Contributor: Ruth Powell, University of the Arts, London
Ingredients: requires students to complete a task prior to the first class
- Send students the following instructions about two weeks before the first class:
Using any materials you have to hand or feel comfortable using (e.g. paper, pencils, paints, paper, clay, wood, software, lego etc.), make a visual representation of your feeling(s) about / XXX* / what XXX means to me that you would be happy to share with the group. Many of us will not feel that we are creative practitioners as such, so try not to worry about aesthetics! This is an exercise which is intended to generate discussion.
*(where XXX is related to the course of study –in my case it is Technology Enhanced Learning)
- In class, students work in pairs / small groups to share and discuss their creative response.
Special Notes
I use this as an ice-breaker on the Technology Enhanced Learning unit of our PGCert. Not all of the students would see themselves as ‘creatives’ or being in creative roles and the variety of responses never fails to astound me.
The activity enables students to bring something that has personal significance to the class which helps in socialisation. The activity allows a lot of freedom and encourages students to think and express themselves via a different medium to text or writing.
The activity also creates space for ‘safe’ discussion of more emotive issues relating to starting a new unit of study.
I usually allow at least 15-20 mins (or longer) for discussion so it’s not a ‘quick’ icebreaker. The activity always generates a lot of valuable discussion so is well worth investing the time and is a great way for them to get to know one another and start to engage with the context of the course.
Acknowledgements, Activity designed in conjunction with Jonathan Martin j.r.martin@chelsea.arts.ac.uk. Associate Lecturer: MA Academic Practice, Foundation in Art and Design
This work is licensed under a Creative Commons Attribution 4.0 International License.
