Left: Priming Strategy Cards used during the
workshop.
Right: Brainstorming ideas using Post-it notes.
Bottom left: Checklist for toolkit.
Using the toolkit to organise
materials.
issue. This was done through interviews and surveys with my
students and informal conversations with other educators.
Upon defining the key problem, I applied different priming
strategies to help me think of creative solutions. The prime
cards were also used during the prototyping stage to help
me improve on the Art Toolkit that I was creating.
Budget was a constraint and I had to find ways to create
and improve my prototypes during the project.
In the lead up to the sharing at the Arts Education
Conference, I thought through deeply on how I could
better utilise the Art Toolkit that I had created to be more
just a kit for storing tools. I designed ways to use the kit to
be a tool to encourage collaboration and critical thinking
to take place in the classroom as well. I am excited that
my sharing encouraged and inspired other teachers with
ways to improve their art classrooms.
As educators, we need to prepare our students with
learning agility to succeed in a VUCA world. Learning agility
comprises of the nine dimensions which are flexibility, speed,
experimenting, performance risk taking, collaborating,
information gathering, feedback seeking and reflecting
(Woodward, 2017). Therefore, as art educators, we need to
provide opportunities to nurture these nine behaviourial
patterns in our students, both through lessons as well as
the learning environments that we design.
Reference:
Woodward, M. (2017, July 13). How to Thrive in a VUCA World: The
Psychology of Navigating Volatile, Uncertain, Complex, Ambigous
Times. Retrieved from https://www.psychologytoday.com/us/blog/
spotting-opportunity/201707/how-thrive-in-vuca-world
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