PREPARATION-BEFORE THE LESSON

1.Using  your imagination  transform  the  lesson  into…pictures

As if  it  were  a  film  made   up  of  small  static  pictures  [still of a film].  Create a simple  “story Board” sketching an image for every chapter of the lesson. So, you will have the lesson in an order like a guide in your hands.

2. Methodically, have at hand whatever materials you will be needing.

A few simple, everyday materials that we can find in the house or classroom. White paper roll, A4 papers, colors, a box or a basket, a piece of cloth from an old sheet, some thin rope or cord etc can be very useful and be used many times in different classes.

IN CLASS
3. Excite the children’s interest with a proper introduction.

Find a first element to surprise the children. A strange clue to excite their imagination and arise their creativity.

4. Who  will  be  the heroes  of  this  story-film

They  will   be  historical  figures  in  a history  lesson, or  they might  be  chemistry  elements  in  chemistry, or  numbers, math conceptions and  relations in  a  math class. It is not necessary a number, a word or a chemical element to be played by children. It could be an object animated and used by the children.  Through this animation the children will have to move, act, and adopt behaviors. In general to give birth to active roles and “heroes” in the theatrical sense.

5. Personalize these heroes

Direct the children so as to make the action and active roles,  innteresting “characters” that act for a specific reason according to the object of knowledge.

6. Specify the plot and Define the existing relations between the children and the heroes.

What these   heroes  are  after, what they aim  at, what are their fears, and  what they  wish to avoid, what works towards the action. The rules are simple. Defined by the teacher and followed by the children.

7. Choose a simple story

Where the “heroes” can live, be protagonists, develop relationships, have conversations, or  arguments, or simply be with each other, resulting in the outcome the  lesson wishes to employ.

8. Devise or borrow from elsewhere, an enchanting  environment

(storytelling, theatre plays, mythology etc) where the creative action will take place.  A place that excites the children’s imagination. Within this place, the children’s imagination will be provoked  enabling them to  talk about  things , to  have new ideas, to create a  world of their own, contributing to the  lesson.

9. Formulate  a  simple  scenario

Make  an  outline  of  the  basic sequences phase, from where the action will pass to reach the desired outcome. Action is likely to build up after confronting various adventures but not to reach the end very easily.  It is  up  to  you  to find  the  right  method  that  will  lead  action  to  the conflict. The “bell sound” can be a “tool” that allows the teacher to change  the action so as to reach the desired end.

10. After reaching the peak of action, the end should not  be far

From the peak, [crescendo],  we  should  be  able to reach the adventure’s   end  quickly  avoiding  any  superfluous   details. However,  make sure  to save a  little  surprise for  the  end.

 

 

 

Creative  learning is based on  certain  clear and  widely,  appreciated  prerogatives concerning both  students and  teachers .However free or  liberal  it may seem, it is a  well disciplined  activity, which relies mainly on the children’s  commitment provided it  is properly guided  so as to  fulfill  the task of  examining  thoroughly  the  object  of  learning  that  we  teach.

Normally, it is  the teacher’s duty to  decide, although  if  the action  flows  according  to schedule,  he  needs  not  alter any thing by  exerting  his  authority. However, if  we  really  wish  creative  learning to reach the expected  results,  we  should be ready  at  any  given moment to display ability in freezing the action and diverting from present paths.

It is for  this reason, that  we propose  that the teacher  has always at hand  a  signal  which all  know  and all  appreciate,  like a word, a  sound, or  an  instrument [a  small bell.]  When the bell ring, action freezes allowing  the teacher to  speak, to make  corrections, to re  schedule relations between  persons. As far as the children are concerned, they should have clear tasks and   faithfully pursue definite targets. It is normal, that they are supervised  during their first trials, and  that  certain points  are liable to inspection. Nevertheless, the regular application of the method, and the knowledge of the partial details , contribute in reforming the children’s  attitude  towards the  class, the lesson, the amount of  teaching  material, as well as their relations within the classroom. This new attitude, once established, is responsible for the formation of close bonds between the class   members that can be detected in the way they understand each other, but also in the efficiency of the lesson.