Chapter-7-Artistic-and-Creative-Literacy.pptx

Chapter-7-Artistic-and-Creative-Literacy

1. ARTISTIC AND CREATIVE LITERACY CHAPTER 7

2. Objectives LEARNING At the end of this chapter, the students should be able to: characterize artistic literacy; 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.

3. The knowledge and understanding required to participate authentically in the arts (National Coalition for Core Arts Standards: A Conceptual Framework for Arts Learning, 2014) Requires to 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 grades (e.g., concert halls, stages, dance rehearsal spaces, arts studios, and computer labs). What is Artistic Literacy?

4. It create environments and conditions that result in improved academic, social, and behavioral outcomes for students. It provides students with an outlet for powerful creative expression, communication, aesthetically rich understanding, and connection to the world around them. Benefits of Learning Arts

5. 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. The flexibility of the forms comprising the arts positions students to embody a range of literate practices to:

6. Eliot Eisner posited valuable lessons or benefits that education can learn from arts and summarized these into eight as follows: EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS

7. 1. Form and content 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. These “side effects” may be the real main effects of practice know more than we can tell. EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS The way something is presented (form) affects what is learned (content). In teaching, how a lesson is taught (like through games or stories) can impact what students understand, even more than the actual topic.

8. 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. EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS The form (how something is presented) and the content (what is being taught) change together. If you change the way something is presented, the meaning also changes.

9. 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. All depend upon the modulation of the nuances the constitute the act . EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS Small details can make a big difference in how things are understood. The tone, expression, or slight adjustments to how something is done affect the overall impact.

10. 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 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. EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS Being surprised or discovering something unexpected is a part of learning, especially in the arts. Teachers should create opportunities where students might be surprised by what they learn.

11. 5. Slowing down perception is the most promising way to see what is actually there. It is true that we have a certain words to designate high level of intelligence. We describe somebody as being swift, or bright, or sharp, or fast in the pickup. Speed in its swift state is a descriptor for those we call smart.   EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS

12. 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 written. But literacy can be re-conceptualized as the creation and use of a form of representation that will enable one to create meaning － meaning that will not take the impress of language in its conventional form. EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS

13. 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. EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS

14. 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 invention. Imagination is the source of new possibilities. In the arts, Imagination is a primary virtue. So, it should be in the teaching of mathematics, in all of the sciences, in history, and indeed, in virtually all that humans create. EIGHT BENEFITS OR LESSONS THAT WE CAN LEARN FROM ARTS

15. How would you characterize an artistically literate students? Literature on art education and art standard in education cited the following as common traits of artistically individuals : Characterizing Individuals Artistically Literate

16. use a variety of artistic media, symbols, and metaphors to communicate their own ideas and respond to the artistic communication of others ; Characterizing Individuals Artistically Literate

17. develop creative personal realization in at least one art form in which they continue active involvement as an adult; Characterizing Individuals Artistically Literate

18. cultivate culture, history, and other connections through diverse forms and genres of artwork; Characterizing Individuals Artistically Literate

19. find joy, inspiration, peace, intellectual stimulation, and meaning when they participate in the arts; and Characterizing Individuals Artistically Literate

20. seek artistic experiences and support the arts in their communities Characterizing Individuals Artistically Literate

21. educate the well-being of learners and shift from the conventional leanings toward academic ability alone; give equal weight to the arts, the humanities, and to physical education; facilitate learning and works forward stimulating curiosity among learners; ISSUES IN TEACHING CREATIVITY

22. 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. ISSUES IN TEACHING CREATIVITY

23. 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 children’s creation, manipulation, and changing of meaning through engaged interaction with art material ( Dourish , 2001), through physical, emotional, and social immersion (Anderson, 2003).

24. 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 symbol systems. 1. Imagination and pretense, fantasy metaphor

25. 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. 2. Active menu to meaning making

26. A creative curriculum requires a creative teacher, who understand the creative processes, and purposefully 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. 3. Intentional holistic teaching

27. Educators must be reminded of the importance of understanding children as current citizens, with capacities 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 ‘being.’ 4. Co-player, co-artist