FEEL

WE EXPERIENCED

When children start exploring their curiosity without emphasis on the end goal but purely for the joy of doing it, an amazing journey of creativity unfolds.

Kiran shares the inspiration behind the design of Provocation and Installation process.

3:07

Try the empathy lens:


Split your teacher team into two groups and give them different tasks.


Ask one group to complete an artistic task, like writing a poem, or making a collage, or finishing a set drawing. With the other group, give them some materials and a word (like love, or generosity) and ask them to build whatever they want.

Once both groups are done, get their insights on how the process of creation and of being creative was different for both.

OUR INSIGHTS

  • Often, children feel under pressure to produce something wonderful when engaging in creative work, and thus see themselves as not creative if they cannot achieve this. True creativity can only be experienced when children work in a non-threatening space and have the freedom to express their voice and refine their output.

  • While observing the practices at Reggio Emilia, we saw children being given the time, space and support to explore an idea they were curious about. This they did through an iterative process, where they themselves built layer upon layer to express their thinking and imagination.

  • The iterative process built not just self-confidence but also a number of other skills, Including creative thinking and ability to enhance their senses.

IMAGINE

WHAT IF...

it were possible to eliminate fear and judgement from the creative process and thus allow children to truly illuminate themselves?

WE DESIGNED

A process that allowed children the time for their curiosity to take shape, deepen and manifest into a creation.

A journey that wasn’t about the end-goal but the iteration and refinement that went into getting there.

A Provocation was the starting point of this journey, a spark of curiosity that had the potential to be made into a sustained, continuous trend.

Children questioned and explored the idea in many forms, imagining and illustrating as it grew organically, with layers being added each time it was revisited.

When an Installation was created at the end of this journey, it becomes an expression of the interpretations and stories that had been encountered and expanded on, during their exploration.

DO

HERE IS WHAT WE DO

This video showcases the process from curiosity to creativity.

4:14

In this video you will see an example of how this process has been run from start to finish. In this particular instance, you will see a journey of curiosity and creativity culminating into a beautiful installation. Do note that not every provocation needs to end with an installation, it depends how the students want to express their journey.

Examples of Provocation and Installation:

  • 4:44

    b) Installation Case Study

    This video gives an in depth illustration of how a teacher and her students together showcase their understanding and learning journey through an installation.

MEET THE STAKEHOLDER

Eduhero Sabina Zamindar is a Key Stage 1 and 2 teacher at the Riverside School since 2012. She engages her students by skilfully making learning happen through games as the main strategy. Sabina is very passionate about exploring materials in creative ways and inspires her children to do the same using innovative ideas and techniques.

  • 5:58

    FAQ Video

    Watch her sharing tips and guidelines on how to plan for and execute Provocation and Installation.

  • 3:27

    Impact Video

    Watch Sabina share about the impact that Provocation and Installation has on students as well as teachers.

Resources

Checklist

TIPS FOR THE LEADERS

  • This process is very different from ‘regular’ art and craft lessons because it is not about the quality of the output that the children produce, but rather about teaching them the value of creativity and refinement, and having them take ownership of the lessons. Therefore it is important to take the time and not rush the process in order to really see its long-term benefits.

  • It is also important to keep in mind that there is no ‘right’ and ‘wrong’ answer or output in this process. Instead, the key is to keep nudging the children’s imagination and help them explore the rationale for the choices they are making.

  • Provocations and Installations are a great opportunity to foster collaboration between teachers as they can all contribute based on their strengths and interests.