How can I effectively scaffold exercises to enhance my Primary 2 students' divergent thinking for idea generation?
Tay Yuling�Yuhua Primary School
Primary Art STAR Champions Programme 2023-24
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How might we promote inventive thinking in the art classroom?
1. Individual Inquiry Project Questions � -My Initial Ideas
I hope to explore effective instructional approaches for fostering divergent thinking and idea generation in Primary 2 students.
Aim:
CAIT 5�Explores possibilities and generates novel and useful ideas
2. Individual Inquiry Project Objectives
My inquiry focus:�How can we provide scaffold to help lower primary pupils to explore other possibilities in the creative process to generate new ideas?
How can I scaffold exercises to help enhance their divergent thinking for idea generation?
Context of Lesson Unit -
�This lesson unit is targeted at Primary 2 students in Term 3 as Drawing module for the Art Curriculum
Prior Experience of Students -
�Learning Journey to the Botanic Garden, carried out by the English Department.
Summary of My Individual Inquiry Design
Situation
Intervention, Resources
Inquiry Activities
Outcome
Group Inquiry: Inventive Thinking (CAIT) - Promoting Inventive Thinking in Art Classroom
Individual Inquiry: How can I Scaffold Exercise to improve Pupils’ Divergent Thinking?
Students lack the opportunity to investigate personal ideas as well as the ability to draw out what they imagine and visualize.
They face problems generating ideas.
3. Lesson Unit Plan in Term 3
This approach adds a playful and three-dimensional aspect to their artwork, allowing the students to explore both two-dimensional drawing techniques and the tactile experience of working with origami.
�Specific Learning Outcomes:
At the end of the project, pupils will be able to:
and flying) and Frog(on land/in water)] stay in
different habitat.
lines, shapes and patterns with oil pastel.
Convergent Thinking
Divergent
Thinking
- Linear
- Systematic
Narrows down multiple ideas into a single solution
Tends to be more focused
It is analytical and focuses on what’s best
Questioned and asked, “Why?”
- Web-like, focusing on connections between ideas
expands outward by generating multiple ideas, thinking like a “hacker”
flexible thinking and iterative
open-minded
encourage to take creative risks
Questioned and asked, “Why not?”
Adapted from: https://spencerauthor.com/divergent-thinking/
Learnings I have gleaned from readings and research based on my inquiry focus
Convergent Thinking
Divergent
Thinking
Learnings I have gleaned from readings and research based on my inquiry focus
Convergent Thinking
Divergent
Thinking
Are these competitive approaches?
NO! They worked hand-in-hand!
Learnings I have gleaned from readings and research based on my inquiry focus
Divergent
Thinking
generating multiple ideas
analyse to narrow down ideas
Convergent Thinking
Divergent
Thinking
fresh perspective
Convergent Thinking
Starting Point:
The Ideation and Creative Process involves
both Divergent and Convergent Thinking
Source:
Summary of Scaffold Exercises I have designed to Enhance�my Primary 2 Students’ Divergent Thinking
Experimentation
Final Artwork
Expanding and Exploring Ideas trhough Mind Map
Brainstorming for ideas
Ideate & Sketch out different ideas of the background
Completing the
final work. Make decision on the placement of origami animal and background. Consider the composition.
Building on visual diary by documenting ideas to aid for their final drawing
Gathering of IDEAS through Outdoor
Drawing
Divergent Thinking----Creative ideas
Convergent Thinking ---Make Choice
Lesson Unit Plan in Term 3
Lesson Unit Plan in Term 3
To introduce them to Form; 3D.
Since P1, they have been mostly doing drawing and colouring on paper(2D) and this would be the first time doing Origami (3D) in class.. �Botero’s art work is situated in Singapore which is where we are staying and living., It allowed us to discuss surrounding of Singapore and linking back to their own experience.
Lesson Unit Plan in Term 3
Lesson Unit Plan in Term 3
Original Plan→ but was changed for this project with other lessons for scaffolding
→ Outdoor Drawing
How to develop Divergent Thinking?
How to develop Divergent Thinking?
CAIT 5.2
Student can generate ideas that many involve modifying existing ones and explore different pathways to respond to an issue or challenge.
How to develop Divergent Thinking?
How to develop Divergent Thinking?
Play
Experimental
Curiosity
Creativity
How to develop Divergent Thinking?
Try to create moments when pupils are able to think divergently
Take humour
Boost Creativity
give time to allow pupils to have their unique creative voice
How to develop Divergent Thinking?
How to develop Divergent Thinking?
E.g. Connect ideas that seem disconnected
Summary of Scaffold Exercises I have designed to Enhance�my Primary 2 Students’ Divergent Thinking
Experimentation
Final Artwork
Expanding and Exploring Ideas trhough Mind Map
Brainstorming for ideas
Ideate & Sketch out different ideas of the background based on
Ideas generated from
outdoor drawing exercises
Completing the
final work. Make decision on the placement of origami animal and background. Consider the composition.
Building on visual diary by documenting ideas to aid for their final drawing
Gathering of IDEAS through Outdoor
Drawing
Divergent Thinking----Creative ideas
Convergent Thinking ---Make Choice
Divergent Thinking----Creative ideas
Convergent Thinking ---Make Choice
Outdoor Drawing
Around our School Premise
I brought the pupils to our school garden to have a walk.
