COURSEPACK STRUCTURE

Module 8

Artistic and Creative Literacy

Module Learning Outcomes

At the end of the module, the students are able to:
identify the concepts and expressions of creative arts as a 21st century skill;
evaluate the value of artistic and creative literacy to your personal lives;
evaluate the implications of artistic and creative literacy to the 21st century
education ;
reflect on the importance of this literacy in teaching across the learning areas;
and
integrate artistic and creative literacy to the teaching and learning process with
a view to formulating intended learning outcomes and designing aligned teaching
and learning activities (TLAs) across the learning areas.

Module Lessons

✔ Lesson 1 : Aesthetics and Creative Expressions in the Arts

✔ Lesson 2 : Developing Creativity as a 21st Century Learning and Innovation

Skill in Schools
✔ Lesson 3 : Aesthetics and Creative Arts Integration Across the Curriculum
 MODULE 8: Artistic and Creative Literacy
MODULE OVERVIEW

What is this Module About?

Without being aware of it, you are surrounded by art and use it on a continual
basis. From your home, school, church, workplace, nature parks and malls, different art
forms can be present . Paintings, food photographs, church architecture, flower
arrangements, products logo, beautiful melodies, choreography of dances are a few
expressions of Art. People perceive Art through different lenses and viewpoints. Some
may have liking for a piece of art which another person may find absurd. Also, Art can
display expressions of ideas reflecting the past, present and even the future. Most
people don‘t realize how much of a role art plays in our lives. Further, Art may convey
impressions like happiness, sadness, excitement, boredom and creativity.
Creativity is a big deal in the 21st century classrooms. This stream of interest in
creativity among teachers, school leaders, and governments is largely guided by a
growing knowledge that a fast-paced global economy you have at present requires
future workers with the flexibility of mind to adjust to constant change and the
confidence to face the unknown. In 2020, the World Economic Forum identified
creativity to be as important as artificial intelligence in the jobs of the future.
Despite the technological advances humankind has developed for itself, the
world is still bombarded with complex problems necessitating creative solutions.
Although the world faces complexities, these challenging conditions create good
avenues and opportunities for people to explore, rethink and harness their creativity. To
prepare the next generation for the future, we need to understand the gaps in the
market—the human skills that computers, artificial intelligence and automation cannot
achieve—and this is where creativity fits.

As a future teacher, you have the responsibility to guide your learners in

developing their creative potentials to keep themselves afloat while meeting the
challenges of the 21st century. You are to develop within you the knowledge, skills,
attitudes, and values needed to succeed in your studies, work, and life amidst the fast-
paced changes in the 21st century. It is only when this happens that you will become an
important medium towards preparing yourself and your future students to become
artistically and creatively literate in 21 st century communities.
MODULE LEARNING OUTCOMES
At the end of this module, you should be able to equip yourself with the
knowledge, skills, attitudes, and values (KSAVs) required in integrating Artistic and
Creative Literacy across different subject areas.
Specifically, you should be able to:

✔ identify the concepts and expressions of creative arts as a 21 st century skill;

✔ evaluate the value of artistic and creative literacy to your personal lives;
✔ evaluate the implications of artistic and creative literacy to the 21st century
education ;
✔ reflect on the importance of this literacy in teaching across the learning areas;
and
✔ integrate artistic and creative literacy to the teaching and learning process with
a view to formulating intended learning outcomes and designing aligned teaching
and learning activities (TLAs) across the learning areas.

LESSONS IN THE MODULE

The four lessons in this module will equip you with the necessary knowledge,
skills, attitudes, and values vital in integrating Arts and Creative Literacy across different
subject areas.

✔ Lesson 1 : Aesthetics and Creative Expressions in the Arts

✔ Lesson 2 : Developing Creativity as a 21st Century Learning and Innovation

Skill in Schools

✔ Lesson 3 : Aesthetics and Creative Arts Integration Across the Curriculum

 LESSON 1: AESTHETICS AND CREATIVE EXPRESSIONS IN THE ARTS

INTENDED LEARNING OUTCOMES

After studying this lesson, you should be able to:

✔ identify relevant concepts, principles, functions, purposes and creative

expressions of Arts;

✔ apply the knowledge of the principles of Art designs by analyzing an art piece;
and

✔ reflect on the value of artistic and creative literacy to one’s personal life

TIME FRAME: 1 week

INTRODUCTION
The word ‗Art‘ is most commonly associated with pieces of work in a gallery or
museum, whether it‘s a painting from the Renaissance or a modern sculpture. However,
there is so much more to art than what you see displayed in galleries. As it turns out,
creativity is general in nature—it is essentially a multi-faceted competency that involves
similar attitudes, disposition, skills and knowledge, all transferable from one situation to
another.
According to the National Coalition for Core Art Standards ( 2014), artistic literacy
is 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 (such as charcoal or paint or clay,
musical instruments or scores) and in specific spaces (concert halls, stages, dance
rehearsal spaces, arts studios and computer labs). This proposes that students must
experience the arts from diverse perspectives called Artistic Processes including
creating, performing/presenting or producing, responding, and connecting.
Artistic thinking involves complex and sometimes contradictory interactions
between internal curiosity or perspective and external environmental influence; symbolic
or metaphoric interpretation and verbal or written explanation; creative problem solving
and literal interpretation; and, self-regulatory discipline and external expectations.
Indeed, you as an artist and at the same time a learner must often balance the internal
processes of creativity with conflicting forces of the world around them. Teaching
students to think like an artist is challenging, indeed.

ACTIVITY

Musical Moods
Read the lyrics of the song ― We Heal as One‖ performed by various Filipino artists.

We Heal As One
Music: Ryan Cayabyab
Title and Lyrics: Floy Quintos

Sa wari mo‘y nag-iisa, lahat kanya-kanya

Ngunit di man nagsasama, kaya pang magkaisa
Isa sa pag-iingat, isa sa ‗ting dasal
Lahing nagpapatunay, na tayo‘y makatao pa

Together we are being called

To make a future world
The test we face is for us to prove
That we can heal as one

We heal as one with kindness

We heal as one
We serve, we share, we show compassion
We heal as one

Sa wari mo‘y nag-iisa

But when we heal, we heal
We heal as one

Isa sa pag-iingat, Isa sa ‗ting dasal

Lahing nagpapatunay
Na tayo‘y makatao pa

Together we are being called

To make a future world
The test we face is for us to prove
That we can heal as one
Is when we heal as one

We heal as one with kindness

 We heal as one
We serve, we share, we show compassion
Sa wari mo‘y nag-iisa but when we heal, we heal

Yes we will heal, we heal

Yes we can heal, we heal, we heal as one,
We heal as one, we heal as on

Draw the emotions that you see and feel from the lyrics. You may use any coloring
materials available in your surroundings ( home and nature) for your drawing
ANALYSIS

1. What feeling/s do you think is the musician trying to convey?

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2. After doing the activity, can you call yourself an artist? Justify your answer.
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3. Why do you think artists create artworks?

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4. Why are art forms like music, dances, paintings, poems, etc worth studying?

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5. In what ways do you think is Art important to your personal life?

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ABSTRACTION

Etymologically, the word “art” came from the Latin word ―arti‖ which means
craftsmanship, inventiveness , mastery of form, skill. It serves as an original record of
human needs and achievements. It usually refers to the so-called ―fine arts‖ (e.g.,
graphics, plastic, and building) to the so-called ―minor arts‖ (everyday, useful, applied,
and decorative arts).
 However, some sources are saying the word came from ―ars‖ which means art,
skill or craft. The first known use of the word comes from 13th-century manuscripts.
However, the word art and its many variants (artem, eart, etc.) have probably existed
since the founding of Rome (Gordon, n.d.).

According to Marcos (2010), Art is the process of using our senses and emotions
in making creative activities (Marcos, 2010). It is a human capability to make things
beautiful (e.g., buildings, illustration, designing, painting, sculpture, and photography)
through the production of his/her imagination depending on the preparation, the
medium, and values used.

Significantly, the word artist comes from the French word artiste and the Spanish
artista, which means ―performer‖. It is someone who creates art that is merely trades
and professions by which different people make their living. (Goines, 2004).

Artists as perceived usually by people are those who create within a context of
the fine arts only such as acting, dancing, drawing, filmmaking, painting, sculpture,
writing photography, and music. They are those who use imagination and skill to
construct works that may be judged to have aesthetic importance. Creativity is a
characteristic of an artist that progressed in the extent of his/her life to express feelings.

However, the title ―artist‖ doesn‘t only mean one who paints, draws or sculpts. An
artist is one who recognizes talent and respects it. Artists are creative individuals.
Creativity does not belong to a selected few. Everyone is creative and this creativity
comes out in our everyday lives. Therefore you are creative. Even without knowing it,
you are an artist.

Look at this change makers (artists) whose work created a significant impact in
this world. Check out Steve Jobs (Apple), Araham Lincoln (president). Michael Jackson
(performer), Howard Crter (Archaeolgoist), William Shakespear (Poet), Wayness Goss
(Makeup Artist), Ansel Adams (Photogrpaher), Adolphe Pegoud (Pilot) and Selvin
(Forester) WE arll reative. It‘s just some of us earn our living by being so.
In recent years, the word ―art‖ is roughly used as an abbreviation for creative
art or fine art, where some skill is being used to express the artist‘s creativity, or to
engage the audience‘s aesthetic sensibilities, or to draw the audience towards
consideration of the ―finer‖ things. If the skill being used is more lowbrow or practical,
the word "craft" is often used instead of art. Similarly, if the skill is being used in a
commercial or industrial way, it may be considered "design" (or "applied art"). Some
have argued, though, that the difference between fine art and applied art or crafts has
more to do with value judgments made about the art than any clear definitional
difference.
 Art is not a thing — it is a
way

Art is a form of expressing

oneself

Reflect:

Why is the process of creating Art more important than its product/output?

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 None other than John Dewey, one of the most influential voices in the history of
modern education, suggested that art should be the center of education, rather than a
―nice embellishment.‖
Why did Dewey place so much value on the discipline of art?
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Why did he feel that the artistic process is so essential to learning?

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The Value of Arts in the Educational System

According to the National Art Education Association (1994), Arts are inseparable
from education. Knowing and practicing the art disciplines are fundamental to the
development of the minds and spirits of the students. History has taught us that when
early humans drew images on the walls of the caves, the artworks have been the
means of recording human experience and making sense of what is happening to the
world during that period. Those creations and products educated us on how our
ancestors lived and survived. Thus without the skills in the arts, you cannot claim that
you are professionally trained.

There are significant reasons why the art needs to be incorporated in an

educational system. It is apparent that involvement in the arts has helped students in
their academic, personal and social development. Below are the significant points for
this contention:

1. Arts are worth studying because it serves to connect our imagination with the
most profound questions of human existence.

2. Arts are always used because it helps to present issues and ideas to teach,
persuade and entertain people.
 3. Arts are integral to everyone’s daily life because it helps our
spiritual,
political, social, cultural and economic environments.

4. Arts are refreshing because it offers unique sources of enjoyment

and it investigates relationships between thoughts and actions.

5. Art develop students‘ attitudes because it teaches self-discipline,

reinforces self-esteem, fosters the thinking skills and creativity
and
values the importance of teamwork and cooperation.

Functions of Arts

There are many reasons why artists create art. In the prehistoric period for
example, people performed songs and dances to gratify their ancestors. Likewise
hunters brushed different figures on the walls of caves to depict their day to day
experience. Function refers to the intended effect of the artwork. Arts also served
several functions which are outcome to its purpose (Menoy, 2009), namely:

Personal

Spiritual Social

Aesthetic Economic

Physical Political

Cultural Historical

Functions of Art

1. Personal Function – The artist performs arts because of the passion of their
respective art forms. It can also be to express personal feelings. A singer
presents a concert for free because of advocacy and the love of singing. Or
 he/she may write to remind viewers of a personal family tragedy or perhaps the
artist wanted to tell people to appreciate what they have.

