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Different learning styles compare and contrast
The arts promote creativity essay
The arts promote creativity essay
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1. Betty Edwards’s Drawing on the Right Side of the Brain focuses on everyone’s ability to learn to draw. She discusses how everyone has an innate ability to draw and that it just needs to be accessed and nourished so the creativity can be released. Her belief in Drawing on the Right Side of the Brain is that we have a hard time accessing that part of our brain due to “…our verbal, technological culture and education system.” We are constantly using the left side of the brain to handle most situations, leaving the right creative side untapped. This book teaches you to switch your brain focus and access the right side of your brain through exercises that block out the language side of the brain, causing you to see things differently. …show more content…
When you learn these basic art skills, you can then apply them to other skills used in different subjects, such as the vase/face exercise, which can transfer problem solving and special relationships to math. Howard Gardner’s theory of multiple intelligences relates to the work of Betty Edwards by showing that there isn’t just one right way to do something, transfer of learning is necessary for all types of intelligences to learn the way their mind best allows. They both show that our brain has access to many ways of doing things and they can work together and relate to each other more than the educational system allows today.
2. Discipline Based Art Educations is a program that is taught to all students by trained teachers wanting to incorporate art educations into other disciplines, or areas of study. The four fields included in this practice are production, art history, aesthetics, and criticism. This art approach was innovated by Elliot Eisner in the early 1980’s and is practiced by the Getty
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Sullwold’s article “Clouds and the Creative Imagination” brought to life how art can be used in place of words. She is a clinical psychologist whose focus was to get the child to be able to express herself through her creative side, because she wasn’t fully capable of expressing her internal issues with just words. I think this relates to Edwards’s teaching about accessing the left and right side of the brain. When one taps into the right side of the brain they are in a comfortable state, which is how Sullwold gets the little girl to open up and feel comfortable. She is so young and is still in her creative and imaginative years, but also has some realistic qualities coming from her left side of the brain, which her mother has taught her. I think this shows some of the authors’ differences, Sullwold didn’t have the child shut off the left side of the brain to access the right, both were needed in order for the child to make sense of her emotions. A main similarity is that art can have many qualities that transfer to other areas, not just in studies, but in
The more a participant preferred their left hand, “the better they were at tests of divergent thoughts” (3). The study also found that “Left-handers were more adept… at combining two common objects” and finding a way “to form a third” (3). The article gives the example that they were better at creating a birdhouse by combining a tin can and a pole. The left-handed group also “excelled at grouping lists of words into as many alternative categories as possible” (3). According to the article, the study found “an increased cognitive flexibility among the ambidextrous and the left-handed,” which tends to lead to a rise in creative thinking (3). This flexibility explains why lefties are over-represented in more creative thinking jobs like music, architecture, and the arts, including famous artists Michelangelo and Leonardo da Vinci. To help Konnikova prove her claim, she makes an underlying assumption that having these skills are beneficial and adds a unique ability to the left-handed
Peter, S., 1996. The History of American Art Education. 7th ed. New York: Greenwood Publishing Group.
...ent of art education in America. Especially because the United States is comparatively a young nation, it is crucial that we examine our practices and what influenced the development of these practices. Through the work of scholars such as Efland and Smith, it becomes increasingly clear, that the path of art education through America’s past is complex and evolving. Most importantly, it is through their research that we come to understand that the current state of art education, including its strengths and its flaws, can be traced to the events of the past that shaped it.
Steven Winn. "PAINTING A PICTURE OF THE CREATIVE MIND / It's in this delicate negotiation of conscious choices and unconscious summons that art finds its form and communicative power :[FINAL Edition]. " San Francisco Chronicle 28 May 2007, ProQuest Newsstand, ProQuest. Web. 15 Feb. 2011.
Edmund Burke Feldman was an Alumni Foundation Distinguished University Professor of Art at the University of Georgia. He was an art educator as well as an art historian. He has written several books about art including The Philosophy of Art Education, First Edition, 1995. The primary focus of this paper is to inform and show what Doctor Feldman thought was important to art teachers by correlating the practices of teaching art to the issues of philosophy Doctor Feldman wanted to bring together both subjects of art education and art teaching. He outlined the principle issues of art education and provided art teachers with a way of creating goals for teaching art.
With Freud and others at the forefront of modern psychological thinking, it is not surprising that the theories of psychoanalysis entered into art therapy. Margret Naumberg, considered by many to be the creator of art therapy, incorporated her concepts of artistic creation and symbolism with Freudian psychoanalysis (Junge, 2010). Art psychotherapy assumes “that imagery [is] an outward projection of the patient’s inward intrapsychic processes” and relies on “symbolic communication between the patient and therapist” (Junge, 2010, p. 38). Naumberg’s approach to analysis differed from Freud’s however. She allowed the patient to make his or her own interpretations rather than rely on the omnipotent therapist to provide insight (Junge, 2010). Goals of art psychotherapy include: making the unconscious conscious, transference through art making to the artwork itself, and client-based interpretation.
