Week 1 10.09.19!
An essential element within education is to build the foundation for an ambiguous way of thinking in order to expand curriculum providing a wide opportunity for all children to connect to creativity and the meaning it has to their life. As Csikszentmihalyi argues just those who appear to make it happen cannot just understand creativity, everyone’s creative process must be validated. (Csikszentmihalyi ,1996). Going into the first session of the module Csikszentmihalyi statement could not be more relevant or valuable as the two arts intrinsically linked the importance of taking all work seriously and fostering the value of children’s work is essential when considering my pedagogy approach when implementing arts within the classroom.
Entering the first workshop of drama I didn’t know what to expect but felt open to the unknown and excited to delve deeper into this integrated arts as it is something that has never been something of a great interest in mine. We explored a story about a dragon attacking a village in today’s workshop and used these drama conventions:
- Thought Tunnel is where a child depicts the thoughts and feelings of the character that is being discussed.
- Freeze Frame, where the children stopped, not moving or speaking representing a critical moment in their drama.
- Finally, teacher in Role When the teacher takes part in the drama alongside the children, within the workshop we were guiding by the tutor to reach the eventuality that the tutor predicted for the group.
This guidance was highlighted by the tutor and provoked the feeling that he had taken something away from our learning by not letting us choice the direction that the drama was going to take however through discussion and reflection I understood why. This displayed the power that we hold within providing positive opportunities to creativity and children imagination can take learning in unexpected directions and as a future teacher I must be will to allow for the children to direct learning.
My second workshop involved viewing the artwork of children from primary one up to primary 6, displaying a variety of work, creativity, expression and this is how many young children communicate (McAuliffe, 2007) This workshop motivated me to question what creativity means and how expectations change throughout the years. The work represented children in the earlier years to display free flowing art that did not resemble a specific idea however the work of the children in the higher years displayed restricted and hesitation. A gradual development is display below:
Considering children’s potential and not what they present is what lies at the heart of sustaining the creative process. It also displayed the empowerment, which can be provided through the use of the arts exhibiting an unpredictable outcome, which is beyond an adult’s imagination. Depicting that it is about considering children’s potential and not what they present is what lies at the heart of sustaining the creative process. It also displayed the empowerment, which can be provided through the use of the arts exhibiting an unpredictable outcome, which is beyond an adult’s imagination.
On reflection regarding my own experience of viewing art displayed within a classroom as an adult was in my local school, when entering the environment of the class I witness all the art on the wall was identical to the other ten on the wall, the picture of Martin Luther King connecting to their topic work. I had never truly considered that this is not displaying creativity however I have never been challenged on the meaning of creativity, forcing me to consider what it means to me and children. Empowerment does not come for being told what art looks like weather that is in Drama or Art but how it is how a child views it.
McAuliffe, D (2007) Foundation and Primary Settings in Teaching Art and Design 3-11 (Edited by Sue Cox, Robert Watts, Judy Grahame, Steve Herne and Diarmuid McAuliffe) London: Continuum.
TED (2007). Do schools kill creativity? | Sir Ken Robinson. YouTube. Available at: https://www.youtube.com/watch?v=iG9CE55wbtY.
Mihaly Csikszentmihalyi. (2013). Chapter 14. In: Creativity: The Psychology of Discovery and Invention. London: Harper Perennial; Reprint edition. p346.