Creativity for jobs and leadership
in primary schools
1. Creativity Clubs Description
MASK Creativity Club:
Learning goals are to strengthen students' creativity and teach them practical steps of applying creativity in real-life.
MASK believes in these key principles:
Creativity and Innovation
Creativity is creative problem solving, i.e. the ability to identify problems and to generate new original solutions. Creativity is the capacity to integrate or connect knowledge and information across a wide range of disciplines into new patterns and combinations. Creativity is a type of intelligence: 'true measure of intelligence' (Albert Einstein), 'highest form of intelligence' (world's leading authority on creativity Edward De Bono). Creativity can be also referred to as resourcefulness, inventiveness, ingenuity, imagination, outside-box thinking, and optimization.
Students learn MASK ‘Creatvity Skills Set’:
Positive beliefs about creativity:
Practical application of creativity in daily life for leadership and entrepreneurship (in secondary schools):
Team-creativity, the ground-zero of creativity:
MASK Creativity Learning and Teaching Activities include:
Creative-thinking exercises that unblock conventional ways of thinking, such as:
MASK Typical Workshop Template:
A skilled facilitator is essential to creativity learning. MASK re-imagined what creativity-facilitator - and a new teacher of creativity-centered education - should be.
Facilitators must avoid:
Facilitators should assess students':
Facilitators also facilitate students' self-assessment (questioners, self-assessment forms, and video and photo diaries) to encourage their responsibility for their own creativity.
Facilitators record and report:
Establishing the environment that is conducive to creativity-learning is critical.
MASK Creativity-Learning Environment means:
1. Learning takes place in the atmosphere of·Koinonia Rules. These are:
2. Students should see the connections between the Learning Activities and what Creative Skills and Creative Character elements they learned
3. Learning Activities should be:
Simple but challenging
4. Students' attention is stimulated by the open-ended questions such as 'what can be?' and 'what if?', and thought-provoking stories. Facilitators, if possible, should be able to demonstrate their inner dialogue during the creative process. They should encourage 'half-baked' ideas: ideas must be well-developed before thier practical use is apparent.
5. Students are provided with opportunities for success early in MASK creativity-training in order to motivate them, create satisfaction, and build creativity- confidence. Cheers, praises, rewards, enthusiastic acknowledgment of efforts, and constructive feedback are a necessity.
5. Discipline and structure are highly important. This means: good attendance, focus of the training, efficiently-used time and materials, and creativity-conducive workspace.
Children learn creativity through making 'art objects' (paintings, collages, books, toys, performances, etc) with a wide range of ideas, techniques , and materials.
5. Creativity for Entrepreneurship and Leadership Clubs (CEL)
CEL aims to develop in secondary school students the clear understanding of the practical framework of the real-life creative process in order to help them to:
MASK teach its '5-Step Practical Application of Creativity in Real-life':
The CEL graduates receive 'Creativity Passports' that say that they completed the course and now belong to the 'Young People -The Creative Nation'.
6. Other programmes
CREATIVITY FOR PEACE-BUILDING CLUBS
Most African countries experience ethnic or political conflicts. Peacebuilding amongst young people is the foundation for a peaceful future.
MASK Creativity for Peace-building Clubs work on the principle that empathy is the basis for education for peace. Empathy is learned through art practices where students:
MASK Creativity for Peace-building Clubs are either organised in a series of sessions to focus intensely on the topic of peacebuilding, or the topic is incorporated in our general Creativity Cubs programme. Students are encouraged to become MASK Social Innovation Leaders by acting as 'agents of peace' in their communities to empower others.
What students said:
“Through peaceful pictures we promote peace. We exchange ideas and resolve the disagreements peacefully.” PATRICK MWAURA, 15
“The workshops make me so happy. They enable us to maintain peace. I learnt to communicate ideas visually.” NAFTARY MAINA, 15
“MASK helped me to express ideas, and to promote peace between different tribes who are in conflict.” BENSON KINYANTUI, 13
“Being creative can help me to educate communities and lead for them for peace.” PETER KIMANI, 17
MASK's residential Creativity Camps are organised during school holidays for students aged 16-25.
First Creativity Camp was organised in May 2011 in Nairobi. See videos and pictures here. Participants met with the Kenyan Minister for Culture The Hon. Ole Ntimama and Director of Culture Mrs Gladys Gatheru.
What students said:
"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.
What the others say about creativity:
Useful information: reports and surveys about 'creativity and innovation' and its impact on developement:
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MASK is a UK Charity Commission registered charity No 1128734