PROJECT TITLE: ‘Celebrating Diversity’ & ‘Saying No to Bullying’.

(Term 2 and Term 3, 2024)

School Name: Calista PS  

Teacher’s Name: Robyn Wotherspoon

Year Group: 2/3

Number of students: 32

Creative’s Name: Veronika Mihalj

Creative Practice: Educator, Art Therapist

Main Curriculum Focus:

Term 2 - HASS: History; Research skills and cultural awareness.

Term  3 - HEALTH: Social & emotional skills

Cross-curricular Links:

Term 2: Geography & Literacy.

Term 3: Technology & Literacy.

Context: A celebration of the students’ uniqueness and diversity. Focus on empowering  their self confidence and social and emotional skills through various creative experiences.

WHAT WE DID

At Calista Primary School, the program kicked off with the "Celebrating Diversity"  project. The focus was to help students get to know one another and create a class agreement  while answering key questions: What makes you unique? How do you like to be creative?  What would you like to learn more about regarding your cultural background? These  questions laid the foundation for an inquiry-driven, creative exploration that gave students  ownership of their learning journey.

“Celebrating Diversity” was the first major project that encouraged students to embrace their  unique cultural backgrounds. Through discussions, creative activities, and hands-on projects,  students delved into what makes them distinct and how their differences bring strength to  their class community.The project began with simple but effective warm-up exercises such as  sculpting with playdough, where students created playful representations of their names or  sculpted animals like snakes and snails. It was an exercise in self-expression and teamwork,  and it led into deeper conversations about what made each student unique.

To visually express these ideas, students created collage portraits using images of their own  and their classmates’ faces. The portraits represented the blending of differences and  similarities, illustrating the concept of diversity in a tangible, creative way. The project also  introduced the "Five Habits of Learning," particularly focusing on persistence and  collaboration. These habits were reinforced as students engaged in reflective activities like  God Eye Weaving, where each week's work symbolized one of the five learning habits  through the colour of the wool used in their weaving.

Following the success of “Celebrating Diversity,” the Creative Schools Program transitioned  to a new project, “Saying No to Bullying.” With a focus on kindness, inclusion, and empathy,  this project aligned with the national “Bullying No Way!” campaign. The goal was to foster a  positive school culture where every child feels safe and respected.

The project began with the powerful "Crumpled Heart" activity, where students were asked to  physically crumple a paper heart, representing the emotional scars that bullying can leave  behind. Even though the heart could be smoothed out, it could never return to its original

form. This visual metaphor was a meaningful way to show the lasting impact of unkind  words and actions. The activity left a strong impression on students, encouraging them to take  responsibility for their actions and to treat one another with care and respect.

The students then brainstormed ways to combat bullying through kindness. They created anti-bullying posters with messages like “Be a buddy, not a bully” and “Say no to bullying.”  These posters were not just an art project; they were an active way for students to take  ownership of promoting a positive school culture. The posters were displayed around the  school and served as a reminder that everyone has a role in creating a safe environment.  

In one of the project’s most engaging activities, students worked in groups to act out bullying  scenarios using dramatic play and puppet shows. Through role-playing, students explored  different social situations and learned how to handle conflicts in positive ways. This approach  allowed students to tap into their creative thinking while also developing empathy and  problem-solving skills. Many students, particularly those who are neurodiverse, found  dramatic play to be an accessible and inclusive way to express their thoughts and feelings  about bullying. While other students found it difficult and needed much more time and practice.

Throughout both projects, creativity was the vehicle for students to explore important social  and emotional concepts. Whether through movement, singing, sculpting, weaving, dramatic  play, or research, the students were given the space to express themselves and reflect on their  personal experiences.

The reflection activities, such as the ongoing God Eye Weaving project, allowed students  visually representation of their personal growth. The final installation, where all individual  weavings were connected into one large collaborative piece, was a powerful metaphor for  how diversity and teamwork come together to create something beautiful.

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Building a Legacy of Inclusion and Empathy

Both the “Celebrating Diversity” and “Saying No to Bullying” projects have left a lasting  impact on the students of Calista PS. The students learned to appreciate their own uniqueness  while respecting the differences of others. They practised critical social-emotional skills like  empathy, kindness, and persistence, which are essential not only in school but in life.

By combining creative activities with meaningful discussions about culture and kindness, the  Creative Schools Program has given these young students the tools they need to navigate an  increasingly diverse world. As they continue to grow, they will carry with them the lessons  learned from these projects, becoming advocates for inclusion, respect, and creativity  wherever they go. In the words of different students, the experience was “inspiring, calm,  joyful.”

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