MASK Creativity Clubs



Creativity Clubs for younger children


Creativity for Entrepreneurship and Leadership Clubs (CEL)


Peace Clubs


Creativity Camps


Training Creativity Facilitators






Creativity Clubs:


  • Last from 1 to 3 years
  • A number of students per workshop is 25
  • Workshops are held 1-2 times a week
  • Duration of workshops ranges from 30 min to 1,5 hours
  • Training is non-formal: after-school




Learning goals:


  • To strengthen students' creativity
  • Teach students practical tools how to apply creativity to solve real-life problems




MASK believes:


  • Strengthening creativity must be a priority of education
  • Creativity can be learned and taught
  • Creativity is visual thinking: advancing the visual processing skills is instrumental to creativity
  • Creativity-learning should be planned, structured and relevant
  • Creativity should be shared to be strengthened
  • Creativity should be valued by society for creativity-learning to be effective




MASK ‘Creativity Skills Set’:


MASK students learn:


  • Positive beliefs about creativity
  • Creative skills
  • Creative character
  • Team-creativity
  • Practical creativity
  • Creativity ethics




Positive beliefs about creativity. People:


  • See creativity as change and a powerful force for the transformation of lives of individuals and societies
  • Enjoy being different and experience things in new ways
  • Are emotionally involved in a creative process and have a positive attitude to their own creativity
  • Are willing to take time to learn to be more creative.



Creative skills. People:


  • Are good at visual and spatial thinking (observation and visualization/imagination)
  • Can generate new original ideas, connecting knowledge across a wide range of disciplines into new patterns and combinations
  • Think divergently: generate multiple ideas to a problem



Creative character:


  • Courage to go against conventions
  • Independence of thought and judgement
  • Curiosity
  • Openness to new experience
  • Willingness to take risks
  • Positive 'can-do' attitude: self-directed people who see in a failure a potential for success
  • Confidence in one's creativity and belief in one's own ideas
  • Strong sense of self-efficacy, resilience, and desire for self-realization
  • Emotional intelligence.



Team-creativity. People:


  • Generate ideas in a group
  • Enjoy sharing creativity with others.



Creativity ethics:


  • People who are ethic in their creativity share moral and environmental principles.



Practical creativity:


  • MASK's '5 Steps for Practical Application of Creativity in Real-life' framework




MASK Learning Activities include:


  • Art practices
  • Creative thinking exercises
  • Practical problem solving




Art practices:


First-hand art practices (visual arts, music, performance, dancing, singing, speech, writing, design, etc.) enable students to experiment, investigate, discover, innovate, invent, and find ways around obstacles. They develop the visual skills - observation and imagination.



  • Make art objects (paintings, collages, books, toys, etc) with a wide range of ideas, techniques and materials, including recycled and natural materials, and exhibit those objects for others
  • Explore colour, texture, touch, sight, sound, hearing, motor control, visual memory, attention, and reasoning powers, and connect these to emotional responses, ideas, and associations
  • Act ‘as if’ or 'what can be?', tell stories, role-play, perform puppetry, improvisation, drama, and expressive movement



Creative-thinking exercises:


Encourage curiosity, unconventional way of thinking, and connecting knowledge across disciplines.


The exercises include:

  • De-structuring imagination
  • Associative thinking ('connecting random images')
  • Forming analogies
  • Making connections and combinations
  • Reversing assumptions
  • Resemblance thinking
  • Collective thinking
  • Paradox thinking
  • De Bono techniques



Practical problem solving:


Students practice to solve problems that affect their daily life. Students learn and practice the MASK '5 Steps for Practical Application of Creativity in Real-life' framework.







MASK Typical Workshop Template:


  1. Preparation (Displaying learning posters, preparing working space, registering attendance), 5 min
  2. Revision of skills learned at a previous workshop, 3 min
  3. Revision of the Koinonia Principles, 3 min
  4. Main learning activity, 30 min to 1 hour
  5. Exhibition of learnt outcomes (ideas, artworks), 10-15 min
  6. Summary of what is learned and homework, 5 min


'Creativity and innovation' - is the ability to identify problems and to generate and implement new and original solutions.


It can be also called creative thinking, creative intelligence, resourcefulness, originality, novelty, inventiveness, ingenuity, imagination, inspiration, ‘outside-box’ thinking, independent thinking, value-creation, paradigm-changing, vision, change, individuality, initiative, insight, talent, genius, risk-taking, personal effectiveness, enterprise, and optimization.




