Creativty

Honelako gehiago

Victorians

by Shoshana Tootill

Mathematics

by Desi McKeown

el caballero de la armadura oxidada

by wilder Fuentes

Math Skill Building Workshop

by Dan O

Creativty

Developmental Attributes

Peer Group

Some students may feel very insecure about making artwork that will be seen by their peers. Giving students the tools and concepts they need will help them feel more confident in making art. Also helping them to understand that it is a learning process.

Art can be a great way to communicate with peers, especially for students who are shy.

Prior Experiences

Some students may have some prior knowledge to the arts, depending on their upbringing and home life. Some students however, may have very little interaction with the arts.

Attention Span

Lesson needs to be in chunks of about 15 minutes so that students do not lose interest in content and so they stay focused throughout the lesson.

Gender Neutral

Vygotsky

My students would in the social contract and authority and social order stages. Students would be focused on fixed rules and mutual benefit.

Piaget

Since the students I will be teaching will more than likely be in the formal operational stage, students would be able to use symbols to relate to abstract concepts and able to make hypotheses and grasp abstract concepts and relationships. This is a great stage to work with symbolism and abstract ideas in art!

Gender

Girls

Girls are more likely to do the work in order to please the teacher, but they may be more sensitive in sharing or showing their work with the class.

Boys

Boys do better work when they work “shoulder to shoulder” with peers or with a teacher. Boys are also more likely to do the work if they have interest in it, they wont just do the work to please the teacher.

Cross Curricular Ties

Creativity in the Arts

Using one’s creativity, imagination, and skill to create works of art as well as how to solve compositional problems.

Using creativity to create better compositions in drawings, paintings, illustrations, etc.

Students can use ideas such as focal point, negative/positive space, balance, and the golden ratio to improve compositions.

Correlation Features: A composition rules based on a math principle (rule of thirds, focal point) A composition rule based on line (texture) A composition rule based on color/value (pattern)

Possible Misconceptions

Overgeneralization: Copying someone’s work or ideas is creative

Undergeneralization: Pattern and line weight are not part of creative concepts

Prototype: Mona Lisa

Assessment

Post-assessment Have students use their knowledge on creative design and composition to make a full size mock movie poster.

Pre-assessment: Have students design quick thumbnails of a movie poster before teaching them about creative design and compositions.

Golden Ratio or the rule of thirds: A mathematical principle that helps artist with their compositions. Helps artist place their focal point in their art work.

Balance: Using things like texture, shapes, color, and values to make sure your artwork is visually balanced.

Negative and positive space: Positive space would be things like the actual object (the person’s face, the horse,etc) while negative space are the shapes in the background created by the positive space or objects.

Focal Point: Spot in the artwork where the viewers eyes are naturally drawn.

English/Language art: Being able to write creatively can helps students when they write stories or poetry or when they need to analyze a piece of literature.

Art: Art, obviously, is a subject where being able to be creative really comes in handy when designing illustrations or creating paintings.

Science: Often times, scientist need to be creative in how they approach a difficult problem. I think of the video we watched about the scientist trying to figure out a way to help the astronauts in space. Being able to look at problems from many different creative angles can help students solve problems.

Math: Some math word problems involve needing the student to be creative in how they solve the problem. Maybe they need to visualize or draw it out or think outside the box.

Life: Being able to think creatively can help students solve problems in everyday life, for example, I once used a plank of wood to help a cat get out of a tree instead of using a ladder.

Being able to think creatively is a skill that Can be learned and it will help students solve problems, find solutions, and dive deeper into all of their curriculum classes.