2. Social Function – Man associates with others through his art performance that
arouses social consciousness. This is also done to reinforce or enhance the
shared sense of identity of families and communications. Examples of this
association are the festive occasions, parades, uniforms, choral singing, group
dancing, public art exhibits and other practices.

3. Economic Functions – Arts are emerging as a potent force in the economic life of
people assuming an essential role as direct and indirect contributor to state
economies. Example of this is by generating economic vitality in under-
performing regions through crafts, tourism, and cultural attractions.

4. Political Functions – Art provides a forum for ideas that will lead to employment,
prestige, status, and power. During the election period, for example, the
candidates created their artworks (poster) which expresses their propagandas,
agendas and political views about making a stable society.

5. Historical Functions – Art is an essential technique for information to be recorded

and preserved. It serves to document or reconstruct historical figures and events.
Most arts that are in the Museum, for example, are filled with amazing stories
about the world's most excellent and most creative people who brought us
treasures. By looking at a work of art‘s colors, materials, and symbolism, we can
learn about the story and culture that produced it in the past.

6. Cultural Functions – Arts is an articulation and transmission of new information

and values. Example, when you think of Manila, you probably think of Fort
Santiago, Luneta Park, and its world- renowned churches, or the famous
Intramuros.

7. Physical Functions – Buildings are artistically designed and constructed to

protect their occupants and make their life inside more meaningful. Architects,
Industrial and Graphic Designers, and Interior Decorators share responsibility in
building environments that balance forms and functions.

8. Aesthetic Functions – Any artwork means beauty. It is a visual spice for

gracefully adorned interiors and can bring out the most elegant features of
different décor elements. It reasonably reproduced visual images which
communicate through fantastic persuasions and meaningful words.
9. Spiritual functions – To express spiritual beliefs about the destiny of life
controlled by the force of a higher power.

Purposes of Art
 Creativity or imagination is the primary basis of art. Art is created when an artist
produces a stimulating experience that is considered by his audience to have artistic
merit. The artwork is the visual expression of an idea or experience of an artist, through
the use of a medium (Frank, 2011). It allows expression of the individuality of the artist.
Through artistic endeavors, we can share what is important to us with others and can
learn about the values of feelings of those sharing art with us. Some purposes of art are
the following ( Marcos et al, 2011):

Provide
Decoration Beauty

Create Beauty
Reveal
Truth

Purposes
of Art

Create
Harmony
Express
Values

Commemorate
Experiences

1. Create Beauty – Art is an expression of our thoughts, emotions, and intuitions.

It is the communication of concepts that cannot be faithfully portrayed by word
alone. The Artist has considered nature as the standard of beauty. The example
of beauty can be in a snowy mountain scene, and the art is the photograph of it
shown to the family.
2. Provide Decoration - Artworks are used to create a pleasing environment. It is
intended to beautify things to please and amuse the viewers through its colors
and patterns.
3. Reveal Truth – Artwork helped to pursue truth and attempted to reveal about
how the world works. It is a kind of language that allows artists to send a
message to the souls of the recipients that help change their attitudes, their
sensibility, and their ethics.
 4. Express Values – Arts can illuminate our inner lives and enrich our emotional
world. Through arts, the artist will be encouraged to develop their creativity,
challenge, and communication skills. It also promotes self-esteem and wellness.
5. Commemorate Experience – Art serves to convey the personal experiences of
an artist and record his impression in his work.
6. Create Harmony – An artist makes use of the composition to put an order in
diverse content of his work.

Classification of Arts and Their Creative Expressions

Fine Arts drawings, paintings, printmaking,

sculpture, calligraphy

Includes all fine arts in addition to the new

Visual Arts
Classification of Arts

media, photography, environmental art and

contemporary forms of expression

Performing
dance, music, opera
Arts

architecture, fashion design, jewelry design,

Applied Arts woodcraft , interior design

writing books, creating pictographs,

Literacy Arts typography

Multidisciplinary comic books, cinematography,

Arts theater plays,

Fine Arts

The fine types of art expression are the kinds of arts wherein the arts are visually
attractive and appreciable. This is why the fine types of art expression include drawings,
paintings, sculptures, pottery, and many others. The thing is that when you hear fine
arts, it pertains to the many different kinds of arts that are expressed wherein people
can see their visual appeal and value. Most of these types of arts are well appreciated
by other artists. They say that the people who appreciate these arts are said to be born
artists as they are able to appreciate the beauty of these kinds of arts. Fine Arts can be
expressed through the following:

Drawing is a representation of any form or object by hand

through the medium of pencil, pen, charcoal, etc. Drawings are not
necessarily a depiction of what we see around us. A drawing can
also be abstract, illustrating certain emotions and ideas that are in
the mind of the artist and which are open to interpretation.

Paintings are classified according to the style in which they

are made as well as the genre and main object of the painting. Still
life, landscapes, seascapes, abstract and pop art are the different
types of painting genres that are popular among artists.
Moreover, the kind of medium used for the painting like oil
colors, pastels, water colors, charcoal and the surface that it is
painted on, whether it is canvas or paper has a bearing on how the
painting would look.

Sculptures are also among the different art forms that fall
under visual art. Sculptures can be defined as a three-dimensional
art form that uses materials like clay, stone or wood for its
execution. Sculptures are essentially made in two ways. Either they
are formed bit by bit into a particular shape and structure as it is in
the case of a clay sculpture or it is chiseled and carved from a block
of wood or a piece of stone. There are many clay sculpture ideas
that an amateur can take inspiration from while attempting to make
a sculpture.

The capacity to use this ability to create 3D shapes and

forms has been recognized since ancient times, and today is still
considered one of the primary forms of art. Sculptures can be made
out of any material, and can be created by carving, assembling,
molding, casting...

Calligraphy. The art of writing letters in a manner that

it looks visually appealing is defined as calligraphy. Calligraphy is a
form of visual art that has great commercial value and is much
sought after.

For calligraphy, a special calligraphy pen with a flat nib or

brushes dipped in paint is often used. There are many calligraphy
 styles and usually it takes months of training and skill to learn these
calligraphy alphabets and styles.

Baybayin is an indigenous pre-Filipino writing system in the Philippines.

Incorrectly known as ―Alibata‖, baybayin has been a core part of our culture and
heritage for centuries. It has been the soul interconnectivity of our ancestors through
writing. To spell; rooted from the word Baybay, our ancestors used our very own writing
script to sign documents, write poetries, communicate, and write letters to one another.
It was a form of communication that we once utilized in our everyday lives and was very
well respected by the explorers who came to our islands.

Visual Arts
Art forms that create works that are primarily visual in nature. Hence, all
fine arts in addition to the new media, photography, environmental art and
contemporary forms of expression

Photography is the art of producing an image of an object

on a photographic film. The way the image is captured with the use
of light differs from photographer to photographer. There are
different types of photography, from fashion photography, wildlife
photography, food photography to wedding photography and more.

Environmental Art embraces a variety

of practices and movements such as, and not limited
to, Land art, Earth art, Sustainable art, and
Conceptual Art. As a movement, environmental art
 emerged in the 1960s. The leading artists associated
with this type of art included Jean-Max Albert, Piotr
Kowalski, Nils Udo and Robert Smithson. It primarily
addresses environmental issues.

Installation art is a term generally used to

describe artwork located in three-dimensional interior
space as the word "install" means putting something
inside of something else. It is often site-specific -
designed to have a particular relationship, whether
temporary or permanent, with its spatial environment
on an architectural, conceptual, or social level.
It also creates a high level of intimacy between
itself and the viewer as it exists not as a precious
object to be merely looked at but as a presence within
the overall context of its container whether that is a
building, museum, or designated room.
―Heartbeat,‖ a display of 100,000 balloons, by French artist Charles Pétillon
enthralled tourists and shoppers at the popular city spot. To create the installation, 20
people inflated the balloons for five days, which suspended over visitors as white light
was pulsed through them. Let‘s look at other truly inspirational works of art from the
world over for everyone to enjoy and marvel at.

Applied Art

Applied art is a part also a visual art and it is defined as art that has practical
application of utilitarian objects in everyday use. Whereas works of fine art have no
function other than providing aesthetic or intellectual stimulation to the viewer, works of
applied art are usually functional objects which have been "prettified" or creatively
designed with both aesthetics and function in mind. Applied art embraces a huge range
of products and items, from a teapot or chair, to the walls and roof of a railway station or
concert hall, a fountain pen or computer mouse.

Architecture is the first of the fine arts, due to the

ingenuity and great use of aesthetics required to create
buildings which are harmonic with space and which endure
in time. For the ancient Greeks, with monumental buildings
like the Parthenon and architects like Parmenio who were
tasked to erect Alexandria, architecture was one of the most
fundamental aspects of its civilization and art in the making.
An architectural design should not only be functional
but also aesthetically pleasing. There are different
architectural styles from Colonial, Victorian, French Colonial,
Spanish to the modern ones.
 Fashion design is the art of designing apparel that
are aesthetically pleasing as well as functional. Fashion
design involves working with different types of fabrics and
patterns which are then designed into garments.
The convergence of art and fashion is symbiotic.
Everything that exists and surrounds us is a product of the
society we live in. Who we are, what we see, and what we
experience is interconnected and interrelated. There is no
place we can point to and say that this or that object does
not belong to the sphere of art.

Jewelry design is also a different form of art and it

involves the design of intricate pieces of jewelry from metals,
wood or plastic. Metals that are primarily used for designing
jewelry are gold, silver, platinum, copper, etc. Jewelry design
also incorporates precious and semi precious stones for its
execution.

Woodcraft is any object that is made with wood that

is aesthetically pleasing to the eye as well as functional is
called wood crafts. Furniture and decor items are examples
of woodworking. Design can be curved on wood or different
wood pieces can be joined together in wood craft.

Interior Designing. The art of planning

the design, layout and style of an architectural
space, be it home or office is called interior
design. Interior designing includes furnishings,
furniture placement, layout of the interiors and
many other factors.

Performing Arts
 Of all the different forms of art, performing arts is much appreciated and enjoyed
by people. Artists that perform these arts are known by the type of art that they have
perfected. Singers, actors, comics, magicians, dancers and musicians are all people
who do these performing arts.

Dance. Moving the body in a particular sequence to

music is called dancing and there are many forms of dance.
A particular dance form can be from a particular region or
country that has the steps and movement to a particular type
of music prevalent there.

Dance is also considered as Performing Arts is also

part of the fine arts due to the use of vigorous movements of
the body to the beat of music, and this serves as one of the
most aesthetic means of expression that we can enjoy.
Dance is used as a form of expression, spiritual interaction,
social connection and non-verbal communication.
Dance is a kind of non verbal communication and
movement of the body is aesthetically pleasing and
harmonious. Both classical as well as modern dance are
different forms of performing art like ballet, ballroom, Salsa,
Tango , Line Dancing, Tap Dancing, Belly dancing, Latin
Dancing, Hip Hop Dance , Folk Dancing

Singing. The act of producing sound with the voice

in a rhythmic manner so as to be pleasing to the ear is
known as singing. Singing is often accompanied by the use
of musical instruments. There are different singing styles
ranging from operatic, classical, modern, country, pop, etc.

There are many famous singers in the world who

have incredible talent and voice quality. Learning to sing
takes a lot of dedication and effort and only the truly talented
can attain great heights of fame.

Music, art concerned with combining vocal or

instrumental sounds for beauty of form or emotional
expression, usually according to cultural standards
of rhythm, melody, and, in most Western music, harmony.
 Both the simple folk song and the complex electronic
composition belong to the same activity, music. Both are
humanly engineered; both are conceptual and auditory, and
these factors have been present in music of all styles and in
all periods of history, throughout the world.

Literary Arts

Literary works include nondramatic textual works with or without illustrations.

They may be published or unpublished. Computer programs and databases also are
considered literary works. Plays, dramas, and screenplays are not in the literary works
category. These belong to performing arts and multidisciplinary arts

Multidisciplinary Arts

Multidisciplinary arts are those that include multiple types of arts. This means that
something like a comic book has both visual art and literary art. Films
or cinematography is a prime example of multidisciplinary arts because it includes
performing arts (acting,) literary arts (scripts,) and visual arts (effects, set design.)