"To succeed, young people need to be inventive, resourceful and imaginative."

The US Presidents Committee for the Arts and the Humanities


"Learning of arts and creativity is indispensable for the growth and sustainable development of societies and of individuals." UNESCO


"Creative education is essential for building innovative thinkers who will be leaders for tomorrow."

Barack Obama


"No nation can achieve a high quality of growth if creative elements of its human potential remain untapped or under-used." European Commission


Creativity Clubs for younger children






To be effective, creativity-learning must start in early childhood when imagination and playfulness are naturally rife. MASK Creativity Clubs for younger children works with 3-12 years old pupils .


Workshops are held once or twice a week after-school. The duration of the workshops is 30-45 min.


Learning Activities:


Because the arts are essential to effective creativity-learning of younger children, art practices form the main part of the MASK Club’s learning activities, while our facilitators ensure the establishing creativity-learning environment of structure, playfulness, and encouragement.






Creativity for Entrepreneurship

and Leadership Clubs (CEL)




CEL works with students aged 12 to 25 years old. The workshops are held once or twice a week. Its duration is 1 - 1.5 hours.


CEL students:

  • Become better leaders: to be effective leaders need to be creative and innovative to inspire people with new and competitive solutions to people's problems
  • Become more employable after leaving school: employers now need people who can contribute to organisations in terms of novel ideas, products and services; academic qualifications are no longer enough
  • Learn to view entrepreneurship as a possible career option for achieving economic sustainability.



CEL Learning Activities:

  1. Experimental art practices and creative-thinking exercises
  2. Solving problems that affect students’ daily life. Students learn and practice the MASK 'Five Steps for Practical Creativity’ framework.



MASK 'Five Steps for Practical Creativity’ framework:

  1. Stating tate problems in the ways that are conducive to creative problem-solving
  2. Generating solutions. Idea-generation approaches. Team-creativity
  3. Evaluating solutions. Decision-making skill
  4. Communicating ideas. Principles of overcoming resistance to change
  5. Implementing ideas. Organisational skills. Forming partnerships. Building corporate innovation culture. 'Managing' creative people.



The CEL graduates receive the MASK 'Creativity Passports' and join the MASK 'Young People - The Creative Nation'.


Students say:

  • "MASK made me into a successful entrepreneur and a leader. My village elders invite me to their meetings - although I am so young - and ask me to give them good ideas that can improve our community. I feel respected. I feel I am making the difference. I love this creativity! But before MASK came, I did not know I was creative!" Joel Gatua, 21








Peace Clubs




MASK believes that creativity is the basis for education for peace and tolerance in a country like Kenya with a history of violence and deep-seated tribal hostility. Teaching children and young people to imagine new effective solutions for peace is the foundation for a prosperous future.


MASK Peace Clubs' students learn to become social innovators for peace and tolerance. The clubs are either organised as a series of sessions to focus on the relevant topics, or the topics are incorporated in the MASK Creativity Clubs general programme.


Learning Activities:

  1. Art practices that develop:
    • Empathy. Making and displaying artworks allows students to safely explore their own emotions and understand the emotions of others
      • Multi-culturalism. Art helps students to mitigate the difficulties of inter-ethnical and inter-religious understanding, building bridges between ethnicities and religions


2.Solving peace-building and extremism-prevention problems. Students learn to generate new practical ideas for peaceful co-existence, and practical steps for implementing those on practice. Students organise art for peace exhibitions and marches as 'agents of peace' in their local communities.


Students say:

  • “Through peaceful pictures we promote peace, exchange ideas and resolve the disagreements peacefully.” Patrick Mwaura, 15
  • “The workshops make me so happy. I learnt to communicate my ideas visually.” Naftary Maina, 15
  • “MASK helped me to express my ideas and promote peace between different tribes who are in conflict.” Benson Kinyantui, 13
  • “Being creative can help me to educate communities and lead them to peace.” Peter Kimani, 17








Creativity Camps





MASK residential Creativity Camps are organised during school holidays for students aged 16-25.



  • Participate in daily creativity-learning workshops facilitated by MASK creativity facilitators, local and international artists, entrepreneurs, and business leaders
  • Organise debates and performances in the evenings
  • Visit art galleries and entrepreneurial companies
  • Organise an exhibition of artworks and ideas at the end of a camp.


