SUPPORTING CREATIVITY

IN THIS SCHOOL CREATIVITY IS DEVELOPED THROUGH:

STRATEGIES OFFERED TO IMPROVE CHILDREN'S CREATIVITY:

• Setting up of a creative drama laboratory
• Setting up of manual and creative activities
• Introduction of various types of games
• Image-reading laboratory
• Music laboratory
• Motor-skills development laboratory
• Problem-solving activities
• Analysis of "rapport" and group dynamics
• Inductive and constructive teaching/learning
• Development of learners' autonomy
• Rogersian approach in dealing with the children.
• Prevalence of collaborative classes
• Low presence of teacher-centred classes
• Approach aiming to improve students' self-esteem
• Importance given to metacognitive strategies
• Importance given to affective filter and to the development of social abilities.
• Strategies aiming to lower anxiety and stress.

USE OF GAMES

• Group cognitive games (cards, maths games, word games,grammar games, "guess who game", Monopoly, gioco dell'oca, role games and role plays)
• Motor skill enhancing games in the gym
• Dance and coreographies
• Aggressiveness-absorbing games
• Self-expression games ("mask of feelings game")

LEARNING HOW TO APPRECIATE LISTENING ACTIVITIES

Is one of the sections of the curriculum where children are inducted to creative activities while at the same time helped to build a competence in the ability of listening (sounds,music and texts). Sessions and classes are usually performed twice a week (Thurdsay afternoons and Tuesday mornings): The teachers who run the sessions are Ms Marisa Rasciale, Ms De Rosa, Ms Veneri and Ms Scopa).

Objectives:

• help children enjoy reading texts
• stimulate children's ability and competence in analyzing and synthetising texts
• promote critical appreciation
• reinforce attention and listening skills
• help children learn authoring skills
• help children enhance their abilities to create imagery and explore fantasy worlds

Strategies Employed:

• arouse students' curiosity by using games
• involve children's emotional sphere
• use extra-verbal language (mime and gesture)
• let children translate in iconic form (drawings and paintings) the content of texts
• let the children identify themselves with various characters of tales, stories and novels
• help the children analyse situations and emotional situations in the role-play process.
• help the children in the development of their ability to use and produce music in order to reinforce and create atmospheres and underline moods for each situation encountered while analyzing texts.