Multidisciplinary arts combine various different arts. An example is a Broadway

play, which combines music, acting, and dancing on stage. All of these arts are an
important aspect of culture, because it moves everything forward. Arts are a way that
people can express themselves whether through written works or performing them.

Film. Some of the generalized purposes of art

is to entertain and express meanings and emotions.
In the modern world today, the entertainment industry
has no geographical boundaries. Films produced in
different parts of the world reach their target
audiences even in the remotest parts of the planet
earth. There are various film forms that resonate with
the preferences of film enthusiasts across the world.
Among the popular types of films across the globe
 include animation, documentary, epic, comedy,
movie.

Theater or Dramatic Arts is a form of art that

has evolved from medieval times to become one of
the best modes of entertainment. Theater artists
perform in front of an audience and there are various
forms of theater that are performed across different
regions of the world. It is an art concerned almost
exclusively with live performances in which the action
is precisely planned to create a coherent and
significant sense of drama.

Comics are a visual medium—but most

comics still rely heavily on narration and dialogue.
Once in a while, though, a series, a single issue, or
even one great scene in a comic will forgo text, or
keep it at a minimum, to tell a gorgeous story with just
images.

What Can You learn from the Arts?

 Arts subjects such as art and design, music, drama and dance are often
associated with creativity and innovation. A broad and balanced curriculum recognises
that encouraging the arts can help students to develop their own creative voice and
creative thinking skills. Studying an arts subject can also build learners‘ self-confidence
as they feel valued for their unique contributions and talents. When encouraging
creativity across the curriculum, it can be useful to look at the ideas and techniques that
underpin the teaching of creative subjects such as art, drama and music.
Learner autonomy: Arts subjects can be popular with learners because of the
perceived high level of learner choice that is involved. Learners often work on projects
that they have devised themselves, according to their own interests and passions.
Unique and original work is particularly valued, in both informal and formal
assessments. When learners take control of their work in this way, their levels of
intrinsic (internal) motivation tend to increase (Craft, 2005, p.56).
Valuing uniqueness: Every learner‘s outcome will be different in arts subjects.
The idea of there being ‗no one right answer‘ is deeply embedded in both the teachers‘
and the learners‘ approaches. Although other subjects have more fixed subject matter, it
is important for students to learn that there is often more than one correct answer or
more than one way to arrive at an answer.
 Experimentation and play: In all arts subjects, there is an emphasis on
experimentation and ‗play‘. An art teacher will introduce a technique or material, for
example acrylic paint, and learners try it out. This may initially involve copying examples
and practising. Boden (2001, cited in Ferrari, Cachia & Punie, 2009, p.19) describes this
as ‗exploratory creativity‘, and likens it to a jazz musician learning to improvise based on
a defined set of chords or scales. Having developed some degree of skill, learners can
then start to experiment and push the boundaries of the material or technique. They
may choose to combine it with another technique or idea to produce something that is
original to them. Boden calls this ‗combinatorial creativity‘ – the generation of new ideas
by combining or associating existing ideas.
There is a role for experimentation and play in all disciplines so that students
learn to use their imagination and develop engagement. As in arts subjects, this must
be balanced with, and be supportive of, skill development so that it supports students‘
basic literacies.
Looking at and discussing artworks: The study of artworks is not necessarily
limited to art or art history lessons. Images of artworks can be used to prompt thinking in
any subject area. Teachers can use carefully chosen artworks to prompt discussions
and deeper critical thinking about a topic. Visual Thinking Strategies (VTS), developed
by Yenawine (2014, p.25) uses art to help learners of any age to develop their visual
literacy, thinking and communication skills, and is an excellent resource.
Journals, notebooks and sketchbooks: Keeping a notebook, sketchbook or
journal is an essential part of an art and design education. All the creative skills can be
practised through the discipline of keeping a record of a learner‘s observations, ideas,
reflections and collections. By recording and collecting a wide range of information, a
learner can then start to cultivate creative connections between different elements and
come up with more unique and original ideas. Notebooks and journals have been used
by many great creators, such as the poet Lord Tennyson, who recorded fragments of
thought and then generated connected words and images which led to his poetry.
Charles Darwin kept detailed journals on his travels to the Galapagos Islands, and his
journals contain a record of his tentative diagrams of the branching system on which he
eventually based his theory of evolution. Guy Claxton recommends encouraging
learners ‗to keep a commonplace book… in which they keep scraps of overheard
conversation, images, quotes, fleeting thoughts that didn‘t go anywhere… as most
creative writers, scientists, composers do‘.
The value of failure: The arts, perhaps more naturally than other subjects,
accept and celebrate failure as a learning opportunity and understand that it is an
inherent part of the creative process. As West-Knights (2017, p.49) points out: ‗One of
the mainstays of drama classes… is the notion that mistakes are OK, as long as you
are trying things out.‘
Peer review and feedback: Peer review sessions (sometimes called group
critiques) are commonly used in art and design as a method of informal interim
assessment. Learners present their work to small groups of their peers and receive
constructive feedback. The process is carefully scaffolded by the teacher, who leads
initial sessions, modelling the types of questions and comments that are appropriate.
When successful, peer reviewing helps learners to build independence, gain insight into
their peers‘ working and thinking processes, and develop confidence in themselves as
creative individuals.

Artistic process Versus Product

As future educators you should reflect upon personal philosophies and practices,
you should consider the benefits for children in engaging in activities that focus on
process rather than product. Regardless of whether children are engaged in music,
visual arts, or dramatic arts there are very clear differences between whether an activity
is centered on the experience itself or the final outcome.

Whether the art is music (improvising a soundscape with instruments rather than
singing along with a recording), visual arts (freeform sculpting with clay rather than
pasting precut shapes onto a piece of paper), or dramatic arts (improvising during
creative play rather than memorizing dialogue and actions for a play), comparing
experiences to end results clearly reveal the depth of differences each activity provides
to children.

There is debate among art teachers as to whether or not process or product is

more important in art education. In this case, process refers to the learning that takes
place during an assignment or lesson. Product refers to the actual artifact that is
produced. Of course, both of these are essential in art education. Some teachers feel
that one should take precedence over the other. So where should the focus be in the
lessons that you present to students? Should you focus on process or product?
It should be understood that both are essential. Introductory levels should be focused
on process while upper levels may focus more on product. You see, if you are effective
in your lessons that focus on process, then the product will follow.
 As art educators, we should be educating our students. They should be learning
from us. So-to be fair, we should never focus on a product, because the product
naturally follows when the art instruction is quality. Don‘t misunderstand that this
product is important. It is important as an indicator of what is being learned. When the
product is quality across an entire class, you know that you have done your job as an
art educator. The students have learned in the process and as a result created a great
product.

It is really your job to help students know how to get to the quality product. Let‘s
look at the basketball coach analogy in relation to advanced art students. These
students may have developed skills just like a more developed basketball team may
have. The focus of the basketball team is now on winning. But what is the job of the
coach? Isn‘t it still the coach‘s job to teach and show the team how to win? Even though
the focus has changed, the job of the coach remains the same. The same is true of the
art educator at the advanced level. The focus of the assignment may be on the product,
but the focus of the teacher remains on the process.

Appreciating Beauty in the Arts

Aesthetics is from the Greek word eithesis which means ―perception‖. It is a

branch of philosophy devoted to the study of art and beauty used during the 18 th century
by Alexander Baumgarten, a German philosopher. This term also refers to the principles
governing the nature and appreciation of beauty, especially in visual arts (Radar, 1979).
Art appreciation is a way to express ideas and allow individuals to illustrate their
feelings when they view their art. It helps develop critical and innovative skills in thinking
and teaches essential qualities like listening, observing, responding to multiple
viewpoints, It also requires an ability to differentiate what is obvious and what is not (
Gargaro & Jilg, 2016 and Sanger, 2012 as cited in Ramos, 2018.
For you to easily analyze works of arts, you must study the following by heart.

The Principles of Understanding Artistic Design and Composition

Art principles are created by combining art elements. Artists utilize organizing
principles to develop forms that inform. Among fundamental principles of art are
harmony, variety, balance, movement, emphasis, proportion, and rhythm. Whether
analysing or composing artwork, one must have a complete understanding of how art
principles are created (Elsen, 1891).
The Principle of Harmony. When all of the elements of art interact well in an
artwork, visual harmony is attained. This is accomplished by using similar types of
geometric shapes, lines or colors within a work of art to create unified composition.
Likewise, using various cool or warm colors would help to produce a harmonious work
of art.
The Principle of Variety. A stable composition will also demonstrate the
principle of variety. It is accomplished by using differing colors, lines, and shapes within
an artwork to make key areas stand out. Artists can use this idea to direct a viewer‘s
eye to a place within the art that he or she wants to emphasize.
The Principle of Balance. It refers to the symmetry of opposing visual forces. It
is created in a work of art when colors, forms, shapes or textures are combined
harmoniously.
The Principle of Movement. It is the way that an eye moves throughout a work
of art. In this work of art, our eyes move up through the pattern in the rippling surface of
the water to the two paddlers. An artist creates a visual movement to drive the eye to
the focal point of the artwork.
Principle of Emphasis. It refers to the need for an artist to create a focal point
within an artwork. The artistic point is an essential part of a work of art, and a viewer‘s
eye should be drawn to that area.
Principle of Proportion. This principle is created when the sizes of the elements
in an artwork art are combined harmoniously. The artist usually tries to make all of the
parts in a composition relate logically to each other to depict the human form within the
proper proportion.
Principle of Rhythm. It refers to the visual pattern within a work of art. Models
within an artwork are created by repeating certain colors, lines, or shapes in specific
areas. It can also be used to form a variety of textures within a work of art.

In a Nutshell

Artists, alongside scientists and entrepreneurs, are role models for innovation in
our societies. Not surprisingly, arts education is commonly said to be a means of
developing skills considered as critical for innovation: critical and creative thinking,
motivation, self-confidence, and ability to communicate and cooperate effectively, but
also skills in non-arts academic subjects such as mathematics, science, reading and
writing.
 Ultimately, the impact of arts education on other non-arts skills and on innovation
in the labour market should not be the primary justification for arts education in today‘s
curricula. The arts have been in existence since the earliest humans, are parts of all
cultures, and are a major domain of human experience, just like science, technology,
mathematics, and humanities.

The arts are important in their own rights for education. Students who gain
mastery in an art form may discover their life‘s work or their life‘s passion. But for all
children, the arts allow a different way of understanding than the sciences. Because
they are an arena without right and wrong answers, they free students to explore and
experiment. They are also a place to introspect and find personal meaning

Application

Complete the tasks below. Utilize your knowledge and skills in completing
what are asked of you.
 Photo credits: Eric P. Granada
https://ericpgranada.files.wordpress.com/2016/06/sarimanok.jpg?w=1000

Evaluate the artwork according to the principles of Art

Harmony

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Variety

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Balance

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Movement

______________________________________________________________
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Emphasis

______________________________________________________________
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______
Proportion

______________________________________________________________
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Rhythm
______________________________________________________________
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What do you think are the function/s and purpose/s of the artwork created by the artist?

Function/s :
______________________________________________________________
______________________________________________________________
_____________________________________________________________
Purpose/s:

______________________________________________________________
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______________________________________________________________

CLOSURE
Congratulations! You may now take your assessment for this lesson before you
proceed to Lesson 2.

Assessment

Read the statements below. Identify the concept being described in each one. Choose
your answer from the choices inside the box. Write the letter corresponding to your
choice on the blank space before each number.

