Professional Documents
Culture Documents
Topic:
CHAPTER 4
Submitted by:
Submitted to:
April 2023
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
Learning Outcomes:
Define the relationship between of arts and literacy and the link between
creativity and education.
To formally start the discussion, I, Rhea Joi T. Academia, is the first presenter on
our group. The topic that is presented is about the Arts and Creativity Literacy in which
the discussion started first on giving trivia and asking students about their ideas when
they hear the word Arts, and Creativity. As the students raise their hand button in the
google meet, I called some random names among the class to share what ideas they
have when they hear those words. Then, when they are done sharing, I began to define
what is the topic all about in which it is started to what is Arts and Creativity Literacy
wherein it is define to help students develop design-thinking, creativity and critical
thinking. As I formally defined the topic, I also explained the meaning in which artistic
ability includes skills and talent to create fine works of art particularly on drawing,
sculpting, musical composition and such. While, creativity ability is the skill and talent to
use our imagination to create and solve things. Then, I proceed to the question about
why is arts and creativity literacy important wherein it is important because Creative
literacy can also encourage reluctant readers, build confidence, and help teach practical
skills. Also, children made strong connections between reading, writing and their work in
creative arts. After sharing the importance of arts and creativity literacy, I added some
knowledge that I got about this topic, first, is according to Sun, et. Al, 2019, Creativity is
known as the process of having original ideas that have value. Moreover, creativity is
the ability to see the world in new ways. Also, I let them know about the difference of art
and creativity according to Naiman 2011, in which creativity is the act of turning new and
imaginative ideas into reality. It involves two processes: thinking then producing. While,
Art is the product of creativity. I also asked the students about their opinion, and share
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
to them the developmental goals of Art from physical development in which its all about
fine-motor development, visual/perceptual development, eye/hand/brain coordination,
and spatial awareness. Then, the social development, from social and oral language
skills, sharing materials and taking turns, respect for own work and work of others and
multicultural awareness. Next, is the cognitive development, all about decision making
skills, problem-solving skills, cause and effect understanding and non-verbal
communication. Lastly, the emotional development, in which independence in making
choices, creative self-expression, the sensory pleasure and satisfaction and self-esteem.
In addition, I also added the five key behaviors that optimize brain for discovery in which
it is to generate creativity and ideas. First, associating or drawing connections between
questions, problems, or ideas from unrelated fields. Second, Questioning or posing
queries that challenge common wisdom. Observing or scrutinizing the behavior of
others to identify new ways of doing things. Networking or meeting people with different
ideas and perspectives. And lastly, experimenting or constructing interactive
experiences and provoking responses to see what insights emerge. When I am done
discussing my topic, I called students to asked if they understand the discussion and let
them answer the question I prepared. Also, let them speak if they have addition or
queries. And before proceeding to the next sub-topic, I formally called the next reporter,
which is Ms. Nicole Kycerrie R. Africa to let her discuss her topics.
I, Nicole Kycerrie R. Africa, was the next presenter. Our topic was
all about Arts and Creative Literacy, together with Ms. Rhea Joi T. Academia. The first
thing I did was to know the students if they are still listening, I asked them and they
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
Avenido, Julio T.
In line with this subject matter, I, Julio T. Avenido Jr. will be disscussing about
the first four (4) of Seven (7) Habits of Highly Creative People. First is, PREPARE THE
GROUND it possess the creativity that requires an absorbed mind, a relaxed state of
focus and attention by giving the self sufficient time and space needed while letting the
desire to create from the pleasure of creative expression and inspiration. Second,
PLANT SEEDS FOR CREATIVITY it is important to put attention on what we want to
create, not on complaints and set an intention to produce the desired results. Because,
we as an individuals needs to be more unique and have originality on ourselves that
brings out the better version of every individuals. Third is, LIVE IN THE QUESTION it
deals with asking questions, instead of trying to find immediate answers and pay
attention to questions that other people ask. We need to ask and get some other
information for us to know and rely with factual evidences that may help in our lives. And
last on my part, the fourth is FEED YOUR BRAIN get interested in something that later
can provide us wisdom and ideas if we learn to make connections between people,
places and things that are not usually connected.
Ariola, Jucelle A.
