IB unit “How we express ourselves”. Ways people express their creativity.
Creativity is a vital skill for future success. It is important to understand that creativity is not an innate or uncontrollable talent—it can be cultivated, learned, and supported by creating favourable conditions. It is simply a matter of discovering the methods that work best for each individual. This process of fostering creativity was demonstrated by our preschoolers as they prepared for Christmas, revealing their creative potential in multiple ways.
To express creativity, one does not always need sophisticated methods. Sometimes, simply observing and engaging with one’s surroundings can be enough. One of the simplest yet often undervalued methods of nurturing creativity is changing the environment. Guided by this idea, pre-school students decorated their classroom and Christmas tree with handmade ornaments, including candies, cookies, toys, and figurines of elves.
The children used a variety of techniques in crafting Christmas decorations. They practiced cutting, gluing, and drawing, thereby developing their fine motor skills and coordination. They also baked cookies and decorated them with icing. Moreover, the students prepared Christmas songs and a dance for the school celebration, showcasing their creative expression through performance.
While reading Christmas stories, students discovered that books could serve as a rich source of creative inspiration, broadening their worldview and introducing new ways of self-expression. The discussions emphasized that reading can help ignite imagination and provide fresh perspectives.
Emotional and Creative Self-Awareness
A key aspect of nurturing creativity is learning to connect with one’s emotions and feelings. This skill enables individuals to present their creativity to the world authentically. The children were encouraged to explore their inner worlds by focusing on activities that foster emotional awareness and self-regulation. Tasks included coloring mandalas, sculpting faces from modeling clay, and arranging emotion cards to reflect their feelings.
Discussions with the children highlighted the differences between emotions—which arise spontaneously and are usually brief—and feelings, which are more intense and longer-lasting. Students learned that both emotions and feelings emerge continually, helping to establish connections with surroundings and reflecting people perceive and evaluate particular situations. These discussions also explored how emotions arise when needs are met or unmet.
In order to express emotions in a healthy way, students were encouraged to identify their feelings and emotions and to accept them.
Through these activities, students engaged in self-discovery, learning to recognise and manage their emotions. They developed an ability to regulate their emotions, redirecting them in constructive ways. Additionally, they began noticing others’ feelings, fostering empathy and compassion.
In conclusion, this unit not only nurtured students’ creativity but also enhanced their emotional intelligence, laying a foundation for balanced self-expression and meaningful connections with the world around them.