A. Aesthetics
B. Art
C. Balance
D. Calligraphy
E. Dance
F. Drawing
G. Harmony
H. Literary Arts
I. Music
J. Performing Arts
K. Photography
 L. Sculpture
M. Variety
N. Visual Art
_____ 1. This is accomplished by using similar types of geometric shapes, lines or
colors within a work of art to create unified composition.
_____ 2. Any harmonious sound either vocal or produced from a musical instrument
_____ 3. Singers, actors, comics, magicians, dancers and musicians are all people who
do these performing arts.
_____ 4. A representation of any form or object by hand through the medium of pencil,
pen, charcoal, etc.
_____ 5. It refers to the symmetry of opposing visual forces. It is created in a work of art
when colors, forms, shapes or textures are combined harmoniously.
_____ 6. Moving the body in a particular sequence to music

_____ 7. It is accomplished by using differing colors, lines, and shapes within an

artwork to make key areas stand out.
_____ 8. A three-dimensional art form that uses materials like clay, stone, metal or
wood for its execution.
_____ 9. The art of writing letters in a manner that it looks visually appealing
_____ 10. It is a branch of philosophy devoted to the study of art and beauty

Test II. Identify daily activities in your life which involves Art?

Example : Mixing and matching of colors for outfits to be worn on a formal gathering
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. ________________________________________________________________

Multiple Choice. Encircle the letter of the correct answer. Decide which function of Art is
depicted best in each situation.

1. The statues of national heroes that grace our parks and plazas are commemorative
works as are the commissioned paintings of leaders or rulers.
A. Personal Function C. Physical Function
B. Social Function D. Economic Function

2. Tools and containers are created to make human lives comfortable.

A. Personal Function C. Physical Function
B. Social Function D. Economic Function
3. Designing a building which is adaptable to the climate of the region
A. Personal Function C. Physical Function
B. Social Function D. Economic Function

4. Slogans and posters are created by artists for candidates during elections.
A. Personal Function C. Physical Function
B. Social Function D. Political Function

5. Art pieces are placed in museums to preserve, document and record very important
historical figures and events.
A. Historical Function C. Physical Function
B. Social Function D. Political Function

Essay.

Is it possible to utilize your knowledge on artistic or creative literacy to help

yourself deal with the challenges brought about by the COVID 19 pandemic? If so,
how?

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 LESSON 2: DEVELOPING CREATIVITY AS A 21ST CENTURY
LEARNING AND INNOVATION SKILL IN SCHOOL

INTENDED LEARNING OUTCOMES

After studying this lesson, you should be able to:

✔ discuss the roles of teacher in creative education;

✔ evaluate the implications of creative literacy to the 21st century education;
✔ create one innovative product for self-expression and for promoting
advocacies;
discover the qualities and values of highly creative persons; and
✔ describe a classroom environment where creative thinking can thrive.

TIMEFRAME: 1 week

INTRODUCTION

From the first wheel to the latest microprocessor, creativity has continuously
enriched our lives. Creativity plays a vital role in science, innovation and the arts.
Moreover, the significance of creativity has also been recognized in daily life problem
solving, in maintaining and fostering wellbeing and in the successful adaptation to
change.

Creativity is the ability to generate original and useful ideas that drive us forward
and arguably is among the most sought-after life and work skills in our complex and fast
changing world. Creativity as a skill is not anymore a ―nice to have‖ but a must have in
the 21st century.

Education plays a central role in fostering creativity in all learners. Sadly, while
the world has undergone evolutionary changes, teaching practices have not changed
much as teaching and learning continues to focus primarily on rote learning instead of
stimulating creativity among the learners. As future teachers you are being called to
make a turn-around from its current traditional emphasis on memorization of facts to
that of student centered creative education.
 Young children and adolescents have curious minds. A curious mind always
loves to learn more and the creative classrooms can build up a curious mindset in them
through unconventional ways. Hence, every classroom should be filled with creativity
and wonder. As future teachers you should unleash the creative potentials in all of the
students so that they can be makers, designers, artists and engineers of new
knowledge.

Students deserve the opportunity to be their best creative selves both in and out
of school and that they are all unique, authentic, and destined to be original. However,
educational institutions are busy. Materials can be scarce. The creative process may be
time consuming especially when you have a tight curriculum map. So, creativity
becomes a side project, an enrichment activity teachers perform when they have extra
time for it. As 21st century learners and future agents of change, you can do better. You
have the power to inspire and spark the creativity within them. It is the role of a good
teacher to bring in the right mix of creativity in classrooms and bring out the best in the
students. As what we have already emphasized in chapter 1, every child has some
inbuilt creativity in them and proper guidance from the teacher coaxes and cultivates it
to help them grow up as creatively literate.

Activity – 30 Circles Challenge

Below are 30 circles. Turn as many of the circles as possible into a recognizable object
in 3 minutes. Set your timer to last 180 seconds. Challenge yourself to think outside of
the box but you have to draw quickly. The first circle is done for you as an example.
Before you start the fun, make sure to prepare the following materials:
A timer ( you may use your cellphone) , set to 3 minutes
A pencil

Set your timer …ready … set … go!

 Analysis

1. How do you feel looking at the circles you have completed?

______________________________________________________________________
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______________________________________________________________________

2. You were able to create objects out of circles. Does this mean you are a creative
person? Why or why not?
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3. Do you think artistic skill can be learned or is it a product of genetic influence?

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4. Why do you think Creativity and Innovation is considered a 21 st century skill?

______________________________________________________________________
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______________________________________________________________________

5. As a future teacher, will you push for teaching of creativity in schools? Why or why
not?
______________________________________________________________________
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ABSTRACTION

The State Of Creativity Drive In Schools Worldwide

“Creativity” also called creative thinking in some literatures is generally

conceptualized as the ability to produce something that is both novel and useful (
Amabile, 1996; Plucker, Beghetto, & Dow, 2004). For example, inventions such as the
computer and the printing press and paintings such as the Mona Lisa are creative
endeavors.

Creativity can also be described as the ability to see ordinary things differently.
An often-cited example of this kind of creative thinking is the creation of Velcro, which
arose from the observation of cockleburs clinging to clothes. The inventor, George de
Mestral, clearly was able to see a common item in a different and original way and was
able to generate a clear, detailed idea that resulted in his million-dollar product. The
developers of the iPod, the cell phone, and the YouTube Website all employed creative
thinking in the creation of their products.

But notice that whenever one creates a thing for whatever purpose it may serve,
the creation will always start with gathering thoughts known as ―idea generation. You do
not create a product right away. You go into a process of ―self talk‖ to purge ideas that
you need for the step by step making of a product. From these definitions, idea
generation could be viewed as a part of learning because all idea-generating activities
are experiences leading to the change of a person‘s knowledge or behavior.

Developing student creativity has been, and continues to be,one of the most
important educational goals in the world (Craft,1999; Pang & Plucker, 2012; Shaheen,
2010 as cited in Pang, 2015). In support of this goal, researchers have not only made
great efforts in developing relevant theories but also provided numerous practical
suggestions for school teachers (e.g., Beghetto & Kauf-man, 2010; Starko, 2010;
Sternberg & Williams, 1996).

However, classroom practices that focus on fostering creativity are not as

successful as expected (Bronson & Merryman, 2010). For instance, the PISA 2012
results concerning students‘ creative problem solving abilities showed that about one in
five students in participating countries is only able to solve problems in a conventional
way, thus indicating a lack of creative thinking(OECD, 2014). The reasons the teaching
of creative thinking is less than successful are undoubtedly many, but the major reason
might be the de-emphasis and ineffectiveness of classroom creativity in teaching and
learning (Beghetto & Plucker, 2006).
 Since the issue of promoting classroom creativity is directly associated with
learning, idea generation, and creativity, it might be useful for you to analyze their
relationships first. Learning is typically defined as a relatively permanent change in
human performance or performance potential as a result of experience( Driscoll, 1994;
Mayer, 1982).

Idea generation refers to ―the creation of new and potentially useful ideas‖. But,
not all learning is derived from idea generation. For example, learning which results
from memorizing facts and familiarizing oneself with mathematical rules, do not result in
new ideas. Similarly, creativity could be depicted as a type of idea generation if put
under the context of learning and focusing on outcomes or products. The ideas that are
generated during learning can be any ideas: new or old, useful or useless. However, be
reminded that only ideas that are novel and useful are creative ones (Beghetto&
Plucker, 2006).

In other words, creative ideas are nothing but those newly produced and at the
same judged as useful. Yet not all the ideas generated during learning are creative,
even if they have the potential to be creative. To help better understand this
relationship, you may look at the figure below.

Relationship between learning, creativity and Idea Generation according to Pang (2015)

From this figure, you can deduce that in terms of cognitive outcomes, learning
(outermost layer) contains idea generation (middle layer), which in turn contains
creativity (innermost layer). This relationship is partly supported by what Guilford (1950)
claimed, ―a creative act is an instance of learning, for it represents a change in behavior
that is due to stimulation and/or response‖. So whenever there is less idea generation
because of the tight curriculum which focuses so much on rote memory, then expect
that lesser opportunities for classroom creativity ensue.
 Pang( 2015) liken the relationship between idea generation and creative
development is to pearl cultivation. Pearls are generated by living pearl oysters and
freshwater mussels. With human aid, an oyster or mussel produces pearls of various
sizes, shapes, smoothness, and shine. The pearls with the finest quality valued as
gemstones are bigger, rounder, smoother, and more nacreous. The smaller but round
and smooth pearls are also valuable. However, oysters and mussels also generate
pearls with irregular shapes.

Although these may also be referred to as pearls, most of them have no use.
Thus, the best cultured pearls are generated by oysters and mussels and selected by
humans from numerous pearls formed in the same way. If a pearl farmer wants to
harvest valuable pearls, he must first enable the oysters or mussels to generate pearls.
Creative ideas or products come from idea-generation activities in the same way. If we
want to obtain creative products (valuable pearls) from our students, we must first
engage them in various idea-generation activities and encourage them to generate as
many new ideas as possible, regardless of whether some are silly or of no use.

From our discussions in Lesson 1, it was presented that creativity is one of the
most essential traits that every employer desires while hiring an employee. Creativity is
important in almost every aspect of life, right from feeding a child to almost every aspect
of the business, creativity plays an exceedingly crucial role. Therefore, it is important to
understand what is creativity and what is the psychology behind it.

Studying and understanding of creativity is not easy. It is considered one of the

most complex topics to study by the psychologists. Since a lot of definitions about it
abound, there is no clear consensus on how to define creativity. However, creativity is
a way to produce something new and different which has some value or to do the same
mundane thing or a new thing in a new way using a new technique which is unique in
itself to get better / positive results or simply to get more business.

Any person who has a fresh perspective towards a particular thing is different
from any usual perception. Musicians, artists, engineers, business
tycoons, entrepreneurs, and several people like them are creative thinkers. One cannot
copy anything; everyone has their way of creativity. Examples of creative
thinking skills include visual art, problem-solving, communication skills, writing,
composing music. All creative thinkers are not an artist. Some include science and
business too.

So in simple words, we can say creativity means when a person comes up with
something new, something unique which is different from others. Hence, as an
individual, try something new, take challenges, keep struggling and come out of your
comfort zone. These ways are certainly you to help you become a better thinker.
The Significant Benefits Of Creativity In The Classroom ( Sylvia Duckworth)

Creativity is a valuable skill. All too often people outgrow their imagination as
adulthood approaches due to an encroaching sense of self-doubt, an ingrained belief
that it‘s an impractical pursuit, or firm guidance from more experienced grown-ups
advising engineering over art school. Although almost everyone would agree that
creativity is important, budget cuts to areas of education like art and music programs
demonstrate differently.

1. Creativity is Multidisciplinary. Not only can you practice creativity through many
different mediums, its benefits are applicable to almost all professions.

2. Creativity allows you to express yourself. An integral part of the human condition
involves learning who we are and recognizing how that fits into the rest of the world.
Creativity allows self-discovery, as well as the opportunity to share a hidden side of
ourselves.

3. Creativity promotes thinking and problem-solving. From technical details of

writing, drawing, or composing to the challenge of creating, problem-solving is a
required component of the creative process.

