2. WHO ARE WE?
Dr. Peter Vietgen
Associate Professor
Ms. Shauna Daley
M.Ed. Graduate Student
Faculty of Education
Brock University
St. Catharines, ON
Canada
3.
4. Giving Students the Chance to Shine
Creativity Enhances the Mind….
Fostering creativity helps to create critical and divergent thinkers……..
5. “All children are artists. The problem is how to remain an artist
once he grows up.”
~ Pablo Picasso ~
6. Why Are We Here?
Critical/Creative Thinking: Say What?
This presentation focuses on how pre-service teacher education
candidates are encouraged to develop deep abstract thinking
within themselves in order to teach and facilitate these skills in
their future students, not only in the art room but across the
curriculum.
How successful are our pre-service programs in achieving this
goal?
7. “As art teachers, we work continuously on the development of critical
skills…………..”
“Emphasize learning skills, such as thinking and problem-solving skills;
critical thinking and systems thinking; problem identification,
formulation and solution: and creativity and intellectual curiosity.”
Davis: Art Education Advocacy Guide – August 09/10
9. Bachelor of Education Program Structure
• Ontario – One year B. Ed. program
(Pre-requisite: B.A. or B.Sc.)
• Brock University, Faculty of Education
-Primary/Junior
-Junior/ Intermediate
(one compulsory Arts credit for P/J & J/I)
• 20 weeks of coursework & 11 weeks practicum
• Arts credit: 6 wks Visual Arts, 6 wks Music, 6 wks
Drama + 2 weeks Integrated Arts = 20 weeks
10. A Perspective from Ontario, Canada
The following slides highlight the creative and critical thinking
processes as outlined in the Visual Arts Ministry of Education
Curriculum Documents for Ontario, Canada (2009)
11. The Creative Process
The creative process provides students with the
foundations of creativity building. By using these
steps, students and teachers are successful at fostering
creative inclinations.
12. The Critical Analysis Process
When students employ the critical analysis process in
their learning they are honing their problem solving
skills and engaging metacognition.
13.
14. Strategies to Organize Looking at Art:
Retelling, Relating, Reflecting
Retell:
*I notice….
*In this artwork…
*The thing that catches my attention is…
Relate:
*It makes me think of…
*This painting makes me feel…
*This compares to…
Reflect:
*I wonder how…
*Why did the artist…
*What would happen if...
Based on Retelling, Relating, Reflecting: Beyond the 3 R's (Swatrz and Bone, 1990)
15.
16. Visual Thinking Strategies (VTS)
Asking the questions:
1) What is going on in this picture?
2) What do you see that makes you say that?
3) What else can you find?
Abigail Housen & Philip Yenawine
Visual Understanding in Education (2001)
18. Critical and Creative Thinking
ROTE TEACHING??????
In my teacher education, these concepts were
introduced and important to memorize. They
were not seen as key elements of/for learning in
everyday, cross-disciplinary practice.
20. The Thinker’s Guide to
The Nature and Functions of
Critical and Creative Thinking
By: Dr. Richard Paul & Dr. Linda Elder
“A careful examination of the history of creative people, we believe, supports our
central claim that critical and creative thought are intimately related. Each without
the other is of limited use. Creativity without criticality is mere novelty. Criticality
without creativity is bare negativity.” (p. 21)
2005 Foundation for Critical Thinking
21. Nancy Lampert,
Studies in Art Education (Spring 2006, (47(3))
Quantitative Study
Critical Thinking Dispositions as an Outcome of Art Education
“Critical thinking skills and dispositions are generally considered
desirable outcomes of the educational process.”
Study compared critical thinking dispositions of arts and non-arts
undergraduate students.
Results indicated:
“All arts students scored significantly higher than all non-arts
students on three of the sub-scales:
Truth-seeking, critical-thinking maturity and open-mindedness.”
24. People that are experts at this:
Young children use drawing to convey their thoughts, to problem solve and
to access elements of imagination.
25. And…….
SOME adults use drawing as a means to enhance thinking, facilitate
divergent thinking or to consolidate their thinking.
26. Research Resources
Ken Robinson Out of our Minds (2001, P. 111)
“There are many misconceptions about creativity. Creativity is not a
separate faculty that some people have and others not. It is a
function of intelligence………Creativity is possible in any activity in
which human intelligence is actively engaged.”
33. Learning
THE PROCESSES OF CRITICAL AND CREATIVE THINKING IS IMPLICIT IN
BLOOM’S TAXONOMY
34. PUTTING IT INTO PRACTICE
Can any of you remember the moment that you realized
you could creatively and critically think?
Was there a defining moment?
ACTIVITY: Drawing! (& Thinking!)
35. Bibliography
Goleman, D., Kaufman, P., Ray, M. The Creative Spirit. Penguin Books: New York, New
York. 1992
Studies in Art Education SPRING 2006 Vol. 47 (3)
Paul, R., & Elder, L. The Thinkers Guide to: The Nature and Functions of Critical and
Creative Thinking. 2005
Robinson, K. Out of Our Minds: Learning to be Creative. 2001
Ministry of Ontario Curriculum Documents 2009
Images:
Frida Kahlo, “Roots”
URL: https://lh4.googleusercontent.com/-bPJRors-VsE/TWmMM5pXFXI/AAAAAAAABR0/Sc_qNt6QQcE/Frida+Kahlo+-+Roots.jpg
Elizabeth Peyton, “The Dorchester 1972 (David Bowie)” (2001)
URL: http://3.bp.blogspot.com/_TLlWX-z9s7U/SlyYDWB33uI/AAAAAAAACC4/w5t7fmr0-1w/s400/EP702.jpg
Edward Hopper, “Nighthawks” (1942)
URL: http://3.bp.blogspot.com/_Wki2bDkYIRM/THZ0TSnFZTI/AAAAAAAAAA8/9d4Zm2GIfIs/s1600/Nighthawks.jpg
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