Artistic and creative

Literacy
G6 Legaspi, Valerio, Casiño, Vinuya
 Learning outcomes

characterize identify design creative

approaches to and innovative
artistic literacy formulate a
developing/desi classroom
and
gning curriculum personal activities for
discuss the specific topic and
value of Arts to
that cultivates definition of
the grade level of
Education and
arts and
creativity; students.
Practical life: creativity among and
learners:
 When you hear the word
art and creative/being
creative what comes to
your mind?
 Artistic literacy is defined in the National Coalition for Core
Arts Standards: A Conceptual Framework for Arts Learning
(2014) as the knowledge and understanding required to
participate authentically in the arts .

While individuals can learn about dance, media, music, theatre,

and visual arts thru reading print texts, artistic literacy requires
thay they engage in artistic creation processes directly through
the use of materials (eg. charcoal or paint or clay, musical
instruments or scores) and in specific spaces (eg, concert halls,
stages, dance rehearsal spaces arts studios, and computer
labs).
Researches have recognized that there are significant benefits
of arts learning and engagement in schooling (Eisner, 2002;
MENC, 1996; Perso, Nunon, Fraser, Silburn, & Tait, 2011). The
arts have been shown to create environments and conditions
that result in improved academic, social, and behavioural
outcomes for students, from early childhood through the early
and later years of schooling.
However, due to the range of art forms and the diversity and
complexity of programs and research that have been
implemented, it is difficult to generalize findings concerning
the strength of the relationships between the arts and

learning and the causal mechanisms underpinnings these

associations.
 Use their minds communicate
The flexibility of the in verbal and complex ideas
forms comprising the nonverbal in a variety of
arts positions ways, forms:
students to embody a
range of literate
practices to:
persevere to
understand imagine new reach goals and
words, sounds, possibilities: make them
or images: and happen.
 Engaging in quality arts education experiences
provides students with an outlet for powerful
creative expression, communication,
aesthetically rich understanding, and
connection to the world around them. Being
able to critically read, write, and speak about art
should not be the sole constinating factors for
what counts as literacy in the Arts (Shenfield,
2015),
 Considerably, more dialogue, discussion, and
research are necessary to form a deeper picture
of the Arts and creativity more broadly.

The cultivation of imagination and creativity and

the formation of deeper theory surrounding
multimodality and multi-literacies in the Arts are
paramount.
 Elliot Eisner posited valuable lessons or
benefits that education can learn from
arts and he summarized these into eight as
follows:
 Form and content cannot he separated
How something is said or done shapes the
content of experience. In education, how
something is taught, how curricula are organized,
and how schools are designed impact upon what
Elliot Eisner posited students will learn. These "side effects" may be
valuable lessons or the real main effects of practice
benefits that
education can learn
from arts and he Everything interacts there is no content without
summarized these form and to form without content.
into eight as
follows: When the content of a form is
changed, so too, is two sides of a
coin.
 Nuance Matters.
To the extent to which teaching is an
art, attention to nuance is critical. It can
also be said that the aesthetic lives in
Elliot Eisner posited the details that the maker can shape in
valuable lessons or the course of creation. How a word is
benefits that
education can learn spoken, how a gesture is made, how a
from arts and he line is written, and how a melody is
summarized these
into eight as played, all affect the chameter of the
follows: whole. All depend upon the modulation
of the nuances that constitute the act.
 Surprise is not to be seen as an intruder
in the procera of inquiry, but as a part of
the rewards one reaps when working
artitically..
Elliot Eisner posited
valuable lessons or No surprise, no discovery, no
benefits that discovery, no progress. Educators
education can learn
from arts and he should not resist surprise, but
summarized these create the conditions to make it
into eight as happen. It is one of the most
follows:
powerful sources of intrinsic
satisfaction
 Slowing down perception is the most
promising way to see what is actually
there " IMAGINATION"
is true that we have certain words to designate
high levels of intelligence. We describe
Elliot Eisner posited somebody as being swift, or bright, or sharp, or
valuable lessons or fast on the pickup. Speed in its swift state is a
benefits that
education can learn descriptor for those we call smart. Yet, one of
from arts and he the qualities we ought to be promoting in our
summarized these schools is a slowing down of perception: the
into eight as ability to take one's time, to smell the flowers,
follows:
to really perceive in the Deweyan sense, and
not merely to recognize what one looks at
 The limits of language are not
the limits of cognition.
We know more than we can tell in common terms,
literacy refers essentially to the ability to read and
Elliot Eisner posited to write. But literacy can be re-conceptualized as
valuable lessons or the creation and use of a form of representation
benefits that that will enable one to create meaning-meaning
education can learn that will not take the impress of language in its
from arts and he conventional form. In addition, literacy is associated
summarized these
with high-level forms of cognition. We tend to think
into eight as
follows: that in order to know, one has to be able to say.
However, as Polanyi (1969) reminds us, we know
more than we can tell
 Somatic experience is one of the most
important indicators that someone has
gotten it right.

