Last Updated: Tuesday, February 08, 2022

Creativity skills – second level

What is this?

This activity builds on the first activity where children developed their understanding of creativity skills and researched creative Scots. Children use this research to create a script for use in an imaginary podcast, television or radio interview with the selected person.

Curriculum for Excellence (CfE) experiences and outcomes: Second level

Literacy and English

  • When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. (LIT 2 – 02a)
  • Using what I know about different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. (LIT 2 – 14a)

Health and wellbeing

  • I am investigating different careers/occupations, ways of working and learning and training paths. I am gaining experience that helps me recognise the relevance of my learning, skills and interests to my future life. (HWB 2 – 20a)

Technologies

  • I can use digital technologies to search, access and retrieve information and are aware that not all of this information is credible. (TCH 2 – 02a)

Expressive arts

I have created and presented scripted or improvised drama, beginning to take account of audience and atmosphere. (EXA 2 – 14a)

Purpose of the activity

Children will deepen their understanding of creativity skills (curiosity, open-mindedness, imagination and problem solving) by using their research about a chosen creative Scot. Through role play they will demonstrate how these skills relate to a specific job role/person.

Learning activity

  • Introduce this activity by revisiting the creativity skills as discussed in the first activity of week 20:
    • Curiosity
    • Open-mindedness
    • Imagination
    • Problem solving

Children may find it useful to have a copy of the creativity skills for reference during this activity.
What are creativity skills?

  • Invite children to select one creative Scot to research in greater depth in pairs or in a small group. This could be one of the creative Scots they undertook initial research on in the first activity of week 20. Ask children to imagine that they are a journalist, television or radio presenter. They will ‘interview’ their chosen creative Scot, with the interview being filmed and/or recorded for a podcast, television or radio broadcast. Children can select their chosen form of media. Here is an example:
  • Encourage children to use their research to make notes about the chosen creative Scot and the work that they do. Prompt them to think about how their chosen individual applies creativity skills in their work.
  • Using what they have learned about their chosen person, ask children to create a set of interview questions and potential responses. This will form the script for children to use in a role play interview situation. The questions and responses they develop should ensure listeners:
    • Find out about the person (age, where they live and work).
    • Find out about the creative work that the person does.
    • Learn about the training the person has undertaken to support their work.
    • Find out about the skills that the person uses in their work.
    • Finds out about where you can see/find out more about this person’s work.
    • Find out why the job they do is important and what might attract young people to this type of job/profession.
      A summary of Developing the Young Workforce
  • Invite children to role play the interview in front of their peers/an audience. Children/groups may choose to pre-record their interview to reflect the media style chosen and present this to their audience. One, or more if working in a small group, will role play the interviewer(s) with the other playing the creative Scot. If children have chosen a visual format for the interview, they may wish to consider a relevant backdrop and appropriate images for use during the interview. Prompt children to consider their use of vocabulary, eye contact, body language, emphasis, pace and tone during the interview.
  • Encourage children to reflect on the interviews they observed and participated in.
    • Were their questions and responses effective in providing viewers with information about the work and skills of the individuals chosen?
    • What did they learn about creative Scots as a result of listening to the interviews?
    • What did they learn about creativity skills and how they apply to different jobs?

Extension activity

Children could create a job specification for a particular job in a creative industry, identifying the skills necessary. They could design a job application form.

National Benchmarks

Literacy and English

  • Applies verbal and non-vernal techniques in oral presentations and interactions, for example, vocabulary, eye contact, body language, emphasis, pace and tone.
  • Uses notes to create new texts that show an understanding of the topic or issue.

Health and wellbeing

  • Identified connections between skills and the world of work.
  • Uses investigative skills to gain more information about jobs/careers.

Technologies

  • Uses search engines to search the internet for specific or relevant information. For example, using quotation marks to narrow the results.
  • Access websites and use navigation skills to retrieve information for a specific task.

Expressive arts

  • Creates a short drama, as part of a group, using improvisation or a script.

Possible approach to assessing learning

  • Children could self-assess their work and then peer assess it with another group. They could explain their research findings and interview content, posing and answering relevant questions.
  • Children could upload their recorded material to their learning journal if they have one. They could use this to self-assess their work.

When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.