Art for Science’s Sake         Science for Art’s SakeCreativity, Cognition, and School Contexts         Prof. Emeritus Jam...
Creativity is in the air. We all want it. Our economies need it.                          So what’s the next move?We need ...
Foundational studies in the artsResearch on academic and social effects of engagement in the artsResearch on Learning in t...
Science and StructureScientists see their fields in structures, not as collections of                              facts. ...
Science and PlayPlay, internal and community conversation,                and learning.      Associative “Art-Science” Thi...
Understanding Creativity How to promote Creative skills            and    Creative dispositions
NEW              Ideas                                       VALUABLE                                       or Productive ...
Centers for Research on Creativity – 2011    California Institute of the Arts – Prof J CatterallUniversity of the Arts, Lo...
CRoC: Inquiry related to:                                                      • .  Assessing creative ideas and creative ...
Implementation !! Science and Art, Teachers and SchoolsIdeas are great:Scaled-up action is a  challenge.
A note on the book:Doing Well andDoing GoodByDoing Art
“The Graduate,” 2011Mr. Robinson: “Ben…Ben….I have just one word for you:     Neuroplasticity!
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James Catterall Presentation - San Diego

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James Catterall Presentation - San Diego

  1. 1. Art for Science’s Sake Science for Art’s SakeCreativity, Cognition, and School Contexts Prof. Emeritus James S. Catterall UCLA Center for Culture, Brain, and Development Centers for Research on Creativity (CRoC) Cal Arts / University of the Arts, London UK
  2. 2. Creativity is in the air. We all want it. Our economies need it. So what’s the next move?We need a clearer discourse on creativityAccumulated research is pessimisticIt spends too much time apologizing for poor measuresThere is little explicit, sustained attention to creativity as we teach. Not in the arts And certainly not in the sciences and lettersAnd not enough knowledge of how to pursue this mission in the schools, and cross the lifespan.
  3. 3. Foundational studies in the artsResearch on academic and social effects of engagement in the artsResearch on Learning in the Arts; and how to assess artistic skills and expertiseResearch on creativity and how to nurture creative skills and inclinationsExploring the neuro-correlates of art creation and experience
  4. 4. Science and StructureScientists see their fields in structures, not as collections of facts. Structure and Imagery lend themselves to creative exploration in any field.Einstein visualized, manipulated, and discovered – all in his head.
  5. 5. Science and PlayPlay, internal and community conversation, and learning. Associative “Art-Science” Thinking:
  6. 6. Understanding Creativity How to promote Creative skills and Creative dispositions
  7. 7. NEW Ideas VALUABLE or Productive To the Ideas individual? On the planet? To the Community In the Marketplace? To the To the community individual? In the Marketplace?Creativity – a common definition; a process leading to New and Valuable Ideas and Products But…. NEW to whom, and Valuable to Whom?A new thought to a child can drive a learning process.
  8. 8. Centers for Research on Creativity – 2011 California Institute of the Arts – Prof J CatterallUniversity of the Arts, London UK – Prof Anne Bamford Our new institutional creation, launched in January, 2011
  9. 9. CRoC: Inquiry related to: • . Assessing creative ideas and creative behaviorNurturing creativity through instruction in the arts and sciences Nurturing creativity in the workforce Key Assumption: sustained, explicit attention to creativity
  10. 10. Implementation !! Science and Art, Teachers and SchoolsIdeas are great:Scaled-up action is a challenge.
  11. 11. A note on the book:Doing Well andDoing GoodByDoing Art
  12. 12. “The Graduate,” 2011Mr. Robinson: “Ben…Ben….I have just one word for you: Neuroplasticity!

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