A Creative Immersive Learning Adventure

https://vimeo.com/manage/videos/856531639

School: noble Primary and Bellshill Academy

Pilot Project: 2023/2

Cohorts: 3

Number of students: 70

School Teacher: Mrs Murphy

Teaching artists: Simon Sharkey, Seth Hardwick

Imagining New Worlds and Possibilities into being.

Crafting a transformative learning adventure, we establish clear milestones intricately linked to Curriculum for Excellence and the Four Capacities. Our approach immerses children in creative learning environments, addressing local challenges within a global context. Empowering youth voices is central and is achieved through various mediums such as screen, film, and digital outputs. Rooted in a comprehensive curriculum that encompasses both the Sustainable Development Goals (SDGs) and Inner Development Goals, our initiative is evaluated according to the parameters outlined in the Continuum of Impact guide by Americans for the Arts.

https://vimeo.com/manage/videos/875511616/637890eb46

PROLOGUE - TIME-SPACE RIP DETECTED

Time-Space Rip caused by high-level of yearning opens a multiverse in the classroom during a lesson. Yearning Signals detected by TNS TV Innovation Department. They send TNS TV Multiverse Accumulator Generator (MAG) to exact coordinates. The students unlock box, communicate with TNS TV and accept the call to become multiverse explorers.

https://vimeo.com/manage/videos/875511616/637890eb46

Recruiting Agents of Change

Skilling up for the 21st century to build responsible citizens and effective contributors.

Learning Journey

In this transformative initial experience, multiveres explorers embark on a learning journey that spans profound concepts of self and otherness (IDG 1) and the intricate concept of the Multiverse (IDG 2). The foundations of equity form a crucial part of the curriculum, with students gaining insights into the concept's significance in forging a sustainable and just world (IDGs 2, 3, 4). Drawing connections to SDGs 1, 4, 5, and 10, students engage in an analytical exploration of the interconnectedness of these global goals and their profound impact on communities worldwide (IDGs 2, 3, 4). This comprehensive approach fosters a deep understanding of personal identity, and the pivotal role equity plays in shaping a harmonious and interconnected global community.

Key Highlights - Social Impact

Knowledge: Increasing self-awareness and improving understanding of the concept of the multiverse, interconnecteness and global goals. Drawing connections with SDGs and experimenting with IDGs.

Attitudes: Building positive attitudes towards challenges and diversity.

Discourse: Engaging in meaningful discussions. The students can enter playfully and collaboratively into the immersive narrative and connect with the fantasy whilst being able to relate it to reality and real world impacts.

Related Experiences and Outcomes for Scotland's Curriculum

Second Level

Literacy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. LIT 2-07a

Creating Texts

I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. LIT 2-10a

Literacy – Reading

Finding and using information

I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Literacy - Writing

Tools for writing

Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a

Organising and using information

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

Enjoyment and choice

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

TECHNOLOGIES - COMPUTER SCIENCE

Designing, building and testing computing solutions

I can create, develop and evaluate computing solutions in response to a design challenge. TCH 2-15a

TECHNOLOGIES - DIGITAL LITERACY

Organiser: Using digital products and services in a variety of contexts to achieve a purposeful outcome

I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a

Key Highlights - Social Impact

Knowledge: Increasing self-awareness and improving understanding of the concept of the multiverse, interconnecteness and global goals. Drawing connections with SDGs and experimenting with IDGs.

Attitudes: Building positive attitudes towards challenges and diversity.

Discourse: Engaging in meaningful discussions. The students can enter playfully and collaboratively into the immersive narrative and connect with the fantasy whilst being able to relate it to reality and real world impacts.

Episode 1 - Multiverse 12032 - Making Connections | Earth

TNS TV invites Multiverse Explorers to make connections. How do trees communicate through Mycellium? What other connections do we have? How can we learn from nature? They storyboard and film ideas and send it to TNS TV Multiverse Studio.

Their first task is to make a film about trees and the impact of growing and protecting them locally and globally.

