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. |
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.”


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:
Imagination (pretending)Fantasy (creation of imaginary worlds)

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Creatively using conceptual math understanding of solids. |
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Texture and colour. |


(Ch. 3 – Art and Creative Development for Young Children
Robert Schirrmache)
For
more information on uncovering and assessing creativity.
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)

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.

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. |

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.
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Eric Carle illustrations |
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.
Modelling
- Ask leading question or suggest another approach.
- Show only part of needed process.
- Verbally explain it as it is being done.
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)
(Ch. 2 Art and Creative Development for Young Children Robert Schirrmacher)
Nurturing Creativity
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Expose children to many different arts. |


-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 ..." |
-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
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Adult Read on Creativity |
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
radio
lectures:
Amy Tan on creativity
TEDTalks April 2008
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