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Connecting Creativity to Understanding
Transcript of Connecting Creativity to Understanding
What students drew
the students began....
.....to see primary documents and historical text anew, as stories told from unique "positioned" points of view
Understanding vs. Creativity
Studio Habits of Mind
8 Artists' Studio Habits
Profiled by Project Zero
WHY: The arts provide four categories of creativity: processes, persons, places, and products which help to educate people in all subject areas. Guess what? Artists and educators use these 8 habits together along with COMMON CORE STANDARDS!!
stretch and explore: an example of class room usage
Lois Hetland is teaching this through experience. The students need to tell a story from their unique "positioned" point of view
Knowledge is crucial but it is not enough
Measure of success in which knowledge is combined flexibly with creativity to respond to new situations.
*UNDERSTANDING = PERFORMANCE*
Advantages over Knowledge Acquisition:
Understanding activates knowledge. Interpreting new information is more meaningful than memorizing facts.
Understanding gives learning a purpose. Students must learn to use knowledge to achieve an intention.
Creativity is transgressive
Educating for understanding requires use of knowledge and skills in new situations - doesn't expect or require boundary breaking (like creativity!)
Creativity pushes against the edges of the known and bursts open new perspectives, shifting the sense of what is possible or even real.
WHAT ARE THEY?
1 DEVELOP CRAFT
2 ENGAGE AND PERSIST
7 STRETCH AND EXPLORE
8 UNDERSTAND ART WORLDS
Understanding and Thinking
Teaching [thinking] skills in isolation is not enough to create understanding. Problems arise when people try to apply skills to new circumstances.
Skill in thinking must be tied to attitudes that motivate and connect thinking to purpose.
Educators must nurture...
Inclination - drive, need, or passion that pushes people to use skills.
Alertness - Sensitivity, awareness, or recognition of connections among bits of information...
is the dog bigger than the house?
"what you see/read is not the whole "truth"
On a table are ingredients for apple crisp. The students are not positioned to see the whole thing. Their job is to represent what they see, knowing only that these group of objects go together somehow.
By comparing their work, they noticed how these were artifacts describing what was there, on this place...primary sources
Creativity worth developing
To form the workers of tomorrow, the schools need to aim for the higher cognitive processes of creative and critical thinking.
By focusing primarily on knowledge..
students do not learn to behave as active, informed, ethical participants: they remain at the primary source level
Play: low stakes, open-ended
fun, wonder, and improvisation lead to exploration and development
Learning from Mistakes
inevitable and valuable because mistakes can lead to new ideas for projects and investigation
Embracing Opportunity & Risk Taking P lay with ideas, investigate, use unexpected constraints to investigate freely. Risk showing others your ideas in a critique .Nothing should be considered too precious. Work can be refined later. Let the work take a life of its own