Exploring Connection Through Trees and Mycelium Networks

Multiverse explorers creatively tackle the interconnectedness of trees. They envision trees as connected entities through the earth and engage in imaginative discussions by unlocking the box of creativity. The session includes conversations about the symbolic representation of trees, the role of mycelium, and the ways in which trees communicate. This approach not only sparks joy but also enhances understanding of the intricate web of nature.

constructing Narrative and planning a Shoot

Explorers are challenged to create a film inspired by a captivating story. Their journey takes them into the woods, where they map, explore, and playfully imagine the potential communications of trees. In the heart of nature, they produce a short film titled "If Trees Could Talk," utilizing the 5-point story structure and spontaneous improvisations. Guided by TNS TV, they seamlessly translate their woodland experience into a visual narrative, crafting a storyboard that encapsulates the essence of their imaginative exploration.

Learning Journey

This learning journey integrates nature, science, and socio-emotional skills, emphasizing the development of interconnectedness by exploring interdependence. Aligned with SDGs 3, 8, and 16, the focus encompasses inclusive leadership, communication, and self-awareness. Students cultivate leadership skills that prioritize inclusivity, empathy, and ethical decision-making. The curriculum further emphasizes communication skills, fostering collaboration and effective conflict resolution. Rooted in Inner Development Goals 1, 2, 3, and 4, this holistic approach nurtures a comprehensive understanding of the interplay between nature, science, and essential socio-emotional competencies.

screen literacy

In the screen literacy learning journey, students engage in a comprehensive exploration of storytelling through the lens of the 5-point story structure. Additionally, students gain hands-on experience in the art of recording, acquiring the skills needed to bring their stories to life through audiovisual mediums. This multifaceted approach enhances their screen literacy, empowering them to convey impactful messages and develop creative expression.

Related Experiences and Outcomes for Scotland's Curriculum

Literacy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

Creating Texts

Literacy – Reading

Finding and using information

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Key Highlights - Social Impact

Knowledge: Observing and learning about nature, science, and climate impact, aligning with SDGs, rooted in IDGs, and the curriculum.

Attitudes: Gaining a deep understanding of interconnectedness, recognizing the interdependence of various elements in the world through empathetic interactions.

Discourse: Discussing environmental impact and gain the ability to communicate creatively what they have learnt.

Capacity: Gaining creative skills whilst shooting a film and understanding its importance for civic engagement.

Episode 2 - Episode 2 - Multiverse 32203 - Water | Flow

An invitation to capture different states of being. How do we flow in the world? How do we join one part of a story to another one? How do stories flow? Editing one frame to another.

The children are tasked to create a video animation about ocean life and explore SDG 6 clean water and sanitation. They are supported to learn editing and animation skills.

https://vimeo.com/manage/videos/874570893/bc2d7b7d57

Exploring the Essence

of Water

In this session, explorers engage in a lively discussion about the various forms of water—steam, ice, and liquid—and its ubiquitous presence in the world and within us. Using visual aids like the UN SDG clean water map, they delve into the significance of water globally. Conversations extend to topics such as pollution, extinction, ocean acidification, and plastic islands, emphasizing the local impact on their lives.

Crafting a Cinematic Response

Inspired by their insights, the explorers create a film addressing water-related issues, including pollution and the quest for clean water. They share their individual storyboards, and footage, fostering a collaborative and creative atmosphere. The ultimate goal is to contribute to the multiverse by sending a powerful message about the importance of water preservation and the challenges it faces.

Learning Journey

In this dynamic phase of the project, students embark on a multifaceted learning journey, delving into diverse themes. Group work and cooperation take center stage as students form media teams, aligning with the principles of IDGs 3 and 4. The investigation of nature (IDG 2) unfolds as they explore the complexities of climate impact, water cycles, and pollution, linking their discoveries to SDGs 6, 7, and 13. The learning journey continues with a focus on understanding the human condition and our use of water, emphasizing SDG 6 and IDGs 2 and 3. As students make connections between their individual roles and the broader universe (IDGs 1, 2), critical thinking and problem-solving skills are cultivated to address complex global challenges related to climate change and urbanization (SDGs 12 and 13; IDGs 2, 3, 5). The learning experience extends to environmental action (SDGs 13 and 14), fostering global citizenship and cultural competence (SDGs 9, 10; IDGs 3, 4), and instilling a sense of responsibility toward the environment and society. This encourages students to implement problem-solving techniques, create sustainable solutions (SDG 12; IDGs 2, 3, 4, 5), and embrace innovation and creativity to achieve their goals (IDG 5). Through this holistic approach, students are empowered to think critically, collaborate effectively, and contribute meaningfully to the complex web of global challenges.

