CREATIVE EXP. MIDTERM

a state of self-forgetfulness - play should be something a child feels rather than something a child does

Extreme concentration, Control - Influencing the play - May be short or long-lasting & allows the brain some "quiet time"

creativity is the ability to produce something novel, something w/ the stamp of uniqueness upon it - creativity is an infinite phenomenon a person can be creative in an endless number of ways

involves bringing into existence something genuinely new that receives social validation enough to be added to the culture

the invention of the light bulb

involves ideas or products that are new to the person but only to the person

a child's new use of blending finger-paint colors

a way of thinking, acting, or making something that is original for the individual & valued by that person or others

first - discovering which involves using imagination, playing w/ ideas, & exploring second - process - involves using learned skills, evaluating, and testing

convergent & divergent thinking

usually results in a single answer or solution to a question or problem

opens things up & results in many answers to a single problem

asking a child how many fish are in the tank - one answer question

asking the child to tell you as many things possible about the aquarium

originality

phrase referring to the belief that the process that leads to originality (exploration & experimentation w/ materials) is more important than the end product

learning to feel good about themselves, learning to seek many answers to a problem, developing their potential to think, developing their individuality, developing new skills, experiencing the joy of being different

being able to provide for more & greater variety in the program, learning to recognize children for their unique skills, being able to develop closer relationships w/ children, having fewer behavior problems, using a minimum of standardized curricula & external evaluation

creation stories, cave paintings & myths

determination, curiosity, intuition, a willingness to take risks, a preference for complex ideas & a sense of humor

faultfinding, self-satisfaction & apparent discontent

help children accept change, help children realize that some problems have no easy answers, help children recognize that many problems have a number of possible answers, help children learn to judge & accept their own feelings, help children feel joy in their creative productions and working through problems, help children appreciate themselves for being different & reward children for being creative

referring to the left brain, which processes information in an analytical & sequential way

referring to the right side of the brain, looking first at the whole picture & then at the details processing information in an intuitive way

rewards, extrinsic motivation (working for anothers approval), expected external evaluation (knowing beforehand that a piece of work is going to be graded), peer pressure, surveillance, time limits, coloring books, inflexible schedule

refers to people's judgements about their capability to perform particular tasks. task related self-efficiancy increases the effort & persistence towards challenging tasks; therefore increasing the likelihood that they will be completed

the basic principle behind self-efficiancy theory is that individuals are more likely to engage in activities for which they have self efficiency & less likely to engage in those they do not

necessary, a prerequisite for creativity & the base for creativity

curriculum is the guide to determine WHAT will be presented ("what happens") & creativity is the HOW curriculum is presented

based on the students interests & passions as well as the teachers. to plan this type of curriculum requires observation, documentation, creative brainstorming, flexibility & patience

a direct link to creativity

a curriculum in which the artificial divisions among content areas are reduced. most often an integrated curriculum is designed around a unit of study, that is, centered around a specific theme or project

(a philosophy of teaching & learning) a way of thinking about teaching & learning. its aim is to maximize each child's growth by meeting each child where he or she is & helping the child progress from that point

analytical, logical, successive processer - this person prefers to learn step by step in a sequential format, beginning w/ details leading up to understanding a concept or acquiring a skill

holistic, global, simultaneous processer - this person prefers to to learn beginning w/ the general concept & then going on to specifics

handwriting, symbols, language, reading, phonics, details & facts, talking & reciting, following directions, listening & auditory associations

left

recognize & process nonverbal sounds, communicate using body language, judgements about relationships of body to space, recognize, draw deal w/ shapes & patterns, distinguish between colors & hues & visualize colors, singing, music, creative art

right

value children's curiosity, exploration, & original behavior, allow children's individual learning pace, allow children to complete tasks at their own pace, allow children to figure out their own way to do things, keep atmosphere relaxed, encourage guessing & let creative activity be the reward

encourage creativity, give students extended time, unhurried time, provide students w/ an area to leave work, create a classroom atmosphere where mistakes are acceptable & introduce students to out-of-class experiences

asking the children to change things to make them the way they would like them to be. EX: what would taste better if it were sweeter? what would be nicer if it was smaller? what would be more fun if it was faster?

ask the students to close their eyes & guess what they hear or close their eyes & guess what has been placed in their hands

how can you use water? what floats in water? how does water help us? what always stays underwater? (encourage openness & flexibility)

"what-would happen if" & "in how many different ways"

test scores will rise BUT art education is increasingly important as schools narrowly focus on curriculum

imagining, inventing & thinking

step-by-step sequential format, beginning w/ details leading up to understanding a concept or acquiring a skill

words used to describe the right brain tendency to approach learning in general concepts first

looking at things in an overall way

the right brain thinking approach to learning by beginning w/ the general concept & then go on to specifics

the left brain thinking approach to learning step-by-step sequential format, beginning w/ details leading up to understanding a concept or acquiring a skill

"frozen pictures" in which groups of students freeze or pose to act out a scene, a saying, a book title, & so on

appreciation for beauty & a feeling of wonder - begins w/ & ends w/ the senses

began in early 1800s, the term aesthetics was developed by german philosopher Baumgarten, whose work Aesthetica was published in 1750

