Open Access
Table 1
Aims and major activities of three Creative Health workshops.
| Workshop activities | Required skills |
|---|---|
| BODY | |
| AIM: To understand about your own body (heart, lungs, and blood), health, and underlying science. | |
| Presenting what you know | |
| • Write on sticky notes some knowledge, beliefs, or experience related to blood, heart, and/or lungs | • Think logically |
| • Post sticky notes on a Venn diagram (overlapping circles marked as blood, heart, and lungs) | • Share ideas |
| Presenting “Kamishibai” (storyboards) | |
| • Student groups examine storyboards and select a historical figure | • Work collaboratively |
| • Plan each person’s role, practice, and present the storyboards to the whole class | • Public speaking |
| Measuring and graphing | |
| • Students in each group share a pulse oximeter to measure and record their heart rates | • Think scientifically and mathematically |
| • Plot heart rates on a Cartesian grid and study its shape | |
| FOOD | |
| AIM: To understand how your health is supported by others through learning about healthy foods (well balanced foods for anemia prevention). | |
| Quizzes | |
| • Learn about roles of iron in body from car cartoons (car seats represent iron) | • Make healthy choices |
| • Learn to pick foods rich in iron and vitamins from samples and pictures (including local foods) | |
| Drawing and presenting | |
| • Students draw what they ate for dinner the day before | • Apply learned knowledge in daily life |
| • Discuss what to add to make it more iron-rich | |
| • Present the iron-rich menu to others | |
| Sampling | |
| • Observe cooking demonstration and sample iron-rich food | • Learn how to prepare foods |
| ACT | |
| AIM: To explore how your life is connected with your environment and promote confidence to act (theater approach) in community development. | |
| Introductions and Warming-up | |
| • Active and concentration exercises | • Express oneself with actions and voice |
| • Work collaboratively | |
| Preparing for a performance | |
| • Make groups of 5–6 people | • Think and discuss about foods and how they are produced, prepared, and eaten in their community |
| • Students in each group think about and discuss their favorite foods and the reasons why. Groups choose one food and present reasons for choice | • Make choices |
| Performing | |
| • Groups create a short drama scene about the selected food (about 30 seconds-one minute) using actions and sounds | • Create a performance to explore and express ideas to others |
| • Practice and rehearse | |
| • Show back to each other and discuss | |
Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.
Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.
Initial download of the metrics may take a while.