Creative Hub within Zaatari
According to UNHCR (2013), Zaatari, Schools operate on a double shift system, with girls attending the morning sessions and boys attending afternoon sessions. Keeping this in mind, I believe all children need to express what they have been through by utilising creative arts - dance, drama and visual arts. The girls attend the morning sessions that will be running and boys attend the afternoon sessions. My future learning space envisions an area within the camp that prepares children for life after Zaatari. I believe this will be an area within a camp that students are able to come for an 1.5 hour block a day to feel a sense of inclusion and work with peers. This will involve having access to technology as it will provide opportunities for children to connect with new sources around the world. The creative arts hub will allow children to express themselves after what they have been through and also build self confidence. Art allows people to express themselves and be free with their emotions. This section of the camp will also have extra curricular classes where in the morning sessions, the educators teach the girls how to cook and knit and are able to feel a sense of inclusion and are taught lifelong skills. The afternoon session with the boys will have a chance for children to play sport and learn games that they aren't aware of.
The Learning Space
Beyond the classroom:
This Future Learning Space allows the children to play and learn outdoors rather than in a traditional classroom setting. Learning beyond the classroom involves students venturing out of the classroom and interacting with the social environment, to facilitate individual growth and the acquisition of knowledge (Lorenza, 2009). Many of the activities are adaptable and teachers are encouraged to conduct activities based on the children's particular interests. The idea of this FLS is for children to explore and learn lifelong skills in an enjoyable way.
Group, collaborative, cooperative:
The group, collaborative and cooperative learning environment is explored throughout the FLS as students are interacting with one another during activities to search for understanding, meaning and solutions as it is run in group sessions. By engaging in this learning space, children gain teamwork skills by equally cooperating with one another and, improve higher-order and critical thinking skills (Slavin, 2010). Collaborative learning spaces promote social learning and maximum engagement. Wang (2009), describes the collaborative learning space as a space in which a group or community of people collaboratively work on a task together. This is evident within this FLS as the sessions are run in gender groups, girls in the morning and boys in the afternoon.
This Future Learning Space allows the children to play and learn outdoors rather than in a traditional classroom setting. Learning beyond the classroom involves students venturing out of the classroom and interacting with the social environment, to facilitate individual growth and the acquisition of knowledge (Lorenza, 2009). Many of the activities are adaptable and teachers are encouraged to conduct activities based on the children's particular interests. The idea of this FLS is for children to explore and learn lifelong skills in an enjoyable way.
Group, collaborative, cooperative:
The group, collaborative and cooperative learning environment is explored throughout the FLS as students are interacting with one another during activities to search for understanding, meaning and solutions as it is run in group sessions. By engaging in this learning space, children gain teamwork skills by equally cooperating with one another and, improve higher-order and critical thinking skills (Slavin, 2010). Collaborative learning spaces promote social learning and maximum engagement. Wang (2009), describes the collaborative learning space as a space in which a group or community of people collaboratively work on a task together. This is evident within this FLS as the sessions are run in gender groups, girls in the morning and boys in the afternoon.
Teachers without boarders
This FLS links to the Teachers Without Boarders initiative within Emergency Education which is child-friendly spaces. This creative hub allows children to express themselves and be safe and feel a sense of inclusion. It also links to another Teachers Without Boarders initivatve which is Peace Education. This FLS allows the students to feel inner peace and be free with their emotions through the use of creative arts.
This video below shows a group that has used the art initiative within a camp.
This video below shows a group that has used the art initiative within a camp.