screen literacy

In the digital literacy learning journey, exploreres embark on a hands-on exploration of essential skills in video editing. They learn the art of transitions, understanding how to connect different segments of a story cohesively. The process includes creating storyboards to plan and structure their narratives effectively. Students also execute a simple 5-point edit, refining their abilities to craft compelling visual stories. Additionally, they acquire practical knowledge in sourcing and downloading images and content from the internet, enhancing their capabilities in digital content creation and storytelling.

Related Experiences and Outcomes for Scotland's Curriculum

Literacy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

Creating Texts

Literacy – Reading

Finding and using information

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Key Highlights - Social Impact

Knowledge: Understanding the complexities of climate impact, the significance of water, water cycles, and pollution, linking their discoveries.

Attitudes: Recognizing the importance and challenges of water preservation.

Discourse: Discussing the topics using new knowledge and express creatively what they have learnt.

Capacity: Exercising new skills creativley by shooting a film and recognizing the importance of communicating their message to the world.

Episode 3 Episode 3 - Multiverse 8123 - Air | Awareness

Being aware of everything around you. What we need to live. We breathe it in, because the trees breathe it out. And again, it is being polluted. Being aware of global warming and climate emergency

https://vimeo.com/manage/videos/874506552/aa08ea393b

Unveiling the Magic of Air

The explorers engage in an imaginative session as they turn the dials to "Imagination" and "Air," revealing an array of bubbles. The agents skillfully demonstrate how these elements hold and visualize air, prompting discussions on the dynamics of their movement—considering weight, space, time, and the flow of air in motion.

Playful Experimentation with Pop Videos

They are encouraged to write rap or rhymes and devise dance moves in separate groups. The agents then facilitate a collective songwriting session, combining words from each group into a song. The final creation is sent as a message to the multiverse, showcasing the transformative power of air in a creative and playful manner.

Learning Journey

In this session, explorers delve into the science of air, exploring the impact of air pollution and heat aligned with SDG 13 and IDGs 2, 3, and 4. They organize into media teams to promote collaboration and the development of new skills, building resilience and emotional intelligence aligned with SDGs 3 and 12. The journey encompasses aspects of breathing physiology and the ecology of air, such as weather, wind, waves, and the stratosphere, exploring the connection between the human condition and each individual's place in the universe (IDGs 1 and 2). Participants also address issues of air quality, health, and environmental awareness. The process fosters empathy, mutual support, and collaborative planning.

Screen Literacy

In the screen literacy learning journey, participants plan and film a pop video, utilizing both physical locations and green screens. They gain insights into various roles such as director, assistant director, script supervisor, and camera person. The process also involves learning how to manage locations and performers effectively.

Related Experiences and Outcomes for Scotland's Curriculum

Literacy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

Creating Texts

Literacy – Reading

Finding and using information

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Key Highlights - Social Impact

Knowledge: Learners explore the impact of pollution on a local and global scale and discuss hoe to mitigate against it.

Attitudes: Learners are able to articulate their feelings and agency through popular culture.

Discourse: Learners co-operate in the writing and filming of a pop video and in the process choose what to highlight

Capacity: Learners build cpacity in roles of camera person, editor, script supervisor, performer,

Episode 4 - Multiverse 6123 Fire | Transformation

Transforms everything. Causes of alchemical reaction. Catalyst for change. The world is on fire. Fire as a catalyst. Creator and destroyer. Socio-emotional learning, is about catalysing, transmutation. The world is burning how can we be responsible with our power ? What fire does and how it changes everything.

https://vimeo.com/manage/videos/874507866/f3c514fc32

Exploring Transformative Concepts

In the journey of self-discovery, participants delve into profound ideas of change—be it irreversible, reversible, or revolutionary. They contemplate change through adaptation, aspiring to be agents for positive change, catalysts for systems transformation, and advocates for the planet's preservation. This exploration equips them with a comprehensive understanding of the multifaceted nature of change.