Gardner’s Theory of Multiple Intelligence focuses more on how numerical expressions of human intelligence are not a full and accurate depiction of people’s abilities (McFarlane, 2011). He includes and describes eight intelligences that are based on skills and abilities that are valued within different cultures. The eight intelligences include visual-spatial (e.g. sailor navigating with no navigational systems), verbal-linguistic (e.g. poets, writers, orators, and communicators), bodily-kinesthetic (e.g. dancers, athletes, surgeons, craftspeople), logical-mathematical (e.g. mathematicians and logicians), interpersonal(e.g. salespeople, teachers, clinicians, politicians, and religious leaders), musical (e.g. musicians and
In 1983, Howard Gardner a Harvard professor proposed the theory that individual can have multiple ways of learning and processing information. The multiple intelligences consist of 9 different ways and these include: verbal-linguistic, logical-mathematical, visual-spatial, existential, musical, naturalistic, bodily-kinesthetic, interpersonal, and intrapersonal. Every individual has a different amount of each intelligence but each intelligence is at a varying level. With the help of a multiple intelligences assessment, I found that my top three multiple intelligences are Intrapersonal, logical, and interpersonal. Within his research Gardner says that “Intrapersonal intelligence refers to people’s ability to recognize and assess those same characteristics
Art education is defined as a specific occupational area where the subject art is taught within a public or private school system. Because art classes are publicly funded, classes are provided to students who show artistic talent and those who do not (Salmon 103). The use of art can be dated back to the days of the Neanderthal, and until the Italian Renaissance, art was only considered culturally important and was not taught (DeHoyas). At the birth of the United States of America, male and female students were taught different forms of art, where the boys’ art was typically more functional. The teachings of art were ofte...
Balanced programs for art education have been constantly changing and adapting over the years. One program that was developed back in the late 1960’s by Elliot Eisner incorporated three areas of art into the curriculum. These included art object, art criticism and the historical context of art. His program developed into a theoretical base for art curriculum in the elementary schools that is very similar to programs used today (Madeja 2001).
It is important that the individual does not have to be brilliant in art to benefit from art therapy. The main focal point of art therapy is not the final end product but the creative process and the thinking that goes into it. The individual feels less exposed when engaged in art and this enables the individual to express his feelings that may remain verbally unexpressed otherwise. And this helps in the process of healing since the problem can be addressed only once the problem is identified (1). Art also gives voice to those individuals with speech impairment for example stroke patients (3). Some individuals find it difficult to use a verbal form of communication to describe feelings and find it easier to make sense of their experience by the use of art.
Howard Gardner, a professor at Harvard, introduced his theory of multiple intelligences in 1983. Multiple intelligence’s is a theory about the brain that says human beings are born with single intelligence that cannot be changed, and is measurable by a psychologist. Gardner believes that there are eight different intelligences in humans. The eight are verbal linguistic, visual spatial, bodily kinesthetic, mathematical logic, musical, intrapersonal, interpersonal, and naturalist. Understanding these intelligence’s will help us to design our classroom and curriculum in a way that will appeal to all of our students. We might also be able to curve discipline problems by reaching a student in a different way. One that will make more sense to them and more enjoyable. We can include all of the intelligences in lessons to accommodate all of the students’ different learning styles at once. By reaching each students intelligence we can assume that a student will perform better which, could mean students retaining more important information. A students learning style can also help lead them into a more appropriate career direction. As a teacher you can also learn your own personal learning style or intelligence to help improve the way you learn and teach.
The mind creates the emotions and ideals responsible for art. The brain is capable of imagining glorious things, and art is the physical manifestation of these ideals. These ideals are usually intense emotions with aesthetic power (Wilson, 220). Art organizes these emotions in a matter that can easily express the ideals to...
All throughout time people have used their imaginative minds to express some form of art, whether it be painting, drawing, sculpture, and dance, theatre, music or technology, this has happened all around the world. Furthermore, I think that the youth of the world have the biggest imagination because everything to them is new and they can’t help but imagine “what if” or “how”. Therefor that’s the power of imagination, and preferably for me I use it for art. Art to me is almost like an escape from everything negative in my life. Many say that art is beauty, and we say beauty ...
Firstly, children’s cognitive development is greatly enhanced through visual arts. In order for children to produce art, they have to think of an idea, an experience or feeling and construct symbols to express what they know (Isbell & Raines, 2007). Exploration of art materials help children build a knowledge of their physical properties which supports decision-making, evaluation and problem-solving (Edwards, 2010). Moreover, children will have many opportunities to work together in small groups and will then learn to value others’ ideas (Isbell & Exelby, 2001). Since visual arts is a form of self-expression, children can express their feelings through artworks and hence, learn emotional regulation. Small muscle development occurs when children cut, paste, draw and paint while large muscles develop through activities such as creating a large mural (Isbell & Raines, 2007). Therefore, visual arts enhances children’s development in all