Chapter 7

Artistic and Creative Literacy

Group 3
Abello, Mariane kate
Castil, Alliah Mae
Catindoy, Reniel
Dagami, Laila
Echano, Venus
Flores, Almera
Magante, Zoe Ellice
Novela, Zyrelle
Tante, Michelle
 LEARNIN Objective
• Gliteracy
Characterize artistic
• Discuss the value of arts to education and practical life
•Identify approaches to developing/designing curriculum that
cultivates the arts and creativity among learners;
• Formulate a personal definition of creativity; and
• Design creative and innovative classroom activities for
specific topic and grade level of students
 • 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.

Artistic • Requires that students engage in

Literacy artistic creation processes directly

through the use of materials (e.g.,
charcoal or paint or clay, musical
instruments or scores) and in
specific space (e.g., concert halls,
stages, dance rehearsal spaces,
arts studios, and computer labs).
Researchers have recognized that there
are significant benefits of arts learning
and engagement in schooling (Eisner,
2002; MENC, 1996; Perso, Nutton,
Fraser, Silburn, & Tait, 2011). 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.
The flexibility of the 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.
Elliot Eisner posited valuable lessons or benefits that education can learn arts
and he summarized these into eight as follows:

1.Form and content cannot be separated.

2.Everything interacts; there is no content without form
and no form without content.
Elliot Eisner posited valuable lessons or benefits that education can learn arts
and he summarized these into eight as follows:

3. Nuance matters.
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. Showing down perception is the most promising way to see what is
actually there.
Elliot Eisner posited valuable lessons or benefits that education can learn arts and
he summarized these into eight as follows:

6. The limits of language are not the limits of cognition.

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.
 Characterizin Artistically Literate Individuals
g of artistically literate individuals:
Literature on art education and art standards in education cited the following as common
traits

• 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;
• cultivate culture, history, and other connections through diverse forms and
genres of artwork;
 Characterizin Artistically Literate Individuals
g
Literature on art education and art standards in education cited the following as common
traits of artistically literate individuals:

• 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.
 Is a concept that looks beyond
sitting with a book, and seeks to
impact holistic learning through
creative expression, activities and
Creative creative thinking.

Literacy Bringing artistic and creative

literacy together can be a
powerful tool in teaching
 Issuesin 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.

Robinson challenged educators to:

• Educate the well-being of learners
• 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 leamers; and
• view intelligence as diverse, dynamic, and distinct, co common
belief that it should be academic ability-geared
 McArdle and Wright advocate for a new approach to early childhood education that emphasizes children's
embodied experience through art and play, fostering artistic and creative literacy. This approach hinges on four
key components:

Imagination and Pretense Intentional, Holistic

This emphasizes the importance of fantasy,
Teaching
Intentional teaching does not mean drill and rote
metaphor, and imaginative play in developing learning and, indeed, endless rote learning exercises
children’s creative thinking. Children are encouraged might indicate the very opposite of intentional
to explore different identities, build narratives, and teaching. What makes for intentional teaching is
transform reality through symbolic systems. 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
Active Menu to Meaning playing with rhythm and rhyme.
Co-player, co-artist
Making
This highlights the importance of choice and agency
It is vital for teachers to know and appreciate children
in children’s creative activities. Children are
and what they know by being mindful of the present
empowered to select their preferred mediums
and making time for conversation, interacting with
(drawing, writing, painting, or play) and use them to
the children as they draw. Teachers must try to avoid
express themselves in ways that suit their purposes
letting the busy management work of their days take
and moods.
precedence and distract them from the ‘being.’
 Wrap Up
• Creativity can be defined as the
process of having original ideas that
have value.
•All children have capacity for
innovation and creativity.
•Schools should work toward educating
the whole-being of the child.