Casting Wishes into the Fire

As a symbolic act of collective intent, participants prepare to cast their wishes into the fire, vocalizing their aspirations. This ritual acknowledges the power of yearning to manifest change, turning desires and beliefs into tangible realities. The urgency of their yearning underscores the significance of their collective journey. Subsequently, the group reflects on the power of fire, recognizing its dual nature within the multiverse—acknowledging both its constructive and potentially hazardous aspects.

Learning Journey

The multiverse explorers delve into the science of combustion, exploring fire and its dual nature—both destructive and constructive. The lens widens to encompass global issues such as climate impact and global warming (SDG 13), prompting critical reflections on the urgent need for environmental awareness. The hands-on element involves collaborative teamwork, as students build a fire and create a film, fostering skills in cooperation and creativity. The curriculum extends beyond the immediate, addressing strategies for resilience in the face of environmental and economic challenges. Responsible consumption and sustainable living practices are discussed, aligning with SDGs 3, 11, and 12, which focus on health and sustainable communities. The overarching goal is to instill a deep understanding of catalysts for systemic transformation and environmental advocacy through activism. Students are empowered to turn plans and beliefs into action, mastering the art of making things happen within the context of positive societal change, aligning with IDGs 1 to 5.

Screen Literacy

In the immersive journey of screen literacy, students are guided through a dynamic learning experience focused on essential elements. Learning objectives encompass understanding the nuances of light, sound, camera operation, color, character development, and the art of storytelling within a defined setting. The transformative aspect of this journey lies in students adopting various roles, such as director, script editor, assistant director, and specialists in sound, camera, and lighting. Through hands-on engagement, students gain practical insights into the multifaceted world of screen production, equipping them with valuable skills and perspectives in visual storytelling.

Related Experiences and Outcomes for Scotland's Curriculum

Literacy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

Creating Texts

Literacy – Reading

Finding and using information

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Key Highlights - Social Impact

Knowledge: The learners research and articulate their concerns and wishes for a better future than is being predicted.

Attitudes: The learners share and explore their personal and social attitudes towards SDG challenges and how it impacts them personally and what agency they have over it.

Discourse: The learners discuss and debate the causes and responsibilities of global warming and other catalysed changes framed by UN SDG's

Capacity: The learners buiod capacity, knowledge and skills in creating and sharing their opinions and advocacy.

Episode 5 Episode 5: Multiverse 1698 - Equity | Critical Analysis Understanding and Empathy

Understanding and Empathy. Being critical and constructive about how we see the world. What is fair and unfair. What is equality and Equity- they are different- How? How can we change things? Social and emotional learning- to work in a team and see the world from other perspectives. Understanding equity. Encouraging ethical and responsible use of technology to ensure inclusiveness and accessibility. Exploring the role of technology in achieving universal access to quality education and fostering innovation, intercultural understanding, inclusive leadership. Understanding the role of inclusive leadership in advancing social and economic development. Introduction to the concept of different “cosmovisions.“

https://vimeo.com/manage/videos/874509411/c6695cac02

Young Reporters on

a Playful Journey

In this session, participants explores concepts of equity and equality, exploring SDGs 10 and 16. They engage with impactful speeches such as the ones by Martin Luther King and Malala Yousafzai, and analyse the power and influence of symbols and images in various contexts such as advertising and news. Discussions unfold around beliefs, fairness, and apathy, with a focus on detecting positive and fair forces versus negative and unfair ones. The agents transform into reporters, planning interviews and reports on aspects in their school, and are sent out to learn the art of capturing them on camera.

Media Mastery in Action

Agents are divided into groups to collaboratively edit each report under the guidance of teachers. The entire group is immersed in the editing process. Once the edits are completed, the reports are uploaded, and the screen displays rising levels of yearning and equity, while apathy and ignorance decrease. They mysteriously connect with a school from the multiverse, in Brazil. Though initially unintelligible, one of them translates a clear message: "Calling all SOS agents, can you hear me over?" The agents decide on something to send to respond to their counterparts in Brazil.

