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Creativity, the Arts, Teaching and Learning

Creativity, the Arts, Teaching and Learning

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Creativity, the Arts, Teaching and Learning

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  1. Creativity, the Arts, Teaching and Learning S301 February, 2008

  2. Two Notions of Creativity in the Arts ~ The capacity and inclination to make things (objects, performances, texts, etc.), especially with attention to their aesthetic and expressive qualities and their potential for engaging and provoking others. ~ The ability to solve problems or make things in novel (new for you or for the field) ways.

  3. Creating Creators ~ Can you teach other people to be more creative? ~ Challenge: A link between creativity and learning ~ Lessons from Big “C” creativity for arts educators

  4. Two questions about teaching creativity… ~ Can you cultivate or nurture the capacity and inclination to make things? ~ “Can you teach other people to be more creative?”

  5. Challenge: A link between learning and creative work When do you give them the next problem? ~ a more difficult text ~ the demands of performance ~ the opportunity to choreograph or compose ~ a larger surface (or one much smaller) Are they adequately prepared? Are they motivated? Are the supports there? Is there a safety net?

  6. Some characteristics of BIG C work: ~ a very high level of mastery of the basics (information, techniques, materials, tools, etc.) of the field (dance, for example) ~ deep knowledge of the field, including a deep understanding of the big issues facing the field or limitations of the field as it is currently construed ~ steady work on one of those problems ~ testing, sharing, and breakthroughs ~ lots of people being offended and angry; others enthralled.

  7. What do these characteristics suggest for teachers who want to engage their students in creative work and learning? ~develop technique and mastery of the basics in the art form to a very high level ~develop an awareness of the field (What are other people doing? What are the traditions? How do people work with/against traditions? And so on...) ~provide opportunities for sustained work on particular problems and on a series of projects ~encourage the finding and articulation of significant problems ~provide opportunities for sharing work and getting response and feedback

  8. ~ the nature of the task ~ the environment ~ the social dimension ~ reflection/assessment ~ a challenging, but probably do-able, and authentic problem ~ choices, but not too many choices ~ excellent materials ~ adequate time ~ opportunities to work with others ~ opportunities to work alone ~ opportunities for feedback ~ opportunities for reflection Conditions for Creativity in the Classroom and Other Learning Environments