First Creativity Camp was organised in May 2011 in Nairobi. Participants met with the Kenyan Minister for Culture, The Hon, Ole Ntimama, and the Ministry's Director of Culture, Gladys Gatheru.


Students say:

  • "I liked being creative since I was little. I liked experimenting and imagining new things. It was very hard for me because my family did not support this activity considering it being unworthy. Participating in the MASK Creativity Camp helped my family to support me and to be proud of my creativity." Irungu James Kungu, 19.









Training Creativity Facilitators





A skilled facilitator is essential to effective creativity-learning. MASK has been training creativity facilitators.


MASK facilitators deepen their understanding:

  • How creativity and the creative process work
  • How creativity benefits individuals, communities and society
  • How to impart the MASK 'Creativity Skills Set' and ‘Practical Creativity’ framework
  • How to facilitate the MASK 'Creativity Learning Activities' and 'Creativity Learning Environment' .



MASK Creativity Learning Environment





  1. Help students to organise themselves in teams in order to run workshops. For example, a team for displaying the learning materials in a classroom before a workshop takes place, a team that is responsible for storing the learning materials, a team that makes sure that a space where a workshop takes place is suitable to creativity leaning (well-lit, clean, spacious enough, have tables if needed, etc.).
  2. Set and sustain a positive emotional climate at workshops. Both facilitators and students must adhere to the Koinonia Principles which are: 1. 'friendship and collaboration', 2. 'openness and honesty', 3. 'curiosity', and 4. 'suspension of judgement' (belittling of ideas is prohibited; 'crazy' and 'half-baked' ideas are encouraged). The Koinonia Principles get reiterated before each workshop.
  3. Ensure the learning activities are: 1. simple but challenging, 2. highly visual, 3. focused, dynamic and enjoyable, and 4. relevant to students. Facilitators explain the connection between the activities and the creativity skills learned. The learning activities can take place both indoors and outdoors.
  4. Ensure that students have adequate space and time for developing their creative responses. Facilitators do not intervene too early in students' creative process. They carefully observe students' engagement with any learning situation.
  5. Stimulate students' attention by the open-ended questions such as 'what can be?' and 'what if?' and thought-provoking stories about creative behaviour. If possible, facilitators should demonstrate their own inner dialogue during a creative process. They encourage risk-taking and making mistakes.
  6. Provide students with opportunities for success early in learning in order to motivate them, ensure their satisfaction and enjoyment. They build enthusiasm and creativity-confidence, and foster self-worth and self-esteem. Playfulness, good-humour, a sense of fun, as well as cheers, praises, rewards, acknowledgement of students' efforts and constructive feedback are essential. to effective creativity-learning.
  7. Help students to organise regular (after each workshop) exhibitions of their learning outcomes. The format of the exhibitions can range from a display in a classroom for other students of the school to see, to a show at a local church or administration, a street march, or an exhibition at a national and international institution.
  8. Ensure good discipline at workshops: good attendance, focused activities, efficiently-used time and learning materials.



Facilitators should encourage students to:

  • Choose their own preferred learning activities
  • Collaborate with each other
  • Experiment
  • Accumulate as much knowledge as possible.



Facilitators must avoid:

  • Being distant and formal with students
  • Lacking humour and playfulness. Facilitators must see the powerful skills learnt behind all the 'fun'
  • Reprimand and criticise students
  • Poor time-keepers and organising
  • Lacking focus and structure
  • Political, religious or ideological bias.



Facilitators assess:

  • How actively students participate in workshops
  • Students' learning progress
  • Creativity of students' learning outcomes: novelty, originality and scope of ideas
  • Leadership and entrepreneurial skills demonstrated by students (CEL workshops)
  • Students' creativity self-assessment forms and photo/video diaries (to encourage students to take responsibility for strengthening their own creativity).



Facilitators record in a logbook and photo/video log:

  • Learning activities
  • Students' participation (attendance, involvement)
  • Feedback and suggestions.



Facilitators say:

  • "We help students to discover their hidden talents."
  • "We stimulate children’s creativity."

Creativity is what separates those young people who are prepared for the rapidly changing work and life environment in the 21st century, and those who are not.




MASK is a UK registered charity No 1128734







Follow Us On Social Networks

All information on this website is subject to copyright © 2018 MASK 2017. All rights reserved.

MASK is a UK Charity Commission registered charity No 1128734