Learning Journey

In this session, agents embark on a learning journey encompassing various dimensions. They discover social and emotional abilites, exploring teamwork and gaining insights into diverse perspectives (IDGs 3, 4). The investigation extends to understanding equity, equality, and inclusivity, aligning with SDGs 1, 5, 10, 16, and IDG 3. The session emphasizes the ethical and responsible use of technology, ensuring inclusivity and accessibility (SDGs 10, 16), while also examining the role of technology in achieving universal access to quality education (SDG 4; IDGs 3, 4, 5). Participants engage with empathy, intercultural understanding, and awareness (IDGs 2, 3, 4) and analise the significance of inclusive leadership in driving social and economic development (SDGs 10, 16). Additionally, they are tap into the concept of diverse cosmovisions through the analogy of multiverses (SDG 10; IDG 3) and explore strategies for effecting positive change (IDG 5). The session also examines decoding symbols and images to uncover their power and influence in media and society (SDG 10; IDG 2).

Screen Literacy

In the screen literacy learning journey, participants focus on capturing and reporting truth without bias. They study the power of the medium to influence and shape perceptions, emphasizing the creation of unbiased reporting. The journey involves a deep exploration of various perspectives and biases, encompassing planning and shooting news and magazine-style content. Participants gain insights into the complexities of media, distinguishing between fact, opinion, and fiction, and explore investigative journalism. Practical skills are honed through the planning and shooting of both factual and opinion pieces tailored for magazine-style content, followed by hands-on editing for short-form articles.

Related Experiences and Outcomes for Scotland's Curriculum

Literacy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

Creating Texts

Literacy – Reading

Finding and using information

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Literacy - Writing

Tools for writing

Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a

Organising and using information

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

Enjoyment and choice

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

TECHNOLOGIES - COMPUTER SCIENCE

Designing, building and testing computing solutions

I can create, develop and evaluate computing solutions in response to a design challenge. TCH 2-15a

TECHNOLOGIES - DIGITAL LITERACY

Organiser: Using digital products and services in a variety of contexts to achieve a purposeful outcome

I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a

Key Highlights - Social Impact

Knowledge: learners explore media and how it represents events and opinions and then determine how to research and gather opinions and edit them.

Attitudes: Learners explore fairness and SDG's 5, 10 and 16- Gender Equality, reduced inequality, and Peace and justice and strong institutions

Discourse: Pupils debate with and interview adults exploring issues of equity and equality

Capacity: Pupils learn how to plan, script, shoot, edit and share a documentary news style programme.

Episode 6 - Multiverse 3214 - Action | Sharing Responsibility

What have you imagined in the multiverse? What are we going do to to make it real in this world? How do we share the story of our journey and encourage others to do the same?

https://vimeo.com/manage/videos/875513373/6d3484c959

Project Mastery

In this final session, the agents embark on the art of finishing a project, refining aesthetics, and crafting compelling messages for audience engagement. They explore the nuances of bringing a project to fruition, from final touches to polished aesthetics. They dive into the creative process of dressing and shaping the project's message for effective marketing, ensuring it resonates vibrantly with the intended audience.

Community Ventures and Environmental Stewardship

Finally, the agents dicover the realms of enterprise and the creative industry. They have crafted their projects with the intention of offering valuable contributions to the community. Following the completion of their work, the agents engage in reflective practices, contemplating the impact of their endeavors. This underscores the importance of promoting environmental stewardship and sustainable practices, emphasizing the responsibility each agent holds towards the community and the planet.

Learning Journey

This concluding session marks the culmination of a transformative learning journey. The agents focus on completing the project, exploring the nuances of finishing and aesthetics. They engange in the art of sending a message for effective marketing to diverse audiences. The session extends into the domains of enterprise and the creative industry, guiding agents to offer their impactful work to the community. Reflection becomes a vital component, providing agents with the space to contemplate their journey and contributions. Agents are encouraged to champion sustainable practices both at the individual and community levels, developing a deep sense of responsibility towards protecting the planet's invaluable resources. The learning journey concludes by emphasizing the significance of community engagement and active participation in shaping a brighter and more sustainable future.

