Creative Arts, The: A Process Approach for Teachers and Children

by Edwards, Linda Carol

• ISBN13: 9780130908964
• ISBN10: 0130908967
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

This unique book engages future teachers in the processes of creativity to encourage creative growth and participation in their classrooms. It emphasizes process, rather than product, so teachers learn that once they tap into their own creativity they are better equipped to help children participate in the creative process. The author's goal is to shift readers from depending on prescribed activities and products to a more secure awareness of everyone's ability to participate in the creative process, regardless of the product. Discusses noteworthy studies in music and movement, art, creative dramatics, and literature. Highlights the potential of multicultural arts as a resource for creative expression and awareness. Includes a section on national standards for visual and performing arts and the President's committee on the arts and humanities. Addresses the eight intelligence (naturalist) and discusses all eight intelligences in each chapter. For future teachers of the creative arts.

Table of Contents

Beginning the Journey	1	(52)
Setting the Stage	3	(4)
The Toddler Room with the Yellow Door	3	(1)
The Toddler Room with the Blue Door	3	(1)
The Kindergarten	4	(1)
The Block Room	4	(1)
Appropriate or Inappropriate Practice	4	(2)
Sarah: Extending the Stage	6	(1)
Nature of the Book	7	(5)
Adult Development in the Arts	8	(3)
Themes of the Book	11	(1)
What Are the Arts?	12	(6)
National Standards for Arts Education	13	(2)
Art Education and the Young Child	15	(2)
The Goals of a Process Approach	17	(1)
Diversity and Multicultural Art in Your Classroom	18	(4)
Art from Around the World	19	(1)
Multicultural Art in Context	20	(1)
Designing a Lesson Plan	21	(1)
Theoretical Perspectives	22	(10)
Intellectual Development	22	(4)
Emotional and Social Development	26	(3)
Gardner's Theory of Multiple Intelligences	29	(3)
The Creative Process	32	(5)
Process and Product	35	(1)
Experiential or Experimental?	36	(1)
Models of Creativity	37	(2)
The Wallas Model of the Creative Process	37	(1)
Torrance's Characteristics of Creativity	38	(1)
Characteristics of Creative People	39	(1)
A Case Study of Self	39	(2)
Affective Development	41	(5)
The Continuum of Affective Development	45	(1)
The Teaching/Learning Atmosphere	46	(1)
Developmentally Appropriate Practice	47	(1)
Personal and Professional Growth	48	(5)
Developing a Personal and Professional Support System	49	(4)
Exploring Feelings and Images	53	(46)
The Affective Domain	55	(7)
Teacher Education and the Affective Domain	56	(1)
What Does the Research Tell Us?	57	(2)
Affective Characteristics of Teachers	59	(2)
The Continuum of Development in the Affective Domain: Receiving/Attending	61	(1)
Two Hemispheres of the Brain	62	(11)
Guided Imagery and Right-Brain Activity	63	(4)
Why Study Guided Imagery?	67	(1)
Imagery in Other Professions	68	(1)
Imagery in the Arts	69	(2)
Imagery and Children's Art	71	(2)
Guided Imagery for Teachers	73	(8)
Centering	74	(3)
Relaxing with Awareness	77	(3)
Imagining	80	(1)
Processing	81	(1)
Guided Imagery and Children	81	(6)
Using Guided Imagery with Children	82	(5)
Exploring Guided Imagery Through a Multicultural Context	87	(1)
Chinese and American Indian Folktales	87	(1)
Guided Imagery Scripts for Children	88	(2)
Walking in the Snow	88	(1)
A Rainy Day	89	(1)
A Very Special Basket	89	(1)
Developmentally Appropriate Practice	90	(2)
The Special Children in Your Classroom	90	(2)
Personal and Professional Growth	92	(7)
You Are Creative	93	(2)
Searching for That Special Teacher	95	(4)
Introducing Music and Movement	99	(52)
The Continuum of Development in the Affective Domain: Responding	101	(2)
Music and Movement: Enjoyment and Value for Children	103	(3)
Four Important Reasons for Including Music in the Classroom	104	(2)
Theories of Musical Development	106	(5)
Gardner's Theory of Multiple Intelligences: Musical, Bodily-Kinesthetic, and Logical-Mathematical	107	(1)
Supporting Musical, Bodily-Kinesthetic, and Logical Mathematical Intelligence	108	(2)
Bruner's Three Modes of Learning	110	(1)
Basic Stages of Early Musical Development	111	(3)
Developmentally Appropriate Practice	114	(3)
The Special Children in Your Classroom	114	(3)
The Stage Awaits: Music and Movement for Young Children	117	(16)
Children and Dance in the Classroom	117	(4)
Selecting Songs, Fingerplays, and Instruments	121	(9)
Classical Music and Children	130	(3)
Processes for Music and Movement	133	(3)
Introducing Movement and Dance	133	(1)
Exploring Space, Time, and Force	134	(2)
Exploring Movement and Dance Through a Multicultural Context	136	(5)
The Hawaiian Hula and Caribbean Rings Dances	137	(4)
Creative Movement	141	(5)
Materials for Creative Movement	142	(4)
Personal and Professional Growth	146	(5)
The ``Mirror Dance'' Activity	146	(2)
