Main Curriculum Focus
Maths/Economics
Cross-curricular Links
Digital Technology
Context
In this project students are designing and building a house to a budget of $1,000,000. They researched material costs and construction, while factoring in the rising cost of living, global supply chain and workforce issues, and dynamic environmental conditions. They built the house virtually using Minecraft Education, and produce the digital collateral to promote the affordably sustainable design features of their project home.
Project overview
The main aim of the project is to develop in the students fundamental life skills in mathematics through an inquiry into the economics of home ownership and digital design. After carefully iterative logistical consideration and planning ‘on paper’, the homes were designed using the game engine of Minecraft Education. The students were supported through documenting this process using media production software on iPads, including iMovie and Garage band. The intended outcome is to create a village of virtual property development designed by the students; an immersive online ‘home open’ in the style of ‘Grand Designs’.
WHAT WAS THE IMPACT?
Student
The students like a creative challenge and enjoy the balance between freedom and limitation. They also responded very well to the time constraints and were motivated by competition, which remained friendly. The students have demonstrated a notable progression in their technology skills and understanding of the process, especially regarding the quality of their shots, the value of action and ‘moving images’ rather than stills, and postproduction elements including edits, text, sound and visual effects. Built into the exercise was group reflection by mirroring some of the student’s iPads to the smart board to play their tracks for critique, analysis and the sharing of findings, techniques, and production choices. The groups enjoyed seeing themselves and their work on the screen, learning from each through showing and discussion what worked, and what could be improved upon, also how technical choices lead to the communication of style and of meaning.
Teacher
It has been encouraging to see Mr Clarke’s growing awareness and confidence with the creativity and technology as the project has developed. Mr Clarke has been excited and inspired by the project and has picked up the concepts and process quickly in a way that probably would not have happened if he did not had access to a Creative Practitioner to work shoulder to shoulder with.
“It’s going really well we are in the introductory phase of the project. We are going to be building a house and including finance and maths. In the classroom. They will build the house out cardboard. And then Leon is teaching them Garage Band to iMovie. The house is going to be built in Minecraft. They will create a commercial to sell the house. The music and movie will be used in the commercial. I’m not creative at all. I’m bland. I’m like gluten free bread. Leon is the opposite he’s like the fruit toast. That’s how far apart we are. He has so many multiple strands of creativity and so much experience in the creative space. The kids are teaching me so much about creativity. I am really structured in my approach, and Leon is more flexible so we are a good mix. It’s worked out really well. The students need the fundamentals of Garage Band and iMovie so we are focusing on that first. I have seen the students becoming more focused and engaged. They are developing resilience and their independence has grown through the autonomy and independence that has been bestowed on them during the Creative School process. The kids that are usually disruptive are working. They are self-selective into roles across the project. They are working across art forms. Using drawing skills and directing skills. It gives them the opportunity to work to their own strengths. Early on we set creative challenges so they could have a go at everything. It’s been fantastic it’s been a huge learning curve. It’s very exciting and adventurous. It’s a blend between of a Maths and technology project. And then Leon has combined these curriculum areas with Garage Band and iMovie to build a movie and song around the Maths and technology theme. The students are interested and thoroughly engaged. It’s an opportunity for them to have their own autonomy. We have shown them the fundamentals of iMovie and Garage Band and we then let them explore. It allows them as much creativity as possible. They love it because what they create is so different to everyone else. We’ve seen some interesting results. If I was doing maths right now half of them would be distracted or trying to find something to distract them but with Creative Schools and this approach the behaviours management isn’t a problem, it’s an outlet for them it express themselves. They are liberated to express themselves and be creative.” (Arthur Clarke, Teacher)
“I have really warmed to the group and vice versa. They are really into Creative Schools. Some students enjoyed working by themselves while others enjoyed collaborating. They all produced wildly varying work in terms of style and content. They respond very well to the freedom to explore, and are all very keen to share their work. With a grounding in collaborative video production behind them, the challenge was to find a way to produce work on their own, and the limitation proved to be fertile ground for creativity and innovation. Some students trod well-worn paths while others innovated wildly, drawing across art forms including, drawing, hand puppetry, and wearable art. Mr Clarke and I are an amazing double act. We feed off each other and respond to each others ideas. I’m inspired by his rigour in the classroom and how he inspires his students. It’s great to see young men (teachers) in the classroom, especially for the boys in the class. It’s been a pleasure to work with him and I would like to build on that relationship and work with him in the future.” (Creative Practitioner)
"In Creative Schools there is music and beat. We work in group and different people have different ideas. It’s fun and people have interesting ideas." I think the class are all really enjoying it and enjoying having this time to be creative. It’s really fun and we get to experiment with different ways of doing things. (Student)
"It's entertaining. It’s better than doing guides reading and HASS. We get to make songs and movies. We get to be a film director. It’s fun because we get to decide what the film is about and no one tells you what to do." (Student)
"Our Creative is open to every idea and doesn’t discriminate. He is good at working with everyone not just certain people. He gets on very well with Mr Clarke. He’s relatable and can understand what you are saying." (Student)
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