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Creativity in Education (What is creativity? (Intelligence (diverse…

- - - - cave men
      - ceremonies, story telling, communication
    - - necessary for human existence
      - makes us human
      - expression and communication of meaning
      - anesthetic sensibility
  - - - explore
      - make
      - reflect
      - connect
        
        learning conditions
        
        positive relationships
        
        valuing students artistic expression
        
        contiuous
        
        student -centred
        
        leads to
        
        arts literacy
        
        making and responding
        
        identity formation
        
        creative behaviour
        
        self-expression
        
        cultural awareness and connetion
- - - - visually
      - sound
      - kinaesthetically
      - abstract
      - movement
    - - interactive
  - - - good at recognising opportunities for problem solving
      - curious, enquiring, observant
      - interest in learning through exploration
      - persistent in quest for understanding
      - can take intellectual risk
      - comfortable with difference and non-conformity
      - playful in approach to roblems
      - inlcinde to play with ideas in their mind
      - think divergently
      - use intutition and hunches
      - intrinsically motivated
  - - - can be taught
- - - - instrumental benefit
        
        better academical results
        
        The role of Arts participation in Students Academic and Non-academic outcomes
        
        creative thinking to find collaborative solutions
        
        reflect+understand the world
        
        participate in the world
        
        imagine what the world could be
        
        transferable creative skills (Wk 3-3.4)
        
        transfer creative abilities to other subjects #
        
        inventive
        
        open minded
        
        curious
        
        tolerant
        
        critical thinker
        
        access past to shape who we will become
        
        envision alternative and sustanable futures
        
        develop a more future oriented perspective
        
        active responsible citizen in regards to future generations
        
        necessary for 21st century
        
        aesthetic development
        
        open mindedness
        
        social aspect
        
        understanding of others
    - - self-determination
      - change creatively
      - truly individual
      - satisfaction
      - sense of achievement
      - emotional stimulation
      - agency
- - - - Wallas model: creative thinking process (art e-text)
        
        verification
        
        inspriation
        
        incubation
        
        experimentation phase
        
        preparation
        
        warm up/get the thinking going
        
        brainstorming
        
        drawing ideas
        
        sound recording
        
        cutting pasting magazine images
        
        aural/visual stimulation
        
        fish
        
        masks
        
        film clips
      - open ended approaches
        
        unique responses
      - project approach (e-text)
      - inquiry unit
        
        thinking
        
        investigating
        
        problem solving
      - curriculum
        
        balance (what has/has not been done)
        
        student interests
        
        link with topics of other areas
        
        practice work example yourself
        
        link with community events
      - plan ways to activate children's inventive thinking
      - closed ended approaches
      - free exploration
      - directed experiences
      - p136 arts e-text table
    - - formative assessment
        
        teacher-student guided discussion
        
        include students in setting the assessment ciriteria
        
        student journal
        
        observations
        
        anecdotes (wk3 video dance&poerty)
        
        rubrics for accommodating tasks
        
        ensure students know what is being assessed
        
        eaves dropping
        
        student checklist
        
        reflection with students
      - assessment as learning
        
        stop group and reflect
        
        give feedback
    - - establishing learning goals with students
        
        so students know what is expected
        
        write criteria on board as checklist
        
        students assess their own performance
        
        while teacher works with other groups
    - - will students develop their own creative thinking?
      - which art concept is being taught?
      - opportunities for imaginative interpretation and self-expression?
      - how are connection to the world established?
      - does it contribute to arts literacy?
      - is it part of the inquiry unit?
      - Are they worthwhile activities? is learning involved?
      - Use 6 pointed star template
  - - - express opinion linking Arts and science
      - engage in discussion about the art
      - rotation/spacial movement - dance
      - write script and act out for history
        
        debrief after performance
        
        to assess how much they really understood
      - eg. economical balance (plate with animals vs. ecosystem) video 1 Wk 3
      - students to be performer AND audience
        
        critical thinking
        
        develop art literacy
        
        make connections to other areas
    - - find an arts program that helps their learning
      - set learning goals first
    - - not confined to specific area
      - different ways of learning
      - utilising Gardner's multiple intelligences
      - practices best avoided e-text p 52
    - - includes
        
        sustainability
        
        creativity
- - - - see relationships between thing
      - deeper reflection on the world
      - finding different possible answers
      - Guilford
        