4. Creativity reduces stress and anxiety. People usually pursue creative projects
because they enjoy the process or the outcome. Just the act of creating inspires a
sense of contentment.

5. Creativity allows you to enter your happy zone and have fun. Creativity is really
another form of play, and play is universally important to each individual‘s sense of joy
and well-being.

6. Creativity gives you a sense of purpose. Writers, artists, and musicians often
identify by those words whether they make money at their craft or not. Their creative
method is their way of processing the world and a way of describing who they are.

7. Creativity can lead to feelings of accomplishment and pride. The combination of

brainstorming, the technical process, and a finished process is often the perfect recipe
for personal satisfaction.

8. Creativity can link you to others with the same passion. Art is important because
it fosters a sense of connection and understanding of what it means to be human. A
creative focus can help you find your community and feel less alone in the world.

9. Creativity improves your ability to focus. The act of creating requires dedication
and commitment, not only to each individual project but to the craft itself.

10. Creativity promotes risk-taking and iteration. Making things isn‘t easy; making
things others will appreciate is even harder. Creativity requires courage, confidence,
and the willingness to fail and try again.

11. Creativity is a prerequisite for innovation. Every advancement known to mankind

started with a new idea, and new ideas are inspired by imagination and creativity.

12. Creativity encourages us to be lifelong learners

Creativity requires the humbleness to know that there‘s always room for improvement
and a commitment to continue challenging your ideas and ability until new growth
occurs.

The Roles Of Teachers In Helping Learners Develop Their Creative Habits And
Skills
 Teachers are creative, experimenting with new ideas and pursuing an enquiring
approach in their teaching. They are open to new challenges, being resourceful,
imaginative, and flexible. They are always ready to learn and apply new skills and
techniques.‘
However, it is very hard for a teacher to be creative if they are following a
prescribed curriculum and given little or no room for their own creative input into their
teaching practice. Syllabuses, textbooks and teacher support material are extremely
important in helping to structure and support learning but they also need to allow for the
teacher‘s professional creativity. Teachers can support creativity and innovation by:

1.Role modelling creative habits.

Nothing is more important than the teacher exemplifying the habits,
behaviours and thinking they want students to demonstrate. They need to exemplify
creative traits such as curiosity and the development of creative skills (see thinking
routines later in this chapter).

2. Appreciating the critical importance of questions, both their own

and those asked by students

Questions of creative teachers are usually open-ended, probing and requires

time to come up with answers to. Pose questions and challenges, and follow up with
opportunities for solitude and reflection. Solicit questions from you‘re the students too.
This provides time and space to foster the forging of new connections that is so vital to
creativity.
3. Treating mistakes as learning opportunities and encouraging learners to take
sensible risks in the classroom.
Encouraging learners to take ‗sensible risks‘ in their work is important for building
up their creative confidence. It is important that this takes place in a supportive
environment, and that the teacher and learner have discussed what boundaries are
acceptable in their context. It is also important to set some ground rules in collaboration
with learners.
4. Giving learners sufficient time to complete their work.
Sometimes ideas need time to develop before becoming valuable. Giving
learners the scope to come up with their own ideas can be challenging for both teachers
and learners. Learners will need time to think and work independently of the teacher.
Delay judgement of learners‘ ideas until they have had time to work them out properly
5. Scaffolding tasks carefully to provide the appropriate level of challenge
Ideally, a teacher should try to design tasks that help the learner to cross over
into this area by ‗scaffolding‘, or supporting them at first, and then withdrawing support
so that the learner can increasingly achieve the task on their own.
Even a small change in teaching approach can bring about a change in a
learner‘s creative disposition. If learners start to see that there is not always ‗one right
answer‘ to many questions, both in school and in life, then their creative confidence will
grow. The most important thing of all is for learners to lay the foundation of their
personal creative abilities, on which they will build throughout their lives
6. Focus less on the reproduction of information and more on critical thinking
and problem solving.

7. Curate activities that transcend traditional disciplinary boundaries, such as by

painting murals that depict biological food chains, or acting out plays about historical
events, or writing poems about the cosmos. After all, the world doesn‘t come carved up
into different subject areas. Our culture tells us these disciplinary boundaries are real
and our thinking becomes trapped in them.

Creativity As a Learned Skill

Research studies have shown that creativity can be learned Torrance & Torrance
(1973) analysed 142 separate studies and concluded that creativity training significantly
improves individual creativity and problem solving. This finding has been replicated
many times.
 In a modern review across two studies, Scott, Leritz & Mumford (2004) found that
creativity training programmes produced improvements on everything from attitudes
towards the importance of creativity at work through to improvements in job
performance. It is a good thing if schools have allocated budgets for the training of their
teachers.

Although educators claim to value creativity, they don‘t always prioritize

it.Teachers often have biases against creative students, fearing that creativity in the
classroom will be disruptive. They devalue creative personality attributes such as risk
taking, impulsivity and independence. They inhibit creativity by focusing on the
reproduction of knowledge and obedience in class.

Common misconceptions about creativity

People sometimes hold tacit beliefs or theories about the nature of creativity
which can have detrimental effects on attempts to nurture creativity in an educational
context. These theories are different from what research suggests is in fact the case.
For example, many people believe that creativity is a natural talent which cannot be
taught, whereas studies have shown that learners can improve their creative thinking
skills with the right type of input.

Misconceptions Reality

Limited to the Arts Applies in Every subject

Pure Talent Skill to be learned

Fun Hard work

Originality Both originality and value

No prior knowledge needed Field Knowledge is necessary

Major breakthrough Thinking Skill

Free Play and discovery Stimulation of Play and

discovery
 Sharp (2004), Behghetoo (2007) as cited in Ferrari, 2009, p 17

How Does a Creative Classroom Look Like?

When students are being creative in the classroom they are likely to:

• Question And Challenge. Creative pupils are curious, question and challenge,
and don‘t necessarily follow the rules.

• Make Connections And See Relationships. Creative pupils think laterally and
make associations between things that are not usually connected.

• Envision Want Might Be. They imagine, see possibilities, ask ‗what if?‘, picture
alternatives, and look at things from different viewpoints.

• Explore Ideas And Options. Creative pupils play with ideas, try alternatives and
fresh approaches, keep open minds and modify their ideas to achieve creative results

• Reflect Critically On Ideas, actions and outcomes. They review progress, invite
and use feedback, criticize constructively and make perceptive observations.

To encourage the above is likely to require a change in the way schools are run
and the way teachers teach. ―The most powerful way to develop creativity in your
students is to be a role model. Children develop creativity not when you tell them to, but
when you show them.
Give Students Extended, Unhurried Time To Explore And Do Their Best Work.
Don‘t interfere when students are productively engaged and motivated to complete
tasks in which they are fully engaged.

Create an inviting and exciting classroom environment. Provide students with

space to leave unfinished work for later completion and quiet space for contemplation

Provide an abundant supply of interesting and useful materials and resources.

 Create a classroom climate where students feel mistakes are acceptable and risk
taking is encouraged. Appropriate noise, mess and autonomy are accepted.

BARRIERS AND BRIDGES TO CREATIVITY

Saying that creativity may be ―deliberate‖ means that it is intentional —
something done with thought and the application of specific processes. The more the
tools and skills associated with creative thinking and Creative Problem Solving are
used, the more ingrained the habit of creative thinking becomes and the easier it is to
utilize in many contexts.

Of course, there are both barriers and bridges to the practice of deliberate
creativity. BARRIERS As with any practice of effort, some barriers are quite common.
When people feel they are being judged negatively for their efforts, these barriers can
also become self-protective statements:

• ―We don‘t have time!‖

• ―It takes too many resources.‖
• ―I‘m just not the creative type.‖
• ―In this culture? You‘ve got to be kidding.‖
• ―Not me! I‘m not hanging myself out to dry like that.‖
• ―I don‘t have a creative bone in my body. Not my skill-set.‖
• ―Don‘t we have an art department that does that?‖
• ―I don‘t want to look stupid.‖
• ―We tried that before. It won‘t work.‖

Notice that all of these focus on time, resources, culture, internal and external
judgment, and perceptions of talent or skill. Whether these are external statements or
internal self-talk, they have a dramatic impact: they help others believe that they aren‘t,
can‘t be, or shouldn‘t be creative — and that simply isn‘t the case. So, remember that
everyone has tremendous creative potential that can be unlocked and harnessed. The
challenge is to identify the factors that affect awareness and use of creativity. Once an
individual knows those, it‘s easier to make productive choices about how to use,
improve, and refine skills that support creativity.

BRIDGES Along with the barriers that inhibit the ability to express creativity,
there are also bridges. These key elements support deliberate creativity and creative
thinking. They include the choice to:

• Shift from ―Yes, but‖ to ―Yes, and‖ thinking.

• Foster a ―What if?‖ outlook (remaining curious).
• Suspend or defer judgments to maintain openness to new ideas.
• Recognize that every experience informs creativity.
• Embrace incubation and letting the brain work ―out of awareness‖ on ideas.
 • Develop a climate for creativity; changing the physical environment or mental/
emotional outlook to be open to new ideas.
• Use Creative Problem Solving tools to hone practice.
• Work ideas instead of using them (allowing them to change and develop).
• Balance the use of imagination, knowledge, and evaluation.
• Develop an internal observing ―wise self.‖

Creativity Killers
Surveillance: Hovering over students
Evaluation: Making them worry about how others judge them
Rewards: Overuse of prizes which robs students of the pleasure of experiencing
true creative activity
Competition: Putting students in win-lose, one-person-on-top activities
Over-Control: Telling students how to do everything instead of letting them
problem solve Restricting
Choice: Telling students which activities to do instead of letting their curiosity lead
the way
Pressure: Expectations that compare one student’s growth unreasonable to
another

Two Main Components of Creativity

1. Originality. The method or idea must be new and unique. It should not be the
extension of something, which already exists. However, one can take inspiration
from the already existing methods and ideas to fabricate something new and
unique.
 2. Functionality. Another important component of creativity is its functionality. A
creative idea must work and produce results, otherwise, the whole effort will be in vain.

Most of the time, people wonder how creativity happens. It has been seen that
creativity becomes another nature of some people whereas others have to spend hours
on road or on a mountain to think of a tiny idea. In the following paragraph, you will
learn about when creativity happens and what kind of people are called creative?

● People who are thought-provoking, curious and have a variety of uncommon

thoughts are known to be creative people. Sometimes these people don‘t even
know what they are doing and how much importance that innovation holds.
Therefore, they usually fabricate new ideas, which leave people flabbergasted.
● People who have important self- discoveries, who view the world with a fresh
perspective and have insightful ideas. These people make unique discoveries
which they don‘t share with the outer world.
● People who make great achievements which are known to the world. Inventors
and artists fall under this category.

Qualities of Creative Persons

Creative people have numerous traits that influence their creative thinking.
Following are the few personality traits of creative people. In his 1996 book Creativity:
The Work and Lives of 91 Eminent People, positive psychologist Mihaly
Csikszentmihalyi suggested that "of all human activities, creativity comes closest to
providing the fulfillment we all hope to get in our lives.

Csikszentmihalyi proposes that some people possess what he refers to as a

creative personality. While some people certainly come by these tendencies naturally,
incorporating a few of these creative practices into your daily life might just help you
achieve your full creative potential.
Creative People Are Energetic, but Focused

Creative people have a great deal of energy, both physical and mental. They can
spend hours working on a single thing that holds their attention, yet seem to remain
enthusiastic all the while.

This doesn't mean that creative people are hyperactive or manic. They are
imaginative and curious and spend a great deal of time at rest, quietly thinking and
reflecting on the things that hold their interest.

Creative People Are Smart, but Also Naïve

Creative people tend to be smart, but research in 2013 has shown that having a
very high IQ is not necessarily correlated with higher levels of creative achievement -
personality traits are important too.

