Curiosity to stimulate and spark, interest, attention and desire to know.
Creativity to bring something into existence that is genuinely new and original
Risk Taking by willingness to be unconventional and bold, such that one's personal growth as a young artist is enhanced.
Why? Letting their innate nature to bloom to be self directed learners To EXPLORE the complex world around them without putting pressure on their capabilities Retaining lifelong learning about the world around them. Aiming to develop confident, skilled, creative, risk takers to discover and invent to change their lives and of the world in the future.
Where do I begin? Teaching Art and being a Creative Artist Language level Learning Stage Focus and interest Instructions, plans and flexibility Learning and developing technical skills Sufficient guidance and positive feedback Creating original work
Why through Visual Art? It empowers children to communicate ideas that words and numbers cannot always help them adequately to express. (Grade 2: Self- Portrait: Lines and shapes/ color contrast and interests)
Why is integration necessary? To create ‘out of the box thinkers’ to increase cognitive capacities of children to make connections to other subjects and relate to real life experiences. Grade 3: Integration Language Art/ Social Studies cover for the ‘Wild Island’ travel brochure . Art skills: Texture/ recycled paper collage/ overlapping/ contrast/ negative and positive space/ cut and paste/ Ref. Henri Matisse’s work - PowerPoint presentation
We can create Inventive Thinkers just by integrating a simple subject matter: Art History and Culture ‘Day of the Dead’ Mexican Mural Integration: High School Spanish Class
Benefits from curiosity, creativity and risk taking: We retain and learn by making interconnections. There is no guess work about whether the connections have been made by the students, the connections will be clear. It strengthens skills that the students encounter in one content area by practicing in another, while learning different skills and techniques enhance the subject matter. The students will know how to transfer their acquired knowledge to other contexts Individual abilities and interests are discovered
Students’ Phases: Plan work showing lines/ shapes and colors Techniques Believe in their abilities In the Process: Work to reach goals Flexibility is welcomed Interest in their work Teach themselves Help others Seek help when needed Upon Completion: Evaluate their work Understand that hard work is the success Have positive self-images of themselves as learners Use what they have learned to adapt to new situations
From the scraps ‘A Community’ Result: Curious + Creative + Risk Takers= Inventive Thinkers
What do the children say? Do you like art ? Yes. Why do like art? Because it is fun. Why do you think it is fun? You get to create what you want to. How do you create what you want to? (Thinking) From my mind.
Where does tech come in? Digital grayscale printouts to study value! Hope to collaborate technology in Visual Art in the future! MASKS FROM AROUND THE WORLD, FAMOUS ARTISTS, PAINTINGS AND MANY MORE: Technology makes the tasks easier.
Students Who Are Personally Creative: Exhibit Innovation and Risk-Taking Produce original, unique, and cogent ideas, phrases, and products Exhibit expertise in at least one domain Take risks and excel despite mistakes Are Intrinsically Motivated Exhibit curiosity, inquisitiveness, wonder, and excitement Are flexible and adaptable Become immersed in challenging learning for intrinsic reasons Tolerate ambiguity well and respond with spontaneity and ingenuity 2003 NCREL/Metiri Group http://www.metiri.com/
Students Who Are Risk-Takers: Are willing to tackle challenging tasks, even when success is uncertain Choose tasks involving reasonable or intermediate risk rather than excessive risk Share and advocate ideas they believe in, even when those ideas are unconventional Are willing to hold their work or thinking up to critical appraisal and amend thinking when successfully challenged Are willing to be incorrect and willingly take on tasks that might result in errors 2003 NCREL/Metiri Group http://www.metiri.com/
Evidence of Learning Taking Place
Just a beginning!
Reading: enGauge21st Century Skills Cheryl Lemke, CEO, Metiri Group Ed Coughlin, Senior Vice President, MetiriGroup Dr. VandanaThadani, Associate, Metiri Group Crystal Martin, Research Associate, Metiri Group Metiri Group 1801 Avenue of the Stars, Suite 426 Los Angles, CA 90067 http://www.metiri.com
Video “Do schools kill creativity?”http://www.ted.com/index.php/talks/view/id/66
Creativity Linksby C. Osborne This page links to great resources on creative thinking. Creativity Pool This is a database of creative and original ideas. Submit your own or check to see if someone else has thought of the same thing. Creative Problem Solvingfrom Burris Laboratory School, Muncie, IN This page highlights six steps in creative problem solving. Creativity Webfrom C. Cave This page contains ideas on linking creative thinking to critical thinking and multiple intelligences.
Techniques for Creative Thinking Edward de Bono's Methods & Concepts of Lateral Thinking This page provides an overview of deBono's ideas about creativity. Here you can also learn about the Six Thinking Hatsby S. Labelle. Introduction to Creative Thinking by R. Harris from VirtualSalt This page compares critical and creative thinking and discusses the myths of creative thinking.