UCW May 2010 Creativity Objectives

UCW – May 2010 Creativity

Objectives • To establish a definition and rationale for creativity in MFL • To sample some creative tasks • To encourage active follow up

What is creativity? In pairs or threes come up with a definition for the term “Creativity” for MFL

“A Creative thinker…. has the capacity to respond to a society of flux and change – and the confidence to move from the dependency culture and become a reflective and independent learner”

Over-arching aims Pupils will learn that n n Word-for –word translation only works within narrow limits Using even a limited range of language, pupils can communicate in a wide variety of situations and generate a large number of sentences

PLTS + curriculum review • • • independent enquirers creative thinkers reflective learners team workers self-managers effective participants. Mfl taught through thinking

Seltzer and Bentley (1999) “Creativity is the application of knowledge and skills in new ways to achieve a valued goal” To do this students need “The ability to transfer knowledge gained in one context to another in order to solve a problem”

Disch “Creativity is the ability to see relationships where non exists”

How can we encourage the creative student? • Create opportunities (open-ended tasks) • Develop students’ awareness of creative thinking (Leading in Learning) • No right answers…. .

Jouer – to play J’ai joué Tu as joué Il a joué Elle a joué On a joué Nous avons joué Vous avez joué Ils ont visité Elles ont visité Visiter – to visit J’ai visité Tu as visité Il a visité Elle a visité On a visité Nous avons visité Vous avez visité Ils ont visité Elles ont visité Manger – to eat J’ai mangé Tu as mangé Il a mangé Elle a mangé On a mangé Nous avons mangé Vous avez mangé Ils ont mangé Elles ont mangé

masculine feminine words (“le”) (“la”) plural words (“les”) My mon ma mes Your ton ta tes ses his son sa her son sa

ich du er sie trink e en en st es wir sie trink t t t

Who? What? Who? What? Where? When? Why? When? Where?

ü Who is the product for? ü When might the advert be on? ü What type of television show might this be advertised during? ü Where might you be able to find this product? ü Why might someone need to buy this?

Who? What? Who? What? Where? When? Why? When? Where?

Fortune lines - STEPS 1. Sequence the cards (not all cards are relevant). 2. Decide AS A GROUP whether Paul would have felt happy, sad or indifferent at that moment (+ WHY!!!!!? ) 3. Place the cards on the graph.

Fortune lines THERE IS NO CORRECT ANSWER – BE AS ORIGINAL AS YOU LIKE, BUT BE READY TO JUSTIFY YOUR RESPONSE

Living graphs - STEPS 1. Read the cards. 2. Decide AS A GROUP on Paul’s emotions at that moment (+ WHY!!!!!? ) 3. Place the cards on the graph. YOU WILL NOT USE ALL THE CARDS

Imagine you are Paul on his holiday…. Write an imaginary journal article in a language of your choice for any day. Your thinking hat gives you information about Paul’s outlook on life on that day.

Thinking hats - STEPS 1. As a group write a list of adjectives which would suit Paul’s mood. 2. Write (5? ) verbs which he might use given his current state of mind. You should aim to use as many of these as possible in your diary entry.

pâtes poulet bananes déodorant riz pommes de terre steak pois pain complet lait pizza curry bière sandwichs déodorant poudre lave-vaisselle bacon œufs saucisses lait poulet cacao sardines comprimés contre la dyspepsie boîte de poires pain gâteau beurre boule de naphtaline thé haricots rouges pois chiches lentilles carottes aubergines riz lait pommes de terre salade champignons soupe à poudre riz boîte de tomates pizza pommes de terre thon pâtes cidre préservatifs lait bâtonnets de poisson carottes yaourts bananes raisins sirop à l’orange chips du ketchup du chocolat glace à la vanille

1. étudiant 2. un athlète 3. un célibataire 4. une mère avec des enfants 5. une personne de troisième âge : 6. végétarien

http: //www. standards. dfes. gov. uk/secondary/keystage 3/all/respub/ws_lil_ts

How can we encourage the creative student? • Model processes • Teach skills explicitly • Encourage collaboration • Promote challenge

The creative climate • Provision for risk taking • Tolerance and acceptance of the different/unexpected • Valuing process as much as outcome • Making things enjoyable • Providing challenge and rigour • Language of thinking • Seeing “mistakes” as stages in learning

Songs and actions

Activities Vocab practice Oral creativity Desert island The 5 W’s Clothing Cinema Poem (2) People

Creative activities - 2 n n n Creative reading task Creative listening task Vocab presentation Creative thinking Vocab presentation Research? ? ? TV!!! (1) (2) (3) (4)

Your task n n n Think of a beach resort in a TL community of your choice. You are working for the advertising agency in that country. Produce a radio jingle containing no more than 25 words to promote that area (“Yes Il y a IS 3 words!”)

Objectives • To establish a definition and rationale for creativity in MFL • To identify links between creativity and the MFL Framework • To sample some creative tasks • To encourage active follow up

Plenary/Evaluation How has your comprehension of the term “creativity” shifted as a result of the session? What do you intend doing during your next TP to encourage creativity?