Artistic and Creativity

Literacy
• Artistic literacy is defined in the National Core Arts Standards: A
conceptual Framework for Arts Learning (2014) as the knowledge and
understanding required to participate authentically in the arts. While
individuals can learn about dance, media, music, theatre, and visual
arts through reading print texts.
• Artistic literacy requires that they engage in artistic creation processes
directly through the use of materials ( charcoal or paint or clay,
musical instruments or scores) and in specific spaces (concert halls,
stages, dance rehearsal spaces, arts studios, and computer lab
• Researchers have recognized that there are significant benefits of arts
learning and engagement in schooling (Eisner,2002; Menc , 1996;
Perso, Nutton, Fraeser, Silburn, & Tait, 2011) . The arts have been
shown to create environments and conditions that result in improved
academic, social, and behavioural outcomes for students, from early
childhood through the early and later years of schooling.
• However, due to the range of art forms and the diversity and
complexity of programs and research that have been implemented, it
is difficult to generalize findings concerning the strength of the
relationship between the arts and learning and the causal
mechanisms underpinning these associations
• The flexibility of the forms comprising the arts positions students to
embody a range of literature practices to:
• Use their minds in verbal and nonverbal ways;
• Communicate complex ideas in a variety of forms;
• Understand words, sounds, or images;
• Imagine new possibilities; and
• Persevere to reach goals and make them happen.
Elliot Eisner posited valuable lessons or
benefits that education can learn from arts .
• 1. Form and content cannot be separated.
• 2. Everything interacts; there is no content without form and no form without content.
• 3. Nuance Matters (subtle distinction or variation)
• 4. No surprise, no discovery, no discovery, no progress.
• 5. Slowing down perception is the most promising way to see what is actually there
• 6. The limit of language are not the limits of cognition
• 7. . Somatic experience is one of the most important indicators that someone has
gotten it right..
• 8. 8. Open- ended tasks permit the exercise of imagination, and an exercise of the
imagination is one of the most important human aptitudes
Characterizing Artistically Literate
Individuals
•  Use a variety of artistic media, symbols, and metaphors to
communicate their own ideas and respond to the artistic
communications of others
•  Develop creative personal realization in at least one art form in which
they continue active involvement as an adult
•  Cultivate culture, history, and other connection through diverse forms
and genres of artwork
•  Find joy, inspiration, peace, intellectual stimulation, and meaning
when they participate in the arts
•  Seek artistic experiences and support the arts in their communities.
• Creative literacy is a concept that looks beyond sitting with a book. It
is a “holistic” approach, in that it incorporates activities that can
strengthen reading skills, but are more focused on broader learning.
Holding crayons helps develop fine motor skills later used for writing
• Creativity is the process of having original ideas that have value.
Moreover, creativity is the ability to see the world in new ways.
Therefore, creative individuals exhibit the ability to switch between
different modes of thinking and shift their mental focus that suggests
a connection between creativity and dynamic interactions of brain
networks (Sun, et al, 2019)
• Creativity begins with a foundation of knowledge, learning a
discipline, and mastering a way of thinking. It can be learned by
experiencing , exploring, questioning assumptions, using imagination
and synthesizing information.
Issues in Teaching Creativity According to
Sir Ken Robinson (2013)
• 1. Stressed paradigm in the educati0on system that hamper the
development of creative capacity among learners.
• 2. School stigmatize mistakes which primarily prevents students from
trying and coming up with original ideas.
• 3. The hierarchy of system. Most useful subject subjects such as
Mathematics and languages for work are at the top while arts are at
the bottom .
• 4. Academic ability has come to dominate our view of intelligence.
• 5. Curriculum competencies, classroom experiences, and assessment
are geared toward the development of academic ability.
• 6. Students are schooled in order to pass entrance exam in colleges
and universities
Robinson challenged educators to:
• Educate the well-being of learners and shift from the conventional
learning toward academic ability alone;
• Give equal weight to the arts, the humanities, and to physical
education.
• Facilitate learning and work toward stimulating curiosity among
learners.
• Awaken and develop powers of creativity among learners.
• View intelligence as diverse, dynamic, and distinct, contrary to
common belief that it should be academic ability-geared