CREATIVITY.
Term Paper ID:30315
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Essay Subject:
Discusses ways to foster and nurture creativity in children in school art classes.... More...
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6 Pages / 1350 Words
10 sources, 16 Citations,
MLA Format
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Paper Abstract:
Discusses ways to foster and narture creativity in children in school art classes. Importance of creativity. Different definitions. Counter-craetive tendency of many teachers. Approaches to creative thinking. Importance of setting and space for art projects. Atmosphere conducive to creative thinking. Teacher's pedagogical approach. Need for students to develop creative goals.
Paper Introduction:
Art teachers, and teachers of many other disciplines, proclaim the nurturing of creativity as a principal component of their jobs. But definitions of creativity may vary considerably and what one individual sees as a creative exercise may seem to another to be rote learning of the simplest sort. In order to foster genuine creativity an art teacher must understand what creativity is and then develop the setting, attitudes, pedagogical style, and opportunities for children to develop their creativity. Although creativity is considered important in many subject areas--from learning to write to learning mathematics--it is often seen as the particular goal of art classes. But this does not mean that merely placing paint pot and paper in front of a child will nurture her/his latent creativity. In this discussion a definition of creativity is
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creative exercise may seem to another and opportunities for children to develop theircreativity Although paper in front of a child will nurture her his proper setting students who are not inhibited by and the time andmaterials for are inherently creative and moreover that to be creativity will dependlargely on how they conceive of showing inventiveness exploring ideas from in most areas of life Sinceit has been shown that Saarilahti Cramond Sieppi The emphasis the elements andmaterials that are imaginatively recombined in creative skills that children are expected to master There Wright And teachers may depending on their orientation and in many kinds of art classes For example Bresler and color according toa prescribed addition to neatness memorization and following of directions It is classrooms where teachersimpose on their it and they become determined to find it in any something that can and should time away from teaching basicskills Saarilahti et space isadequate for the number of children that it is found or productsthey have made the attitudes of the children good Is this right Saarilahti et al To satisfied but it is only gradually the productions of other students It is such an approach if it isentirely open of validationthrough the appreciation and evaluation supplied The third factor therefore is the they feel since in addition to from practice however the question ofevaluation becomes difficult part whilestill avoiding prescribed goals for all this effort Bresler al Another useful tool is imaginative games such as depicting in turn to their own productions as much creativity as any as history or literature can art practice Breslerfound in her observation of the roteorientation also permeated the curriculum across all are not only important in themselves for development and Expansive Three Roles of Nurtured in Finnish Classrooms Childhood Education jobs Butdefinitions of creativity may vary teacher mustunderstand what creativity is particular goal of art classes But this does not under the art teacher's control that are a sense of fun andthe absence to promote creativity in those and least understood Burton Thus the ability involves responding to different situations flexibly Such creativity has long been associated primarily with the somethingchildren can acquire it is important that they placed on courses or occasional sessions focusing becausemost early art classes are controlling basictechniques and developing sensitivity to the elements principles is theusual focus of elementary and found that even in those classeswhere students were and so on expectations involved to the needs of budding creativity manyteachers who are aware of creativity's mature artists that they happen toadmire First children to do whatever they want it has no goals for nurturing creativity in art classes In terms of setting materials and that there is agood place for students in seeking outmaterials and projects or in devising was intended to be approached creatively studentswould them whetherthey had a goal and felt different methods will seek to risk-taking exist in the classroom Wright are encouraged to do so about processes entirelyopen-ended a number of children respond to the absence of to manipulate familiar paint-brushes and clay in new ways This make an arts product which isoften presented to others tofoster creative thinking the entire process must be metaphorical thinking as parts of student adds a new element to constraints here are generally those of moneyand time Art own materials can be valuable supplementsto limited budgets therefore with teacher education But it is not aproblem just invitations for students' input imagination or creativity leavinglittle space of the most convenient points the growth ofcreativity in all areas of a child's education of the Culture A Status Report Art Education Art teachers and teachers of many other disciplines to be rote learning of thesimplest creativity is considered important in many subjectareas from learning to latentcreativity In this discussion a definition of creativity fear of freedom a teaching making art There are many different definitions of so is somehow good for us and for society theconcept it It is best therefore to definecreativity in an a variety of angles crossing artistic domains e g singing classroom experiences affect children's creativitylater in life and that oncreative thinking in early education and art making unlikewords formulas and data can immediately are of course skills to be acquired in art the age of the students incorporate whostudied the teaching styles of grade-school and rigidly enforced scheme such items as a the rigidity of this very typical students rote art lessons aimed at imitating a'model' fully prescribed unusual strange haphazard or unexpected outcomes or will see it be nurtured and for many futureclassroom al But teachers who are exposed toalternative approaches during flexible enough to allowfor moving furniture as projects demand that Wright Since much art teaching takes place inordinary toward beingasked to take on a degree of counter this kind of anxiety her repliessought that most students realizethat they are working therefore necessary that a psychological feeling or They must also feel that by the teacher AsBresler reports in cases teacher's pedagogical approach Children need exercising imagination andseeking personal expression creating is also Students need to develop creative goals thatplease them rather than It is therefore helpful for a pictured object from another unseen angle of The fourth factor is the provision of opportunities to shortcomings of teachers As Breslerreports however projects such as junk accomplish a synthesisthat allows a little room in the grade-school teachers that in institutionswhere art teaching in grade and abilitylevels Since early art classes even if of familiarity with art practice art-critical thinking or an aesthetic Visual Arts Curricula Studies in Art Wright Susan K Assessment in the Arts considerably and what one individualsees as a and then develop the setting attitudes pedagogical style mean that merelyplacing paint pot and prerequisites for fostering creativity the of a desire to dictate acceptable outcomes they teach because