Introduction:

Imagination: The very word seems to sparkle with possibility, and

brings to mind a childlike energy and spontaneity that most of us
know we should try to attain more often, even if we don't always
know how.
It is accepted as the innate ability and process of inventing partial or
complete personal realms within the mind from elements derived
from sense perceptions of the shared world. The term is technically
used in psychology for the process of reviving in the mind, percepts
of objects formerly given in sense perception. Since this use of the
term conflicts with that of ordinary language, some psychologists
have preferred to describe this process as "imaging" or "imagery" or
to speak of it as "reproductive" as opposed to "productive" or
"constructive" imagination. Imagined images are seen with the
"mind's eye".
I.

Objectives:
1. Use imagination as a tool for your creativity
2. Know the importance of imagination to connect it to your
concentration.
3. Asses your own imagination through varied activities.

II.
Activate prior knowledge
1. Make art.
Paint, draw, mold, build, sculpt. Use natural or generic
materials.
2. Fold a creature
Each person begins by drawing the head of an imaginary
creature at the top of a blank sheet of paper, being sure to
include a neck. When each person is done, she folds
down the top of the page to leave just the edge of the neck
visible, then passes the paper to the person on the left.
Everyone then takes the sheet of paper just received and
continues to draw a body from the neck down with arms
and a middle. When this part is finished, again each artist
folds her paper leaving just the bottom of the middle
visible. Once more, papers are passed to the left. Players
then draw the bottom part of a body, including legs, on
the piece of paper just received. When done, unfold the

papers to see the monsters that were jointly created.

3. Brush less painting

Anyone can paint with a brush. For this activity, find
things around the space that is available and can paint
with that aren't brushes. String will work, or odd bits of
sponge, broken pencils, rubber bands, strips of yarn or
fabric, apples cut in half, or even a discarded action figure
or doll. Spread some newspaper on a table or the floor,
lay some washable paint out in small bowls or plates, give
your child a large sheet of paper (at least 18 by 24
inches), and see what develops.
4. Hidden stories
Have the students spend 15 minutes hunting around the
space for three objects he either hasn't noticed or hasn't
paid much attention to before. They should come from
one of the common rooms of the house/room, not from
anyone's bedroom, and they shouldn't be fragile. When
time is up, have him present you with the objects one by
one. Your job is to tell him a story about that object -where it came from, who it came from, where you were
when you got it, why you might have kept it, and just
about anything at all. Do that for all three objects. Then
have him make a story -- either with words or pictures -that ties all three objects together.

III.
Acquire new knowledge
1. Discuss the power of imagination using our sensory motors.
Sight
Touch
Taste

IV.

Hearing
Smell

Application

Mini- Playback theater

the teacher will ask for a volunteer from the audience and
tell his/her story.
There will be 4 actors on the stage
They will act out the story as it is using their imagination.
They will have beginning, middle and end with no scripts
but their imagination only.

V.
Assessment
1. What did you learn about the activity?
2. Does it help you to have a powerful imagination?