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Kaylee LaBella

on 2 May 2013

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Guided Discovery Learning
Step One:Inspiration Guided Discovery Learning
Step One: Inspiration The teacher begins stimulating ideas by leading students through the brainstorming process.

The teacher should instruct students to let ideas flow freely and not be hindered by doubts.

Now the stage is set for the students to transfer into independent work and production. Guided Discovery Learning
Step One: Inspiration Step Three: Creation
Step Two: Exploration Students begin to construct their projects on their own terms. As the artistic process begins this is when the creative muscles truly start to flex.
The final products are individualized, unique, and exclusive pieces.

Students gain tangible evidence that they impact the world around them and hold the power to invent and facilitate change.

Students see and experience their opinions as important and come to find they all have their very own special "voice" or identity through their works. Next the teacher demonstrates how to properly manipulate the required materials for the assignment. Multiple ways to go about creating their piece should be presented and students may even find their own way. Arts Education Kaylee LaBella
Dr. Celina Echols
Educational Psychology 301
Professional Development Project
April 30, 2013 About 72% of employers cite creativity as the #1 skill they look for in a potential employee. "Knowledge will get you from A to B.
Imagination will take you anywhere. "
- Albert Einstein Purpose Arts education is fundamental in the development of creative students.
The objectives of this presentation are to:
Define key terms in arts education.
Explain how the artistic process sparks meaningful cognition.
Illustrate how artistic production displays imagination and creativity.
Describe how artistic connection and evaluation fully engages and motivates students.
Summarize closing implications on how arts education is essential in promoting students' overall success and boosting their creativity. Key Terms Perception: A result of perceiving; A quick, acute, and intuitive cognition.

Creativity: The ability to think about something in novel and unusual ways and come up with unique solutions to problems.

Conceptualization: To form a concept (an abstract or generic idea generalized from particular instances) of; especially to interpret conceptually.

Divergent Thinking: Thinking with the aim of producing many answers to the same question.

Discovery Learning/Guided Discovery Learning: Learning in which students construct an understanding on their own; Learning in which students construct an understanding with the assistance of teacher guided questions and directions. Fun Fact: Creativity means using our
perceptions to understand the world around us.
We then use our perceptions to conceptualize information in a unique way, in order to come up with new solutions or perspectives. However, support for the arts is dwindling in many parts of the country.

Within the last 10 years nearly, 51% of American teachers say they have recognized arts education as receiving less instructional time and resources. "Students with an education rich in the arts have higher GPAs and
standardized test scores, lower drop-out rates, and even better attitudes about community service—
benefits reaped by students regardless of socio-economic status. Students with four years of arts or music
in high school average 100 points better on their SAT scores than students with one-half year or less." -Americans for the Arts The depreciating attention given to the arts is especially disheartening when we look at the statistics. An arts education bridges the gap to ingenuity and flexes students' creative muscles. Guided discovery learning involves students constructing their own concepts and ideas but with the initial guidance from the teacher.

The teacher must first present the project.

Then introduce necessary information about the assignment topic, such as : historical or political contexts, cultural implications, philosophical viewpoints, scientific ideas, emotional expressions, etc. Where Imaginations Inspire Creations There are several reasons producing art works intrinsically ignites creativity in students:
There is no right or wrong answer, there are several answers or possibilities, unlike science or mathematics.
Students are required to ask themselves "what if" questions.
Art goes beyond conventional knowledge giving students the freedom to ask, "What do I want to know?" or "What is important to me?"
By having the freedom to ask, "What is important to me?", students become curious thus motivated to move forward, and create further.
Students are required to use divergent thinking while problem solving. Crayola's Process of Creativity Evaluation Inspiration Creation Exploration Creativity is a skill acquired through practice. It is a way of thinking or a mindset.

Art is a process that requires the creative mindset.

To better understand creative thinking we can refer to Crayola company's Process of Creativity model.
Then see how the model fits into educational methods. 1 2 3 4 Step Four: Evaluation Students share in the experience of art making, while also engaging in a visual conversation on ideas, thoughts, feelings, etc.
Students also have the opportunity to self reflect and make connections.

Art gives students the chance to showcase their ideas, while also coming in contact with their peers' perspectives. Students make connections with their peers, while also learning to respect different viewpoints. They can become inspired from each others' works or get more insight on their own process.

Students can look back on their work, take responsibility for their accomplishments or failures, and ask, "How am I doing?" or "How can I improve?" Closing Implications In summary, arts education is an essential subject in our schools' curriculum. In order to produce future generations of innovators we must utilize the art classroom to teach the creative method of: inspiration, exploration, creation, and evaluation. These processes stimulate divergent thinking, they express cognition, and push self reflection. All three responses equally make up the structure of creativity. Furthermore, the arts, unlike other subjects, is a fun escape from strict instructional guidelines and answers. Art gives students the opportunities to discover their own identities in a way all their own. Art teaches independence and fosters motivation. As educators we must become advocates for the arts so our students will come to know their greatest potential. References

Americans for the Arts (2013) 10 Reasons To Support the Arts. [online] Available at: [Accessed: 30 Apr 2013].

BrainyQuote (2001) Albert Einstein Quotes at [online] Available at: [Accessed: 30 Apr 2013]. (2012) CCAC Resources. [online] Available at: [Accessed: 30 Apr 2013].

Davis, J. (2008) Why our schools need the arts. New York: Teachers College Press.

Gardner, H. (1990) Art Education and Human Development. Los Angeles, CA: Getty Center for Education in the Arts.

National Art Education Association (2013) Advocacy White Papers For Art Education: What High Quality Art Education Provides. [online] Available at: [Accessed: 30 Apr 2013].

Santrock, J. (2011) Educational psychology. New York: McGraw-Hill. As a former student of the Talented Arts program in St.Tammany Parish, I owe my open mind, hard work, self reflection, and aesthetic visual understanding to the guided discovery schooling I received during my formative years. I I I do not doubt the power of the artistic process to inspire overall personal fulfillment, scholarly success, personal understanding, and connection with others. As I move forward towards my career as an art educator my primary goal is to find original methods in teaching that guides students to think more freely, critically, and insightfully. Exactly how does art spark creativity?
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