Dangling from the edge of creativity

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Teacher Research investigating how art teachers foster creativity.

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Dangling from the edge of creativity

  1. 1. Dangling from the Edge of Creativity Anna Wiehe Art Educator
  2. 2.  Art teacher for 5 years ◦ Philadelphia: Special Education (age 5-21) ◦ Manhattan, KS: Elementary (k-6) Currently pursuing my masters degree at Kansas State University ◦ Teaching “Art for the Elementary Teacher” to undergradsBackground Information
  3. 3.  Qualitative Study Carried out by teachers Results can beimplemented immediately Empowerment ◦ Helps teachers develop their own best practices for their unique students ◦ No need to rely on outside “experts”Action Research
  4. 4.  Why does my students’ art work often all look the same? Botanical Sculpture 5th gradeWonderings
  5. 5. Day 1: Drawingfrom observation inthe learninggardenDay 2:Presentation on Susan BeinerContemporaryCeramic Artists andCreation ofSculptureDay 3: PaintingCeramic Sculpture Andy Rodgers Lindsay FeurerBotanical Sculpture Lesson
  6. 6. Other Results
  7. 7. What can I do to help my students be more creative? What are the ultimate objectives of the K-12 art or ceramics curriculum?Wonderings
  8. 8. Kansas Standards for the Visual Arts 21st Century Learning Reaction to No Child Left BehindDefining objectives
  9. 9.  Learn about the power of visual images to influence human behavior, their aspirations, and those of society Explore their own potential to think creatively, to solve problems with ingenuity, and to respond to events and experiences with confidence Discover their artistic heritage and learn to understand the culture of which they are a part and those of others with whom they live Understand that they can effect improvement in the environment and that they can shape their lives, their communities, and their nationKansas Standards for Visual Arts
  10. 10. Kansas Standards for the Visual Arts 21st Century Learning Reaction to No Child Left BehindDefining objectives
  11. 11. 21st Century Learning
  12. 12. Kansas Standards for the Visual Arts 21st Century Learning Reaction to No Child Left BehindDefining objectives
  13. 13. No Child Left Behind
  14. 14.  Discussion: ◦ What do you think are the main objectives of your curriculum? ◦ How does creativity fit in?What do you think?
  15. 15. Research Question: How are art teachers fostering creativity in their classrooms? Methods: Observation of 3 High School Art Classrooms (3 teachers): Art Explorations(9th) Advanced Ceramics (10th-12th) AP Art (12th) Field Notes, Teacher and student interviews, student surveys, artifacts: handouts, rubrics, student workAction Research Methods
  16. 16. Creativity is:  “any act, idea, or product that changes an existing domain, or that transforms an existing domain into a new one” -Csikszentmihalyi  “the process of having original ideas that have value” -EisnerWhat is Creativity anyway?
  17. 17. Unique Ideas MeaningMoving beyond formal qualitiesand technical skills
  18. 18. Four ways teachers foster creativity in the art room: Feedback Teacher Methods Monitoring Student Behavior Traits Classroom EnvironmentFindings
  19. 19.  Critiques Postpone grading until after revision Specific Positive ReinforcementFeedback
  20. 20.  Pushes the idea expansion (first idea is usually not the best idea) High Expectations Provides exposure to the field Responds with more questions Flexibilty in assignments, time frames, etc.Teacher Methods
  21. 21.  Maintaining Rigor Willingness to take risks Self-Motivation Desire for some structureMonitoring StudentBehavior Traits
  22. 22.  Building a classroom community ◦ Supportive peer interactions Foster’s report with studentsClassroom Environment
  23. 23. Addition to ClassroomEnvironment: China Pre-schools
  24. 24.  Assignments based on Theme/Idea rather than technique Student centered Creative process scaffolded Creative process assessedRecommendations
  25. 25.  Assignments based on Theme/Idea rather than techniqueRecommendations for moreEmphasis on Creativity
  26. 26.  Design a vessel that tells a personal story of a journey Introduction to an watercolor artist who uses collected artifacts along with the painting of the landscape Vessel must have a foot and a lid, and thrown/handbuilt in multiple parts Inverted face sections to contain “artifacts” Lid must have a cast glass knobJourney Vessel
  27. 27.  Themes based on Student Interests/Experience Progressive or Constructivist Learning Styles “Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” ~ PlatoRecommendations for moreEmphasis on Creativity
  28. 28. One of the best things aboutprogressive education is “its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his “The teacher’s suggestion activities in the learning is not a mold for a cast- process” iron result but is a starting (Dewey, 1938, p. 67) point to be developed into a plan through contributions from the experience of all engaged in the learning process” (Dewey, 1938, p. 72)Progressive Education Experience and Education: John Dewey
  29. 29.  Creative process scaffolded with specific time for activities such as : ◦ warm-ups ◦ sensory stimulation ◦ reflection time ◦ brainstormingRecommendations for moreEmphasis on Creativity
  30. 30.  How do you model or scaffold the creative process in your art room? Compare the amount of time you spend teaching technique to time spent on idea generationWhat do you think?
  31. 31. 1. Identify the Project 2. Generate ideas 1. Brainstorm 2. Expand on one word 3. Mental Inventory 1. Personal experiences 2. Current issues 3. interests 4. Research 5. Lateral Thinking 6. Thumbnail Sketches 7. Sketch ModelsScaffolding idea expansion
  32. 32.  Assessment criteria that measure creative development process as well as the creativity in the product without over emphasis on technical skill The fastest way to change how we learn is to change how we assess.Recommendations for moreEmphasis on Creativity
  33. 33.  Adding these criteria to rubrics helps “evade the tendency to place undue emphasis on skills in the use of materials and techniques and judgments based on idiosyncratic preferences” Product Criteria: Process Criteria: 1. Visibility of the 4. Investigative work (pursues intention behind the problem across several works or picture (visual work experiments, feels challenged communicates what the rather than discouraged by student intended) difficulties) 2. Color, form, 5. Inventiveness (student sets up composition (achieves problem, tries new solutions, willing desired effects with the aid to take risks) of visual elements and 6. Ability to use models (seeks out principles) models [references] to emulate) 3. Craftsmanship 7. Capacity to self-assess (mastered the materials and techniques)Rubrics (Lindstrom, 2006, p. 59)
  34. 34. Lindstrom, 2006, p. 56
  35. 35. New research question:How do art teachers TEACH creativity? While art teachers employed many methods and techniques to foster the pre-existing creativity in students, none really emphasized or taught the process of developing ideas and creative outcomes. Most instructional time spent on learning techniques and analyzing formal qualities of art.Conclusions
  36. 36.  Questions? Comments? Contact me: annawiehe@ gmail.comWhat do you think?

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