DISCUSSION:

TRIVIA!
According in a recent survey, 85% of people agreed that creative thinking is critical for problem solving in
their career. And with the challenges the world is facing today in our global economy, in our environment, and
in social issues, the need for creative ideas has never been greater.

What is Creativity?
● According to dictionary, creativity is the use of imagination or original ideas to create something new.
● To come up with a new, unique, original, surprising idea from an already existing thing.

What is the difference between being artistic rather than being creative or vice versa?
● Artistic Ability- includes skills and talent to create fine works of art.
● Creative Ability- is the skill and talent use our imagination to create and solve.

CREATIVE ABILITY
● Creativity is mental, it is the way a person thinks, solves and finds solutions to a problem or case.
ARTISTIC ABILITY
● These skills might be weak as a start but can be developed and practiced.
● Artistic is basically being decorative.
● Art is not use in daily life; it is through which you communicate.

Artistic literacy is defined in the 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.
While individuals can learn about dance, media, music, theater, and visual arts through reading print texts,
artistic literacy requires that they engage in artistic creation processes directly through the use of materials (e.g.,
charcoal or paint or clay, musical instruments or scores) and in specific spaces (e.g., concert halls, stages, dance
rehearsal spaces, arts studios, and computer labs).

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.

Shenfield 2015
Engaging in quality arts education experiences provides students with an outlet for powerful creative
expression, communication, aesthetically rich understanding, and connection to the world around them.
Being able to critically read, write, and speak about art should not be the sole constituting factor for
what counts as literacy in the arts.

Elliot Eisner posited valuable lessons or benefits that education can learn from arts and he summarized
these into eight as follows:
1. Form and content cannot be separated. How something is said or done shapes the content of
experience. In education, how something is taught, how curricula are organized, and how schools are
designed impact upon what students will learn.
2. Everything interacts: there is no content without form and no form without content. When the content
of a form is changed, so too, is the form altered. Form and content are like two sides of a coin.
3. Nuance matters. To the extent to which teaching is an art, attention to nuance is critical. It can also be
said that the aesthetic lives in the details that the maker can shape in the course of creation. How a word
is spoken, how a gesture is made, how a line is written, and how a melody is played, all affect the
character of the whole.
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. No surprise. no discovery, no discovery, no progress. Educators
should not resist surprise but create the conditions to make it happen. It is one of the most powerful
sources of intrinsic satisfaction.
5. Slowing down perception is the most promising way to see what is actually there. It is true that we
have certain words to designate high levels of intelligence. We describe somebody as being swift. or
bright, or sharp, or fast on the pickup. Speed in its swift state is a descriptor for those we call smart.
6. The limits of language are not the limits of cognition. We know more than we can tell, In common
terms, literacy refers essentially to the ability to read and to write. But literacy can be re-conceptualized
as the creation and use of a form of representation that will enable one to create meaning that will not
take the impress of language in its conventional form.
7. Somatic experience is one of the most important indicators that someone has gotten it right.
Related to the multiple ways in which we represent the world through our multiple forms of literacy is
the way in which we come to know the world through the entailments of our body. Sometimes one
knows a process or an event through one's skin.
 8. Open-ended tasks permit the exercise of imagination, and an exercise of the imagination is one of
the most important of human aptitudes. It is imagination, not necessity, that is the mother of
invention. Imagination is the source of new possibilities.

Characterizing Artistically Literate Individuals

● Use a variety of artistic media, symbols, and metaphor to communicate their own ideas and respond to
the artistic communications of the 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 genre of artwork; Find
joy, inspiration, peace, intellectual stimulation, and meaning when they participate in the arts; and
● 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

According to 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
● 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 intelligence
● Curriculum competencies, 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.

Robinson Challenged educators to:

● Educate the well-being of learners and shift from the conventional learnings toward academic 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 intelligence as diverse, dynamic, and distinct, contrary to common belief that it should be
academic ability geared.
● In first literacies; Art, Creativity, Play Constructive Meaning- Making, McArdle and Wright
asserted that educators should make deliberate connection with children's first literacies of art and
play.
● It also recommended new approach to early childhood pedagogy would emphasize children's embodied
experience through drawing

First literacies focus on; (Dourish 2001)

● Children creation
● Manipulation
● Changing of meaning through engaged interaction with art materials
 (Anderson 2003)
● Physical
● Emotional
● Social Immersion

The author proposed Four essential components to developing or designing

curriculum that cultivates students artistic and creative literacy.

1. Imagination and pretense fantasy and metaphor

Creative curriculum will not simply allow, but will actively support, play and
playfulness.
2. Active menu to meaning making
In a classroom where children can choose to draw, write, paint, or play in the
way that suits their purpose and/or mood, literacy learning, and arts learning
will inform and support each other.
3. Intentional and Holistic teaching
A creative curriculum requires a creative teacher, who understands the
creative processes and purposefully supports learner in their experiences.
4. Co-player, Co-artist
Teachers must be reminded of the importance of understanding children as
current citizens, with capacities and capabilities in the here and now.