The ``Instrument Improvisation'' Activity	148	(3)
Celebrating the Visual Arts	151	(38)
Children and the Artistic Process	153	(6)
Why Children Draw	154	(3)
The Link between Drawing and Learning	157	(2)
How Important Is Your Role, Teacher?	159	(3)
Throw Out Your Old Notions: It's the Process That's Important	160	(1)
Providing Authentic Experiences	161	(1)
Talking with Children About Their Art	161	(1)
Gardner's Theory of Multiple Intelligences: Spatial Intelligence	162	(2)
Supporting Spatial Intelligence	164	(1)
Materials and Processes for the Visual Arts	164	(10)
Art Materials	165	(1)
Processes and Activities	166	(8)
Exploring the Visual Arts Through a Multicultural Context	174	(4)
African and Eskimo Masks and Sculptures	174	(4)
Developmentally Appropriate Practice	178	(2)
The Special Children in Your Classroom	178	(2)
Image Awareness Art Ideas for Children	180	(3)
Pattern Peep	180	(1)
An Imaginary Trip with Frederick	181	(1)
The Shape of You	182	(1)
The Continuum of Development in the Affective Domain: Valuing	183	(1)
Personal and Professional Growth	184	(5)
An Awareness of Self	184	(1)
Drawing Dialogue	185	(1)
Perception Checking	186	(3)
Encouraging Play and Creative Drama in the Classroom	189	(39)
The Play's the Thing	191	(13)
Social Play	191	(3)
Sociodramatic Play	194	(4)
Creative Drama	198	(6)
Gardner's Theory of Multiple Intelligences: Intrapersonal and Interpersonal	204	(4)
Intrapersonal Intelligence	204	(1)
Interpersonal Intelligence	205	(1)
Supporting the Personal Intelligences	206	(2)
Developmentally Appropriate Practice	208	(2)
The Special Children in Your Classroom	209	(1)
Processes and Materials for Encouraging Creative Drama	210	(7)
Ideas for Pantomime	211	(1)
Ideas for Improvisation: Characters Speak!	212	(1)
Prop Boxes	213	(2)
Field Trips	215	(1)
Stories and Poems	215	(2)
Exploring Creative Drama Through a Multicultural Context	217	(5)
Dramatizing Folktales from Around the World	219	(3)
The Continuum of Development in the Affective Domain: Organization	222	(1)
Kierkegaard and Time	222	(1)
Personal and Professional Growth	223	(5)
Steps Toward Integration: The Personal ``Me'' and the Professional ``Me''	224	(1)
Your Gunnysack	225	(3)
Experimenting with Three-Dimensional Art	228	(38)
Young Children and Three-Dimensional Art	230	(5)
Molding and Sculpting with Clay	230	(2)
Boxes, Wood, and Sand	232	(2)
Conditions That Encourage Creative Expression	234	(1)
Gardner's Theory of Multiple Intelligences: Naturalist Intelligence	235	(1)
Supporting Naturalist Intelligence	236	(1)
Developmentally Appropriate Practice	236	(3)
The Special Children in Your Classroom	237	(2)
Processes and Materials for Three-Dimensional Art	239	(5)
Earth Clay	240	(2)
Techniques for Working with Earth Clay	242	(1)
Cleanup and Saving Children's Work	243	(1)
Creative and Imaginative Ideas for Children	244	(5)
Clay	244	(1)
Fabric and Fiber	245	(1)
Boxes and Cartons	246	(1)
Sand	247	(2)
Exploring Three-Dimensional Art Through a Multicultural Context	249	(1)
Gardens from China to Japan	249	(1)
Three-Dimensional Art for Teachers	250	(9)
Pariscraft Face Masks	251	(5)
A Self-Sculpture in Clay	256	(2)
Group Sculpture	258	(1)
The Continuum of Development in the Affective Domain: Characterization by a Value or Value Complex	259	(1)
Reflective Awareness and the Continuum of Affective Development	260	(2)
Receiving	260	(1)
Responding	260	(1)
Valuing	261	(1)
Organization	261	(1)
Characterization by a Value or Value Complex	261	(1)
Personal and Professional Growth	262	(4)
Teaching: Attitudes, Beliefs, and Behaviors	263	(3)
Planning for Literature	266	(44)
The Literature Environment	267	(4)
Arranging Your Room for Literature	269	(1)
Choosing Excellent Literature for Children	270	(1)
Gardner's Theory of Multiple Intelligences: Linguistic Intelligence	271	(4)
Supporting Linguistic Intelligence	272	(3)
Developmentally Appropriate Practice	275	(5)
The Special Children in Your Classroom	277	(3)
Processes and Materials for Using Literature with Children	280	(10)
Storytelling with the Flannelboard	280	(3)
Quiz Cards	283	(3)
Poetry	286	(4)
Exploring Literature Through a Multicultural Context	290	(1)
Egyptian Hieroglyphics	290	(1)
Linking the Arts Through Literature: An Interdisciplinary Unit	291	(12)
Selecting a Theme	293	(1)
Brainstorming Associations	294	(1)
Webbing as a Creative Process	295	(2)
Compiling Resources for Learning Experiences	297	(5)
Planning Integrated Experiences	302	(1)
Implementing the Unit	303	(1)
Personal and Professional Growth	303	(7)
Poetry for Teachers	303	(7)
Beginning a New Adventure	310	(9)
Building a Bridge between Self-Understanding and Creativity	312	(2)
Maslow and Basic Human Needs	312	(1)
Self-Actualization and Teachers	313	(1)
Personal and Professional Growth	314	(2)
Gifts from the Wise One	315	(1)
Good Words	316	(1)
Creative Arts: Carry Them On!	316	(3)
appendix 1 Literature	319	(14)
appendix 2 Music	333	(9)
appendix 3 Fingerplays	342	(8)
References	350	(8)
Index	358

