(Term 2 and Term 3, 2025)
Overview:
The project was designed to immerse students in the stories, textures, and elemental forces that shape their local environment. Through the twin lenses of Textured Topography and The Elements of Clarkson, learners explored the suburb’s natural features, Indigenous and settler histories, and visions for a sustainable future. Using collage, stitchery, and air-dry clay, students transformed maps, memories, and materials into expressive artworks that celebrated Clarkson’s identity and connection to Country. Emphasising imagination, inquiry, and collaboration, the program nurtured creative habits of persistence and discipline while deepening environmental understanding. Over the course of the term, students grew as creative thinkers and changemakers, culminating in a vibrant Showcase in Rooms 10/11 that celebrated their artistic interpretations of place and their hopes for a greener, more connected community.
WHAT WE DID
Project overview:
The Stories of Place: Textured Topography & The Elements of Clarkson project invited students to explore the history, geography, and evolving identity of their local area through an artistic and environmental lens. Integrating the Western Australian Humanities and Social Sciences and Visual Arts curricula, students examined Clarkson’s landscape, Indigenous heritage, settler history, and future sustainability. Through collaborative making, textile art, and the creation of elemental artefacts from
air clay, learners engaged in a tactile journey that connected creativity, place, and purpose. The project culminated in a community Showcase that celebrated students’ artistic interpretations of Clarkson’s past, present, and future through the lens of the six natural elements—air, water, earth, fire, metal, and wood.
How did we make the curriculum come alive?
We made the curriculum come alive by connecting local history and geography with hands-on creative arts practice. Students investigated how people have shaped—and been shaped by—the natural landscape of Clarkson and the wider City of Wanneroo. Using materials such as textiles, fibres, and air clay, they transformed factual learning into expressive artworks that mirrored geographical textures, elemental forms, and cultural narratives. These artistic explorations allowed students to experience the curriculum through active inquiry, creativity, and sensory engagement.
How did we make the 5 Habits of Learning come alive?
The 5 Habits of Learning—Inquisitive, Persistent, Collaborative, Imaginative, and Disciplined—were woven throughout the project. Students practised curiosity through historical research and questioning, persistence through refining their textile and clay work, collaboration during group inquiries and art installations, imagination in linking the elements to human stories, and discipline in bringing together their artworks for the final display. Each creative habit was explicitly discussed, reflected upon, and showcased as part of their artistic process.
How did we activate student voice and learner agency?
Student voice and agency were central to the process. Learners selected which aspect of Clarkson’s story or element most resonated with them and determined how to represent it artistically. They co-designed components of the exhibition, contributed to titles and artist statements, and led parts of the display setup. Their individual choices shaped the collective narrative of Clarkson’s past, present, a imagined future—ensuring authenticity and ownership in every step of the creative journey.
How did you develop creative and critical thinking skills in the students?
Creative and critical thinking developed through inquiry, experimentation, and reflection. Students engaged in cycles of research, making, discussion, and revision—mirroring the design thinking process. They analysed visual and historical sources, interpreted the meaning of materials, and articulated connections between art, environment, and culture. Through guided reflection journals and peer critique, students learned to assess their creative decisions, justify artistic choices, and refine their work with increasing confidence and insight.
How did you link your project to the UN Sustainability Goals?
The Stories of Place: Textured Topography & The Elements of Clarkson project is underpinned by the United Nations Sustainable Development Goals, particularly Goal 11: Sustainable Cities and Communities, Goal 13: Climate Action, and Goal 15: Life on Land. Through creative inquiry, students explored how communities can live in balance with the environment—protecting native landscapes, restoring ecosystems, and valuing cultural heritage. By examining Clarkson’s evolving story from pre-settlement to the present and imagining a green future, learners developed a sense of stewardship and responsibility toward their local environment. Their artistic responses and elemental artefacts express a shared vision of sustainability, demonstrating how creativity and community awareness can inspire meaningful action toward a more resilient world.
WHAT WAS THE IMPACT?
(What was the impact of the project on different stakeholders and how do you know? Try to provide evidence for each area you identify.)
Student Quotes:
“Everyone gets to work together and figure things out. We get choice, and we try our best.”
“Collaboration. I used to not want to be paired up with certain people, but now I’m happy to work with different people.”
“When we play the warm-up games where you don’t know what’s coming. You really have to think hard.”
Teacher:
“The students in Room 10 were highly engaged throughout the Creative Schools program. One of our main goals was to strengthen connections with the community and foster pride in our local area. As the program progressed, students explored fascinating facts about how their homes, school, shops, and playgrounds have developed and changed over the years. The program also allowed students to express their understanding through various artistic forms such as poetry, printmaking, and stitchery. A significant highlight was the integration of the Five Habits of Learning, with notable growth observed in the area of collaboration. Students demonstrated increased confidence in sharing ideas, problem-solving as a team, and contributing to group discussions. We thoroughly enjoyed every stage of the journey, from the reflections and creative processes to the final showcase. The showcase was a wonderful celebration of student learning, and we received overwhelmingly positive feedback from parents. Many families expressed pride in their children’s presentations and shared that they continued the conversations and learning at home. Moving forward, we are excited to build on this success by continuing to explore the poetry techniques we learnt from the incredibly talented and patient Naomi. As teachers, we are also eager to find meaningful ways to embed the Creative Schools philosophy into future programs, ensuring creativity and community connection remain a central part of our classroom culture.” Brooke Lazarakis (Teacher)
Creative Practitioner:
“Throughout the project, we observed significant growth in students’ ability to collaborate. Initially, many worked well in pairs, but group work was challenging. As the unit progressed, the students began to listen actively, negotiate creative ideas, and build upon one another’s contributions. Their developing teamwork reflected the strength of the Creative Schools approach in nurturing authentic collaboration and shared ownership of learning. One of the highlights of this project was seeing students express their understanding through multiple creative pathways. The integration of visual, tactile, and verbal modes allowed every learner to find a voice. Students who previously struggled with traditional writing tasks were able to demonstrate their thinking through their artmaking, short burst poetry and oral reflections.” Naomi Bell (Creative Practitioner)
Parents:
“He enjoys Creative School. He actually tells me about what they did before I ask. He really likes the warmup games especially when they get to go outside. He likes trying different things, but sewing was tricky.” (Parent)
Showcase quotes:
Students:
“My dad thought our room looked amazing. He said I should be proud and I am. He wished school could be like that when he was a kid.” (Student)
“We all worked together to put our work out on display. We were busy until the last minute and our parents had to wait a little bit. My mum was so surprised she thought our art was beautiful and she learnt things from our work about Clarkson she didn’t know. I think the parents were really impressed. It felt good to show them what we had done in Creative Schools.” (Student)
Creative Practitioner:
“The final stages of exhibition preparation brought an evident sense of pride and accomplishment. Showcasing their community’s stories in their art, writing and research was a powerful reflection of their creative and personal growth. The student’s pride and parent’s pride was a joy to witness.” (Creative Practitioner)
Parent:
“My daughter comes home and talks about different things she’s been learning in Creative Schools, especially how they’ve been collaborating. Her favourite was the game they played about getting to 24 — she was so excited about how they figured it out. She also came home and shared what she’d learned about our suburb, which I thought was really cool because there were things I didn’t actually know either. Today she did some presenting at the showcase. She’s a very outgoing person, but she usually gets quite shy when standing up in front of people, so that took a lot of courage for her. I was really proud of her.” (Parent)
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