In continuation, I, Jucelle A. Ariola will be tuckle about the last three (3) in the
Seven (7) Habits of Highly Creative People. In the fifth position, it is the EXPERIMENT
AND EXPLORE it follows our curiosity, experiment with ideas, and learn from our
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
mistakes therefore, the quality of our creativity will improve. It also help us to caught
some experiences that can also help us to improve our self. Next is, REPLENISH
YOUR CREATIVE STOCK we must learn to be self-nourishing and translate hobbies,
talents and skills into wonderful potentials that boost our confidence in life. Lastly, in the
seventh position is LIBERATE YOUR CREATIVITY in this, our child’s play provides the
clue to our creativity, potentials and passion and also in showing ourselves to other that
didn't have hesitation and has a full confidence in facing them. In general, creativity
takes on many forms in business, art, design, education and science. When we express
our creativity in these domains, we have the ability to make life indeed a work of art
according go Naiman year 2011.
Barizo, Janet
Hand-eye coordination refers to the use of the eyes as a means to direct the
hand muscles in performing a task. The brain gathers visual information through the
eyes and uses the information to determine which muscle movements are needed at
the time. Greeting others with a wave of the hand requires hand-eye coordination.
Playing with building blocks and construction a building requires hand-eye coordination
as blocks and tools are maneuvered by the hand muscles.
I think the hand-eye coordination is defined as the use of the eyes to direct
muscles towards a task, such as eating or brushing our hair. I myself do different with
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
hand-eye coordination for example is grasping objects, catching and throwing a ball,
playing an instrument while reading music, reading and writing, or playing a video game.
• We use our eyes to direct attention to a stimulus and help the brain understand where
the body is located in space (self-perception).
• We use our hands to simultaneously carry out a determined task based on the visual
information our eyes receive
handwriting efficiency, and therefore abstain from writing activities. Other skills like
dressing, taking care of one’s personal hygiene or playing with small objects like blocks,
action figures or dolls may be limited or avoided altogether. Since eye hand coordination
is necessary for many sports, athletic pursuits can often be neglected completely.
Barrantes, Jonathan T.
I, Jonathan T. Barrantes, was the next reporter after Ms. Barizo’s term.
The first thing I did was to know if they are still up. After they chatted on comment
box for their presence, I continued the reporting. We tackled the examples of eye-
hand coordination and what possible sequence they may encounter. Here are the
facts:
1. Writing
When making lines, the eyes send visual information to the brain to toll where the
hand is placed and if handwriting is legible.
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
2. Typing on a keyboard
Although the types of movement are different. But visual information is used to
tell the brain how to guide the hand or if a mistake needs to be corrected.
3. When driving.
It uses visual information to move the hands on the wheel, keeping the car in the
middle of the lane and avoiding accidents.
4. In sports.
In any sports, the eyes usually coordinate with the movement of some parts of
the body called “motor coordination’. Depending on the sport, either hand-eye
coordination (basketball, tennis, football, etc.) or foot-eye coordination (soccer,
track, etc.) will be more dominant.
It also said that when the motor and visual systems don’t communicate
efficiently, a person may experience symptoms like clumsiness. It can also cause
professional, academic or developmental challenges. For example, poor hand-eye
coordination can interfere with attention, handwriting and typing skills.
After that, I also explained the hand-eye coordination development stages from
birth up to 7-year older. Between birth and three years of age, infants can accomplish
the following skills and can start to develop vision that allows them to follow slowly
moving objects with their eyes. They also begin to develop basic hand-eye skills, such
as reaching, grasping objects, feeding, dressing. They begin to recognize concepts of
place and direction, such as up, down, in and develop the ability to manipulate objects
with fine motor
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
Between three and five years of age, little children can continue to develop
hand-eye coordination skills and a preference for left or right handedness. They
continue to understand and use concepts of place and direction, such as up, down,
under, beside. They develop the ability to climb, balance, run, gallop, jump, push and
pull, and take stairs one at a time, and develop eye/hand/body coordination, eye
teaming, and depth perception.
Lastly, children between five and seven years old can improve fine motor
skills, such as handling writing tools, using scissors, etc. They can continue to develop
climbing, balancing, running, galloping and jumping abilities. Also continue to improve
hand-eye coordination and handedness preference; and learn to focus vision on school
work for hours every day. Therefore, we need to follow their every steps towards their
development. Let’s not limit their actions, otherwise guide them and teach the right thing.