In Lewis Terman's famous longitudinal study of gifted children, for example,

children with high IQs kids were shown to do better in life overall, but those with very
high IQ weren't exactly creative geniuses. Very few of those involved in the study
demonstrated high levels of artistic achievement later in life. 3

Csikszentmihalyi notes that studies suggest that there seems to be a cutoff point
at around 120.1 Having a higher than average intelligence might contribute to creativity,
but having an IQ over 120 does not necessarily lead to greater creativity.

Csikszentmihalyi suggests that creativity involves a certain amount of both

wisdom and childishness. Creative people are smart, but they are able to maintain their
sense of wonder, curiosity, and ability to look at the world with fresh eyes.

Creative People Are Playful, Yet Disciplined

Csikszentmihalyi notes that a playful attitude is one of the hallmarks of creativity,
but this lightheartedness and excitement is also mirrored by a major paradoxical trait —
perseverance.
When working on a project, creative people tend to exhibit determination and
doggedness. They will work for hours on something, often staying up late into the night
until they are satisfied with their work. Consider what you would think when you meet
someone who is an artist.
On the surface, it sounds both exciting, romantic, and glamorous. And for many,
being an artist certainly does involve a great deal of excitement. But being a successful
artist is also a lot of work, which is what many people fail to see. A creative person,
however, realizes that real creativity involves combining both the fun and the hard work.
Creative People Are Realistic Dreamers

Creative people like to daydream and imagine the possibilities and wonders of
the world. They can immerse themselves in imagination and fantasy, yet remain
grounded in reality. They are often described as dreamers, but that doesn‘t mean that
they live with their heads in the clouds.

Creative types, ranging from scientists to artists to musicians, can come up with
imaginative solutions to real-world issues.―Great art and great science involve a leap of
imagination into a world that is different from the present,‖ Csikszentmihalyi explains.

―The rest of society often views these new ideas as fantasies without relevance
to current reality. And they are right. But the whole point of art and science is to go
beyond what we now consider real and create a new reality.‖

Creative People Are Extroverted and Introverted

While we often fall into the trap of categorizing people as

solely extroverted or introverted, Csikszentmihalyi suggests that creativity requires
combining both of these personality types.

Creative people, he believes, are both extroverted and introverted. Research has
shown that people do tend to be either more extroverted or introverted and that these
traits are remarkably stable.

They are both gregarious and reticent, sociable and quiet. Interacting with others
can generate ideas and inspiration, and retreating to a quiet place allows creative
individuals to fully explore these sources of creativity.

Creative People Are Proud, Yet Modest

Highly creative people tend to be proud of their achievements and

accomplishments, yet they are also aware of their place. They have tremendous respect
for others who work in their field and the influence that those previous innovations have
had on their work. They can see that their work is often remarkable in comparison to
that of others, but it is not something they focus on.

Csikszentmihalyi observes that creative people are often so focused on their next
idea or project that they don't fixate on their past achievements.

Creative People Are Not Weighed Down by Rigid Gender Roles

 Csikszentmihalyi believes that creative individuals resist, to at least some
degree, the often rigid gender stereotypes and roles that society often tries to enforce.
Creative girls and women tend to be more dominant than other girls, he suggests, while
creative boys and men are less aggressive and more sensitive than other males.

"A psychologically androgynous person in effect doubles his or her repertoire of

responses," he explains. "Creative individuals are more likely to have not only the
strengths of their own gender but those of the other one, too."

Creative People Are Conservative, Yet Rebellious

Creative people are "out-of-the-box" thinkers by definition, and we often think of

them as non-conformist and even a little bit rebellious. But Csikszentmihalyi believes
that it is impossible to be truly creative without having first internalized cultural norms
and traditions.
Creativity, he suggests, requires being both traditional and iconoclastic. Being
able to appreciate and even embrace the past, while still seeking new and improved
ways of doing things. Creative people can be conservative in many ways, yet they know
that innovation sometimes means taking risks.

Creative People Are Passionate, but Objective About Their Work

Creative people don't just enjoy their work — they dearly and passionately love
what they do. But just being passionate about something does not necessarily lead to
great work. Imagine a writer so in love with his writing that he is unwilling to edit a single
sentence. Imagine a musician reluctant to listen to her own performance and hear areas
that need improvement.
Creative people love their work, but they are also objective about it and willing to
be critical (and take criticism) of it. They are able to separate themselves from their work
and see areas that need work and improvement.

Creative People Are Sensitive and Open to Experience, but Happy and Joyful

Csikszentmihalyi also suggests that creative people tend to be more open and
sensitive, characteristics that can bring both rewards and pains. The act of creating
something, of coming up with new ideas and taking risks, often opens people up to
criticism and even scorn. It can be painful, even devastating, to devote years to
something only to have it rejected, ignored, or ridiculed.

But being open to the creative experience is also a source of great joy. It can
bring tremendous happiness, and many creative people believe that such feelings are
well worth the trade-off for any possible pain.
Four Types of Creativity

1. Deliberate and Cognitive creativity. People who possess deliberate and

cognitive characteristics are purposeful. They have a great amount of knowledge about
a particular subject and combine their skills and capabilities to prepare a course of
action to achieve something. This type of creativity is built when people work for a very
long time in a particular area.

People who fall under this type of category of creativity are usually proficient at
research, problem- solving, investigation and experimentation. This type of creativity is
located in the brain‘s prefrontal cortex, which is at the front part of the brain. These
types of creative people spend a great deal of time every single day testing to develop
new solutions.

Thomas Alva Edison is one prominent example of this type of creative people.
He ran experiment after experiment before inventing electricity, the light bulb, and
telecommunication. Hence, deliberate and cognitive creativity requires a great deal of
time, dedication and abundance of knowledge about a particular subject.

2. Deliberate And Emotional Creativity. People who are categorized as

deliberate and emotional let their work be influenced by their state of emotions. These
types of creative people are very emotional and sensitive in nature.
These individuals prefer relatively quiet and personal time to reflect and they usually
have a habit of diary writing. However, they are equally logical and rational in decision
making.

Their creativity is always a balanced product of deliberate emotional thinking and

logical actions. This type of creativity is found in the amygdala and cingulate cortex
parts of the human brain. Amygdala is responsible for human emotions whereas the
cingulate cortex helps in learning and information processing. This type of creativity
happens to people at random moments. Those moments are usually referred to as ―a-
ha!‖ moments when someone suddenly thinks of a solution to some problem or think of
some innovative idea.

For example, there are situations when you feel low and emotional which
distracts you from your work. In those kinds of situations, you should take 5 minutes and
point out the things which are making you sad and keep them aside and focus on the
work in hand. It will help you to get improvised results and you will get work done easily.
One should seek ―quiet time‖ for deliberate and emotional creativity to happen to them.
 3. Spontaneous and Cognitive creativity. There are times when you spend a
long time cracking a problem but can‘t think of any solution. For example, when you
want to make a schedule for a month to get a job done, but you can‘t seem to think of
any possible way and when you are watching television and having your relaxed time
and suddenly you think of a solution and everything falls in place. The same case
happened with the great scientist Isaac Newton. He got the idea about the law of gravity
when an apple hit his head while he was sitting under a tree and relaxing.

This is the ―Eureka!‖ moments for Newton and an excellent example of a

spontaneous and cognitive person. This type of creativity happens when one has the
knowledge to get a particular job done, but he requires inspiration and a hint to walk
towards the right path. This type of creativity usually happens at the most inconvenient
time, such as, when you are in bed with your partner or having a shower. Spontaneous
and cognitive creativity takes place when the conscious mind stops working and goes to
relax and the unconscious mind gets a chance to work.

Mostly, this type of creative person stops conscious thinking when they need to
do ―out of the box‖ thinking. By indulging in different and unrelated activities, the
unconscious mind gets a chance to connect information in new ways which provide
solutions to the problems. Therefore, to let this type of creativity happen one should
take a break from the problem and get away to let the conscious mind overtake.

4. Spontaneous And Emotional Creativity. Spontaneous and emotional

creativity takes place in the ―amygdala‖ part of the human brain. Amygdala is
responsible for all emotional types of thinking in the human brain. Spontaneous ideas
and creativity happen when the conscious and Prefrontal brain is resting. This type of
creativity is mostly found in a great artist such as musicians, painters, and writers etc.
This type of creativity is also related to ―epiphanies‖.

Epiphany is a sudden realization of something. Spontaneous and emotional

creativity is responsible for a scientific breakthrough, religious and also philosophical
discoveries. This allows the enlightened person to look at a problem or situation with a
different and deeper viewpoint.

Those moments are defined as rare moments when great discoveries take place.
There is no need to have specific knowledge for ―spontaneous and emotional‖ creativity
to happen but there should be a skill such as writing, musical or artistic. This type of
creativity can‘t be obtained by working on it.

The Creative Process

 As what you have read in the early parts of Lesson 2, Creativity is an inevitable
part of the human condition that is indirectly related to learning with intelligence and fun.
Creativity is a mode game and a game is one of the most important things in each
individual‘s growth and development of the brain.

Creativity plays a major role in molding a child‘s character as creative thoughts

always require humbleness to know that every puzzle has an improved parallel easy
solution and that it can be developed through patience, thus making it an important part
of the classroom.
1. Preparation

The first stage is the idea of PREPARATION, the idea that you are immersing
yourself in the domain. If you are a musician you are absorbing a lot of the music that is
inspiring you to create this new piece. If you‘re a writer you are reading other writers in
this area. If you are an artist you are looking at other artist‘s work in the area that you
are looking at creating something in. If you are a scientist you are looking at all the
background research. And if you are an entrepreneur or marketer you are looking at all
the previous market research and what other companies have done before.

So this stage is normally best carried out in a quiet environment. It‘s really this
stage that you are trying to absorb as much information as possible because this
information will go into your subconsciousness where it is very important for the second
stage, or second level.

2. Incubation

The second stage is what we call the INCUBATION stage. In incubation this is
when all the information that you have gathered in the PREPARATION stage really
goes back. It starts to churn in the back of your mind, in the sub-consciousness. This is
an extremely important stage because sometimes it can take days, or weeks, or months
or sometimes even years.

That idea that you‘ll think about writing about a book or piece of music, and
you‘re writing about it and you just leave it to the side for a while and then you come
back to it. Now the interesting thing about the incubation stage is that to a certain extent
it is not really under your control how long that stage will take. It is something you
cannot really rush because what it leads to is the third stage.

3. Insight

The third stage is what most of the public think is a classic signal or sign of a
creative person, what is called the INSIGHT stage or the insight step. With insight it is
really the idea of the ‗Aha‘ moment, the ‗Eureka‘ moment. Although it is probably the
smallest part of the five steps, it is possibly one of the most important parts.

The ‗Aha‖ moment most often happens when you are doing some kind of low-
level physical activity; going for a shower, driving a car, having a walk. This is because
your subconsciousness in the previous stages is bubbling away and this insight stage
really allows the mind to work on something else. And then bring these ideas to the
forefront of your mind. So that‘s the third stage, the insight‘s stage. And now we go on
to the fourth stage.
4. Evaluation

The fourth stage is this idea of EVALUATION. This is something I have a

problem with. I think it is an area that a lot of creative people struggle with because
often you have so many ideas and you have a limited amount of time. So the evaluation
stage is important because this is where it requires self-criticism and reflection. It is
asking yourself questions like:

“Is this a novel or new idea or is it one that is just re-hashed and has been done
before?”
It‘s the idea of going out to a small group of trusted friends and saying:
“I’ve had this idea, what do you think about this?”

It is a very important part because we only have a limited amount of time to do

certain things. Often you find that people who are called the most ‗creative people‘ are
often very good at this stage, the evaluation stage. They have all these ideas but they
can use self-criticism and reflection to say ―these are the ones that have the most merit
and that I‘m going to work on‖.

5. Elaboration

And then you have the final stage. This is called ELABORATION. This is where
Edison said that it‘s ―1% inspiration and 99% perspiration‖. Now the elaboration stage is
the 99% perspiration stage. This is where you are actually doing the work. So many
people out there think that the creative process is that insight, that ‗Aha‘ moment, or the
preparation part.

