Dominican College of Tarlac

Building and Enhancing New Literacies

Across the Curriculum

Art and Creativity

 Art based on teaching of literacy.

 Creativity literacy

By: Johanna M. Gutierrez

BEED – 2B
 I. Title: ART AND CREATIVITY

II. Objectives:

 To inspire students in creative teaching and learning in literacy through art works.

 Enable pupils to explore literacy through hands on, applied activities that make their
learning effective, engaging and fun.

 To develop student`s skills and reinforce wider literacy learning through art and design.

 To provide appropriate assessment of children’s work in creative projects.

III. Literacy Standards (Skills)

The creative arts have so many opportunities for students to develop their general skills.
Vocabulary growth occurs whenever students are exposed to new material like a story, singing a
song, role playing, following dance steps, or describing an artwork. We all know there's value in
arts learning. After all, it's a full brain-and-body workout. But learning through arts is also
powerful in its own right. The digital age has changed the way modern learners learn. For
generations to thrive, our methods need to adapt amongst today's distractions and vividly engage
students.

Skills and Activities to Help Develop Creative Literacy Through the Arts :

Develop reading skills by:

• examining or “reading” the illustrations from stories to see how they communicate and
illustrate the printed words ("picture walk")
• introducing a variety of print forms including posters, scripts, charts and newspaper articles
• reading “out loud” as characters from stories, poems or plays
• introduce and collect stories that stimulate an interest in more reading about artists, musicians,
actors, dancers, history and different cultures
visualizing (creating an image) the text that is read
• reading reviews of various arts events
• using and reading representative symbols, graphics and notations specific to the arts (ex: music
notation)
• using artistic vocabulary

Develop writing skills by:

• encouraging a planning process before the creative arts experiences begin
• creating new stories, charts and poems
• using reflective journals or diaries to record personal responses related to arts activities
• introducing new symbols, graphics and musical notations specific to the arts
• writing new lyrics to familiar songs
• writing story books, illustrating the text and binding them

Develop speaking skills by:

• reading “out loud”
• communicating feelings and emotions about specific musical, dramatic, dance performances
and artworks.
• retelling stories from a variety of sources or folktales
• thinking out loud when brainstorming a solution to an artistic problem
• role-playing characters and situations from fictional and non-fictional events
• talking about ideas with others when planning and creating artworks
• sharing personal responses about artworks and positive arts experiences discussing preferences
and defending points of view when reviewing artworks
• encouraging feedback for improvement from listeners

Develop listening skills by:

• listening to a variety of music in many forms and styles
• attending musical and theatrical performances
• interpreting “what was said” and “how it was said” in performances
• planning and creating artworks as a member of a group

Develop viewing skills by:

• paying particular attention to dramatic expression and body language
• interpreting emotion, feeling and meaning of movement in dance.
• studying the illustrations used to accompany fictional and non-fictional print materials
• applying critical thinking strategies for artworks including describing, comparing, analyzing,
interpreting and evaluating
• developing criteria for selecting and evaluating print and multimedia images (e.g., posters,
films, computer graphics)
• assessing the effectiveness of the decisions that were made when creating artworks

Develop representing skills by:

• creating artworks that communicate personal thoughts, feeling and ideas
• developing characters and ideas from print materials through role-playing, visual arts and
musical composition
• applying the elements and principles of art when creating visual arts, music, drama and dance
works
• interpreting the content from one artform into another (e.g., painting a mood suggested by a
piece of music)

IV. Content Area Standards

Art Based on Teaching of Literacy

What is art based on teaching of literacy?

 Education in the arts is essential to students’ intellectual, social, physical, and emotional
growth. Through the study of music, visual arts, and drama and dance, students not only develop
the ability to think creatively and critically, but also develop physical coordination and the ability
to work both independently and with others. In addition, the creative and practical work
encourages students to express themselves in both verbal and non-verbal ways, and can enable
them to discover and develop abilities that can prove to be rich sources of pleasure later in life.

