" Greater investment arises out of work that is guided by internal motivations to express personally significant ideas. Complex processes, mixed media, and specific challenges can inspire meaningful engagement." (Carrol, Tucker, 2003, pg. 116)
I like this book, I feel that is a wonderful combination of all that we have learned so far with many added strategies to explore. This chapter is nice since I am getting the opportunity to put many of these explorations and processes into my own art making practice for Sharyns class. I am also getting to use them with two very creative homeschooled children that have an amazing amount of self motivation and are exploring and creating every day.
I do agree in a Spiral curriculum in which, "a certain range of materials and processes are periodically revisited to build new skills and suggests new ways materials can accomodate, (new) ideas." (Carrol, Tucker, 2003, pg. 117)
I liked the book by Szekely, G. (1988). Encouraging Creativity in Art Lessons. The only article I could find was a review on Amazon:
"Szekely attempted to teach children how to be artists. He
states his goal as "to demystify art, and assure children through the
teacher's deeds and words, tat art is found in familiar places and ordinary
environments, accessible to everyone...bring children closer to art-nearer to
themselves." Szekely wrote his book to help spread these ideas among art
teachers. Rather than create an environment where a select few talented students
shine, Szekely's book suggests ways to create a level playing field between the
students and teacher and make art a tangible object in each student's life. The major ideas discussed by Szekely center around breaking away from the
traditional teaching of art. Szekely's suggestions for techniques in teaching
children art include encouraging children to "be" artists which is a
difficult task in the public school system. Szekely believes "that all
children are artists, born with the natural ability to observe, to formulate
art ideas, and to execute works of art on their own...As children grow up,
however, they come to depend on adults to direct their art making. " The
art classroom is a place where students execute the ideas and plans of the
teacher. The students' natural ability to express themselves through art is
hindered by the lesson plans they are assigned. Art becomes an assignment in
the classroom, rather than an expression. Szekely states, "The first step
in teaching children to make art it to be concerned that they regain their
independence. " In the art classroom, students need to forget the formal
structure of education and become in tune with their emotions and senses, and
then they can begin to learn what it is to be an artist." (A. Wood)
http://www.amazon.com/Encouraging-Creativity-Lessons-George-Szekely/dp/0807728837
I also found was the website for TAB, which I have been linked to on FB for a while now. This was a paragraph explaining their ideas:
"Nothing in education is more powerful than authentic, student directed, student centered learning experiences constructed from the bottom up. The TAB art education concept allows students opportunities to take ownership of their art experiences from conception to completion with teacher acting as classroom manager, environmental designer, art expert, facilitator, and student mentor." (Clyde Gaw)
I am a big believer in choice and freedom yet I would also incorporate and teach how to use Big Ideas to become a more thoughtful and intentional artist.
"How do creative people think? Do great works of the
imagination originate in words or in images? Is there a rational explanation
for the sudden appearance of geniuses like Mozart or Einstein? Such questions
have fascinated people for centuries; only in recent years, however, has
cognitive psychology been able to provide some clues to the mysterious process
of creativity. In this revised edition of Notebooks of the Mind,
Vera John-Steiner combines imaginative insight with scientific precision to
produce a startling account of the human mind working at its highest potential.
Adding these personal accounts to laboratory studies of thought process, Vera John-Steiner takes a refreshingly holistic approach to the question of creativity. What emerges is an intriguing demonstration of how specific sociocultural circumstances interact with certain personality traits to encourage the creative mind. Among the topics examined here are the importance of childhood mentor figures; the lengthy apprenticeship of the talented person; and the development of self- expression through highly individualistic languages, whether in images, movement or inner speech." (http://www.amazon.com/Notebooks-Mind-Explorations-Vera-John-Steiner/dp/0195108965)
I like this book, I feel that is a wonderful combination of all that we have learned so far with many added strategies to explore. This chapter is nice since I am getting the opportunity to put many of these explorations and processes into my own art making practice for Sharyns class. I am also getting to use them with two very creative homeschooled children that have an amazing amount of self motivation and are exploring and creating every day.