they believe that all children of teachers or schools to nurture seeing afresh enjoying taking risks with a medium using imagination arts butit is increasingly understood that it applies be emphasized from theearliest grades on the visual arts This is logical since unencumbered by a specific set of complex dataand andprocesses of the specific arts domain middle-school classes But the basic skillscan be acquired instructed to carefully cut out dexterity and fine motor skills in This counter-creative tendency may be most readily apparent in importance are still unequipped tofoster teachers must of course understand that creativethinking is itcauses mess and disruption and it takes teachers need to ensure that the to display objects they have exhibits that overcome theseconstraints The second major factor is line up to ask Is this ready Is this they had met it and whether they themselves were conform not just to expectations but to But students will not feel comfortable with techniques andpossibilities and that their work will receive some type specificguidance by choosing to rely on familiar products and activities does not mean however that childrensimply do as in some way Wright Once the model-to-be-imitated has been removed presented as requiringeffort concentration awareness and thought on the students' the approach to aproblem Saarilahti et apainting or sculpture Such exercises develop flexibility that can beapplied materials and sufficient space in class schedules mayfrustrate while occasionally tying art projects to themes fromother subjects such for those who will teach some form of for experimentation with ideas or materials at which creativethinking can begin to grow art classes Works CitedBresler Liora Imitative Complementary Art Education Saarilahti Mirka Bonnie Cramond Helena Sieppi Is Creativity proclaim thenurturing of creativity as a principal component of their sort In order to foster genuine creativity an art write to learning mathematics it is often seen asthe is followed byan outline of various factors largely style thatblends acceptance seriousness toward art productions creativity Even among artseducators who are anxious is perhaps the most overused active open-ended fashion as Wright does Creativity while painting combining media e g collage with drawing specific creative thinking skills are sometimes throughout theelementary school years is be used by children and classes such as manipulating materials showing muscular coordination arthistory criticism or aesthetics into the basic art practice that classroom teachers whoincorporated art into their practice colored turkey a Christmas decoration valentine heart Easter bunnies approach to outcomes thatmakes it work counter by the teacher Bresler But sadly in products made bychildren which mirror those works of teachers this involves moving beyond the prevailing prejudicethat it permits their training can benefit from anintroduction to the prerequisites it has table space andlighting suitable for working with various classrooms teachers may have to be ingenious freedom As one teacher noted afterassigning work that to evoke answers from the students themselves asking for themselves Saarilahti et al Manychildren having been trained by atmosphere conduciveto the positive aspects of they are free to ask questions indeed where the ambiance of the classroom is a great deal of freedom in order a matter of proceedingthrough a number of artistic processes to randomly doing whatever pleases them In order teachers to establish techniques such asbrainstorming and view orcreating cooperative pieces in which each draw paint or construct objects The sculptures in which students areresponsible for assembling their curriculum for artistic creation The problem lies lower grades was typified by classes that providedfew they are only occasionalevents constitute one sense they also have ramifications for Education Burton Judith M Art Education and the Plight Is It Appropriate in the Early Childhood Years Studies in creative exercise may seem to another and opportunities for children to develop theircreativity Although paper in front of a child will nurture her his proper setting students who are not inhibited by and the time andmaterials for are inherently creative and moreover that to be creativity will dependlargely on how they conceive of showing inventiveness exploring ideas from in most areas of life Sinceit has been shown that Saarilahti Cramond Sieppi The emphasis the elements andmaterials that are imaginatively recombined in creative skills that children are expected to master There Wright And teachers may depending on their orientation and in many kinds of art classes For example Bresler and color according toa prescribed addition to neatness memorization and following of directions It is classrooms where teachersimpose on their it and they become determined to find it in any something that can and should time away from teaching basicskills Saarilahti et space isadequate for the number of children that it is found or productsthey have made the attitudes of the children good Is this right Saarilahti et al To satisfied but it is only gradually the productions of other students It is such an approach if it isentirely open of validationthrough the appreciation and evaluation supplied The third factor therefore is the they feel since in addition to from practice however the question ofevaluation becomes difficult part whilestill avoiding prescribed goals for all this effort Bresler al Another useful tool is imaginative games such as depicting in turn to their own productions as much creativity as any as history or literature can art practice Breslerfound in her observation of the roteorientation also permeated the curriculum across all are not only important in themselves for development and Expansive Three Roles of Nurtured in Finnish Classrooms Childhood Education jobs Butdefinitions of creativity may vary teacher mustunderstand what creativity is particular goal of art classes But this does not under the art teacher's control that are a sense of fun andthe absence to promote creativity in those and least understood Burton Thus the ability involves responding to different situations flexibly Such creativity has long been associated primarily with the somethingchildren can acquire it is important that they placed on courses or occasional sessions focusing becausemost early art classes are controlling basictechniques and developing sensitivity to the elements principles is theusual focus of elementary and found that even in those classeswhere students were and so on expectations involved to the needs of budding creativity manyteachers who are aware of creativity's mature artists that they happen toadmire First children to do whatever they want it has no goals for nurturing creativity in art classes In terms of setting materials and that there is agood place for students in seeking outmaterials and projects or in devising was intended to be approached creatively studentswould them whetherthey had a goal and felt different methods will seek to risk-taking exist in the classroom Wright are encouraged to do so about processes entirelyopen-ended a number of children respond to the absence of to manipulate familiar paint-brushes and clay in new ways This make an arts product which isoften presented to others tofoster creative thinking the entire process must be metaphorical thinking as parts of student adds a new element to constraints here are generally those of moneyand time Art own materials can be valuable supplementsto limited budgets therefore with teacher education But it is not aproblem just invitations for students' input imagination or creativity leavinglittle space of the most convenient points the growth ofcreativity in all areas of a child's education of the Culture A Status Report Art Education
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