The projects that are the subject of our observations had very different starting points,
contexts and outcomes. Teachers and arts partners sometimes related closely to each other and
had strong common understandings. Sometimes however, they had conflicting aims, beliefs and
roles. In several schools, children showed themselves to be capable of responding sensitively and
thoughtfully to work in the creative arts. Supported by the Centre for Literacy in Primary
Education, the teachers looked at how children’s work in these creative arts positively impacted
on their language and literacy learning.

Creative Literacy

What is creative literacy?

Through work in the creative arts, children understand better the uses of literacy. They
show increased awareness of the purposes and audiences of literacy. They also show improved
attitudes to school literacy and write with more interest and commitment, because their creative
arts experiences give them something to think, talk and write about. Creativity involves
imagining, planning, and experimenting through artistic concepts and involves collaboration,
communication, critical, and creative thinking-- in other words, the four C's. These are at the
core of the creative arts.

How you can support learning in the arts?

Children learn best in the arts when they:

• create art and also view/listen to works from various historical periods and cultures
• make choices about their own artwork
• are helped to develop their special interests and talents
•experience a wide variety of art forms or deepen their appreciation of one or two (dance, drama,
music, visual arts) have opportunities to share their work with others
• attend a variety of professional arts events
• benefit from professional artists who visit their classroom and school
• have teachers and parents that participate in
and appreciate the arts

V. Text or Resources:

 https://www.creativitycultureeducation.org/publication/creativity-and-literacy-many-routes-to-
meaning-childrens-language-and-literacy-learning-in-creative-arts-projects/

 https://education.nsw.gov.au/teaching-and-learning/curriculum/key-learning-areas/creative-
arts/literacy-in-the-creative-arts/transcript-of-the-literacy-of-the-creative-arts

 https://www.slideshare.net/FatimaQayyum1/creativity-and-arts-presentation-
1?fbclid=IwAR2aztFRs7LNb_zUFSoLMVavJ29l6PySS5SIkaUG5zgFDNq0aC_Uo5wWZNY

 https://www.slideshare.net/FatimaQayyum1/creativity-and-arts-presentation-
1?fbclid=IwAR2aztFRs7LNb_zUFSoLMVavJ29l6PySS5SIkaUG5zgFDNq0aC_Uo5wWZNY

 https://bowarts.org/education/early-years-and-primary/creative-literacy

 http://www.peelschools.org/parents/helpyourchild/Documents/6-
8/Literacy/Help%20your%20child%20develop%20literacy%20skills%20through%20the%20arts.p
df
  https://lindsays-art-room.weebly.com/teaching-strategies.html

VI. Strategies to be Use in Teaching Arts

 Teachers can use brainstorming as a thinking strategy to help students generate

questions, ideas, and examples and to explore a central idea or topic. During
brainstorming, students share ideas that come to mind and record these ideas without
making judgements about them.

 Cooperative-learning techniques allow students to work as a team to accomplish a

common learning goal. For example, a group of students may work together to prepare a
drama, dance, or music performance, to create an art work, or to complete a research
project.

 Discussion is a cooperative strategy through which students explore their thinking,

respond to ideas, process information, and articulate their thoughts in exchanges with
peers and the teacher. Through discussion, students can make connections between ideas
and experience, and reflect on a variety of meanings and interpretations of texts and
experiences.

 Experimenting is central to the arts, and is frequently used in making connections

between the concrete and the abstract. Experimenting requires that students investigate,
test, explore, manipulate, solve problems, make decisions, and organize information in
hands-on ways. Experimenting enhances student motivation, understanding, and active
involvement and can be initiated by the teacher or the student.
 Free exploration is a key instructional activity that is initiated by students, using the
materials available in the classroom in ways of their choosing. Teachers observe and
listen as part of ongoing assessment while students are exploring freely, but do not guide
the exploration.

 Guided activity is a key instructional activity that is initiated by the teacher. On the
basis of assessment information, the teacher may pose a series of questions, provide
prompts to extend thinking, ask students to demonstrate a familiar concept in a new way,
encourage students to try a new activity, and so on.

 Guided exploration- The teacher models a concept or skill that is part of a larger set of
skills or knowledge, and guides the students as they practise this first step. The process is
repeated until the students master the expected knowledge and skills of the lesson. This
strategy is particularly useful for introducing new skills that are developed sequentially.