        fluency
        
        flexibility
        
        originality
        
        elaboration
- - - - Duffy, 2006
- - - - Who, why what, is it really needed (tech e-text p 66)
      - it needs to improve the quality of life (Davies, 2011)
    - - Who, why, what with, sustanability questions (tech e-text p 66)
- - - - pictures
      - street art
      - comic art
      - sculpture
      - textiles/fibre arts
      - jewlerry
      - collage
    - - phorotgrahps
      - papermache
      - drawing
      - collage
    - - enthusiastic
      - belief everyone can engage/equity
      - committed to maximising opportunites
      - high standars
      - aim for autoomy
      - respect for students/respnsibilty
      - know when to assist /encourage independence
      - use stimlating resouces
      - draw on students world
      - use student interest to engage
      - establish in non threatening environment
    - - 2D
      - 3D
      - 4D
        
        changes shape (ice sculpture/sculpture of grass seed mat)
    - - line
      - colour
      - shape 3D forma mass volume
      - texture
      - value (tone shade, tints)
    - - balance 9related to unity and harmony)
      - Rhythm / repition
      - proportion and scale
      - contrast and emphasis
      - pattern
    - - linear perspective
      - athmospheric perspective
      - light on form
    - - emotional domain
        
        explore feeling
        
        interpretation of the world
      - engegement
  - - - makes us smarter
        
        the whole child
        
        SEL
        
        numeracy/literacy
        
        creativyt
    - - timbre
      - form and structure/style
      - dynamics and expression
      - pitch: Melody/harmony
      - Duration: rhythm/beat/tempo
      - texture
    - - exploring sound and silence
      - singing
      - percussion
      - creating or composing
      - sharing, recording, performing
      - combining music with other art forms
  - - - take risk with teacher support
      - develop understanding of diverse physical nature of dance
      - encourage positive body image
      - safe dance principles
      - non judgmental attitude
      - value and interest in dance through enthusiasm of teacher
    - - dynamics
      - space
      - time
      - body
      - relationships
    - - bodily and spacial awarness
      - exploring movement potential for different bodyparts
      - locomotor and non-locomotor movements
      - different ways of occupying space
  - - - children develop
        
        feel another persons world and explore it
        
        empathy
        
        more tolerant
        
        relfective around themselves
      - imaginative performance
      - tension
      - Focus
      - space and time
      - voice and movement
      - situation
      - role and character, relationship
      - language, ideas, mood, dramatic meaning, symbols
      - ausdience
    - - roleplay
        
        exploring societal roles
        
        exploring dilemmas
        
        preparing for role-playing
      - process drama
      - creative drama
      - dramatic play
      - theatrical performance
      - story drama (tableau)
      - improvisation
        
        verbal imporvisation
        
        improvised scenes
        
        conflict
      - mime
      - puppetry
      - cyberdrama
      - presenting vocally oriented drama
      - oral story telling
        
        telling stories
        
        developing stories
      - reader's theatre
      - radio drama
      - monologues and recitation
        
        play building
        
        scripting
        
        rehearsing
      - stimulus to action
        
        drama games
        
        pretext
    - - dramatic contract (rules of respect and suspense of disbelieve)
        
        exciting learning experience
        
        structured play
        
        teacher facilitated
        
        drama games
        
        pretext
    - - viewing drama performances
      - Understanding drama context and motivation
      - guided drama appreciation
    - - safe practices
      - working in groups
      - costumes masks and props
      - space to work
  - - - audience
      - technologies
      - representation
      - languages, codes and conventions
      - media institutions
    - - developing childrens proficiency with digital technology
      - pictoral stories
        
        photographic stories
        
        comic strip and comic book stories
      - telling stories using audio media
        
        radio
        
        digital creating
        
        podcasts and radio stations
        
        sound effects
      - communicating in graphic print and webmedia
      - audio visual narratives
        
        power point presentation
        
        animation
        
        claymation
      - video
      - story boarding to plan narrative sequences
      - script writing for story telling
      - print media
        
        posters
        
        brochures
        
        book, magazine, CD covers
      - websites
      - games
    - - reviewing media artworks
      - understanding media arts context and motivation
      - guided media arts appreciation
    - - safe use of equipment
      - digital citizenship
      - strategies for using limited equipment
      - storage
- - - - fosters convergent thinking
        
        children need to get it right
    - - bodylanguage
      - voicetone