VISUAL LITERACY
In the advent of the Internet, students must develop the necessary visual
literacy skills to navigate the image-intense world. Therefore, visual literacy refers to
interpreting and creating visual images and usually about communication and interaction.
The basic definition of visual literacy is the ability to read, write and create
visual images. It is a concept that relates to art and design but it also has much wider
applications. Visual literacy is about language, communication and interaction. Visual media is a
linguistic tool with which we communicate, exchange ideas and navigate our complex world.
The term “visual literacy” was defined in 1969 by John Debes, the founder of
the International Visual Literacy Association, as:
Visual literacy is also the ability to read, write, create visual images. It is a
concept that relates to art and design that has much wider applications. It deals with
language, communication, and at the same time with interaction. In conclusion it is a
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
linguistic tool, with which we communicate, exchange ideas and navigate our highly visual
digital world.
texts make meaning can be framed around three graduated levels. This is approached as LIE:
Literal, Inferential, and Evaluative comprehension.
Level 1: Literal: Locate, Recall, Connect. What do you see? The answer is in the image. Justify
answers with evidence from the text. (Students search for the information within the text.)
Level 2: Inferential: Infer and Interpret. What do you think this means? Why? What evidence in
the text supports your answer? (Students use the literal information and combine it with other
information from the image or context, and prior knowledge to make inferences based on this
information. This requires close analysis of the text and deeper thinking about this.)
Cañamaso, Ginalyn S.
Digital technology has greatly impacted our understanding of visual literacy as we now
see children growing up with tablets and computers and appears to be highly developed visual
literacy instincts
Mejia, Leslie M.
For this reason, special importance must be given to the creative expressions that arise
from reading. The creative process allows us to become part of the story. Also, extract
significant learning from our reading activity.
Educate in creativity
The connections between language and creativity, and the practice and development of
verbal creativity can and should be part of formal learning in schools and colleges.
Teaching reading and writing in a creative way can contribute to better training in all
areas of life.
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
I, Mark Angelo A. Leyretana, was one of the presenters in the topic of Verbal
Thinking. The first thing I did was to reassure my students that if they were still awake
and listening, I would immediately begin to continue the discussion. I provided a list of
some specific terms and their definitions that they will come upon during my discussion.
Dimensions, ramifications, PISA, and curriculum are the words.
converted in z-scores and summed separately in order to get verbal and visual
composite creative indices. Results revealed that only and rational decision-making
style predicted both creative indices. This finding confirms the key role of rationality
during the creative process. Possible explanations for the lack of significance of intuitive
decision-making style are presented. Future research directions are also discussed.
These exercises present the examinee with a situation and give the examinee the
opportunity to ask questions, to improve products, and to “just suppose”.
This topic that I’m discussing is help the school and educators because according to
Torrance, with the end results in hand, educators may be able to achieve the following:
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
1. Asking
2. Guessing causes
3. Guessing consequences
4. Product improvement
5. Unusual uses
6. Unusual questions
7. Just suppose
In order the understand my topic I will give some situational examples about
Verbal Creativity Tasks.
Asks the participant to suppose that he or she could walk on air or fly, and then to
identify the troubles he or she might encounter.
Presents two incomplete figures and asks the participant to draw a picture with
these figures and attempt to make the pictures as unusual as possible.
Aesthetics
beautiful. The least that should be said is that beautiful belongs to a class of
terms from which it has been chosen as much for convenience’ sake as for any
sense that it captures what is distinctive of the class.
At the same time, there seems to be no clear way of delimiting the class in
question—not at least in advance of theory. Aesthetics must therefore cast its net
more widely than the study either of beauty or of other aesthetic concepts if it is
to discover the principles whereby it is to be defined. We are at once returned,
therefore, to the vexing question of our subject matter: What should a
philosopher study in order to understand such ideas as beauty and taste?