Kind of like amazing race in the form of drawing.
Engaging students to observe their surroundings closely,
responding to the prompts given.
After that, I also get them to find a spot that they liked, sit down and draw out the garden.
�“Find an interesting spot and draw the garden. Start thinking and imagining where your origami animal live in this environment”
I observed that my students were engaged and their quick drawings based on observation and imagination added on are interesting.
Most of them are able to include details.
Some students were interested to draw what they obseved near the basketball court. Classes were having PE lesson and students were playing basketball.
More Samples of interesting drawings
created by my Primary 2 students
Summary of Scaffold Exercises I have designed to Enhance�my Primary 2 Students’ Divergent Thinking
Experimentation
Final Artwork
Expanding and Exploring Ideas trhough Mind Map
Brainstorming for ideas
Ideate & Sketch out different ideas of the background based on
Ideas generated from
outdoor drawing exercises
Completing the
final work. Make decision on the placement of origami animal and background. Consider the composition.
Building on visual diary by documenting ideas to aid for their final drawing
Gathering of IDEAS through Outdoor
Drawing
Divergent Thinking----Creative ideas
Convergent Thinking ---Make Choice
Continue to brainstorm together to break out of the “norms”
Continue to brainstorm together to break out of the “norms”
Continue to brainstorm together to break out of the “norms”
E.g.
Scaffold Exercises I created to help Enhance my students’
Divergent Thinking in Idea Generation
Pupils’ Mind-map
and Sketches
Expression and Communication
This lesson package highlights EOA and how different EOA can come together to create one piece of work. ��Origami: Form [2D > 3D]
Background: Space - Linking back to their own experience
With the mix of media and different techniques coming together, both old (oil pastels with colour blending) and new (Origami), pupils can take away that art forms do not need to be a singular medium but can be of two separate ones coming together.
This way, both kinesthetic and visual learners are engaged with the folding and drawing activities.
Pupils’ Mind-map
and Sketches
Scaffold Exercises I created to help Enhance my students’
Divergent Thinking in Idea Generation
Pupils’ Mind-map
and Sketches
Pupils’ Mind-map
and Sketches
Pupils’ Mind-map
and Sketches
Summary of Scaffold Exercises I have designed to Enhance�my Primary 2 Students’ Divergent Thinking
Experimentation
Final Artwork
Expanding and Exploring Ideas trhough Mind Map
Brainstorming for ideas
Ideate & Sketch out different ideas of the background based on
Ideas generated from
outdoor drawing exercises
Completing the
final work. Make decision on the placement of origami animal and background. Consider the composition.
Building on visual diary by documenting ideas to aid for their final drawing
Gathering of IDEAS through Outdoor
Drawing
Divergent Thinking----Creative ideas
Convergent Thinking ---Make Choice
Divergent Thinking----Creative ideas
Convergent Thinking ---Make Choice
Final Artwork
My Findings
Students’ Final Artwork
Some students prefer to create a garden or pond background for their respective origami, but the location they focus or zoom-in is different (Different ideas! ☺ )
The scaffold exercise of outdoor drawing, has helped them!
My Findings
Students’ Final Artwork
As compared to students’ final artworks in other classes, it is evident that with my research intervention using intentional scaffold exercises
to guide students in each step, harnessing their divergent thinking for idea generation have helped students in this P2 class. They are able to think out of the box and their ideas are more refreshing, interesting and diverse.
During show-and-tell session, the students were excited to share about their artwork and their choices of enviroment/habitat for their origami animal.
Findings
My Findings
More refreshing and diverse ideas shown
My Findings
More refreshing and diverse ideas shown
Conclusion
It is important for us to provide appropriate step-by-step scaffold exercises to help younger Primary students enhance their divergent thinking for idea generation. Their final artworks will be more varied with diverse ideas that are interesting.
Though it is more time-consuming, it is all worthwhile when we see their creative process and final artworks.
Reflection on your Teacher Inquiry experience
THREE things that teacher inquirers should know, do and believe in to be effective in teacher inquiry.�
surprise pupils and even myself
is important. Research on
relevant articles and readings
is helpful for our inquiry project.�
helps broaden my perspectives
and ideas.
TWO things that you found challenging and what you would do differently should you engage in teacher inquiry again.�
1, Timeframe �– I did my project in Term 3 and cutting into Term 4. My school has got a lot of suspended timetable during 2nd semester. Hence, I would perhaps plan and confirmed my project earlier and don’t hesitate for too long. Need to somewhat build up my confident as well. �
2. Readings�- Not necessary a challenge but I think having a project “forces” me – in a good way- to read more and research the necessary to aid me for the project.
ONE advice that you have for teachers who plan to do teacher inquiry projects.�
Don’t be afraid of failure but continue to move forward. ��Seek help from fellow colleagues to brainstorming many possibilities and streamline down to a few to try out within your timeframe.
To stay flexible and be able to tweak the lesson to better cater to the class’ learning needs.
Thank you��tay_yuling@moe.edu.sg