Pedagogy

 

 

 

 

MASK CREATIVITY PEDAGOGY FRAMEWORK

 

 

 

Learning goals:

 

  • Strengthening young people's creativity and innovation
  • Teaching them to apply creativity in real-life to realise their employment and leadership potential.

 

 

MASK works on the basis that:

 

  • Creativity is central to education
  • Creativity can be learned and taught.
  • Creativity can be taught directly as a 'subject'
  • Creativity is visual thinking and advancing visual skills is essential to creativity
  • Creativity training should be relate to students
  • Creativity strengthens when shared
  • Training is planned, distiplined and structured.

 

 

MASK fosters:

 

  1. Positive beliefs about creativity
  2. Creative Skills
  3. Creative Character
  4. Creativity Application for Leadership and Entrepreneurship
  5. Creativity Sharing

 

 

Positive beliefs about creativity:

  • Seeing creativity as change for improvement, a force for transformation of lives of individuals and societies, and success
  • Committed to creativity and emotionally involved in creative process
  • Enjoy seeing things in new ways and being different
  • Ready to take time to learn to get more creative

 

Creative Skills:

  • Visual and spatial thinking (observation, and visualization/imagination) and representing thinking visually
  • Ability to invent new ideas rooted in the capacity to connect knowledge across disciplines; these ideas are multiple (divergent thinking)
  • Ability to evaluate, communicate, and implement ideas
  • Balanced logic and imagination

 

Creative Character:

  • Openness to new experience
  • Courage to go against conventions
  • Independence of judgement
  • Willingness to take risks
  • Confidence in one's creativity, belief in one's own ideas
  • Strong sense of self-efficacy and resilience, desire for self-realization

 

Creativity Application for Leadership and Entrepreneurship:

A 5-Step approach to solving real-life problems in schools and communities. See CEL

 

Creativity Sharing:

  • Students learn to be creative in a group (team creativity - is ground zero for creativity)
  • Students learn from creativity of others

 

 

 

 

Teaching Activities:

 

  • Experimenting through making art and objects with a range of materials & techniques
  • Creative-thinking excercises
  • Solving real-life problems ('outside-the-box' solutions, step-by-step approach) to leverage creativity on a daily basis
  • Assessment

 

 

Creativity exercises:

  • De-structuring imagination
  • Associative thinking
  • Forming analogies
  • Making connections and combinations
  • Reversing assumptions
  • Resemblance thinking
  • Serendipity thinking
  • Collective thinking
  • De Bono techniques, such as the ' Six hut technique'

 

 

 

 

Logistics:

 

  • Whole course typically last 3 years
  • Workshops are held once a week: 28 workshops a year
  • Duration of workshops is 1-1,5 hours

 

 

Creativity Learning Environment:

 

It is essential to learn in the environment that is conducive to creativity learning. Such environment includes these characteristics.

 

1. Learning takes place in the atmosphere of·(Koinonia Rules):

  1. friendship and collaboration, openness and honesty
  2. total suspention of judgement (belittling) of new ideas; 'crazy' and 'half-baked' ideas are actively encouraged
  3. curiosity

 

2. Links between activities and the specific 'creative skills' and 'creative character' qualities are crearly explained. For example, using recycled material for creating images of new building designs can be linked to 'Courage to go against conventions' (new building design) of the Creative Character, and 'Visual and spatial thinking and representing thinking visually' (recycled material for creating images) of the Creative Skills.

 

3. Activities are simple but challenging, highly visual, enjoyable, dynamic, and relevant. Students' attention is gained by stimulating open-ended questions such as 'what can be?' and 'what if?', thought-provoking stories, and facilitators demonstrating their inner dialogue of the creative process

 

4. Students are provided with opportunities for success early in training in order to motivate them, create satisfaction and build 'creativity confidence'. Cheers, praises, rewards, enthusiastic acknowledgment of students' efforts, and constructive and encouraging feedback are necessary.

 

5. Discipline and structure are highly important: attendance, focus, efficiently-used materials, time-keeping, good working place.

 

 

 

Facilitators

 

Skilled creativity learning facilitators are important. Facilitators' skills

 

 

Typical workshop:

 

  • Attendance
  • Revisions of previous workshop
  • Revision of participatory rules, Koinonia
  • Activity, 45 min
  • Exhibition, 10 min
  • Summary

 

 

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