Creativity Key

Goal: To introduce word and concept of 'unlocking our creativity'.

Creativity Key
  • task

Creativity Key

Contributed by Angel Thompson

Goal

To introduce the word, “creativity” and the concept of “unlocking our creativity”.

Directions

  • Welcome friends! My name is ______ and I am so happy to be here with you today! Is everyone ready to make some art with me? Wonderful!
  • In order to do our lesson today we are going to need to unlock our creativity. Creativity is when we use our imaginations to think about, see and make things a little differently. I know you all have some creativity locked inside. We just need to get it out.
  • Now if we need to unlock something, what are we going we need? YES! We need our keys! Let’s all pull out our imaginary keys. I like to keep mine right here behind my knee, but yours might be somewhere else on your body. Has everyone got their key? Excellent!
  • Let’s start by letting out the creativity in our heads. Our minds are where we keep our wild creative ideas! Turn the key and… There it is “zzzzzppppttttt”! Did you hear that?! My wild creativity made a “zzzzzppppttttt” sound when I unlocked it! What kind of a sound did it make when your wild creativity started to come out? Let’s all share our little wild sounds together. (TA can play the Conductor and motion with hands to indicate start and end.) Awesome!
  • Do you still have your key? Good! Because creativity isn’t just locked in our heads, it is in our hearts too. That is where we keep our brave creativity–the kind that let’s us try new things and then try again if something doesn’t work out the first time. Let’s use our keys to release our brave creativity. Turn the key and… There it is (pat a beat on your chest)! What kind of a beat did your brave creativity make as it came out? Let’s hear all those brave creativity beats together. (Conductor motions with hands to indicate start and end.) Awesome!
  • Do you still have your key? Good! Because there is one more type of creativity we need to unlock. It is the practical, figuring out how to get stuff done creativity. This creativity is in your hands, and it is super important because it is where your creativity and your skills come together! Let’s use our keys to release our practical creativity. Turn the key and… There it is (wiggle fingers wildly)! What kind of an action did it make when your practical creativity started to come out? Let’s see all of those practical creativity actions together. (Conductor motions with hands to indicate start and end.) Awesome!
  • Now that we have unlocked our wild, brave & practical creativity (gesture to head, heart and hands), we should put away our imaginary keys. I will put mine back mine behind my knee. Go ahead and put yours away wherever you keep it and…. We are ready to start our lesson!
  • Reflection:
    • Throughout lesson different types of creativity can be called upon, especially in moments when students might feel stuck or discouraged.
    • You can ask students after different activities and/or at the end of the lesson, what types of creativity they used. To explore this question a little more deeply, you can ask students how it felt to use each type of activity.

Transition into Activity

This activity could be used as an opening ritual. Getting out and putting away their imaginary keys would indicate to the students, the beginning and end of an activity.

Transition out of Activity

“Now that we have unlocked our wild, brave & practical creativity (gesture to head, heart and hands), we should put away our imaginary keys. I will put mine back mine behind my knee. Go ahead and put yours away wherever you keep it and…. We are ready to start our lesson!”

Classroom Arrangement

  • Students at desks/tables or community seating, such as at the

Materials/Tools

  • Allow extra time for a response when asking questions.
  • Affirmations can be communicated verbally, physically or with a device.
  • Use simple printed instructions with illustrations of key, head, torso and hands.
  • Students who are less verbal or non-verbal can participate with gestures alone.
  • Activity can be done seated or standing to support different energy levels and different mobility needs.

Role of the Teachers and Paraprofessionals

  • Participate in activity to illustrate and encourage student participation.
  • Adopt language of wild (head – ideas), brave (heart – perseverance) & practical (hands – skill-based) creatively to help students identify type of creativity needed during problem-solving.

Remote Adaptation

The activity can be led in a similar way. Students can share their sounds and gestures by having their cameras and mics on. Camera can be turned off when finding and hiding key so that it is a “secret”.