أسهم بواسطة انجيل طومسون

الوصف

This playful warm-up activity introduces the word creativity and the concept of unlocking it. Students will use their imagination and artist’s tools to unlock their creativity.

الاتجاهات

• “For our lesson today, we are going to need to unlock our creativity. Creativity is when we use our imagination to think about, see, and make things a little differently. I know you all have some creativity locked inside.” 
• “Now if we need to unlock something, 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.” Have students explore finding their keys and getting them out. 
• “Let’s start by letting out the creativity in our heads. Our minds are where we keep our wild creative ideas!” Model using a sound to unlock creativity (e.g. “My wild creativity made a zzzzzppppttttt sound when I unlocked it! What kind of sound did your wild creativity make when it started to come out?”). “Let’s all share our little wild sounds together.” You can play the conductor and motion with your hands to indicate starting and stopping. 
• “Creativity isn’t just locked in our heads, it is in our hearts, too. That is where we keep our brave creativity. This kind of creativity lets 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.” Model using movement to unlock brave creativity (e.g. motion turning the key and patting a beat on your chest). “What kind of beat did your brave creativity make as it came out? Let’s hear all those brave creativity beats together.” You can play the conductor and motion with your hands to indicate starting and stopping. 
• “There is one more type of creativity we need to unlock. It is practical creativity. This creativity is in your hands, and it is important because it is where your creativity and your skills come together! Let’s use our keys to release our practical creativity.” Model using an action to unlock practical creativity. (e.g. motion turning the key and wiggling your 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.” You can play the conductor and motion with your hands to indicate starting and stopping. 
• “Now that we have unlocked our wild, brave, and practical creativity (gesture to head, heart, and hands), we should put away our imaginary keys.” Model putting creativity keys away (e.g. “I will put mine back behind my knee”). “Go ahead and put yours away wherever you keep it.”
• انعكاس:
  • Throughout the lesson, different types of creativity can be called upon, especially in moments when students might feel stuck or discouraged.
  • After each activity, or at the end of the lesson, ask students what types of creativity they used. To explore this question a little more deeply, ask students how it felt to use each type of creativity.

الانتقال إلى النشاط

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

الانتقال من النشاط

Have students put their keys away as you transition to the next activity.

ترتيب الفصول الدراسية

Students at desks/tables, community seating, or in a circle.

يدعم / مواد / أدوات تكيفية

• امنح وقتًا إضافيًا للرد عند طرح الأسئلة.
• 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 can participate with gestures alone.
• This activity can be done seated or standing to support different energy levels and different mobility needs.

الأدوار المحتملة لمحترفي الفصول الدراسية

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

التعديلات الخاصة بالتعليمات عن بُعد

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