1. The document discusses common traits of artistically literate individuals, including using various art forms to communicate ideas, developing skills in at least one art form, finding meaning through art, and supporting their communities' arts. 2. It addresses issues in teaching creativity, such as schools stigmatizing mistakes and prioritizing academics over arts. Sir Ken Robinson challenges educators to give equal weight to all subjects and stimulate curiosity. 3. The document proposes four essential components for a creative curriculum: imagination, active meaning making, intentional holistic teaching, and educators as co-players. It emphasizes supporting play, choice, understanding students, and creative processes.

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3. INSTRUCTIONS:
OBSERVE theARTWORKandanswerthefollowingquestions
orally:
1. Whatemotionsdoyouthinktheartworkistryingtoconvey?
2. Whatmessagedoyouthinktheartistwastryingtosend?
3. Whatcanyousayabouttheartwork?

4. NAME: QUEEN ELIZABETH
II FINAL PORTRAIT

5. CHARACTERIZING ARTISTICALLY
LITERATE INDIVIDUALS
PRESENTED BY:
ELDRIAN LOUIE B. MANUYAG
BSED FILIPINO - III

6. COMMON TRAITS OF ARTISTICALLY LITERATE
INDIVIDUALS
 Use a variety of artistic media, symbols, and
metaphors to communicate their own ideas and
respond to the artistic communications of others;
 Develop creative personal realization in at least
one art form in which they continue active
involvement as an adult;

7. COMMON TRAITS OF ARTISTICALLY LITERATE
INDIVIDUALS
 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

8. COMMON TRAITS OF ARTISTICALLY LITERATE
INDIVIDUALS
• Seek artistic experiences
and support the arts in
their communities.

9. ISSUES IN TEACHING CREATIVITY
 In his famous TED talks on creativity and
innovation, Sir Ken Robinson (Do schools kill
creativity? 2006; How to escape education's
death valley, 2013) stressed paradigms in the
education system that hamper the development
of creative capacity among learners.

10. ISSUES IN TEACHING CREATIVITY
 He emphasized that schools stigmatize
mistakes. This primarily prevents students
from trying and coming up with original
ideas. He also reiterated the hierarchy of
systems.

11. ISSUES IN TEACHING CREATIVITY
 Firstly, most useful subjects such as
Mathematics and languages for work are at
the top while arts are at the bottom.
 Secondly, academic ability has come to
dominate our view of intelligence.

12. ISSUES IN TEACHING CREATIVITY
 Curriculum competencies, classroom
experiences, and assessment are geared
toward the development of academic ability.
Students are schooled in order to pass
entrance exams in colleges and universities
later on.

13. Robinson challenged educators to:
 Educate the well-being of learners and shift
from the conventional leanings toward
academic ability alone;
 Give equal weight to the arts, the humanities,
and to physical education;

14. Robinson challenged educators to:
Facilitate learning and work toward
stimulating curiosity among
learners;
Awaken and develop powers of
creativity among learners; and

15. Robinson challenged educators to:
View intelligence as diverse,
dynamic, and distinct, contrary
to common belief that it should
be academic ability-geared.

16.  In “First Literacies: Art, Creativity, Play,
Constructive Meaning-Making,” McArdle and
Wright asserted that educators should make
deliberate connections with children's first
literacies of art and play.
 A recommended new approach to early
childhood pedagogy would emphasize children's
embodied experience through drawing.

17. This would include a focus on
children's creation, manipulation, and
changing of meaning through engaged
interaction with art materials (Dourish,
2001), through physical, emotional, and
social immersion (Anderson, 2003).

18. PROPOSED FOUR ESSENTIAL
COMPONENTS IN DEVELOPING/
DESIGNING A CURRICULUM
- McArdle and Wright

19. 1. Imagination and pretense, fantasy and
metaphor

20. A creative curriculum
will not simply allow, but
will actively support, play
and playfulness.

21. 2. Active menu to meaning making

22. In a classroom where children
can choose to draw, write, paint,
or play in the way that suits their
purpose and/or mood, literacy
learning and arts learning will
inform and support each other.

23. 3. Intentional, holistic teaching

24. A creative curriculum requires a
creative teacher, who
understands the creative
processes, and purposefully
supports learners in their
experiences.

25. 4. Co-player, co-artist

26. Educators must be reminded of
the importance of
understanding children as
current citizens, with capacities
and capabilities in the here and
now.

27. PRESENTED BY:
ELDRIAN LOUIE B. MANUYAG
BSED FILIPINO - III