Case Study: School Art Incursion at Davis Creek Primary School
Dya Australia recently delivered a Surprise: Meeting an Artist school art incursion with Year 3 students at Davis Creek Primary School, designed to support student engagement, confidence, and self-expression through a structured creative learning experience.
The workshop introduced students to the idea of encountering an artist and responding through their own creative process. This approach reflects a growing emphasis in education on arts learning to support wellbeing for students and teachers.
While the session centred around hands-on art-making, the intention extended beyond the activity itself.
The school was looking for a more inclusive way to engage students, particularly those who may not naturally connect with traditional classroom approaches.
The Challenge: Bringing Creative Exploration Into the Classroom
Davis Creek Primary School was not simply looking for an art activity.
Teachers identified the need for a more engaging and inclusive approach that could support a wider range of students. This included those who may be less confident, less likely to participate, or less responsive to structured, performance-based learning environments.
There was a clear need for:
- a more inclusive way for students to participate
- support for confidence and self-expression
- an approach that could reach students who may not typically engage
- a hands-on, low-pressure environment with no “right or wrong”
This reflects a broader challenge across classrooms, where student engagement is closely linked to emotional and learning conditions.
At its core, the challenge was about creating a balance between learning and wellbeing, ensuring students felt safe to contribute, explore, and express themselves.
The Approach: Designing a School Art Incursion That Supports Every Student
Dya Australia delivered the Surprise: Meeting an Artist program as a structured school art incursion designed to meet these needs.
The experience introduced students to an artist-led concept, encouraging them to respond through their own ideas and interpretations. This shifted the focus away from producing a “correct” outcome and toward exploration and personal expression.
The approach emphasised:
- learning through doing
- guided but flexible creativity
- individual interpretation within a shared theme
- a safe and open environment
Students were supported through a process that removed pressure and allowed them to engage at their own level.
This was not positioned as a typical art session.
It was a designed creative learning experience that supports both engagement and emotional safety.
The Experience: How This School Art Incursion Engaged Year 3 Students
Students participated in a hands-on art-making process where each student created their own work inspired by the idea of “meeting an artist”.
The structure was intentionally simple and accessible, allowing students to engage without overthinking. This created space for experimentation, imagination, and ownership.
As the session progressed, a noticeable shift occurred.
Students who were initially hesitant became more involved. Quieter students began to participate more actively, and engagement increased across the group.
Research shows that arts-based learning can support inclusive participation and student development, particularly for students who may not engage in traditional formats.
The energy in the room moved from
unsure and reserved to engaged, focused, and connected
Students were not only completing an activity. They were expressing ideas, making creative decisions, and building confidence through the process.
Event Highlights: Inside the Davis Creek Primary School Art Incursion
The Outcome: Building Confidence, Engagement, and Inclusion Through Art
The impact of the school art incursion was evident through both observation and teacher feedback.
Students were more engaged than expected, with increased participation across the class, including those who do not usually contribute in traditional settings.
Teachers noted that the workshop created a safe and supportive space, allowing students to open up and express themselves more freely. Many students demonstrated a clear sense of confidence and pride in their work.
Key outcomes included:
- increased student engagement
- improved confidence and willingness to participate
- inclusive learning across different ability levels
- strong self-expression and creative thinking
- a calm, focused classroom environment
Why This School Art Incursion Matters for Student Learning and Wellbeing
This incursion reinforces an important insight:
Creativity is not an extra. It is a tool for learning, wellbeing, and connection.
When students are given the opportunity to engage in a safe, structured, and hands-on way, they are more likely to participate, take creative risks, and express their ideas.
What Teachers Observed
“Dya delivered a highly organised and engaging session. The facilitator was approachable and adapted well to the students, creating an inclusive environment. The option for alternative activities, such as games, was particularly valuable in ensuring every student felt comfortable participating.”
Gabby, Classroom Teacher, Davis Creek Primary School
Explore School Art Incursion Programs
Dya Australia works with schools to deliver school art incursion programs such as Surprise: Meeting an Artist, supporting student engagement, confidence, and inclusive participation.
If you are looking to bring this type of experience into your school, you can learn more here.