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ARTISTIC AND CREATIVE LITERACY for building and enhancing new Literacies across the Curriculum.pptx
- 1. ARTISTIC AND CREATIVE LITERACY
- 2. ARTISTIC LITERACY Artistic literacy is defined in the National Coalition for Core Arts Standards: A Conceptual Framework for Arts Learning (2014) as the knowledge and understanding required to participate authentically in the arts. While individuals can learn about dance, media, music, theater, and visual arts through reading print text, artistic literacy requires that they engage in artistic creation processes directly through the use of material.
- 3. Flexibility forms comprising the arts positions students to embody a range of literate practices to ● use their minds in verbal and nonverbal ways; ● communicate complex ideas in a variety of forms; ● understand words, sounds, or images; ● imagine new possibilities; and ● persevere to reach goals and make them happen.
- 4. Elliot Eisner Eight valuable lessons or benefits that education can learn from arts 1. Form and content be separated. How something is said or done shapes the content of experience. 2. Everything interacts; there is no content without form and no form without content. 3. Nuance matters. 3. Nuance matters. To the extent to which teaching is an art, attention to nuance is critical 4. Surprise is not to be seen as an intruder in the process of inquiry, but as a part of the rewards one reaps when working artistically.
- 5. Elliot Eisner Eight valuable lessons or benefits that education can learn from arts 5. Slowing down perception is the most promising way to see what is actually there 6. The limits of language are not the limits of cognition. We know more than, we can tell. 7. Somatic experience is one of the most important indicators that someone has gotten it right 8. Open-ended tasks permit the exercise of imagination, and an exercise of the imagination is one of the most important of human aptitudes.
- 6. Characterizing Artistically Literate Individuals use a variety of artistic media, symbols, and metaphors to communicate their own ideas and respond to the artistic communication of others; develop creative personal realization in at least one art form in which they continue active involvement as an adult; cultivate culture, history, and other connections through diverse forms and genres of artwork; find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in the arts; and seek artistic experiences and support the arts in their communities
- 7. How to apply artistic and creativity literacy in teaching
Editor's Notes
- (e.g., charcoal or paint or clay, musical instruments or scores) and in specific spaces (e.g., concert halls, stages, dance rehearsal spaces, art studios, and computer labs. Researches have recognized that there are significant benefits of arts learning and engagement in schooling (Eisner, 2002; MENC, 1996; Perso, Nutton, Fraser, Silburn, & Tait, 2011). The arts have been shown to create environments and condition that result in improved academic, social, and behavioral outcomes for students, from early childhood through the early and later years of schooling. However, due to the range of art forms and the diversity and complexity of programs and research that have been implemented it is difficult to generalize findings concerning the strength of the relationships between the arts and learning and the casual mechanisms underpinning these associations.
- Engaging in quality arts education experiences provides students with an outlet for powerful creative expression, communication, aesthetically rich understanding, and connection to the world around them. Being able to critically read, write, and speak about arts should not be the sole constituting factors for what counts as literacy in the Arts (Shienfield, 2015). Considerably, more dialogue, discussion, and research are necessary to form a deeper picture of the Arts and creativity more broadly. The cultivation of imagination and creativity and the formation of deeper theory surrounding multimodality and multi-literacies in the Arts are paramount.
- In education, how something is taught, how curricula are organized, and how schools are designed impact upon what students will learn. These" side effects” may be the real main effects of practice know more than we can tell. When the content of a form is changed, so too, is the form altered. Form and content are like two sides of a coin. It can also be said that the aesthetic lives in the details that the maker can shape in the course of creation. How a word is spoken, how a gesture is made, how a line is written, and how a melody is played, all affect the character of the whole. All depend upon the modulation of the nuances the constitute the act. No surprise, no discovery, no progress. Educators should not resist surprise, but create the conditions to make it happen. It is one of the most powerful sources of intrinsic satisfaction.
- 5. It is true that we have a certain words to designate high level of intelligence. We describe somebody as being swift, or bright, or sharp, or fast in the pickup. Speed in its swift state is a descriptor for those we call smart. Yet, one of the qualities we ought to be promoting in our schools is a slowing down of perception: the ability to take one’s time, to smell the flowers, to really perceive in the Deweyan sense, and not merely to recognize what one looks at. 5. In common terms, literacy refers essentially to the ability to read and to written. But literacy can be re-conceptualized as the creation and use of a form of representation that will enable one to create meaning－meaning that will not take the impress of language in its conventional form. In addition, literacy is associated with high-level forms of cognition. We tend to think in order to know, one has to be able to say. However, as Polanyi (1969) remind us, we know more than we can tell. 7. Related to the multiple ways in which we represent the world through our multiple forms of literacy is the way in which we come to know the world through the entailments of our body. Sometimes one knows a process or an event through one’s skin. 8. It is imagination, not necessity, that is the mother invention. Imagination is the source of new possibilities. In the arts, Imagination is a primary virtue. So, it should be in the teaching of mathematics, in all of the sciences, in history, and indeed, in virtually all that humans create. This achievement would require for its realization a culture of schooling in which the imaginative aspects of the human condition were made possible.
- How would you characterize an artistically literate student? Literature on art education and art standard in education cited the following as common traits of artistically individuals: