The Arts · Grade 9

Active learning ideas

Ideation and Brainstorming Techniques

Active brainstorming techniques work because creativity thrives on movement, collaboration and low-stakes risk. When students swap ideas in pairs, chain associations in small groups, or sketch under constraints, they build confidence and fluency with the creative process.

• Ontario Curriculum Expectations
• VA:Cr1.1.HSII
• TH:Cr1.1.HSII
• DA:Cr1.1.HSII
• MU:Cr1.1.HSII
• +1 more

• 25–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Carousel Brainstorm
• 25 min · Pairs

Pairs: Mind Map Swap

Pairs choose a theme like 'movement'. Each spends 8 minutes mind mapping individually, then swaps papers to add three branches. Partners discuss novel ideas generated and vote on the most creative addition.

Compare different brainstorming techniques for their effectiveness in generating novel ideas.

Facilitation Tip

During the Pairs Mind Map Swap, sit with each pair for 30 seconds to model how to ask clarifying questions like 'How does this branch connect to your core theme?' to deepen their thinking.

What to look for

Provide students with a prompt, such as 'Imagine a new form of transportation.' Ask them to spend 5 minutes using mind mapping and 5 minutes using free association. Then, have them write one sentence comparing which technique yielded more surprising ideas for them personally.

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Activity 02

• Carousel Brainstorm
• 30 min · Small Groups

Small Groups: Free Association Chain

Form groups of four. Start with a prompt image or word tied to self-expression. Each member adds one association (word, sketch, or phrase) in turn for 10 rounds. Groups then cluster associations into a central concept.

Design a visual journal entry that explores a personal theme or concept.

Facilitation Tip

In the Small Groups Free Association Chain, hand each group a timer and remind them that each link must be drawn or written before passing it on to keep momentum flowing.

What to look for

Students share their visual journal entries with a small group. Each student provides feedback on one entry, answering: 'What personal theme or concept do you see explored?' and 'What is one visual element that effectively communicates the idea?'

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Activity 03

• Carousel Brainstorm
• 40 min · Whole Class

Whole Class: Constraint Brainstorm

Present a tight constraint, such as 'redesign a chair using only recycled paper'. Students brainstorm solo for 5 minutes, share one idea per person in a full-class whip-around, then vote on top concepts.

Analyze how constraints can sometimes foster greater creativity in the ideation phase.

Facilitation Tip

For the Whole Class Constraint Brainstorm, post the rule on the board and enforce it strictly with a timekeeper to show how boundaries focus creative energy.

What to look for

Pose the question: 'How might the constraint of using only three colors affect your approach to a painting compared to having an unlimited palette?' Facilitate a class discussion where students share examples of how limitations can focus creative energy.

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

Activity 04

• Carousel Brainstorm
• 35 min · Individual

Individual: Visual Journal Sprint

Students select a personal theme and create a double-page journal spread using mixed media in 15 minutes. Follow with self-reflection: note one surprise connection and one idea to develop further.

Compare different brainstorming techniques for their effectiveness in generating novel ideas.

Facilitation Tip

During the Individual Visual Journal Sprint, circulate with a checklist to notice how students mix text and visuals, nudging those who default to lists to include quick sketches.

What to look for

Provide students with a prompt, such as 'Imagine a new form of transportation.' Ask them to spend 5 minutes using mind mapping and 5 minutes using free association. Then, have them write one sentence comparing which technique yielded more surprising ideas for them personally.

• Remember
• Understand
• Analyze
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teachers should model their own brainstorming in real time so students see the messiness of early ideas. Avoid rushing to the 'best' idea too quickly, and instead emphasize quantity and wildness first. Research shows that students benefit from seeing how adults revise and combine ideas, so share your own mind map or journal pages with the class.

Successful learning looks like students using mind maps to generate ten related ideas, free association chains to produce unexpected connections, constraints to channel energy into original solutions, and visual journals to document personal reflections with purpose.

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Watch Out for These Misconceptions

• During the Pairs Mind Map Swap, watch for students who stop after three branches or judge ideas as 'good' or 'bad.'

  Prompt pairs to add five more branches by asking, 'What else does this remind you of?' and remind them that the first rule is no editing or criticizing ideas yet.

• During the Small Groups Free Association Chain, watch for students who treat it like a competition or correct each other’s links.

  Remind groups that the goal is to build on the last idea, not judge it, by modeling how to say 'Yes, and...' when sharing responses.

• During the Individual Visual Journal Sprint, watch for students who doodle without connecting ideas to the core theme.

  Guide students to write a one-sentence reflection at the top of their page, then ask them to circle any image or word that connects back to that sentence.

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Methods used in this brief

• Carousel Brainstorm