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Fostering Creative Thinking within the Arts Classroom

Group Project

on 18 July 2011

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• Offer activities that encourage students to relate their skills and knowledge to social, environmental, and economic conditions in the world. Students should be provided with examples of artists that do this including Edward Burtynsky, Andy Goldsworthy, Andy Warhol, and Pablo Picasso etc. References:

Bartel, Marvin. “Encouraging Creative Thinking with Awareness and Discovery Questions”. 2010.http://www.bartelart.com/arted/questions.html

Bartel, Marvin. “Ten Classroom Creativity Killers”. 2011. http://www.goshen.edu/art/ed/creativitykillers.html

Clark, Roger. An Introduction to Art Education. 2nd Edition. London: Faculty of Education: The University of Western Ontario, 2002.

Gibbs, Jean. Reaching All by Creating Tribes Learning Communities. Center Source Systems, 2006.

Gnezda, N. M. Cognition and Emotions in the Creative Process [Part of a special issue on Creativity. Art Education v. 64 no. 1 (January 2011) p. 47-52. https://owl.uwo.ca/webct/urw/lc2209346550071.tp2215191915021/RelativeResourceManager/sfsid/2243409999051

Honig, Alice Sterling. “”How to Promote Creative Thinking”. 2001. http://www2.scholastic.com/browse/article.jsp?id=3745978

Marshall, Julia. Five Ways to Integrate: Using Strategies from Contemporary Art. Art Education v. 63 no. 3 (May 2010) p. 13-19. https://owl.uwo.ca/webct/urw/lc2209346550071.tp2215191915021/RelativeResourceManager/sfsid/2250065542131

Nordlund, C., Spiers, P., and Marilyn Stewart. An Invitation to Social Change: Fifteen Principles for Teaching Art. Art Education v. 63 no. 5 (Sep 2010) p. 36-43. https://owl.uwo.ca/webct/urw/lc2209346550071.tp2215191915021/RelativeResourceManager/sfsid/2250065544131

Richardson, Khirsta. “What’s missing in Art Education? A Paradox: Art Making without Creativity” http://creativityresearch.blogspot.com/2011/04/whats-missing-in-art-education-paradox.html

Steers, John. Creativity: Delusions, Realities, Opportunities, and Challenges, NSEAD Blackwell Publishing Ltd., 2009.

The Ministry of Education, The Ontario Curriculum Grade 11 and 12: The Arts, 2010. Creativity Crisis Strategies Invent a new tree that is purple and blue.
Design and bike-boat: for both land and water.
What could happen if it always rained on Saturdays?
What if cars never wore out?
If you saw a mouse in your backyard chewing your mother's
favorite flowers, what would you do?
Why don't we wake up with our hair neat and combed?
What would happen if a cow, a bee, and a clover got together?
What could happen if cats could bark?
What could happen if all the shoes in the world were the same size? The Case Krista Benz, a grade nine student at Village District High School, is an art student that refuses to create anything original. She is intent on replicating past artist’s work and she is focused on high realism. If an artwork is not realistically rendered, in her eyes, it is not art. http://fineartamerica.com/images-medium/the-art-student-joyce-geleynse.jpg In the Classroom Fostering the creative Process in the Art Classroom:

1. Have artists come in as guest speakers. Have the artist discuss their creative process, apply the critical analysis to their work, and explain the cultural relevance of the artwork.

2. Show examples of master’s artworks that have been reproduced, but altered in a way to make a statement or create a message.

3. Explore present day artists that reflect our time period.
Edward Burtynsky is a photographer who is an environmental artist. He often creates imagery that beautify environmental issues such as tire landfills.
Andy Goldsworthy uses natural material found in environments and creates symmetrical art work that embraces the environment.

4. Explain that highly skilled artists create contemporary art: it is not “second-hand” work. Picasso was a classically trained artist and “Guernica” was created in a specific culture, with social and political influences. Andy Goldsworthy Edward Burtynsky Our students need to be affirmed in their passions,
but they need to be able to do the following in regards to
their art production: be challenged, inspired, imagine,
generate, explore, experiment, create preliminary ideas,
revise, refine, present, perform, reflect and evaluate. Desired Outcome: Try exploratory lessons – “low pressure assignments that allow students the freedom to get familiar with materials without fear of being graded or judged” (What’s missing in Art Education).

Have the students create original work before they study past works.

Have the student create an artwork based only on the title. After they have created their works, look at the original. Compare and contrast.

Have the students come up with a metaphor for a subject, eg. give a group of students “community”, they come up with a visual for a community as a “living cell”.

