CHARACTERIZING
ARTISTICALLY
LITERATE INDIVIDUALS
CHARACTERIZING ARTISTICALLY LITERATE INDIVIDUALS
Literature on Art Education and Art Standards in education cited the
following as 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 forn 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.
ISSUES IN TEACHING CREATIVITY
ISSUES IN TEACHING CREATIVITY
In his famous TED talks on creativity and innovation, Sir Ken Robinson
stressed paradigms in the education system that hamper the development of
creative capacity among learners. 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.
• 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 intellegence.
Curriculum comptencies, 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.
Because of this painful truth, Robinson challenged educators to:
• educate the well-being of learners and shift from the conventional
learnings toward academic ability alone;
• give equal weight to the arts, the humanities, and to physical education;
• facilitate learning and work toward stimulating curiosity among learners;
• awaken and develop powers of creativity among learners; and
• view intellegence as diverse, dynamic, and distinct, contrary to common
belief that it should be academic ability-geared.
ARTISTIC AND CREATIVE
LITERACY
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. This would include a focus on childen’s creation,
manipulation, and changing of meaning through engaged interaction with art
materials (Dourish, 2001), through physical, emotional, and social immersion
(Anderson, 2003).
The Authors proposed FOUR ESSENTIAL COMPONENTS to developing or designing
curriculum that cultivates students’ artisitic and creative literacy;
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1. IMAGINATION and PRETENSE,
FANTASY and METAPHOR
A creative curriculum will not simply
allow, but will actively support, play,
and playfulness. The teacher will plan
for learning and teaching opportunities
for children to be, at once, who they are
and who they are not, transforming
reality, building narratives, and
mastering and manipulating signs and
symbols systems.
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2. ACTIVE MENU TO MEANING MAKING
In a classroom where children can choose to
draw, write, paint, or play in a way that suits
their purpose and/or mood, literacy learning
and arts learning will inform and support each
other.
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3. INTENTIONAL , HOLISTIC TEACHING
A creative curriculum requires a creative techer, who
understands the creative processes, and purposely supports
learners in their experiences. Intentional teaching does not
mean drill and rote learning and, indeed, endless rote
learning exercises might indicate the very opposite of
intentional teaching. What makes for intentional teaching is
thoughtfulness and purpose , and this could occur in such
activities as reading a story, adding a prop,drawing
children’s attention to a spider’s web and playing with
rhythm and rhyme. Even the thoughtful and intentional
imposing of constraints can lead to creativity.
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4. CO-PLAYER, CO-ARTIST
Educators must be reminded of the importance of
understanding children as current citizens, with capabilities
and capabilities in the here and now. It is vital for teachers
to know and appreciate children and what they know by
being mindful of the present and making time for
conversation, interacting with the children as they draw,
Teachers must try to avoid letting the busy management
work of their days take precedence and distract them from
the ‘being.’
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“ Imagination is more
important than knowledge.
Knowledge is limited.
Imagination encircles the
world.”
- Albert Einstein
THANK YOU!!!!
