A skilled facilitator is essential to creativity learning.


MASK training course lasts 3 years; 1-1.5-hour workshops are held once a week; up to 28 workshops a year.




Facilitators facilitate learning of:


  • Positive beliefs about creativity. Facilitators must understand creativity and its transformational role
  • Creative skills. Facilitators should understand students' 'creativity background' or 'level of creativity' at the beginning of course. They understand how 'teaching' differs from 'facilitating'.
  • Creative character
  • Creativity sharing
  • How to apply creativity in real life



Facilitators facilitate the 'MASK Creativity Learning Activities':


  • Experimental art-making and object-making activities
  • Creative-thinking excercises ( 'Forming associations and analogies', 'Making connections and combinations' and other)
  • Solving real-life problems in schools and communities aimed at strengthening entrepreneurship and leadership
  • Assessment and self-assessments



Facilitators set up and sustain the 'MASK Creativity Learning Environment':


  • Explain students how they participate: Koinonia Rules: 1) friendship and collaboration, 2) expressing ideas openly and honestly, 3) judgement (belittling) of ideas is ruled out, 4) 'crazy' ideas are encouraged, 5) curiosity is encouraged
  • Link activities to specific 'creative skills' and 'creative character' qualities
  • While making all learning activities simple, ensure that the activities 1) challenge conventions, 2) are highly visual, 3) are enjoyable (good humour), 4) dynamic, 5) relevant to students
  • Motivate students by providing them with opportunities for success early in order to create satisfaction and build 'creativity confidence'. Cheers, praises, rewards, enthusiastic acknowledgment students' efforts and skills, constructive and encouraging feedback. Encourage 'half-baked' ideas: ideas must be evolved quite far before its practical use is apparent. Harsh criticism is not permitted. Facilitators must not destroy students confidence in their creativity.
  • Gain students' attention by
    • Asking stimulating open-ended questions such as 'what can be?' and 'what if?'
      • By telling thought-provoking stories
        • If possible, demonstrating to students the inner dialogue of the creative proces
  • Discipline is highly important for creativity learning: 1) good attendance, 2) focused activities, 3) efficiently-used materials, 4) strict time-keeping, 5) well-prepared workshop space, and 6) adherence to workshops' structure



Facilitators encouraged students to 'own the workshops', i.e. to:


  • Choose their own learning activities
  • Carry out their own investigations and experimentations
  • Challenge their own ideas and concepts
  • Learn from experience
  • Collaborate with each other, teach each other, work in teams
  • Be actively involved in the workshops
  • Accumulate as much knowledge as possible (knowledge is essential to strong creativity)
  • Use classroom space freely



Facilitators must avoid:


  • Being bad at time-keeping, a poor organiser
  • Lack of discipline at workshops
  • Lack of structure at workshop
  • Lack of humour, inability to see powerful skills learnt behind the 'fun'
  • Political, religious or ideological bias
  • Students that show lack of commitment need to be replaced
  • Shouting and reprimanding students during the process of creation.



Workshop Template:


  • Attendance
  • Revisions of previous workshop
  • Revision of participatory rules, Koinonia
  • Activity, 45 min
  • Exhibition (Facilitators and students arrange a display of the activity's outcomes)
  • Summary



Facilitators assess:


  • How experimental students are
  • How original their ideas are
  • How confident in thier creativity they are


Facilitators give students feedback on their progress. Facilitators evaluating both individuals and teams. Facilitators must make sure students feel that the assessments are fare



Facilitators facilitate students' self-assessment to encourages students to take responsibility for nurturing their own creativity. it includes:


  • questioners and self-assessment forms
  • keeping diaries of their creative experiences, including video, and photo diaries




Facilitators record and report:


  • In a logbook: time, attendance, summary of activities, students' feedback, facilitator's questions and suggestions
  • Keep photo and video logs




ALL CONTENT IS SUBJECT OF COPYRIGHT © MASK 2017. All rights reserved Reports and policies

MASK is UK registered charity 1128734