BY Aditi Jain, PYP Visual arts facilitator at Prometheus school, Uttar Pradesh, India
Co-creation in education is a powerful approach that actively shapes students' learning journey. When learners take part in setting success criteria, they develop a deeper understanding of expectations, take ownership of their progress, and engage in meaningful self-assessment. This collaborative approach transforms assessment from a top-down process into an authentic and student-centred experience.
I implemented co-creation in my Year 3 classroom while exploring Notan art as part of our Unit of Inquiry under the theme How the world works. The central idea, that light and sound help people experience their world, was integrated into Visual Arts through the line of inquiry: the manipulation of light. This inquiry led students to explore Notan art—a Japanese art form that plays with light, shadow, and symmetry—providing an excellent opportunity to co-create learning goals and assessment criteria.
Student engagement & the learning process
The journey began with an image-based provocation to assess prior knowledge. The initial responses varied—some students found the image amusing, while others were skeptical about its possibility. These reactions sparked curiosity and discussions around light, shadow, reflection, and symmetry.
As students examined more examples of Notan art, they began connecting the artistic technique and scientific concepts of light and shadow. They then conducted independent research, bringing newfound insights back to the class. This collaborative inquiry naturally led to brainstorming the essential elements of Notan art, forming the foundation of our success criteria.
From this starting point, students attempted their first Notan artworks, followed by a structured peer feedback session using the Glow and Grow technique. This allowed them to critically assess each other’s work by highlighting strengths and areas for improvement. Through this process, students refined their understanding of the art form and became more thoughtful about their creative choices.
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Developing Key Skills Through Co-Creation
To deepen engagement, I introduced a digital tool—Padlet—where students shared their reflections and set three personal goals for their final Notan artwork. While analyzing their responses, I noticed that skill development was missing from their goal-setting. To address this, I facilitated a class discussion on the role of cutting and pasting techniques in achieving precise Notan designs. Through debate and consensus, students agreed to incorporate this essential skill into their success criteria.
The final step in our co-creation journey was designing a rubric together. By actively participating in this process, students demonstrated critical thinking, collaboration, and self-management—key IB learner profile attributes such as thinkers, communicators, and reflective learners were evident throughout. The experience reinforced that co-creation is about making learning visible and nurturing agency and responsibility.
Reflections & takeaways
This approach brought many successes:
- Students moved from curiosity to confident creators, engaging deeply with Notan art and refining their skills.
- Peer feedback enhanced their ability to articulate thoughts and appreciate constructive criticism.
- Goal-setting and rubric development empowered students to take ownership of their progress.
Challenges included guiding students towards identifying technical skills in their goal-setting and ensuring equitable participation in discussions. However, structured conversations and voting mechanisms helped navigate these hurdles.
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Broader impact & next steps
Co-creation aligns seamlessly with inquiry-based learning by fostering student-driven exploration and self-reflection. While this example is from an IB classroom, the principles are universal—educators across various curriculums can integrate co-creation to enhance student agency and learning outcomes.
To begin co-creating success criteria in any classroom:
- Start with inquiry-based discussions to build foundational understanding.
- Encourage student research and brainstorming to formulate key learning elements.
- Use peer feedback techniques like Glow and Grow to refine ideas.
- Incorporate goal-setting and self-assessment using digital or physical tools.
- Co-develop rubrics to ensure clarity and accountability in learning expectations.
By embracing co-creation, educators can cultivate a learning environment where students feel valued, responsible, and deeply engaged in their educational journey.