 Lateral thinking is a process first described by Edward di Bono, who recognized that the
mind can perceive issues from many angles and is thus able to generate many creative
solutions, even unorthodox ones. Lateral thinking involves reviewing a problem or
challenge from multiple perspectives, often breaking up the elements and recombining
them in different ways, even randomly. Use of lateral thinking methods develops skills in
bringing positive and negative aspects of a problem to the fore and evaluating the whole
picture.

 Media analysis is a critical literacy strategy in which commercial media works are
examined for the purpose of “decoding” the work – that is, determining the purpose,
intended audience, mood, and message of the work, and the techniques used to create it.
Through media analysis, students evaluate everyday media, maintaining a critical
distance and resisting manipulation by media producers, and they learn about media
techniques that they can then use to create or enhance their own works. Key concepts of
 media analysis include recognition that media construct reality, have commercial
implications, contain ideological and value messages, and have social and political
implications.
 Modelling- Teachers can demonstrate a task or strategy to students, and may “think
aloud” while doing it to make the process clearer. By imitating the model, students
become aware of the procedures needed to perform the task or use the strategy.

 Multiple points of view- Teachers can encourage students to adopt another point of view
in order to develop their ability to think critically and to look at issues from more than
one perspective. In this activity, students identify which person’s point of view is being
considered and the needs and concerns of the person. They also locate and analyse
information about the person and summarize the person’s position. They learn to examine
issues and characters and to form conclusions without letting personal bias interfere. This
strategy can be used in both creating and viewing activities in the arts.

 Students may use oral explanation to clarify thinking, to justify reasoning, and to
communicate their understanding in any of the arts. A panel discussion provides
opportunities for students to examine controversial issues from different perspectives.

 Role play allows students to simulate a variety of situations, using language for different
purposes and audiences. Through role plays, students can practise and explore alternative
solutions to situations outside the classroom. After a role play allows students to analyse
the role-play experience and the learning in the activity.

 Through simulation, students can participate in a replication of real or hypothetical

conditions and respond and act as though the situation were real. Simulation is useful
when students are learning about complex processes, events, ideas, or issues, or when
they are trying to understand the emotions and feelings of others. Simulation requires the
manipulation of a variety of factors and variables, allowing students to explore
 alternatives and solve problems and to take values and attitudes into consideration when
making decisions and experiencing the results. Simulation can take a number of forms,
including role playing, dramatizations, and enactments of historical events.
 Sketching to learn- Through making quick sketches, students can represent ideas and
their responses to them during or immediately following a presentation or lesson. They
can also take notes in pictorial or graphic form while reading a story for a dance or drama
project. Sketching to learn is often used during a listening or viewing experience in order
to help students understand new or complex concepts or techniques.

 In the think-aloud strategy, the teacher models out loud a thinking or learning process
while using it. It is particularly useful when students are learning a difficult concept or
reinforcing learning. Think-alouds can also be done by students on their own as they
learn a skill, with a peer, or with the teacher for assessment purposes.

 During a think-pair-share activity, students individually consider an issue or problem

and then discuss their ideas in pairs or in a small group. A few students are then called on
by the teacher to share their thoughts and ideas with the whole class.

 Visualization is a process of making an object, an event, or a situation visible in one’s

imagination by mentally constructing or recalling an image. Teachers can use
visualization with students as an exercise in image creation prior to creating an art work.
Visualization allows students to draw on their own prior experience and extend their
thinking creatively. Teachers can also make use of a variety of visual stimuli (e.g.,
illustrations, photographs, reproductions, videos, real objects, graphics) to assist students
in generating ideas for various kinds of works in all the arts.
VII. Synopsis:

Despite some research that has investigated the unique relationship between the arts and
literacy they tend to privilege either the arts over literacy or literacy over the arts. A meaningful
dialogue between the two enables us to see what literacy looks like in the arts and also what it
means to be arts literate. Not only are arts teachers responsible for engaging their students to
critically read and write about art they also act as guides and mentors slowly drawing them into
the world of becoming an ‘artist’. In this sense literate practice in the arts is as much as ‘socially
and culturally situated practice’ as it is a personal endeavor.