Session 12 - Somerly Primary School Year 3 - Jodie Davidson & Katy Hough

CREATIVE HABITS - using a timer for each 

1. Help each other to get into groups of x (equally divide based on number of students) - collaborative

2. In your group, use your bodies collaboratively to create a desert animal that is not a lizard - inquisitive, imaginative

3. Use your bodies to make another Australian animal but it can’t be the same as any other group - discipline, persistence, imaginative, inquisitive, collaborative

1. Today you will get time to finish your desert creature. (Demonstrate each process again) 

2. It needs to have 

• a wire skeleton

• Rounded alfoil body parts

• Material skin

1. What creative habit does your creature need to survive in the wild?

2. Using string and fabric or coloured card, create a cape (or similar) for your creature to wear that tells us what its creative habit is.   

FOR EARLY FINISHERS

1. How many different animals can you cut out and glue to coloured card?

2. How could you group these animals?

If you could choose an animal that was collaborative, which one would it be and why?

If you could choose an animal that was inquisitive, which one would it be and why?

If you could choose an animal that was imaginative, which one would it be and why?

If you could choose an animal that was persistent, which one would it be and why?

If you could choose an animal that was disciplined, which one would it be and why?

Successes

• Providing another session for students to continue their desert creatures gave students who hadn’t been here, time to create their own creature and also, those who had, the opportunity to reflect and improve on their previous effort. 

• Isaac, who is new to this class and doesn’t always participate, did take part today. He created his own desert dog using wire and also answered a number of different questions presented to the class

• Sharing ideas and techniques. Ava set up a ‘bow factory’ where she made assorted bows that students could then come to her shop to purchase. Some of the boys included leads for their lizards so they could take them for a walk while others could be heard explaining their ideas and giving positive feedback and comments on each other's creature.

Challenges

• Talking in groups and generally not being aware of what is going on around them, particularly when an adult is speaking or attempting to get their attention initially proved challenging. Rather than continue with all of the typical techniques, I opted to count down from 5, raise a hand and wait. I explained that it was their time to participate and it was up to them to decide how much creative time they wanted to have and how much talking and waiting time they wanted. It took a few times but definitely improved and when it came to the main activity and reflection, they were much more attentive and respectful to others and what they were saying.

‘I think the students have worked better on the program this term with their experiences last term. I also think that when my new student is in, it is a good way for him to be included in the classroom in a positive way. I do however think that my students love to know when you're coming in and the old roster of Wednesday mornings was great as I could see the impact your sessions had on things like attendance’… Teacher 

Based on this feedback, we have set up a calendar in the classroom so students know which days have Creative School sessions as there has been a lot of movement this term and will continue to be so. Where possible, we will keep the sessions on the same day but when it isn’t possible, they will be able to see it on the calendar. The sessions have had a positive impact on attendance and overall class participation and we want to maintain this. Each week they are curious about what we are going to be doing and are now making their own suggestions which Katy is sharing and we are taking on board and trying to implement. One of these was asking what they were going to do with their earth paint and whether it could have water added so they could continue to paint with it. The other was an idea for including maps based on Michael creating them in the sand outside of the classroom.