"science of the beautiful" or "philosophy of taste"

philistine which meant "one lacking culture"

most influential figures of the whole movement who lectured & spread the word of the aesthetic movement

doing things for the pure joy of it, does not need a practical purpose or reason, goal is a full, rich life for the child

walk in sculpture environments; mixes of live dance & films; & art exhibitions w/ drama, where actors move into the audience to engage it in the drama, are all ways adults are integrating the arts

helps children find beauty & wonder in their world & encourages children to speak freely about their own attitudes, feelings & ideas about art (an appreciation for art) EX: "i enjoy what i hear" or "i like what i see"

joining what one thinks w/ what one feels

helps children focus on the variations & contrasts in the environment, uses all senses (not just sight), firsthand visual perceptions & asks questions to encourage personal response

learning to look at & create visual art

line, shape/form, color, space, pattern, texture

foreground, middle & background, contrast, light, design

color/hue, space, balance, composition

contact w/ the world (5 senses), what ppl feel within themselves & fantasy

beautiful "junk", hardware store & children

the overuse of visual displays that distracts children from the materials

cartoon characters, animal characters & stereotypical pictures

include artwork & artifacts from existing cultures, include posters w/ art images around the world, images should reflect the children in your classroom's ethnicities

NAEYC, pier 1 or world bazar or just make your own

encompasses a broad range of media, including television, computer games, movies, books, comic books, advertising, entertainment, toys, games, & trading cards EX: sharkboy & lava girl

major areas of growth: physical, social, emotional & intellectual

children may be the same age but may be preforming at different levels in one or more areas of development

(DAP) a position of the National Association for the Education of Young Children defining & describing appropriate practice in early childhood programs

built on the strengths of the child, arises from play of the children & play of the teachers, the goal is to respond to every child's interests, open-ended & self-directed, focuses on the process of learning

1 know the child 2 determine the learning goal 3 identify proof or evidence they understand what is being taught 4 plan the learning experience 5 reassess & adjust according to new needs & changes

learning in terms of its process rather than its product

each of us possesses 8 "intelligences" or ways to be smart

common structure of categorizing questions & designing instruction

knowledge, comprehension, application, analysis, synthesis, evaluation

when children do not have to worry about being perfect, they have more energy to be creative

try the activity before hand, make sure all necessary equipment is available, think through the activity, modify the activity to meet the developmental needs of the children, briefly explain the activity so that the children know how to begin & proceed, after the children have started circulate among them

identify goals, possible learning, list materials, decide how to stimulate the children, anticipate questions, evaluate, consider follow-up and clean-up

childrens age & developmental levels, supervision, flexibility, traffic flow, personal space, planning for & displaying childrens artwork

simple in design, versatile, stimulating, large & easy to use, durable

practice play (just for fun) constructive (building structures) rough & tumble (laughing & pretending) dramatic (role playing) games w/ rules (governed by parameters)

might talk to players but not engage

independent plays alone w/ no convo w/ others

plays alone but shares toys & limited congo

still independent players but in a more communual game/action

common goal - similar interests - formal game w/ rules/parameters

play as assimilation - the child's efforts to make environmental stimuli match his or her own concepts

play actually facilitates cognitive development. play does not so much reflect thought as it does creative thought play usually develops in a natural sequence that evolves from a childs level of socialization

dramatic play enhanced children's social skills. cooperative play marked by mutual involvement in a play activity

violence in everyday life, feelings, media, toys & violence

physical growth

gross (large) motor skills to fine (small) motor skills

top to bottom - muscles develop from head down

from center to outside - from trunk to extrimities - explains why a baby is able to roll over before pulling or sitting up

6

first

Group murals Tracing body shapes Easel painting Clay pounding Crayon rubbings

fingers, hands & wrists

Painting Cuttings Pasting Clay modeling

set the stage for early writing success: whole arm, whole hand, pincher & pincher coordination

brain stem, midbrain, cerebellum, limbic system, cortex

80% of the neurons in the brain

childs capacity for learning to see & hear - birth to 4 & 5 years of age

prime time for language development & learning to talk is from birth to 10 yrs of age but first few years of life are critical (5 yrs of age to puberty)

birth to 12 yrs of age

birth to 12 yrs of age

Process not product Needs of children Originality and independence Creative thinking Individualized progress

they have limited interest spans, even the most interesting activites only hold their attention for 10 to 15 minutes so it is important to plan several activites or alternative activities

open ended art activist - techniques: demonstration, task breakdown & hand over hand assistance

helping them recall their experiences & record these in art medias - reading a familiar story or singing a song can stimulate art experiences

comparable to the early scribble stage - childs interest in the qualities of the material

refers to the manipulation & shaping of flexible materials - help children develop their sense of touch, adaptation to change, their concepts of form & proportion, & esp in older children, their sense of aesthetics

creative activity that involves placing a number of 3 dimensional objects together to create a unified composition

language development & learning to listen & respond to other children & it is a natural source for many other types of learning

dramatic play is free play of very young children in which they explore the universe, imitating the actions & traits of those around them & creative drama is generally used to describe the improvised drama of children age 6 & older