Three broad approaches have been proposed in answer to that question, each
intuitively reasonable:
1. The study of the aesthetic concepts, or, more specifically, the analysis of the
“language of criticism,” in which particular judgments are singled out and their
logic and justification displayed. In his famous treatise On the Sublime and
Beautiful (1757), Edmund Burke attempted to draw a distinction between two
aesthetic concepts and, by studying the qualities they denoted, to analyze the
separate human attitudes directed toward them. Burke’s distinction between the
sublime and the beautiful was extremely influential, reflecting as it did the
prevailing style of contemporary criticism. In more recent times, philosophers have
tended to concentrate on the concepts of modern literary theory namely, those such
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
are discussed below), a crucial distinction must be borne in mind: that between
philosophy of mind and empirical psychology. Philosophy is not a science, because it
does not investigate the causes of phenomena.
3. The philosophical study of the aesthetic object. This approach reflects the view that
the problems of aesthetics exist primarily because the world contains a special class
of objects toward which we react selectively and which we describe in aesthetic
terms. The usual class singled out as prime aesthetic objects is that comprising
works of art. All other aesthetic objects (landscapes, faces, objets trouvés, and
the like) tend to be included in this class only because, and to the extent that, they
can be seen as art (or so it is claimed).
The third approach to aesthetics does not require this concentration on art.
Even someone who considered art to be no more than one manifestation of
aesthetic value perhaps even a comparatively insignificant manifestation may
believe that the first concern of aesthetics is to study the objects of aesthetic
experience and to find in them the truly distinguishing features of the
aesthetic realm. Unless we restrict the domain of aesthetic objects, however, it
becomes extremely difficult to maintain that they have anything significant in
common beyond the fact of inspiring a similar interest. This means that we
should be compelled to adopt the second approach to aesthetics after all. And there
seems no more plausible way of restricting the domain of aesthetic objects than
through the concept of art.
approaches may differ substantially, or merely in emphasis, and thus that each
question in aesthetics has a tripartite form.
Sibuan, Diana M.
Integrating arts and creativity literacy into the curriculum can have numerous
benefits for students, including enhancing their critical thinking skills, improving their
communication abilities, and fostering their creativity and here are some suggestions for
how to do this: First the student need incorporate art projects and assignments into
various subject areas. For example, students could create visual aids or infographics to
illustrate concepts in science, history, or literature. And also a use creative writing
prompts to encourage students to express themselves and think creatively. This could
include writing stories, poems, or even scripts for plays or films and also help to invite
artists or creative professionals to speak to students about their work and their creative
process. This can help students to understand how creativity plays a role in various
fields and industries and provide opportunities for students to engage in collaborative
projects, where they can work together to create something new and innovative.
Incorporate technology into art and creative projects, using digital tools to create
animations, graphic designs, or even virtual reality experiences. The most important is
to encourage students to reflect on their own creative process, asking them to discuss
their ideas, their inspiration, and their approach to problem-solving. Also, help by
incorporating arts and creativity literacy into the curriculum, educators can help students
to develop the skills they need to succeed in a rapidly changing and increasingly
complex world.
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION
REFERENCES:
Scribd. (n.d.). Arts and creativity literacy. Scribd. Retrieved April 14, 2023,from
https://www.scribd.com/presentation/515730306/ARTS-CREATIVITY-LITERACY
Scribd. (n.d.). Chapter 4 arts and Creativity Literacy. Scribd. Retrieved April 14,
2023, from https://www.scribd.com/presentation/520492395/Chapter-4-Arts-
and-Creativity-Literacy
Naiman, L. (2021). Seven Habits of Highly Creative People | Creativity at Work.
Creativity at Work. https://www.creativityatwork.com/seven-habits-of-highly-
creative-people/
Alcocer, & Linde. (2021). What is Hand-Eye Coordination? Study.com.
https://study.com/academy/lesson/what-is-hand-eye-coordination-definition-
skills-development.html
https://www.coursehero.com/file/101420132/MODULE-11-ARTS-AND-
CREATIVE-LITERACYdocx/
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/en
glish/literacy/readingviewing/Pages/litfocusvisual.aspx#:~:text=Visual%20literac
y%20involves%20closely%20examining,%2C%20web%20pages%2C%20and%
20more.
https://visualliteracytoday.org/what-is-visual-
literacy/#:~:text=The%20basic%20definition%20of%20visual,about%20languag
e%2C%20communication%20and%20interaction.
https://www.britannica.com/topic/aesthetics/The-aesthetic-object
Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ INSTITUTE
OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
COLLEGE OF EDUCATION