Show students works of art from different eras that explore a similar theme, this will help students accept/embrace the many styles and methods used. Member The Creative Process Critical Analysis Process Inital Reaction Analysis and Interpretation Consideration of Cultural Context Ongoing Reflection Expresstion of
Aesthetic Judgement Ideas Big and.... ... small Encourage exploration and creativity try new things!!! Have your students sketch for 10 minutes each day. Provide open-ended themes or questions: 2. 3. 4. 5. 6. 1. Even more strategies.... • Create an inclusive and safe environment. At the beginning of the year have students create and agree to a Classroom Creed which all students sign. Invite the Principal and Vice Principal to sign the agreement. Students will be responsible for following the agreements that they create with one another and the teacher. • Model and encourage students to accept Tribes Agreements:
Mutual Respect, Attentive Listening,
Appreciations/ No Put Downs, Participation/ Right to Pass. • Create a community of learners. The teacher should demonstrate a desire and interest in learning. Model the desire to be a life-long learner. • The teacher needs to model and provide students with examples about how to explore the creative and critical analysis processes. • Demonstrate to students how to provide effective feedback. Encourage students to use the Two Stars and a Wish format when participating in critiques. Materials:
•Paper (rough work)
•Medium of their choice: water based oil, charcoal. Watercolour, chalk pastel,
pencil, pencil crayon,
•Students must provide their own board for their presentation if they choose
to go that route, as well as any found objects if they decide to create a sculpture. Grade 9-Visual Arts Lesson Plan Pre-lessons (2.5 weeks):
1. Based on teacher’s preference students can work in pairs or individually.
2. Different historical Art eras will be distributed amongst the students.
3. Students will be given library time to research their era of Art.
4. Students will also be given two weeks of class time to produce an art work that resembles their studied era of Art. Lesson Overview: 75 min. –
“Art Appreciation Day”1.
Warm-up exercise 15 min.: Each student will begin a sketch after being given a theme. Students will have 3 min. to sketch. After the 3 min. is up, students will hand their sketch to their classmate on the right who will then continue that drawing for 3 min. After 5 rotations, the final drawing will be given back to the original artist to see the culminating effect of his/her classmates.
2. Presentation 60min.: Half of the class will have 5 min. to set up their presentations. The other half will wander around the classroom learning about the different Art Historical periods based on their peers’ findings. Each student doing the presentation will have a chance to tell their peers what they learned and showcase any highlighted artists and their work. They will also communicate how that specific time period influenced their studio project. After 25 min. the two groups switch. Resources:
•A PowerPoint presentation of a quick glimpse of many different Art Historical eras.
•A handout guide of the project with a rubric provided for both the presentation and the studio work.
•Previous examples of students’ works. Objective:
Grade nine Visual Arts students will participate in a variety of activities that will broaden their knowledge of the art world. With this new gained information, students will be encouraged to experiment with different mediums and styles of art. The focus of this lesson is to promote knowledge and creativity in the arts, and to further the understanding of the art world for the Grade nine students. Overall Expectations:
A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively;
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works;
B2. Art, Society, and Values: demonstrate an understanding of how artworks reflect the society in which they were created, and of how they can affect personal values;
C2. ConventionsandTechniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works; Specific Expectations:
A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works
A1.2 use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking
A2.1 explore elements and principles of design, and apply them to create art works that express personal feelings and/or communicate emotions to an audience
A2.2 apply elements and principles of design to create art works that communicate ideas and information
A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works
A3.3 demonstrate an understanding of some of the ways in which art works can be presented to reach a variety of audiences
B1.1 identify and describe their initial reactions to a variety of art works
B1.3 interpret a variety of historical and/or contemporary art works
B1.4 use a variety of strategies (e.g., peer- and self-assessment, formal and informal critiques, small-group and class discussions) to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works
B2.1 identify the functions of various types of art works (e.g., advertising, environmental installations, religious art works, satirical works) in past and present societies
B2.3 identify ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with reference to their self-perception, their level of empathy, their awareness of stereotypes, their awareness of their emotions and their ability to express them)
C2.1 demonstrate an understanding of some techniques that artists use to achieve specific effects Invite guest speakers who are local artists, or have a career in the visual arts in order to provide students with a realistic picture of what a modern-day career in the arts looks like.
Ensure that art history is taught with more than just the plain facts. Include random and little-known facts that will hook students onto that style and artist.
Have thematic art days/weeks where an era in history is explored through the arts of the time. Students are exposed to visuals from that era and in turn produce work in the style (s) of that era. Ex: Art Deco Week could include posters, media (radio and film), and sculpture/furniture.
Praise students for 'outside of the box" thinking.
Encourage students to go beyond traditional media. Ex: Knitting and quilting have long been regarded as lesser arts, however it can be argued that it takes just as much creativity and planning as with traditional media. The ideas are the same, but represented differently. • Use sticky notes as a tool when students participate and
practice critiques.Students will fill out feedback on sticky
notes anonymously and place it on the back of their peers work. • Encourage students to appreciate various art disciplines including Photography, Painting, Drawing, Sculpture, Printmaking, Performance Art, and Computer Design. •Students should partake in a variety of art appreciation experiences. • Co-ordinate with community partners and set up visits to art galleries, theatres, and museums. Invite local artists and community groups to the school to discuss their perspective and experience in the arts. • Study works of art from various cultures to deepen their
understanding of diversity and various perspectives. Invite
First Nations artists and other artists from diverse cultural
backgrounds to exhibit and discuss their work. • Attempt to integrate cross-curricular lessons that
encourage students to make connections between other disciplines and their interests. The teacher can create a lesson on architecture while also linking the lesson to technology and woodworking. Have students research Frank Gehry's architecture and create their own 3-dimensional designs. Students can also look at themes in art related to events in History such as photo-journalism and war etc. • Encourage parents and the community to develop a
positive attitude towards the arts. Develop community
events that showcase students learning. Invite the community
to An Evening of the Arts that showcases students work or a
silent art auction. This can also serve as a fundraiser for the arts. • Invite community partners such as the Ontario Arts Council’s Artists in Education program to assist in integrating arts and culture programming into the classroom. The teacher can encourage students to create project proposals for events that “call for artists.” • Use a variety of instructional, assessment, and evaluation
approaches that are considerate of a variety of different learning
styles and intelligences including visual, auditory, kinaesthetic,
tactual, mathematical, linguistic, musical, spatial, interpersonal,
intrapersonal, and gifted. Modifications:
•Provide visual aids to accompany lesson objectives.
•Students can write or type their research.
•Incorporate assistive technology when needed based on student(s) IEP. (cc) photo by medhead on Flickr As teachers, we would like to see all
our students create original artwork. Our students needs to understand
the elements and principles of design
and enter the creative process. This presentation was Created by
Group #5 of the Senior Visual Arts
ABQ Class Frank Gehry
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