After reading Facilitating Critical and Aesthetic Inquiry in the Carroll text I decided to relate the visual analysis strategies, sound and movement strategies, creative dramatic strategies, game strategies and creative writing strategies to an Olivia Gude article.
Gude's article concentrates upon the ideas of creating an art room that supports the growth for creative thinking and original work. She discusses challenges faced by art educators such as anxiety for the students and for the teacher. The students feel a lack of inspiration and therefore feel anxious about creating. Teachers can feel exhausted, overworked, and un-inspired themselves leaving them feeling anxious. She comments on how this combination of anxiety can kill creativity in an art room and therefore restrict the possibilities of work that could be nurtured to grow.
To aid in this dilemma, Gude recommends living up the art room through the use of play, games, creative writing, and collaboration among students.
Listed below are some of the games and activities that I found most relateable to our reading in the Carroll text which promotes active engagement strategies for art students.
"Playing, a necessary component of any creative process, is the first (and foundational) principle of the possibilities that can emerge from a quality art curriculum."
-Olivia Gude
Gude's article concentrates upon the ideas of creating an art room that supports the growth for creative thinking and original work. She discusses challenges faced by art educators such as anxiety for the students and for the teacher. The students feel a lack of inspiration and therefore feel anxious about creating. Teachers can feel exhausted, overworked, and un-inspired themselves leaving them feeling anxious. She comments on how this combination of anxiety can kill creativity in an art room and therefore restrict the possibilities of work that could be nurtured to grow.
To aid in this dilemma, Gude recommends living up the art room through the use of play, games, creative writing, and collaboration among students.
Listed below are some of the games and activities that I found most relateable to our reading in the Carroll text which promotes active engagement strategies for art students.
- ACTIVITY: a multi-branched inkblot is shown to students and the teacher asks the simple question "What do you see?"
- Gude comments that students often times practice resistance to creative thought. The article then lends advice that modeling what you expect from students to get them started can be the first stitch of many in a conversation. I love her summarizing that in order "To engage in making art, one must begin by surrendering to the process of making." PG.32
- ACTIVITY: the artroom is covered with pieces of black paper and the floor by the door to the art room is sprinkled with colored chalk. The students walk around the room in their powdered shoes, choose a black piece of paper, and create an image from what is already there.
- This is similar to Carroll's suggestion of "Practice having the class respond to works of art using sound, movement, and combinations of the two..."PG.141 The students are using movement and then responding to those movements made.
- ACTIVITY: students are given a long rectangular piece of white drawing paper. They fold this paper into fourths and then proceed to draw on only one section at a time. The students would first draw a head for the creature, fold that over and pass the paper to their neighbor. The neighbor without looking at the head would then draw the torso, etc.
- To relate this further to the suggestions given in the Carroll text you could have the students then create a dialogue for their creature. Younger students could even use their drawings for role-playing.
- ACTIVITY: students write poems that relate to art vocabulary they are learning. For example, Gude recommends writing "Poems of Opposites" to create inspiration for Surrealist works.
- I love the idea of giving students time to THINK, PONDER, and RECORD their thoughts. Gude comments that students are so often times affected by "over-scheduling that doesn't leave time for creative day dreaming..."pg. 33 Da Vinci would never have thought-up/created all the inventions he did had he not had time to think, ponder on those thoughts, record and create them.
"Playing, a necessary component of any creative process, is the first (and foundational) principle of the possibilities that can emerge from a quality art curriculum."
-Olivia Gude
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