But really a creative individual isn‘t complete, and I don‘t think they can do
anything that really lasts, unless they can go through that and actually put in the hard
work. The elaboration; testing the idea, working on the idea, those late nights in the
studio, working at your desk, those hours in the laboratory if you are a scientist, those
days testing and micro-testing products. This is the elaboration stage.

Common Uses of Creative Thinking in Everyday Life

There are multiple ways where one can implement creative thinking in real-life
situations, be it on an artistic capacity or find solutions to a practical problem.

Anything which involves intensive brainstorming followed by

a ―lightbulb‖ moment can be regarded as creative thinking. Here are
 some examples of how to implement innovative thinking in day-to-
day practical scenarios.

1. Artistic Creativity

One doesn‘t need to be an aficionado of art to put an artistic touch to their work.
Ordinary tasks such as making discounts more appealing to the customers in retail
displays when you sell products online to support your studies can use your artistic
creativity.

Below given is the list of tasks where artistic creativity takes center stage:

● Composing a positively-worded fundraising script for the volunteers to appeal to

the prospects.
● Dialogue writing for a television or a radio commercial which appeals to the
customer
● Setting an exam to test the accuracy of students
● Innovative ideas for product packaging
● Creative logo designing for a brand or an initiative which people can recognize
and appreciate at the same time
● Creating a lesson plan that is more engaging for the students and participative.
● Designing a newer look for a clothing line that speaks of the particular season it
releases.
● Scripting an appealing marketing copy for a print or online advertisement.

2. Creative Problem-Solving

Innovation also includes finding a solution to a particular problem by thinking out-

of-the-box. One who can implement creative thinking to find a specific solution for a
problem stands a better chance not only to solve that particular problem, but there are
high chances that the solution is more efficient.

Finding a solution to find a way to solve the health crisis brought about by COVID
19, energy crisis, cutting costs due to a budget deficit or coming up with valid and
persuasive arguments to defend your stand or your clients - all these require innovative
ideas. Innovative ideas demand creative thinking.
Some more ways and examples of developing creative thinking and making use
of it are

● Finding innovative steps to create a perfect strategy plan for a financial year
during a staff meeting
● Coming up with solutions which can cut energy use without compromising
on efficiency
● Implementing innovative ways which can improve the quality of a particular
product or a service
● Finding efficient ways to process travel reimbursement to the employees
● Devising a new strategy and coming up with ideas to tackle a budget deficit
● Improving worker efficiency by implementing appropriate incentives and rewards
program to be awarded to the hard-working employees
● Implementing an efficient database system to enter and access information
● Bringing in better ways of communication between two individuals engaged in a
relationship
● Finding better ways to improve customer-company interaction which will further
enhance the company‘s credibility

Top Creative Thinking Skills (Bhasin, 2020)

1. Open-Mindedness. Creative thinkers can think in a different and novel way.

Keep aside your assumptions and look for things in an utterly new way. When a
problem arises, try to deal with it with an open mind. Give yourself a chance to think
creatively.

2. Analysis. The first rule of creative thinking is to listen first and try to
understand it very well. Do not jump into the conclusion. To understand the things you
need to have the quality of examining things minutely, carefully to understand what
exactly it wants to say

3. Problem-Solving. Not every employer is the same. Every employer wants to

hire creative thinkers so that they can bring changes in the organization. The employer
wants creative thinkers who will help them to solve problems. So when you are applying
for a new job writing that you can think creatively but also implement your thinking in
work and solve problems.
 4. Organization. The organization is an integral part of creativity. During trying a
new idea, you might sometimes feel messy. It would help if you organized your thoughts
so that other people would be able to understand your concepts and follow your vision.
Create a plan of action and make your goal clear.

5. Communication. One will appreciate your creativity if you can communicate

well with them and make them understand well about your idea. To make other people
understand, you should have strong oral and written skills.

Improving Your Creative Thinking

1. Keep working even if you feel uninspired

Numerous distractions are roaming around you, don‘t let them hit you. It often
happens when you are composing something and running after a deadline that a
―writer‘s block‖ distracts her/him from his path. Procrastination and Writer‘s block are
two different things. Procrastination is when you keep on delaying any task due to your
laziness or less interest in it.

On the other hand, Writer‘s block is when you want to write, but you can‘t find
any word to initiate. There can be weeks where you don‘t feel like writing anything. And
on those days, try to work, work for short periods, but keep on working. And don‘t let
anyone distract you; don‘t get indulged in any other work than this.

Keep yourself focused, though it won‘t be effortless, the harder you try, the better
you‘ll get. Even if you work for 20 minutes and take breaks, do that. Keep practicing
this, and after a few attempts, you‘ll observe that you are doing great. The Writer‘s block
or any other distraction won‘t bother you the same way.

2. Leave your Comfort Zone

We know that it‘s tough for a person to choose a path of

struggle instead of staying in their comfort area. But you
know, it‘s for your benefit, you get to know yourself better.
The more you try new, the more creative it gets, every time.
The comfort zone makes you lazy and a bit less productive.

Creativity gives you strength and the idea to think more

about new ways. If you are one of those people who have
never struggled for anything in your life, you are privileged
but less creative. Creativity comes with effort and struggle,
try hard and put effort. Whenever you feel you are on your
low, try being creative.

Creativity lets your mind think more and encourages your brain to give creative
solutions. Imagine if there is any competition, be it writing or any artwork. If you try to be
more creative and different, then you have a higher chance of being a winner. Hence,
take challenges and come out of your comfort zone.

3. Work, enjoy, dream, work

Keep your mind fresh and relax when you are at doing something. You don‘t
have to worry too much about it; you should create your own space. Try to work with full
effort and when you relax, try to relax all your muscles. Enjoying and relaxing should be
a part of your daily routine.

It is better if you work and daydream and then continue to work. Dreaming,
napping or even dancing helps you in enhancing the creative side of your brain. There
are several works which can give you a headache, so the best way to tackle it is
relaxing. Try to compose your mind and be comfortable with whatever you do.

Also, when you are working on a serious topic, it‘s better to take time and a nap.
The creative side of your brain gets enhanced instead of getting a headache. Always
working makes you feel irritated, thus allowing it to relax can help it reach more
creativity.

4. Brainstorm

Brainstorming is a way to generate ideas for solving

any problem. This method includes an association that
 encourages creative thinking and creates a free-
thinking environment. It‘s about containing groups of people
and asking them for a solution regarding any problems. This
teamwork and combination of creative thinkers give us a
method named brainstorming.

The group members have to listen to each of the

ideas. Most of them will come with creative, innovative and
positive thoughts. It is suggested that you go with the one
who gave you the worst idea, try to create the best out of it.
That way you‘ll think creatively about converting it into a
positive one.

It is guaranteed that you will love this new kind of brainstorming. Being creative is
what everyone likes; new ideas are encouraged. An exciting twist to this brainstorming
will be proved to be one of the best ways to build creative thinking skills. It‘s better to
create the best out of the worst and work better in every form.

Characteristics of effective creativity tasks

Below are the characteristics of an effective creativity task. There is no specific

checklist for what a creativity task should contain. More important is what the task does.
It should:

Focus on content. Creative thinking cannot occur without some content

knowledge (Baer, 2016; Csikszentmihalyi, 1996). Therefore, a clear focus on content is
the most important characteristic of effective tasks.

Emphasize divergent thinking. The task should encourage thinking that is out
of the norm and goes in many different ways, rather than the typical convergent
thinking, which emphasizes working quickly to get to the right answer and is typically
used for information learning.

In other words, tasks that encourage creativity are open-ended and have many
possible solutions or outcomes. Four features of creativity are often used to teach and
measure divergent thinking: flexibility, fluency, originality, and elaboration. Some
teachers want their students to converge and do not support divergent thinking
(Guilford, 1986; Torrance, 1974).

(a) Flexibly, or able to use many points of view

(b) Fluently, or able to generate many ideas
(c) Originally, or able to generate new ideas
(d) Elaboratively, or able to add details
 Incorporate creativity strategies. Tasks that ask students to be creative can
include one or more of these strategies:

Combine. Blend two things that do not usually go together.

Try different sequences or layouts. Change parts with other things. Sort it
differently.

Adapt. Look at other ways this can be used.

Reverse. Turn it upside down, inside out, front-side back. Change black to white
and white to black. Choose the opposite.

Substitute. Find something else that could be a part of this or could do what this
does.

Modify. Change the meaning, purpose, color, movement, sound, smell, form, or
shape.

Magnify. Enlarge the size, the duration, the frequency; make smaller pieces into
bigger segments.

Minimize. Decrease the size or strength; break it down into smaller pieces.

Engage students. Student engagement is also essential for tasks in which

students are expected to think creatively. Typically, teachers can facilitate student
engagement by using authentic content that students understand applies to their lives..

Employ informational rather than controlling feedback. Informational

feedback helps students to understand how their audience understands their work and
what the strengths and weaknesses of their work are so that they can continue to
assess themselves. Controlling feedback, which evaluates only how well students did
compared to other students or to their previous work, can be threatening and
disengaging for students (Hattie & Timperley, 2007).
 In a Nutshell

Creativity is part of the essential skills that enable students to meet with
future challenges and market competitions. While current educational systems do
not provide the necessary creativity and innovation strategies required to meet
with these demands and challenges, teachers can implement a number of tips
and techniques that can help students to think creatively and find innovative
solutions for existing and future problems.

Art educators are the idea people in schools. Change is part of the natural
flow of life and humans have a unique ability to thrive in conditions of change.
Change requires new behaviors, new ways of perceiving and thinking, novel
approaches, innovation, creativity. You perceive the world actively through our
senses, creating meaning and adapting to its demands in novel and inventive
ways.

Today, a new vision of arts and creativity is emerging. Disciplined work

habits, learnable skills, perseverance, practice, resilience and collaboration have
become equal partners with more traditional ideas of arts education such as
talent, uniqueness, vision and spontaneity. Creativity and the Arts are no longer
just for the talented few. All students can and must develop skills and
understandings in these areas if they are to be successful in the 21st century.
Creative thinking, creative habits of mind, creative expressions, creative
problem solving, creative collaborations and relationships – all can be acquired,
practiced, refined, learned. In successful schools of today and tomorrow, the goal
of a vibrant education in the arts is to prepare students for all kinds of work, life
experiences, and social challenges, not ―simply‖ for a career in an arts-related
area. The creative mind is one that is prepared for the future, in all its challenging
dimensions.
 Application

Task 1: Product Name and Slogan Making Steps:

1. Think of a product that you wish to market to earn something during this
pandemic.
2. Create a name for the product.
3. Justify did you name the product as such
4. Draw the product inside the perforated box
5. Write the slogan about the product
6. Justify why your slogan is effective

Here are sample slogans

Example : KFC – ―Finger Lickin‘ Good‖

Nike – ― Just Do It‖

_______________________________
Name of the Product

Why did you name the product so?

______________________________________________________________
______________________________________________________________
____________________________________________________________.

(Draw the product inside the box)

Write your slogan here:

_____________________________________________________________

What in the slogan is effective in helping you with your advertising?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Task No. 2. Mind Map Making

Create a mind map as to how you came about with all the processes to be able to
create the product from its conception till its advertising. You may include in the map
your feelings, thoughts and experiences while you were in the journey of the creative
process.

CLOSURE

Congratulations for a job well done! Please proceed to the next lesson.
 LESSON 3: AESTHETICS AND CREATIVE ARTS INTEGRATION
ACROSS THE CURRICULUM

INTENDED LEARNING OUTCOMES

After studying this lesson, you should be able to:

✔ reflect on the importance of this Art integration in teaching across the learning
areas ; and

✔ integrate artistic and creative literacy to the teaching and learning process
with a view to formulating intended learning outcomes and designing aligned
teaching and learning activities (TLAs) across the learning areas.