Related to the multiple ways in which

Elliot Eisner posited we represent the world through our
valuable lessons or
benefits that multiple forms of literacy is the way
education can learn in which we come to know the world
from arts and he
summarized these through the entailments of our body.
into eight as
follows: Sometimes one knows a process or
an event through one's skin.
 Open-ended tacks permit the exercise of
imagination, and an exercise of the
imagination is one of the most important of
Iruman aptitudes

Elliot Eisner posited It is imagination, not necessarily, that is

valuable lessons or the mother of invention.
benefits that
education can learn
from arts and he Imagination is the source of new
summarized these possibilities. In the arts, imagination is
into eight as
follows: the primary virtue
So, it should be in the teaching of
mathematics, in all of the sciences, in
history, and, indeed in virtually all the
humans create.
This achievement would require for its
realization a culture of schooling in which
the imaginative aspects of the human
condition were made possible.
 Characterizing Artistically Literate
Individuals

How would you characterize an artistically literate

student?
Literature on art education and art standards in
education cited the following as common on traits of
artistically literate individuals:
 Use a variety of artistic develop creative
media, symbols, and
metaphors to
personal realization in
communicate of others. at least one art form in
their own ideas and which they continue
respond to the artistic
active involvement as
communication of others,
an adult
 find joy, seek artistic
Cultivate culture, inspiration,
experiences
peace,
history, and other and support
intellectual
connections through stimulation, and the arts in
diverse forms and meaning when
their
genres of artwork they participate
in the arts; and communities.
 In his famous TED talks on creativity and innovation, Sir Ken
Robinson (Do schools kill creativity 2006: How to escape
Issues in Teaching education's death's valley, 2013) stressed paradigms in the
education system that hamper the development of creative
Creativity capacity among leamers. He emphasized that schools stigmatize
mistakes.

This primarily prevents students from trying and coming up with

original ideas. He also reiterated the hierarchy of systems. Firstly,
most useful subjects such as Mathematics and languages for
work are at the fop while arts are at the bottom. Secondly,
academic ability has cotne to dominate our view of intelligence.
Curriculum competencies, classroom experiences, and
assessment are geared toward the development of academic
ability. Students are schooled in order to pass entrance exams in
colleges and universities later on. Because of this painful truth,
Robinson challenged educators to:
 • educate the well-being of leatners and shift from
Issues in Teaching the convertional leanings toward academic ability
alone:
Creativity
•give equal weight to the arts the humanities, and
to physical education:
• facilitate learning and work toward stimulating
curiosity among learners
• awake and develop powers of creativity among
learners: and
• view intelligence as diverse, dynamic, and
distinct, contrary to common belief that it should
be academic ability-geared.
 In "First Literacies: Art, Creativity, Play,
Constructive Meaning-Making". MeArdle and

Enhance Wright asserted that educators should make

deliberate connections with children's first
literacies of art and play. A recommended new
approach to easily childhood pedagogy would
emphasize children's embodied experience
through drawing.

This would include a focus on children's creation,

manipulation, and changing of meaning through engaged
interaction with art materials (Dourish, 2001), through
physical, emotional, and social immersion (Anderson, 2003).
The authors proposed four essential components to developing or
designing curriculum that cultivates students artistic and creative
literacy. Such approaches actively encounge the creative,
constructive thinking involved in meaning making which are
fundamental to the development of the systems of ;
1. Imagination and pretense, fantasy
and metaphor
A creative curriculum will not simply
allow, but will actively support, play and
playfulness. The teacher will plan for
learning and teaching opportunities for
children to be, at once, who they are
and who they are not, transforming
reality, building narratives, and
mastering and manipulating signs and
symbol systems
2. Active menu to meaning
making
In a classroom where children can
choose to draw, write, paint, or play
in the way that suits theit purpose
and/or mood, literacy learning and
arts learning will inform and support
cach other.
3. Intentional, holistic teaching
A creative curriculum requires a creative teacher, who
understands the creative processes, and purposefully supports
learners in their experiences. Intentional reaching does not mean
dill and rote learning and, indeed, endless rote learning exercises
might indicate the very opposite of intentional teaching. What
makes for intentional teaching is thoughtfulness and purpose, and
this could occur in such activities as reading a story, adding a
prop, drawing children's atention to a spider's web, and playing
with thythm and rhyme. Even the thoughtful and intentional
imposing of constraints can lead to creativity
4. Co-player, co-artist
Educators must be reminded of the importance of
understanding children as current citizens, with
capacities and capabilities in the here and now. It is
vital for teachers to know and appreciate children and
what they know by being mindful of the present and
making time for conversation, interacting with the
children as they draw. Teachers must fry to avoid
letting the busy management work of their days take
precedence and distract them from the "being".
Reflect
Wrap Up

•Creativity can be defined as the process of

having original ideas that have value.

•All children have capacity for innovation

and creativity

• Schools should work toward educating the

whole-being of the child.
 1. What is your personal
definition of creativity?

Evaluation 2. How should arts learning be

Read the questions and structured so that students can
instructions carefully. Write your
begin to think like an artist?
answers on a one whole of sheet
of paper.

3. Recall some of the creative

classroom activities you had in
school. What makes these creative?

Evaluation
Read the questions and
instructions carefully. Write your
answers on a one whole of sheet
of paper.
4. Refer to the characteristics of
artistically literate students.
Examine yourself and tell whether
you possess any of the
characteristics mentioned
5. Explain this quote from Picasso: "All
children are born an artists. The
problem is to remain as an artist as we
grow up."
Thank you
Group 6