary means for designers to rapidly visualize their ideas (Eissen, 2016). One of the most effective ways to develop or refine sketch ideas further is by seeking feedback from people who are different from us because they may approach or react to the ideas differently. “As iron sharpens iron, so one person sharpens another” (Proverbs 27:17, NIV Bible, 2011). We can sharpen each other by seeking and giving constructive feedback to each other. In Design schools, this feedback generally happens in the form of in-class critiques. Students will usually sketch and “pin up” their concepts and wait to receive feedback from the instructor, fellow classmates or a combination of both. The feedback given in class is usually helpful, however, is there a fun and spontaneous way to simultaneously receive feedback and ideate collaboratively to more efficiently leverage the power of different peoples’ knowledge and perspectives?

In the world of jazz music there is a concept known as improvisation where musicians will spontaneously create new music over musical frameworks known as chord progressions. Talented jazz musicians can improvise individually or collectively with other members of the band and have musical conversations with each other over the course of a song. Can the same concept of collaborative jazz improvisation be applied to the sketch ideation process? This paper explores the possibility through the documentation of a case study, its results and analysis.