Teaching Sequence

Work through this resource material in the following sequence:

30+ minutes – Part A: Creative Recovery Examples
2-6 hours – Part B: Student-centered Activities
2+ hours – Part C: Community-centered Activities

Part A: Creative Recovery Examples

Step 1.

Explain that arts and culture have been used during disasters in the past to aid recovery.

Step 2.

Show the following examples of creative recovery after a traumatic event:

Kaiapoi North School mosaic in response to the 2011 earthquakes

Survive and Thrive, a bushfire message from Strathewen Primary School - CFA (https://youtu.be/NC9ELky49gE)

Also:

Video: Giant koala sand art captures Australian bushfires emotions (https://www.bbc.com/news/av/world-australia-51217664)
Interactive: Coffs Harbour Black Summer Exhibition (https://my.matterport.com/show/?brand=0&m=Pq3fDRkukob)

Step 3.

Ask students for their ideas for creatively recovering from the event they have experienced. The class may decide on activities or may form groups and participate in various activities.

Part B: Student-centered Activities

Option 1

Create a shared reflection of what happened before, during and after the event. It is important to not reinforce the trauma by having students relive the experience, but recording a collective experience can help students understand they are not alone.

Examples:

An illustrated book of experiences.
Students become documentary makers and interview each other about their experiences.
A creation of mosaic panels comparing the community before, during and after the event. This could be used to designate a quiet place to sit and reflect, similar to the Kaiapoi North School’s mosaic.
A wall display containing positive interactions they have had with people after the event.

Guiding questions:

What would you say when you're a parent or grandparent and your children or grandchildren ask you “what was it like?”
Compare the disaster to one in another area or country: “What would you say if you were telling the other people what it was like to be in our disaster, so they can find similarities with what they experienced?”

Option 2

Creatively convey how they are feeling or what they are worried about. This could be a piece of artwork, self-portrait, poem, dance, play, piece of music or video. This activity could be revisited over time to convey their changing emotions and feelings. Encourage students to work in groups or have their art be a part of a larger display.

Option 3

Reflect on what they can do to prevent a disaster from happening again, for example, by writing a guidebook or actionable to-do list or making a claymation or instructional video/course that could be provided to an unaffected community or used to prepare the community in the future.

Guiding questions:

If you could visit a friend in the past and give them tasks to complete to prepare for the disaster, what would those tasks be?
What message about preparing for natural hazards do you want our and other communities to hear?

Optional: Students who are creating a video might like to use this Storyboard Template (they’ll need a number of copies) to plan their video. You can provide these instructions along with the worksheet:

A storyboard is used to plan the scenes in your video/animation. In the boxes, sketch what you will think each scene will look like. Then, on the lines next to your sketch, write down what is happening. Doing this will allow you to plan your video/animation more easily.

Option 4

Make a list of activities they enjoy doing and can plan to do to return to normalcy.
For example: Borrow bikes and go for a bike ride, play sport with friends.

Guiding questions:

What activities do you enjoy doing with family and friends?
What resources do you need to participate in that activity?

Option 5

Draw how they want the community to look or feel like in the future.

Guiding questions:

Rebuilding can be an opportunity to make the community even better than it was before. What places, facilities or resources would you like to see in the community after the rebuild?
How do you want the community to feel as you visit the shops or walk through the main streets?

This could be combined with a community arts project. Each student could be given a brick or tile to design which will contribute to a mural, mosaic, pathway, BBQ or garden area.

Creative partnerships with artists can be arranged, some states have grants to facilitate this (see: VIC, WA, QLD, SA, NSW, Regional NSW). You can also visit the Australian Council for the Arts to explore funding options.

Part C: Community-centered Activities

Create connections and build community spirit by involving the community in recovery.

Option 1

Writing letters of support to people in the neighbourhood.

Guiding questions:

How do you want the person to feel when they read the letter?
What do you say to a friend if they are having a hard time and you want them to know you are thinking of them?
How will you deliver this letter and who will it be for? Do you have someone in mind or will it be for a stranger?
What community resources can you add to the letter so the person knows where to go for help?

Optional: Consider how else we can help people feel seen and included as recovery continues over the coming months or years. One example is the COVID-19 rainbow banners and teddy trails.

Option 2

Organise to check in on neighbours, either as a school activity or an after-school activity.

Guiding questions:

Who do you want to visit?
What can you say to make that person feel a part of the community?
Where can they go or who can they ask if they need help?

Optional: You might like to arrange an inter-community buddy system where young people can build longer-term relationships with other community members. This will provide a longer-term sense of safety and connection as recovery continues. Ensure you first ascertain that the individuals or groups selected are suitable for interacting with this age group.

Option 3

Organise an event for the community such as a movie night, art display or performance.

Guiding questions:

Where in the school, or community, can the event be hosted?
Will food be provided? Can a business donate the food or attendees bring a plate to share?
How will the community be informed of the event? Can posters be made and displayed at the local shops?
If there will be a performance, what will it be and who will participate? Will there be rehearsals?
What roles will students who are not performing take? Will there be door greeters, stagehands, tour guides?

Optional: Set up a space in the school (or website) for a revolving gallery (changing the displays regularly). Students could continue to create artworks or performances that the community can visit or be involved in. This would provide a longer-term opportunity for collaboration and connection as recovery continues over time.

Option 4

Create a buddy system of people in the school where each student can regularly check up on another or plan lunchtime activities with them.

Guiding questions:

What activities can be done during lunchtime?
How will buddies be assigned? Will they be from the same year/different level or just within the class?
When and how will you check up on that person? Will it be once a week or more? Will you invite them to a lunchtime activity or find them at lunchtime?

Note: You might like to set a timeline for this, or create formal opportunities for the buddies to meet. Whatever you could do to provide a long-term connection for students is optimal. Sometimes the recovery from disasters can take years.

Extra Support

The school’s wellbeing staff may be overwhelmed with requests for help so students can be reminded about resources they can use at home, such as Kids Help Line, Headspace, QLife and any State or Government support services set up after the event.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching practice today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Disaster Resilience - Creative Recovery

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