TIME FRAME: 3 days

INTRODUCTION

Whenever the issue of ―creativity‖ is discussed in academic circles, a

number of teachers still believe that harnessing the skill is the job of Art and Drama
teachers. As most schools follow a rigid and tight curriculum, the importance of
creativity skills (creative thinking as we have called it in Lesson 2 is disregarded and not
given much attention in areas such as science, math, and social studies.Teachers from
these learning areas infuse creative activities only when they have spare time to it.
 People often disregarded the idea that creative thinkers have established
essential breakthroughs in knowledge in all areas—although their ideas may have been
considered crazy at first. According to research conducted by The Arts Education
Partnership who is an online clearinghouse of research focused on the outcomes of arts
education for students and educators, found that students who received arts-integrated
lessons versus traditional lessons improved their ability to assess their learning, as well
as had greater intrinsic motivation and motivated students to continue learning.

Meanwhile, the Institute for Arts Integration and STEAM, found more astounding
results and that is a 10 percent rise in student achievement for those student art
integration classes. They too found that when the arts are intentionally integrated,
students become more active participants in their learning and can work through
problem-solving and innovate new solutions. Arts Integration offers positive effects as
proven by researches, as a future teacher you need to utilize this knowledge and apply
it in your teaching approaches to learning.
There may be frustrations when you start out on your Arts Integration journey as
you cannot get the participation of everyone to join you in the journey. Just keep going -
the more diligently that you plug on with what you know works for YOUR students, the
better your results will be. Your students will become more confident and excited about
what they are doing. You‘ll begin to see deeper connections and thought
processes. Students will begin to persevere in problem-solving because it‘s just too fun
not to do the hard work. That‘s when colleagues will take notice.

Too often, we try and push our passion onto others. We like to move fast – if
there is something that we‘re doing and it‘s working, we want the rest of the world to do
it too. But that comes across and pushy and aggressive. It‘s as if you‘re trying to make
your colleagues do something when they don‘t even know what it looks like for
themselves.

Remember, people don‘t like change. They are anxious about what a new
approach might do to them instead of what it will do for them. Even so, go back to your
work. Make a difference for each child sitting in each chair every single day. Use the
arts integration approach consistently and make small changes to your own classroom
over time. This will pull in your students who will begin talking to their parents and their
friends about how much they are enjoying your content.

And just like a garden, your students are going to bloom. That will get their
attention and then you‘ll start to hear more and more people asking about that ―arts
integration thing‖ you‘ve been doing all this time. Be that catalyst for change
 ACTIVITY

Color the picture and answer the questions below it.

 Analysis

1. What could be a good title for this picture?

______________________________________________________________
______________________________________________________________
______________________________________________________________
2. Do you think it was a good thing that fruits were mixed and blended together or do
you wish that only kind of fruit was used?

______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Despite being mixed with other fruits, did the fruits in your drawing stand
out individually?
______________________________________________________________
______________________________________________________________
______________________________________________________________
4. Can you point out similarities between the salad and Creative Art Integration across
subject areas?

______________________________________________________________
______________________________________________________________
______________________________________________________________
5. What does Art Integration across the subject areas mean to you?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. Do you believe Art Integration across the subject areas help a student learn better?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 Abstraction

Art Integration

You may think Art Integration is a new concept. Well, you are wrong for Art
Integration, a research-based curricular strategy, has been utilized in classrooms for
more than 30 years. It is founded on solid pedagogy and abundant research studies
have supported its effectiveness.

Art integration is an approach to teaching and learning in which the arts and
another subject area are taught together with the intentional purpose to make
connections, foster creative and critical thinking, and develop awareness of multiple
perspectives. It has been repeatedly emphasized in the introductory part of this lesson
that Arts are essential to all classrooms. Integrating the arts helps break down the walls
of the traditional classroom and make students more aware of the interdisciplinary and
multidisciplinary 21st century education they are learning from. With integration,
learning becomes holistic and not fragmented.

Arts integration is a curricular program which requires collaboration, time, a

culture of success and innovation, and encourages making lessons into units that focus
on twice the amount of objectives and goals, therefore additional resources will be
needed.

Why Is Art Integration So Important?

 ―Give a man a fish; you have fed him for today. Teach a man to
fish; and you have fed him for a lifetime.‖

Think of art integration as the same with the father in the picture teaching his son
to fish. From the previous lesson, you learned that artistic literacy leads to creativity
(also called creative thinking). You don‘t know what the world has in store for your
learners, but you know that they must be ready to face the challenges as creative
thinkers and problem solvers.

They must be able to think (fish) for themselves. They must also have the
confidence that comes with experience so they know that they can take risks and
investigate ideas they have. Children who are only required to take tests and be either
right or wrong learn to fear mistakes, which translates to fear of learning. Use art
integration to engage your students again and excite them about the process of
learning, not the answers or end results.

The Goal of Art Integration Across the Curriculum

The goal of true arts integration is to be co-equal. This is when the arts are
looked at and treated with the same respect and validity as the core academic subjects.
This is visible when the arts have a class time of their own to teach their subject matter,
have equal classrooms as academic teachers, are incorporated into the staff culture,
and have equal planning time as their academic peers. In terms of inserting the arts into
an arts integration program, the arts teachers are looked at as professionals and
collaborate with teachers to create lessons that match both sets of objectives.

Benefits of Arts Integration

1. Sparks Interest. Students become active participants in their learning

when the arts are intentionally integrated. This in turn, provides an opportunity for
students to own the learning and have a vested interest in their own success.

2. Builds Critical Thinking Skills. Students engage in critical thinking and

construct personal meaning through their learning in arts-integrated
lessons. They develop the skills to work through problem-solving and to innovate
new solutions. This builds grit (determination) and perseverance capacities in all
learners.
 3. Empowerment for Teachers and Students. Teachers become facilitators
of creative learning and are empowered in their own professional
growth. Teachers feel fulfilled and able to provide a hands-on learning
environment for their students.

4. Provides Connective Learning. Furnishes a research-based pathway to

teaching 21st century learning skills and natural avenues for differentiation.

Planning For Integrating Art Instruction Across Curriculum

As with all curriculum, planning is critical to cross-curricular instruction. Teachers
must consider the objectives of each content area or discipline: Please take a look into
the following steps for you to learn how integration is done.
Say for instance, you will integrate Arts particularly Elements of Art to Science on its
lesson on Effects of Modification of Biosystems.
1. Decide on the core subject area to integrate Arts with

2. Select outcomes from the subject areas to be integrated

3. Decide on a Teaching Learning Activity that will connect both subject areas

2. Identifying cross-curricular questions that can be asked about the benchmarks

that have been selected;

3. Identifying a product or performance assessment that incorporates the

benchmarks.
STUDENT LEARNING OBJECTIVES:

1. Analyze and explore how artists have painted storms throughout history.
2. Explain the process of weather and water cycles
3. Collect and compile data on the interconnectedness of weather and water cycles as well as
the influence of convection.
4. Collaborative in groups to create their own weather and water cycle posters and paintings.

TOPIC : How Storms Happen

VOCABULARY:
Abiotic factors: all nonliving elements in an ecosystem
Biotic factors: all living factors in an ecosystem
Ecosystem: the relationship between the living and nonliving factors in an area
functioning as a unit
Water cycle, evaporation, condensation, precipitation
MATERIALS
Hot plate, steel pan with lid, poster paper and poster boards, yarn, colored
pencils, acrylic paint, watercolors, crayons, old magazines, fabric scraps, glue
sticks.
LINKS
Image of Ships in a Stormy Sea off a Coast
Painting techniques and samples
ESSENTIAL QUESTION
What causes weather and storms?

CROSS CURRICULAR QUESTIONS:

1. Why did the artist choose to portray the ships on a stormy sea rather than in
calm waters? What effect does that have on the viewer?
2. How did the artist capture this natural phenomenon in the painting?
3. Why did the artist choose the colors and shapes he used?
4) How do storms start; why do they happen?

PROCEDURE

Introduce the topic of thunderstorms using the focus work of art. Students investigate how
artists observe and depict the weather in the open sea and research the factors that create weather.
Small-group work is followed by a whole-class discussion on various types of weather and how
weather can be traced to the sun. Students create a work of art demonstrating comprehension and
observation of weather and water cycles.

TEACHING LEARNING ACTIVITIES

Observation. Look intently at this work of art for two minutes, and take in any and
all details that make it interesting and memorable. At the end of two minutes, we will
close our eyes and recall all the details. (Teacher sets a timer.)

Small Group Discussion. Brainstorming the factors that bring forth while looking at the work
of art

Experimentation. Using a direct instruction method the teacher will use a hot
plate to boil a pan of water and then hold the cold lid over the pan to demonstrate the
three steps of the water cycle: evaporation, condensation, and precipitation. The cold lid
causing the warm mist to turn into water droplets also displays heat transfer via
convection.

Small Group Discussion: As a group, discuss how and with what

techniques/materials artists might represent characteristics of water.

Online Research Work : Students explore how weather and the water cycles
are related by doing an online research on what causes weather. In keeping with
this topic, have students also research how artists have painted storms
throughout history. Once the data is collected, the groups identify what the
weather and water cycles have in common in a discussion led by the teacher.
 Reporting of Output. Student groups make Venn diagrams guided by the teacher
comparing and contrasting the weather and water cycles (the key concept being they both start with
the uneven heating of the earth‘s surface, atmosphere, and earth‘s water; and both are traced back
to the sun). In the same Venn diagram, students itemize what they learned from their research on
how artists have depicted storms (examples: gray/dark clouds, lightning, unexpected colors like red,
bold brushstrokes, ships that are off kilter, animals and people running for shelter).

Small Group Discussion. Students divide into groups of four or five. They
experiment with different ways of portraying thunderstorms as a natural force the way
the artist did. How can a thunderstorm be painted to look fierce and realistic on a
poster? What painting techniques and details can be employed to that end? Observe
the work of art again, and study the clues; the colors, the movement, the action.

Project Making: Using poster board, students have the option of (1) creating a
painting showing the steps of the weather and water cycles, or (2) making a three-
dimensional collage using multimedia (yarn, craft paper, old magazines, fabric scraps)
demonstrating the weather and water cycles with an emphasis on thunderstorms. Each
poster should depict the sun, clouds, winds, a body of water, the turmoil caused by cold
air replacing the warm air, and the thunderstorm. Students may choose their own
medium and method to show the storm.

ASSESSMENTS

Whole-class discussion and research and data collection may be used to assess
students‘ understanding of weather and artists‘ use of the subject in art.

Group discussions and the Venn diagram will demonstrate students‘ ability to use
the language of visual arts to communicate as well as to analyze artistic expression.

The posters will demonstrate the students‘ mastery of the essential phases of the
weather and water cycles and their interconnectedness.
 Application

Using your area of specialization, look for a topic that you would wish to integrate
with Arts. Formulate and complete the Teaching Learning Process Sheet below.

Refer to the sample that was presented to you in the Abstraction phase.

STUDENT LEARNING OBJECTIVES:

TOPIC : How Storms Happen

MATERIALS:

ESSENTIAL QUESTION

CROSS CURRICULAR QUESTIONS:

PROCEDURE:

TEACHING LEARNING ACTIVITIES:

ASSESSMENTS:
MODULE ASSESSMENT

MODULE SUMMARY

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Photographs
Double Exposure Portraits By Andreas Lie http://nostalgiafilipinas.blogspot.com/
https://online-tourist-guide.blogspot.com/2011/08/peoples-park-davao-city-
philippines.html

http://biyahedavao.blogspot.com/2013/03/peoples-park-of-davao-city.html

https://clipground.com/jewellry-clipart.html

http://getdrawings.com/mirror-clipart

―Heartbeat,‖ a display of 100,000 balloons, by French artist Charles Pétillon

https://www.msn.com/en-au/travel/tripideas/30-amazing-art-installations-around-the-
world/ss-AAer6Zz

https://www.deviantart.com/squeegool/art/tribal-dance-328176468

https://www.deviantart.com/squeegool/art/filipino-ethnic-girls-314320515
http://clipart-library.com/silhouette-singing-cliparts.html
https://www.pinterest.co.uk/pin/189221621818963488/