Creativity

UCW – May 2010

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

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

Pupils will learn that

PLTS + curriculum review

• independent enquirers• creative thinkers• reflective learners• team workers• self-managers• effective participants.

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…..

J’ai jouéTu as jouéIl a jouéElle a jouéOn a jouéNous avons jouéVous avez jouéIls ont visité Elles ont visité

J’ai visitéTu as visitéIl a visitéElle a visitéOn a visitéNous avons visitéVous avez visitéIls ont visité Elles ont visité

J’ai mangéTu as mangéIl a mangéElle a mangéOn a mangéNous avons mangé

Vous avez mangéIls ont mangé Elles ont mangé

Jouer – to play Visiter – to visit Manger – to eat

masculine words (“le”)

feminine  words (“la”)

plural words (“les”)

My mon ma mes

Your ton

his sa

her ses

ta tes

son

son sa

ses

ich trink e

du trink en

er trink en

sie trink st

es trink t

wir trink t

sie trink t

Who?What?

Where?When?Why?

Who? What?

Where?

When?

Why?

Who is the product for?

When might the advert be on?

What type of television show might this be advertised during?

Where might you be able to find this product?

Why might someone need to buy this?

Who?What?

Where?When?Why?

Who? What?

Where?

When?

Why?

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.étudiant2.un athlète3.un célibataire4.une mère avec des enfants5.une personne de troisième âge :6.végétarien

http://www.standards.dfes.gov.uk/secondary/keystage3/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

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

Your task

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?