I do agree in a Spiral curriculum in which, "a certain range of materials and processes are periodically revisited to build new skills and suggests new ways materials can accomodate, (new) ideas." (Carrol, Tucker, 2003, pg. 117)
I liked the book by Szekely, G. (1988). Encouraging Creativity in Art Lessons. The only article I could find was a review on Amazon:
"Szekely attempted to teach children how to be artists. He
states his goal as "to demystify art, and assure children through the
teacher's deeds and words, tat art is found in familiar places and ordinary
environments, accessible to everyone...bring children closer to art-nearer to
themselves." Szekely wrote his book to help spread these ideas among art
teachers. Rather than create an environment where a select few talented students
shine, Szekely's book suggests ways to create a level playing field between the
students and teacher and make art a tangible object in each student's life. The major ideas discussed by Szekely center around breaking away from the
traditional teaching of art. Szekely's suggestions for techniques in teaching
children art include encouraging children to "be" artists which is a
difficult task in the public school system. Szekely believes "that all
children are artists, born with the natural ability to observe, to formulate
art ideas, and to execute works of art on their own...As children grow up,
however, they come to depend on adults to direct their art making. " The
art classroom is a place where students execute the ideas and plans of the
teacher. The students' natural ability to express themselves through art is
hindered by the lesson plans they are assigned. Art becomes an assignment in
the classroom, rather than an expression. Szekely states, "The first step
in teaching children to make art it to be concerned that they regain their
independence. " In the art classroom, students need to forget the formal
structure of education and become in tune with their emotions and senses, and
then they can begin to learn what it is to be an artist." (A. Wood) http://www.amazon.com/Encouraging-Creativity-Lessons-George-Szekely/dp/0807728837
I also found was the website for TAB, which I have been linked to on FB for a while now. This was a paragraph explaining their ideas:
"Choice Based Art Education fosters imagination.
Teachers all across the country are "discovering" how to motivate
children through the method of instruction known as Choice Based Art
Education (Teaching for Artistic Behavior - or TAB™ Choice is an organization
of teachers who teach using this method ). Centers are set up in the elementary
and middle school art classrooms and students choose which centers to
participate in for the day. High school students are self directed in their
studies and studio work."
"Nothing in education is more powerful than authentic, student directed, student centered learning experiences constructed from the bottom up. The TAB art education concept allows students opportunities to take ownership of their art experiences from conception to completion with teacher acting as classroom manager, environmental designer, art expert, facilitator, and student mentor." (Clyde Gaw)
I am a big believer in choice and freedom yet I would also incorporate and teach how to use Big Ideas to become a more thoughtful and intentional artist.
I also was intrigued by:
Notebooks of the Mind: Explorations of
Thinking by: Joh-Steiner, V (1987)
I found a great review on Amazon:
To approach her subject John-Steiner goes directly to the source, assembling
the thoughts of "experienced thinkers"--artists, philosophers,
writers, and scientists able to reflect on their own imaginative patterns. More
than fifty interviews (with figures ranging from Jessica Mitford to Aaron
Copland), along with excerpts from the diaries, letters, and autobiographies of
such gifted giants as Leo Tolstoy, Marie Curie, and Diego Rivera, among others,
provide illuminating insights into creative activity. We read, for example, of
Darwin's preoccupation with the image of nature as a branched tree while
working on his concept of evolution. Mozart testifies to the vital influence on
his mature art of the wondrous "bag of memories" he retained from
childhood. Anais Nin describes her sense of words as oppressive, explaining how
imagistic free association freed her as a writer.
Adding these personal accounts to laboratory studies of thought process, Vera John-Steiner takes a refreshingly holistic approach to the question of creativity. What emerges is an intriguing demonstration of how specific sociocultural circumstances interact with certain personality traits to encourage the creative mind. Among the topics examined here are the importance of childhood mentor figures; the lengthy apprenticeship of the talented person; and the development of self- expression through highly individualistic languages, whether in images, movement or inner speech." (http://www.amazon.com/Notebooks-Mind-Explorations-Vera-John-Steiner/dp/0195108965)
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