The Grange Secondary College and Victoria University banded together through a Project Partnership with pre-service teachers to incorporate a positive psychology Project for year nine students through art.
It has been widely researched that students around the ages of 14 & 15 begin to become disengaged with school for various reasons.
This Positive Psychology Project through art is devised to engage students in a relaxed school environment through their own personal experiences through art.
This is the first year the project has taken place. It was a success with some minor improvements to be made. Students were apprehensive at the start but soon relaxed and became engaged in a positive manner. Friendships were created with students as they came from different backgrounds but soon found common similarities amongst themselves.
Victoria University asked if I was interested in a Positive Education Project with year nine students at The Grange Secondary College in Hoppers Crossing.
We would be working in a small team with the principle Jo, Tarquem and Marcelle from VU and Meagan the students teacher. There would a team of four students from VU involved.
It has been widely researched that students around the ages of 14 & 15 begin to become disengaged with school for various reasons.
This Positive Psychology Project through art is devised to engage students in a relaxed school environment through their own personal experiences through art.
This is the first year the project has taken place. It was a success with some minor improvements to be made. Students were apprehensive at the start but soon relaxed and became engaged in a positive manner. Friendships were created with students as they came from different backgrounds but soon found common similarities amongst themselves.
Victoria University asked if I was interested in a Positive Education Project with year nine students at The Grange Secondary College in Hoppers Crossing.
We would be working in a small team with the principle Jo, Tarquem and Marcelle from VU and Meagan the students teacher. There would a team of four students from VU involved.
The students were to create a Personal Flag.
The Personal Flag is a personal statement of who the students are and what makes them whom they are. Some students drew on religion and others musical lyrics. The students were able to decorate their Flags with beads, materials, paints, wool, ribbons and anything that was relevant to them. The students worked with a visual diary documenting each step of their flag. VU students worked along side and with the Grange students but it proved to be difficult, therefore the VU students were instructed to solely work with the year nine Grange students.
The Personal Flag is a personal statement of who the students are and what makes them whom they are. Some students drew on religion and others musical lyrics. The students were able to decorate their Flags with beads, materials, paints, wool, ribbons and anything that was relevant to them. The students worked with a visual diary documenting each step of their flag. VU students worked along side and with the Grange students but it proved to be difficult, therefore the VU students were instructed to solely work with the year nine Grange students.
At the end of the term the students work was put on exhibition at The Granary in Sunshine. Maureen from VU organised this in conjunction with the VU students and the Grange staff. All of the students personal flags were hung on display, food and drink was provided and speeches were made. Majority of students attended with either family or close friends. Everyone whom attended looked exceptionally well dressed with the students proud of their achievements.
The night was a huge success as was the project.
The night was a huge success as was the project.
Week One at the Grange.
Sitting in the foyer of the office my heart is beating loud as my stomach swirls with the unknown. Small talk circulates our small team as we wait patiently in the foyer.
Suddenly Jo walks in with this life-size smile and an abundance of energy. Welcome words are spoken soothing and comforting. I feel my nerves slowly sliding away with my mind now being filled with eager anticipation and enthusiasm.
We are lead to the classroom with the quickest introduction and Jo leaves. Standing there in silence and eyes of questions are searching us. For an instant I feel like I am a student myself waiting for instructions or a task to be given. The class continues as we stand on the side watching.
I move to the corner of the table and smile as I say 'Hi'. I'm very conscience of my presence at the table. The students talk amongst themselves aware of my presence at the table but sceptical of talking to me at this stage. The task of following the tie dye procedure starts. I join in with passing the materials around and taking some for myself. I grasp this great opportunity to mingle and ask questions though very mindful of my presence.
As I join in I ask for reassurance of the task at hand. I didn't direct my question at any any student in particular I left it open for any of them to respond to me. I was mindful of be relaxed and respectful as I talked.
Slowly the students were correcting my procedures and asking for my help. I was so grateful for their acceptance of my sudden intrusion into their classroom.
After lunch I positioned myself in the same position. As the girls created in their visual diary's they asked me questions about why I was there. The small talk lead into a conversation about their families and their backgrounds. I was slightly overwhelmed at their sudden openness. I listened and at the end of the day I thanked them for their help with the Tie dying procedures.
The day was not an easy day, but it was an insight into teenagers and whats important to them. I am left wondering what my role is in the classroom. Do I focus on their concerns? I am very mindful of what they are sharing with me...should I be redirecting their concerns to the task at hand?
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| Students glued first attempt of Tie Dye into Visual diaries describing the type and method. |
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| Concertina Fold |
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| Traditional |
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| A finished product of two different colours of Tie Dye |
After lunch I positioned myself in the same position. As the girls created in their visual diary's they asked me questions about why I was there. The small talk lead into a conversation about their families and their backgrounds. I was slightly overwhelmed at their sudden openness. I listened and at the end of the day I thanked them for their help with the Tie dying procedures.
The day was not an easy day, but it was an insight into teenagers and whats important to them. I am left wondering what my role is in the classroom. Do I focus on their concerns? I am very mindful of what they are sharing with me...should I be redirecting their concerns to the task at hand?
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