The Creative Process.pptx.....................................

art

1. The Creative Process Developing Creativity By: Renil Escollada & Gracel joy Abordo

2. Learning Outcomes : 1.Distinguish between the creative process and artistic process. 2. Model ways on how to promote creativity in the classroom. 3. Devise an outline of a lesson plan that promotes student's creativity.

3. "Creativity involves breaking out of expected patterns in order to look at things in a different way ."(Edward de Bona )

4. Creativity and Ideation Creativity is the imaginative fusion of existing ideas into something novel, while originality marks what has never been seen before. ( Dobbs, 1992). Left : Exercises on practicing creativity, Doodle Basics: Drawing from Numbers. Online art workshop by Teacher Precious. Right Sample doodle by Grace with her own ideas for numbers 6 and 8.

5. Found object doodle art invites students to transform everyday items into imaginative creations—like a pencil cap as a shield or shavings as hair—blurring the line between the ordinary and the inventive. By assigning themes and encouraging open-ended exploration, teachers nurture originality and flexible thinking.

6. The Creative Process vs. Artistic Process Creativity often emerges in problem-solving, where constraints push people to think resourcefully and inventively. It differs from artistic production, which may rely on skill and replication rather than original thought. According to Lubart (2001), creativity is a sequence of thoughts and actions leading to original, appropriate outcomes. Teachers should distinguish between artistic skill and creative thinking, aiming to foster an "artistic creative process"—where students generate their own ideas, not just follow patterns ( Botella et al., 2018). The foundational model of this process was introduced by Wallas in The Art of Thought (1926).

7. Banaune rice terraces (2017) by Jeremy on canvas, the small paper on the table were his initial studies. Instead of drawing the typical landscape, he thought of the rice terraces as rainbow-colored with houses on top. He chooses to paint the rice terraces because he used to live in ifugao , mountain province. Adaptation were made by titling the canvas so that he can reach the areas for sketching while on a wheelchair

8. How to Promote Creativity in the Classroom Creativity thrives when children are free to think, explore, and express without fear of judgment. While it may not be directly taught, it can be cultivated in environments that value originality over imitation. Overly restrictive, teacher-centered setups suppress creative growth, replacing invention with replication. To nurture creativity, educators must foster open, respectful spaces—especially in early education—where ideas are welcomed and individuality is encouraged.

9. Strategies for Ideation: Adaptation Ideation—the act of generating new ideas—is at the heart of creativity, yet it cannot be taught directly. In the art room, teachers foster creativity by offering space for exploration, imitation, and adaptation. Students might begin by borrowing fragments from existing works, then transform them into something uniquely their own. As Austin Kleon writes in Steal Like An Artist (2015), it's not about copying style, but understanding and reimagining the thinking behind it. self-portrait (2017) by Ella, 11, acrylic and yarn on canvas. Using items other than what the teacher suggested is a good practice for creativity. In this case, when Ella had an activity in Math wherein they use yarns to create rays and lines in geometry class, she had an idea to apply it in her portraits as well.

10. How to Look for Inspirations Creative artists are sharp observers—they notice the overlooked and reimagine the ordinary. Teaching students to observe with intention opens pathways to innovation, from upcycling materials to exploring unconventional uses. Creativity begins with seeing differently. Parents enrich this journey by exposing children to art in museums and galleries, cultivating curiosity and deepening their visual literacy (Dobbs, 1992). Observation is not passive—it’s the seed of original thought.

11. How Limitation Fosters Creativity Creativity often flourishes not in abundance, but in constraint. When art classes offer only ideal tools and methods, they risk removing the very challenges that spark innovation. In places like the Philippines, limited resources become catalysts for imaginative problem-solving. Teachers, faced with scarcity, model resourcefulness—proving that creativity isn’t about having more, but making more from less.

12. Thank you