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L I N G S I E W W O E I A , J E A N N E T T E F R E S N E BA M U L T I M E D I A U N I V E R S I T Y , F A C U L T Y O F C...
http://artsedu.org/
I would imitate cartoon characters but I do not know how to do itcorrectly. My parents knew I have the passion for drawing...
THOSE WERETHE DAYS…
THOSE WERETHE DAYS…
THOSE WERETHE DAYS…
NOW IS THE DAYS
GRADED ARTS AT SCHOOL
GRADED ARTS AT SCHOOL
GRADED ARTS BEYOND SCHOOL
WHAT SHOULD IT BE?
INSPIRATION: MARY THORNYCROFTuptake both the role of aprofessional sculpture artist alsomother to four artists through hom...
ENCOURAGEMENT ATANYTIME, ANYWHERE
INFORMAL TEACHING APPROACH:ARTS SYNTEGRATIONThe study took place at home adapting concept fromsyntegration arts by integra...
RESEARCH DESIGN: REFLEXIVITYThis paper adopts the reflexivity method because itdepicts a self-desired act in the pursue of...
1ST CREATIVE EXPRESSION
1ST CREATIVE EXPRESSION
1ST CREATIVE EXPRESSION
FROM THE PAPER…• The natural home-based setting could often tell much moreoriginal behaviour and thinking of a child as co...
SELF-INITIATIVE:CREATIVEWORK BYSAMUELFrom abstract to concrete
SELF- INITIATIVE:CREATIVE WORK BY DANIELFromconcretetocreativityFromcreativity toinnovation
CONCLUSION
LET OUR CHILDREN SPEAKWITH HEARTLet the children continue to imagine, create a fantasticjourney, and daydream. Let them fr...
Let Our Children Speak With HeArt: Beyond-Grades And Beyond-School
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Let Our Children Speak With HeArt: Beyond-Grades And Beyond-School

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Graded-art system imposed at schools and arts learning center can be considered detrimental to a child’s intrinsic motivation to continue drawing as they grow. Drawing, a form of visual art should encourage the creation of thinking and communication that allows the children to speak from their heart. This study adopts reflexivity from the first author’s discouraging experience of art being graded during her childhood experience. It describes the arts syntegration model at a home-setting to promote thinking. This paper provides evidences that informal teaching beyond-school can promote significant creativity; especially for children between the ages of four and nine years.

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Let Our Children Speak With HeArt: Beyond-Grades And Beyond-School

  1. 1. L I N G S I E W W O E I A , J E A N N E T T E F R E S N E BA M U L T I M E D I A U N I V E R S I T Y , F A C U L T Y O F C R E A T I V EM U L T I M E D I A , 6 3 0 0 0 C Y B E R J A Y A , M A L A Y S I AB U N I V E R S I T Y O F S O U T H A L A B A M A , C O L L E G E O F A R T S A N DS C I E N C E S , M O B I L E , A L A B A M A , 3 6 6 8 8 , U N I T E D S T A T E SLET OUR CHILDREN SPEAKWITH HEART:BEYOND-GRADES AND BEYOND-SCHOOL
  2. 2. http://artsedu.org/
  3. 3. I would imitate cartoon characters but I do not know how to do itcorrectly. My parents knew I have the passion for drawing so theysend me to some art classes. These are the classes where I learntto draw and to paint, apart from school lessons. Unfortunately, atthe end of all the classes, they were never judged as a gooddrawing because it was always graded as Bs and sometimes Csby the art teachers. Since young, I always perceived B asmoderation – a judgment of how well I can draw, what more tothink of a C. As much as I wanted and tried to get an A for mydrawing, it was still B that I have received. With the constantdiscouragement, I have replaced my interest with photographybecause it would always produce realistic visuals.
  4. 4. THOSE WERETHE DAYS…
  5. 5. THOSE WERETHE DAYS…
  6. 6. THOSE WERETHE DAYS…
  7. 7. NOW IS THE DAYS
  8. 8. GRADED ARTS AT SCHOOL
  9. 9. GRADED ARTS AT SCHOOL
  10. 10. GRADED ARTS BEYOND SCHOOL
  11. 11. WHAT SHOULD IT BE?
  12. 12. INSPIRATION: MARY THORNYCROFTuptake both the role of aprofessional sculpture artist alsomother to four artists through home-schooling (McCracken, 1996)
  13. 13. ENCOURAGEMENT ATANYTIME, ANYWHERE
  14. 14. INFORMAL TEACHING APPROACH:ARTS SYNTEGRATIONThe study took place at home adapting concept fromsyntegration arts by integrating arts with life practicalskills (Russell-Bowie, 2009).Lifepracticalskillsspontaneous
  15. 15. RESEARCH DESIGN: REFLEXIVITYThis paper adopts the reflexivity method because itdepicts a self-desired act in the pursue of thisresearch study which took place at Ling’s home inMalaysia (Medved et. al., p, 109.Reflexivity exists as moments in time—biographicaland historical—as well as in the inexorable currentsof personal and theoretical reflection. Every daywe socially construct and embody forms ofknowledge just as we socially construct andembody our own identities as scholars, teachers,sisters, mothers, aunts, daughters, and friends.Medved :p.111
  16. 16. 1ST CREATIVE EXPRESSION
  17. 17. 1ST CREATIVE EXPRESSION
  18. 18. 1ST CREATIVE EXPRESSION
  19. 19. FROM THE PAPER…• The natural home-based setting could often tell much moreoriginal behaviour and thinking of a child as compared withmost observational settings that were carried out at schools inthe controlled situation that often limits the children actionbased on the researchers’ direct instruction (Druin et. al.,1998).• The home-based study could also unleash a child’s thinkingthrough arts integration through the daily life experience(Baxter, 2012).• Hsieh (2012) observed that after-school children who weregiven a comfortable learning environment can indeedexpress themselves well because of the authority over thechoice of their subject.• What further interest Ling to partake in this research methodwas the informal arts education at home can bondrelationship among the mother and children (Shenker, 1990).
  20. 20. SELF-INITIATIVE:CREATIVEWORK BYSAMUELFrom abstract to concrete
  21. 21. SELF- INITIATIVE:CREATIVE WORK BY DANIELFromconcretetocreativityFromcreativity toinnovation
  22. 22. CONCLUSION
  23. 23. LET OUR CHILDREN SPEAKWITH HEARTLet the children continue to imagine, create a fantasticjourney, and daydream. Let them frame it within theircontext. Actively encourage the children to speak throughthe language of art from their heart. This will produce ageneration that can think creatively and innovatively.Beyond-Grades And Beyond-School

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