A Creative Approach to Education

A student at Creative School will

  • Develop ability to be aware of self and in relation to others
  • Be creative, love work, appreciate, be confident, be compassionate and tolerant
  • Be an active learner. Nourish her/his senses, bodies, intellect, spirit and mind with immersion in experiences, belief in intuition, and cognition of the abstract
  • Read, listen, wonder, observe, concentrate (attention), perceive intuitively discover, document, inquire, associate, think critically
  • Communicate understandings, listen to others’ views, retain in long term memory organize, build consensus, present

Freedom of expression and freedom of time leads to Creativity

Children often express the most pure, complete, all encompassing views of leading their lives.  Their soulful bodies are infinitely creative and they are in charge of their soul’s purpose. This purpose needs careful nurturing. 

Learning at Creative School is tangible, contextual, and multi-cultural. The learning environment facilitates understanding, creativity, wonder, exploration, investigation and communication. Lessons, project based work, inquiry based investigations and discussions, class and small group interactions, art and crafts, drama, audio-visual sessions, laboratory work, field trips, reference work and self-study are all methodologies that inform our learning.

Self-work activities and time are integral to our learning environment

Meditation for children is naturally inspired through quiet nature walks, mandala art, and rangoli. Working with the hands and movement of the entire body nurtures the child’s growth at Life School.  Working with hands calms the mind’s noise level and centers the child’s body.  Movement also balances the being by bringing the energy back to the child’s centre.

Creative Learning of traditional and non-traditional arts

Creative School integrates creativity, imagination, emotions, body rhythms, and health as core components of learning. Explorations of social, emotional and natural needs of life are as necessary as academic areas. Learning traditional and non-traditional art and craft, handwork, yoga, meditation, affirmations, music, dance, field trips, nature-based work, games, and sports are essential in developing the being. While these are included in math, science, and language sessions, students also have specified immersion time in these areas. Specialists from various areas are regularly invited in the area of arts and sciences.

The children learn and experience the foundations of Karnatak music. They learn lessons of self-responsibility and utilize group energy to move their practice towards perfection. Music is also in a sense yoga and the children are sensing within themselves.

With inspiration drawn from Rudolf Steiner and the Mother, at Creative we believe that Fine Arts and Handwork provides a balancing element for other intellectual activities. This is required for the development of the child to be a harmonious one, centering the heart and mind.  All handwork helped the children make conscious choices and trusting their intuitive guide to evolve their masterpieces.  While some handwork happened in an integrated manner with other areas of learning, at Creative we also dedicated time to just “be with the flow” in these classes.

Theatre means not only drama, looking at the life itself – includes games, music, dance, art and craft and activities concerning their language and other skills. These activities involve attending to the other intelligences like emotional, spatial, rhythmic, kinesthetic, social – apart from math-logical & linguistic. Thus, there is a humanizing process happening during these activities. After some basic activities to help them in co-ordination, team building and trying to understand their own limitations and talents, and getting over inhibitions, shyness, or any kind of fear they might have had before, we went ahead and choose different subjects of play

Sports

A balanced mind needs a balanced body. Physical education is a daily feature at the school. All PE programs are structured on a rotational basis to allow immersion and specialization options outside the school.  Children need time for ‘Unstructured Play’ as well as individual and team sports.  Depending on their age group children participate in Basketball, Badminton, Soccer, and Gymnastics. Elementary and Secondary students are trained in Karate-Do and Yoga. Regular exercise routines such as meridian stretches and breathing exercises are conducted to experience healthy lifestyles, develop stamina and recharge the soul.

Language Arts, Mathematics, Humanities and Sciences

Students at Creative School are encouraged towards thoughtful pursuit of justice, sensitivity to others, formation and understanding of procedures, and conflict resolution within the school and local community. Students at Creative are encouraged to love others and themselves equally, develop sensitivity to others, form their own procedures, and pursue conflict resolution within the school and local community. At Creative, children have group/shared learning experiences, paired study time, and individual ponderous exploring time.  The recommended resources and texts are well written and suitable for teacher-independent learning, fostering motivation and self-learning modes.

We have a project centric approach for studying the sciences, land, culture, and socio-economic nature of the societies we live in. Mathematics and Science is explored as something that exists in nature - dynamic, subjective, creative, and natural. The nature of energy and matter flow is transient and interdependent with diversity of nature. This is vital to their learning at Creative. Students at Creative develop mathematical thinking and scientific temper through an iterative learning process incorporating curiosity, observations, intuition, hypotheses, modeling, experiment, justifications, consensus building and presentations.

Children are encouraged to experience the beauty of languages by reading, writing, and sharing their understandings, feelings and work. Engaging in community service is vital to the growth of the child, his/her expression of life, and community.

In addition to English as the medium of instruction, children have work and activity time in Hindi and Kannada. Language studies need to have meaning to the child as means to communicate with and empower society. Use of history, social issues, and literature supplemented with fine and performance arts are key to language success. We use field trips as connect support short practical lessons with workbooks, movies, songs and stories in these classes.

Engaging in community service is vital to the growth of the child, his/her expression of life, and community. Outdoor experiences are an essential part of our curriculum. The reflective and experiential learning through such exposures are weaved along with the curriculum for the term in perspective.

Reports and academic evaluation

Assessment is not limited to conventional written papers often seen in Indian boards. The child is nurtured to understand and communicate his/her understanding and apply concepts in explorative investigations.  The system does not harp on the child just learning specific content that needs to be memorized and transmitted.

Students are assessed continuously through both a quantitative and qualitative approach. Students are assisted to maintain an active student portfolio.  This is be a reflective process between the teacher and the student. Middle and High School students also spend time with the teacher for rubric-based evaluations on long pieces of work.  All students survey their prior and present performance to set goals and develop responsibility for their own learning. Quantitative evaluation is done in a non-comparative manner with emphasis on improvement of the self.

We partner with parents via regular correspondence.  Parents have two conferences per year and receive two progress reports per year.  Performance and fine arts assessment methods are in partnership with invited resource persons and for the higher classes in tune with the requirements of IGCSE’s evaluation scheme.

We ask parents to talk to us on their children’s interactions at home. This report facilitates a joint awareness and understanding of the child by the school and home.

The 15-17 year old students appear as private candidates for the IGCSE exams (Cambridge University), which are recognized in India and the world over. This international board tests student's aptitude, analytical skills and comprehension extensively.  The Association of Indian universities formally recognizes IGCSE 10th as equivalent to the tenth standard examinations in India.

More information is available in the  FAQ's section.