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Creativity, the Arts, Teaching and Learning


Title: Creativity, the Arts, Teaching and Learning Author: Tom Trapnell Last modified by: seidelst Created Date: 2/13/2008 10:16:31 AM Document presentation format – PowerPoint PPT presentation

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Title: Creativity, the Arts, Teaching and Learning

Creativity, the Arts, Teaching and Learning
  • S301
  • February, 2008

Two Notions of Creativity in the Arts
  • The capacity and inclination to make things
    (objects, performances, texts, etc.), especially
    with attention to their aesthetic and expressive
    qualities and their potential for engaging and
    provoking others.
  • The ability to solve problems or make things in
    novel (new for you or for the field) ways.

Creating Creators
  • Can you teach other people to be more creative?
  • Challenge A link between creativity and
  • Lessons from Big C creativity for arts

Two questions about teaching creativity
  • Can you cultivate or nurture the capacity and
    inclination to make things?
  • Can you teach other people to be more

Challenge A link between learning and creative
  • When do you give them the next problem?
  • a more difficult text
  • the demands of performance
  • the opportunity to choreograph or compose
  • a larger surface (or one much smaller)
  • Are they adequately prepared?
  • Are they motivated?
  • Are the supports there?
  • Is there a safety net?

Some characteristics of BIG C work
  • a very high level of mastery of the basics
    (information, techniques, materials, tools, etc.)
    of the field (dance, for example)
  • deep knowledge of the field, including a deep
    understanding of the big issues facing the field
    or limitations of the field as it is currently
  • steady work on one of those problems
  • testing, sharing, and breakthroughs
  • lots of people being offended and angry others

What do these characteristics suggest for
teachers who want to engage their students in
creative work and learning?
  • develop technique and mastery of the basics in
    the art form to a very high level
  • develop an awareness of the field (What are
    other people doing? What are the traditions? How
    do people work with/against traditions? And so
  • provide opportunities for sustained work on
    particular problems and on a series of projects
  • encourage the finding and articulation of
    significant problems
  • provide opportunities for sharing work and
    getting response and feedback

Conditions for Creativity in the Classroom and
Other Learning Environments
  • the nature of the task
  • the environment
  • the social dimension
  • reflection/assessment
  • a challenging, but probably do-able, and
    authentic problem
  • choices, but not too many choices
  • excellent materials
  • adequate time
  • opportunities to work with others
  • opportunities to work alone
  • opportunities for feedback
  • opportunities for reflection

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