All children have the capacity for
and proficiency at creative processes.
How do we observe, provide for and foster these skills?
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Children are capable and competent. |
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Mistakenly thought of as a trait belonging only to some, there is potential for creativity in all people. (Introduction p.30 Imagine Jonah
Lehrer) If we learn more about creativity and support and enrich children's
experience of the creative process in all domains then we can better support
their development of critical thinking, decision making skills, understanding of concepts, symbolic communication, empathy, relationships and self-esteem. (p. 140 FDELKP Document - The Arts Overview)
"Children have an innate openness to artistic activities" [Big Idea - The Arts] so we use this to foster creativity and critical thinking. As well, if we as adults
understand more about creativity we can learn how to capitalize on
our own creative talent. (Introduction p.30 Imagine Jonah
Lehrer)
Creativity
is defined in the dictionary as “the ability to transcend
traditional ideas, rules, patterns, relationships or the like, and to
create meaningful new ideas, forms, methods, interpretations, etc.;
originality, progressiveness, or imagination.”
Children
of the 21st century need to be as aware and creative as
they can be. The breakneck speed at which our culture is evolving
requires divergent, open-minded thinkers who can navigate our complex, global, and evolving civilization. (p.5 FDELK Program Document)
The challenges we face as a species can only be tackled by the
greatest of critical thinkers and innovators. Being adept with the creative process provides for fluent and diverse use of skills in integrated contexts. It supports children to have a range of strategies for effective communication [Language - Big Idea] and thinking about, representing and investigating mathematical concepts. [Math - Big Idea] As older information is used for new creative ideas children (and adults) connect prior knowledge to a new context. [Science - Big Idea] (And this means busy synapses!)
Analyzing
Creativity
5
Characteristics of Creative Works
Must
be original.
Needs
to be relevant.
Defies
tradition.
It
is elegant.
It
exists and is shared.
Children
demonstrate creativity with:
Spontaneity (openness/boldness to explore &
share)
Imagination (pretending)
Fantasy (creation of imaginary worlds)
Children
and people who are especially creative are generally skilled in a
particular area, have an ability to consider a range of
possibilities, are highly persistent, set high personal standards,
work hard and maintain intrinsic motivation. (Ch. 2 – Art and Creative Development for Young Children
Robert Schirrmacher)
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Creatively using conceptual math understanding of solids. |
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Texture and colour. |
To assess the use of creativity in any domain note the child's use of: elements, process and
decision-making. Children will naturally demonstrate creativity throughout the
classroom and in different areas. They will demonstrate by saying,
doing and/or representing. (p. 25 FDELK Program Document)
In
the Arts section (p. 141) of the program document there are examples and
explanations of the components of art. To assess artistic growth
keep anecdotal notes, checklists and samples. Uncover what the child
is expressing by questioning and listening. Through ages 4 and 5
children's representations will begin to be recognizable and they
will use art to tell and/or write stories. (Lang OE 4) Co-operation in artistic activities, the appreciation of diversity and communicating ideas about music develop around 5.
(Ch. 3 – Art and Creative Development for Young Children
Robert Schirrmache)
See
“How to uncover the natural creative abilities in your child” by
Jane M. Healy, Ph.D.
For
more information on uncovering and assessing creativity.
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The creative process is often collaborative. |
Materials, Resources and Experiences
in the Arts
Art and multimedia in the FDELKP are
focused on the creative process. Arts are an integral part of the
FDELK program and children develop and demonstrate skills across
every domain through dance, music, visual arts and drama. (p. 140 FDELK Program Document The Arts Overview)
Children should have opportunities to
express themselves through the arts.
The environment over time
should have a wide variety of materials, resources and experiences
that offer different ways of doing, showing and telling through all arts disciplines. Art is a vehicle to represent and discover cultural diversity.
To deeply get involved in the arts
children need “time to imagine, create and explore in a
non-threatening environment where they know their individual choices
and responses are respected and valued."(ibid)
Materials & Creativity
Sometimes only certain materials may
be available to guide and provoke the children to focus and think
about an element such as colour (see picture). This controlled pallet
intentionally has children exploring and thinking about a concept.
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The element of line. |
Ambiguous and open-ended dress-up
clothing, real household items, co-construction and set-up of new
role play ideas, opportunities for guided drama through movement, a
dollhouse and puppet theatre with chances for children to actively
construct things for them supports creativity and drama.
Various instruments to use, many
different kinds of music to listen to and chances to dance,
technology that explores sounds, and things to create instruments
supports creativity and music/dance.
Resources
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Eric Carle illustrations |
Books that display different artistic
styles and dances, stories that relate to their current interests for role play and imitation. Books with creative ideas to use as thought-provoking or as a jump-off point (see Not a Box), a diversity of instruments, computer technology that allows
children to hear sounds, chime-in books, space to move, variety of
familiar and unfamiliar things.
Experiences
Artists, performers or creators can
speak with and work with children, watch videos of dance, drama, music or
artists and their processes. Chances to transform materials and
experiment (e.g. Mixing paint). Problems to solve and support in
thinking critically about their process and product.
Children can watch you model
technique.
Modelling
Ask if the child needs help.
Ask leading question or suggest
another approach.
Show only part of needed process.
Verbally explain it as it is being
done.
The Creative Process
consists of:
knowledge – what we already know
motivation – inner drive to
accomplish
skill – development of expertise
using tools and materials
immersion – intense focus on
creating
incubation – thinking and processing
production – tangible expression
(Ch. 2 Art and Creative Development for Young Children
Robert Schirrmacher)
Nurturing Creativity
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Expose children to many different arts. |
Expand knowledge by talking about the
arts (line, shape, colour, etc.), using arts vocabulary, giving a
wide array of experiences and accepting all individuals and their
knowledge bases.
Model divergent thinking (having many
different solutions to problems). Show a diversity of possible
solutions, be open and talk about alternative viewpoints.
Support motivation by being flexible
and capitalizing on their interest, have choices be open-ended, be
surprising and do unexpected things to inspire, be on the lookout for
emergent problems.
-use positive feedback – tell the
child precisely what they did well if it will help them later
-praise the behaviour, efforts and
achievements or product not the child
Language
Matters: There is a fixed-mindset or growth-mindset message sent
through praise.
Our
praise always needs to send the message that “you are a developing
person and I am interested in your development” rather than “you
have permanent traits and I'm judging them.”
-avoid praise creating competition
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"I see you found a shape that looks like ..." |
-avoid value judgements – notice
rather than praising the child (e.g. say “I see you used two
different colours and”... rather than “I like how you used
different colours...)
-use descriptive statements in
discussion with a child about their art to describe artistic
decisions and concepts to increase their understanding
-ask questions focusing on art
elements, process, and decisions
-challenge them to predict, create an
effect, connect events or find the cause
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Adult Read on Creativity |
Anchor Books
Not
a Box
Not
a Stick by Antoinette Portis
The
Tiny Seed by Eric Carle
Art
by Patrick McDonnell
The
Black Book of Color by Menena
Cottin
the
dot
Ish
by Peter H. Reynolds
written
materials:
Full
Day Early Learning Kindergarten Program Document DRAFT 2010
Imagine by
Jonah Lehrer Penguin Books
Art
and Creative Development for Young Children
by Robert Schirrmacher
ETFO
Thinking it Through The Arts –
Joyful Learning
lecture
and discussion notes from Creative Expression course Winter 2008
instructer Joel Zelikovitz
videos:
Ken Robinson lecture at
TEDTalks February/June 2006
RSA Animate - Changing
Education Paradigms
radio
lectures:
Amy Tan on creativity
TEDTalks April 2008