Screen Literacy

In this concluding session, agents embark on the culmination of their screen literacy learning journey. The focus shifts towards the finalization, and sharing of the films they have passionately crafted throughout the adventure. Agents learn the art of presenting their narratives effectively, ensuring that their messages resonate with the intended audience. As they prepare to share their cinematic creations, this session underscores the significance of effective communication and presentation skills.

Related Experiences and Outcomes for Scotland's Curriculum

iteracy – Listening and Talking

Tools for Listening and Talking

When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. LIT 2-02a

Finding and Using Information

I can recognise how the features of spoken language can help in communication, and I can use what I learn. I can recognise different features of my own and others’ spoken language. ENG 2-03a

As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a

Tools for Listening and Talking

Creating Texts

Literacy – Reading

Finding and using information

Understanding, analysing and evaluating

To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. LIT 2-16a

Finding and Using Information

Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. LIT 2-14a

Literacy - Writing

Tools for writing

Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a

Organising and using information

By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. LIT 2-26a

Enjoyment and choice

I enjoy creating texts of my choice and I regularly select subject, purpose, format and resources to suit the needs of my audience. LIT 1-20a / LIT 2-20a

TECHNOLOGIES - COMPUTER SCIENCE

Designing, building and testing computing solutions

I can create, develop and evaluate computing solutions in response to a design challenge. TCH 2-15a

TECHNOLOGIES - DIGITAL LITERACY

Organiser: Using digital products and services in a variety of contexts to achieve a purposeful outcome

I can extend and enhance my knowledge of digital technologies to collect, analyse ideas, relevant information and organise these in an appropriate way. TCH 2-01a

Key Highlights - Social Impact

Knowledge: The learners learn about organisation of events, caterig, welcoming front of house, interacting with public, public speaking, presentation and recording of events.

Attitudes: The learners practice professional etiquette with public and how to converse and engage with peers and mentors. They also learn how to communicate from a perspective of teacher.

Discourse: The pupils interact with and interview the public on their knowledge and attitudes towards the UN SDG's.

Capacity: The learners and school build capacity around sharing and learning for the community and for impact in wider societal goals.

Returning to their normal lives, students carry the elixir of their experiences and the completed film, which showcases the interconnectedness of the multiverse, promotes the SDGs and the IDGs, and inspires others to embark on their own heroic journeys of self-discovery and global understanding.

Pathway for Social Change

Key Highlights - Continuum of Impact

Short Term

Pupils Teachers and Community engage with the most prescient issues affecting them and through creative immersive journeys discover and practice agency and advocacy around the UN SDG's.
Whilst doing so they activate their imagination and creativity and produce films and digital content.

Medium Term

Pupils Teachers and the local authority learn to apply creative immersive learning journeys into the learning portfolio- developing approaches to delivery of curricuum for excellence, the screen curriculum and the digital and technology curriculum.
Young people develop their social and emotional capacities in relation to challenges they face.

Long Term

School join a global network of TNSTV studios supporting local global communications and co creation of content addressing the UN SDG's and practicing the inner development goals.
The global network empowers youth to share their voices and creative outputs and builds a network of creatively engaged activated citizens with a global platform to be heard.

Learning Adventures:

An Immersive Education Approach

Using Art for Social Change

The development of learning adventures was initially inspired by the transformation of individuals' relationship with nature and their intimate perception of the world. To facilitate this process, narrative and imagination are harnessed as powerful tools. They provide a playful and sensitive lens through which we can connect with reality and find motivation to take action.

Another source of inspiration for this creative approach is the exploration of synesthesia. According to the Cambridge dictionary (Cambridge Dictionary, [online]), synesthesia is "a condition in which someone experiences things through their senses in an unusual way, for example, by experiencing a colour as a sound or a number as a position in space." Incorporating the concept of synesthesia into the educational framework means creating aesthetic experiences by intertwining the senses. Although synesthesia is a rare human condition, as described by Sacks (2007), some individuals experience it intensely. Drawing from this phenomenon, the artistic-pedagogical approach seeks to blend embodied methodologies with experiential learning in this unique and captivating way.

