Creative activities can also be misunderstood because they are fun and different from expected class activities. They can appear to be only distraction and relaxation, not part of the real work of learning. But they can also generate much excitement. Learners are surprised by the insights gained through creative processes, by their increased creativity as they practice different approaches, their increased sense of connection with others, and the new knowledge they gain as experiences of the process are shared.

During the VALTA workshops, we explored how to integrate creative approaches as important ways of learning and knowing, not simply as a diversion or break. We invited participants to be fully present, to reflect and reveal themselves to others with a wide range of activities. Choosing and decorating a hat to represent the many roles and responsibilities in our lives was a surprising introductory activity that helped us to reflect on ourselves and see each other. We took risks, felt a little silly, and were unsure what purpose the activity might serve. But reflecting back at the end of the course, participants suggested that activities such as these were important in setting a tone, building trust, and revealing the many dimensions of learning that were possible in the course.

In the workshops we used breath work and movement, singing, and visualization to draw us all more fully into the room, into the group and into our learning together. Breath work calmed us and helped us become centred and focused. Movement woke us up, brought us more fully into our bodies and helped us realize our power. Singing helped to link us to each other and to something greater than ourselves. It spoke to or shifted our emotion, fed our spirits, encouraged us to believe in our abilities and sometimes challenged us. Singing and visualization also gave us pleasure and helped us to relax and unwind at the end of a day so that we slept well and returned renewed the next morning. Sound occasionally communicated or indicated our individual moods.

We also encouraged participants to learn and reflect through creating sculpture, pictures and illustrations, and to speak or write about what became visible through that process. We introduced these approaches so that participants could experience the value of them, prepare to try them on their own during the course, and imagine trying them with students. At the same time, we were also integrating them to enhance and broaden the dimensions of learning throughout the project.