Excerpts

The creative arts are our universal language, the language of our imagination, of musicians and dancers, painters and sculptors, storytellers and poets. They are the rhythmic language of the dancing five-year-old using her body to re-create the graceful movements of a swimming dolphin. The creative arts are the silent language of the first grader who uses his imagination to go places he has never been, those faraway places that bring adventures beyond his daily routine. The language of the arts is revealed through the painters and sculptors who choose not to be restrained by convention as they represent their understanding of color, shape, and form in ways that are personally satisfying and pleasing. The creative arts are the language of children adding original dialogue and new ideas to a story line during the enactment of a familiar story. The creative arts are one of the most revealing of all human activities. They are the ways we communicate the very essence of our aesthetic experiences--our powerful, essential, and lasting ways of bringing beauty into our world. The arts are never dry, boring, or mundane. They provide a pathway for people of all ages to reach into new unfoldings and understandings of themselves. Imagery, music and movement, the visual arts, creative drama, sculpture, and literature broaden and enrich our lives by enabling each person, whether six or seventy-six years old; to express feelings and ideas in a multitude of ways and through many different forms and modes of expression. In writing the second edition of this text more than four years ago, I sought to convey the importance of the process of creativity in the arts and to broaden our understanding of how teachers acquire knowledge and skills when actively engaged in the creative arts process. I also emphasized that it is the human being, not the art activity, that should be at the center of the experience. My objective remains unchanged. This new edition presents a comprehensive and up-to-date survey of professional research, while continuing to provide links between theory and practice. The approach is one of nudging teachers to attend to the importance of research and contemporary thought regarding the arts. At the same time, the narrative frames complex theoretical ideas in ways that are meaningful and significant to the adult who has chosen teaching as a profession. Throughout the book I use the wordteacherto describe the adult who is charged with the care and well-being of children. When I refer to teachers, I am including the preservice college student enrolled in a teacher education program, the student teacher embarking on a teaching career, practicing teachers, master teachers, college professors, and other professionals who are dedicated to enriching the lives of children. The teacher is essential in helping children find venues for creative expression and growth, and once teachers tap into their own creativity, they are better equipped to assist children with creative expression that is appropriate to their own developmental potentials. What this edition does, then, is move the teacher away from a reliance on prescribed activities and an endless array of uniform products toward a more secure sense of everyone's ability to engage in the creative process--regardless of product. And how do we accomplish this? The overall framework through which this information is presented follows the continuum of the affective domain--a developmental framework that moves you along on your journey to becoming a teacher or to becoming a more enlightened and articulate, experienced teacher. As you move through the chapters, and the continuum, you will progress from the basic, first levels of affective development to the highest. Your awareness of your growth through these levels will heighten your sense of your own creative abilities and those of your students. The organization and structu