In the book "The Turning Point," philosopher Fritjof Capra (1988) argues that the various crises faced by today's society are interconnected, all stemming from a crisis of perception. Capra contends that we must strive for a new perception of ecology, one that the traditional Cartesian worldview fails to provide. Through imagination and creativity, children embark on a journey to discover this new perception of the world, envisioning a more holistic, ecological, and sustainable future. The world is in need of fresh ways of thinking, feeling, and living. How can children help us in this quest to imagine and plan for alternative futures? Can they simply inspire imagination itself? Moreover, what role does creativity, art, and theatre play in these challenging times?

In our quest for a more holistic perception of the world, we examine childhood and the way children relate to the surroundings and establish interactions through our artistic and pedagogical endeavours. Unlike adults, who primarily interact with the world in a rational manner, children strongly experience the world through embodied thought. This heightened sensitivity to their surroundings makes the impact of the environment more vivid during childhood. By using embodied techniques, we facilitate their understanding of abstract concepts, helping them recognize the environment as an "extended body."

Our goal in this encounter is twofold: to create artwork and facilitate knowledge building while safeguarding the processes of childhood development. So, comprehensive curriculum development intertwines with artistic narrative building by aligning core concepts, assessing content understanding, mapping social impact, and promoting interdisciplinary connections. Continuous interaction ensures an engaging educational journey that fosters creativity and effective learning.

The learning adventures allow collaborative efforts involving school teachers, curriculum advisors, and our multidisciplinary team. Together, we have diligently integrated artistic narratives, play-based learning, embodied techniques, and didactic approaches, a comprehensive curriculum, and provide spaces for alignment with national curricula internationally. Our interdisciplinary efforts are geared towards breaking down barriers, forging connections between different approaches, and addressing the pressing need for reinventing our world.

The resulting immersive education experiences involve multisensory (experiential) and multimodal activities (reading, writing, sensory activities, games, multimedia, interaction with virtual and physical objects), both synchronously and asynchronously. These activities contribute to a portfolio that monitors the overall experience, which is later analysed during the project assessment phase. These assessment parameters provide data for both pedagogical and social impact evaluations. We adhere to the "Continuum of Impact: A Guide to Defining Social and Civic Outcomes and Indicators" (Animating Democracy/Americans for the Arts, 2017). This guide assists in articulating outcomes and indicators to observe and collect evidence of the social impact of arts and cultural endeavours.

Through immersive experiences that interconnect Art, Technology, Education, and Social Impact, the learning adventures aim to strengthen the bond between students, content, and teachers. We employ experience design techniques, immersive storytelling, embodied and active methodologies, and cutting-edge technologies to create innovative learning experiences. We blend fiction and reality, physical and virtual objects, and employ gamified teaching strategies and immersive theatre to design engaging activities that celebrate both the individual and collective creative processes of young people. As Rodari eloquently puts it, "one can observe the world from the height of the human eye, or from the top of a cloud. You can step into reality by walking through the front door, or - it’s more fun - by jumping out of a window" (Rodari, 1982 [1920], p. 25, own translation).

If creativity is harnessed as imagination in action, we have the power to build new worlds and paradigms that break free from violence and oppression. These new narratives will centre on the potency and opportunity of the encounter reshaping interactions. Embedded within diverse worldviews, each cosmovision has its own necessary space.

The Necessary Space and Platô Cultural

Written by: Marcia Donadel, Francine Kliemann and Simon Sharkey

REFERENCES

Animating Democracy/Americans for the Arts. (2017). Continuum of Impact. Available at: http://animatingdemocracy.org/continuum-impact-guide.

Cambridge Dictionary (online). Available at: https://dictionary.cambridge.org/.

Capra, F. (1988). The Turning Point: Science, Society, and the Rising Culture. New York: Bantam Books/Simon and Schuster.

Rodari, G. (1982 [1920]). Gramática da fantasia. Translated by Antonio Negrini; directed by Fanny Abramovich. São Paulo: Summus, Novas buscas em comunicação; v. 11.

Sacks, O. (2007). Musicophilia: tales of music and the brain. New York: Vintage Books.