Case Study: Kalamunda Senior High School

Project Titles: Far Side of the Moon & Food Webs

Teacher: Laura Morris

Year Group: 7

Creative's Name: Stephanie Reisch

Creative Practice: Visual Artist

Main Curriculum Area: Science

“Creative Schools is cool. It has lots of sections. I love the fact that we learn about the 5 habits. It helps me narrow down how you think about things. Creative Schools is a great experience it has helped me socialise. Everyone is in it together to achieve the end result.” (Student)

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Context:

At Kalamunda Senior High School, nestled in the lush hills surrounding Perth, I embarked on an educational journey with Laura Morris and her enthusiastic Year 7 students. Our mission was to deepen their understanding of both celestial dynamics and local ecosystems through two main projects: "Far Side of the Moon" and "Food Webs."

“I've really loved my time at Kalamunda SHS. I think the kids are absolutely great. They're very high energy. They're really quick to just jump into tasks and experiment with materials. They’ve just loved getting hands on with things. They can make an incredible mess and still manage to clean up in two minutes. Every session they are super chatty, and everyone's been bouncing ideas off one another. The students are really committed. They've really been pushing through the uncertainty. They've become super resilient. I just feel like nothing has been getting them down. They're quick to look for solutions, and look for different methods, to problem solve and figure things out for themselves.” (Creative Practitioner)

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Project 1: Far Side of the Moon

"Far Side of the Moon" sought to unravel the enigmatic aspects of our solar system and its influence on Earth. Starting with the foundational knowledge of lunar phases, students engaged in activities that bridged ancient and modern scientific perspectives. They constructed time-keeping devices called astrolabes and maintained detailed moon journals, documenting the lunar influence on tides and seasonal changes, which enhanced their understanding of the moon's role in historical navigation and timekeeping.

The project transitioned from theoretical exploration to practical application as students researched specific planets and considered different time scales. Alongside the science of time and space they also looked at the mythology surrounding the planetary names. Taking inspiration from ancient gods and goddesses, such as Venus and Pluto, they designed and crafted functional 3D celestial water clocks using only recycled materials. This hands-on approach helped demystify complex astronomical concepts, making them more accessible and engaging.

“Creative Schools is a lot of things. You have to collaborate and use different ways of doing things. Creative Schools allows you to think more openly. Instead of just looking at science we are looking at different aspects. Like our water clocks we had to get creative, and problem solve.” (Student)

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Project 2: Food Webs

In "Food Webs” o ur focus shifted from the skies to the shadowy corners of our local environment. This project was designed to illuminate the effects of urban light pollution on nocturnal wildlife. Students considered their own homes and nighttime activities in relation to the Bortle dark-sky scale and listed potential human impacts pertaining to the behaviours of local fauna such as owls and possums.

These observations were then synthesised into comprehensive activities including the dissection of owl pellets and the construction of food web models conceived as dreamcatchers. These exercises not only highlighted the interconnectedness of ecosystems but also fostered a deep appreciation for environmental conservation. Students were encouraged to debate and discuss various conservation strategies, cultivating their ability to articulate informed opinions and propose viable solutions to real-world ecological challenges.

“I am more logical but it’s helped me think of things from a higher perspective. Creative Schools helping me think in new ways.” (Student)

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Reflections and Growth

Students mastered complex scientific and ecological principles while gaining confidence in their analytical and presentation skills. They also developed a holistic understanding of the interconnectedness of our world—from the cosmic scale of lunar phenomena to the intimate intricacies of terrestrial ecosystems. They emerged from the programme not just as students with enhanced academic knowledge, but as young individuals imbued with a passion for discovery and an enduring curiosity about the natural world.

“I've actually really liked it. I think to some extent, I've been a bit more creative in my teaching, and probably it’s allowed me to be a bit more flexible with certain things and experiment with different ideas. It's nice to really see the student engaged in something and drive a project, because I very much controlled most things within teaching, so to allow them to have a bit more freedom within the classroom and not be so scared that they're not either going to learn the right things, or they're going to do it incorrectly. It has helped them understand that there's no incorrect way. I think that's been good.” (Teacher)

“Creative Schools is different because you are not pressured. We don’t get marked in it. We get to experiment. You don’t get graded. Being graded makes me worry about where I am. Your grades is kind of how people see you. How smart you are.” (Student)