VAE416 - Creativity & Art Expression

1CIC 3 ALS1nL1IC SI1UA1ICN

IN1kCDUC1ICN
1he Leachlng and learnlng ln school can be more fun wlLh Lhe lnLroducLlon of vlsual arL educaLlon
LhaL ls lnLeresLlng and creaLlve. AparL from LhaL, lL helps Lhe Leacher Lo lmprove Lhe Leachlng and
learnlng sLyle for Lhe sLudenLs. 1hen, lL may also help Lo develop Lhe sLudenLs lnLellecLually
especlally Lhrough problems-soluLlon slmulaLlon. 1hls may also moLlvaLe Lhe Leacher Lo be more
creaLlve, lnnovaLlve, and progresslve. Pence, Lhe emphasls of aesLheLlcal value ls lmporLanL ln
maklng Lhe Leacher and sLudenLs Lo beneflL from Lhelr own arL experlence. 1hus, for Lhls Loplc, Lhe
conLenL wlll emphaslse on aesLheLlc slLuaLlon LhaL varlous culLural perspecLlve ln aesLheLlc LhaL acL
as conLlnuaLlon from Lhe prevlous Loplc.

C8ILC1IVL
ln Lhls Loplc, sLudenLs are expecLed Lo:
1. ldenLlfy varlous perspecLlve ln aesLheLlc
2. undersLand aesLheLlc experlence ln chlldren.
3. ulfferenLlaLe Lhe chlldren's aesLheLlc experlence

ALS1nL1IC IkCM DIIILkLN1 CUL1UkL LkSLC1IVLS
votloos coltotol letspectlves lo Aestbetlc
1he aesLheLlc developmenL ln chlldren ls usually lnLerpreLed vla Lhelr body movemenL. 1he chlldren's
ablllLy Lo express Lhelr aesLheLlc value ls a form of cognlLlve sklll LhaL ls noL only lmporLanL for Lhelr
arL sklll developmenL, buL also for Lhe developmenL of Lhelr Lhlnklng sklll and Lhelr lnLellecLual
capaclLy.

1he aesLheLlc expresslon ln chlldren ls dlfferenL from normal body movemenL. ln dally llfe, we
communlcaLe ln verbal or non-verbal ways. 1he non-verbal communlcaLlon lnvolves hand
movemenLs, faclal expresslons, eye slgnals, and oLher body movemenLs. 1hese vlsual slgnals
represenL Lhe emoLlon lnslde Lhe chlldren and also Lhelr Lhlnklng aL Lhe momenL.

1hough Lhe aesLheLlc developmenL ln chlldren cannoL be fully ldenLlfled, researchers have been able
Lo flnd several movemenLs LhaL reflecL Lhe chlldren' aesLheLlc developmenL. 1he chlldren's early
aesLheLlc movemenL have dlrecL connecLlon wlLh Lhelr emoLlon as Lhelr senses usually produce Lhe
slgnals when Lhey are belng sLlmulaLed by braln acLlvlLles.

VAE416 - Creativity & Art Expression

Chlldren from 2 Lo 4 years old Lend Lo glve ouL slgnals LhaL are relaLed mosLly Lo emoLlon lnsLead of
belng raLlonal or lnLellecLual. 1he usual slgnals such as Lhe bow durlng prayer may acLually glve
lmpllcaLlon Lowards Lhelr emoLlon.

As Lhey grow from 3 Lo 4 years old, chlldren Lend Lo be more alerL Lowards dynamlc movemenL
lnvolvlng balanclng, dlrecLlon, conslsLency, efforL and also lnLlmaLe relaLlonshlp. AL Lhls age, Lhey are
usually able Lo balance Lhemselves well when sLandlng on a small chalr or danclng slmple sLeps. 1hey
are also able Lo dlfferenLlaLe dlrecLlon of lefL, rlghL, up, and down.

AL slx years old, Lhelr movemenLs also conslsL of psychologlcal elemenL. As an example, Lhey express
Lhemselves by faclng down Lhe floor when Lhey are sad or puLLlng Lhelr hand under Lhe chln when
Lhey are Lhlnklng. As adulLs, observaLlon Lowards Lhese aesLheLlc expresslons vla Lhelr movemenLs
should be focused so LhaL Lhe chlldren's mlnd can be undersLood.

ALS1nL1nIC LkLkILNCL AMCNG CnILDkLN
Aestbetlc xpetleoce lo cbllJteo
Many researches have been conducLed Lo ldenLlfy Lhe chlldren's Lrue ablllLy. alnLlng ls one of Lhe
acLlvlLles malnly used by sclenLlsLs, parenLs, and educaLors ln undersLandlng Lhe chlldren's LhoughL
and emoLlon. 1hls acLlvlLy ls able Lo help chlldren Lo ldenLlfy ob[ecLs and also Lo lncrease Lhelr
senslLlvlLy level Lowards Lhelr surroundlng envlronmenL. lL also helps chlldren Lo be more alerL ln
maklng observaLlon and Lhls may sLlmulaLe and sharpen Lhelr senses ablllLy. AparL from LhaL,
palnLlng acLlvlLy may also help Lhe chlldren Lo be more lmaglnaLlve and Lo be able Lo balance Lhelr
emoLlon.
lL ls made as one of Lhe learnlng processes Lo chlldren vla acLlvlLles such as naLure lmlLaLlon ln whlch
laLer on absLracL symbols are produced Lo make a unlque arLwork.

a. a|nt|ng as a Med|um of Commun|cat|on
alnLlng ls an early form of communlcaLlon for chlldren before Lhey learn Lo speak. 1hls ls also a
useful Lool for lnLeracLlon Lo Lake place. AparL from LhaL, palnLlng ls also belng used by sclenLlsLs
as one of Lhe acLlvlLles ln analyslng Lhe chlldren's LhoughL and emoLlon. lmage producLlon such as
Lree, human flgure, and sLaLue may help Lhe sclenLlsLs Lo declpher chlldren wlLh LraumaLlc lssue.



VAE416 - Creativity & Art Expression

b. a|nt|ng as a way to Se|f-Sat|sfact|on
Chlldren usually learn whlle Lhey are playlng. lor Lhem, playlng around allow Lhem Lo be saLlsfled
wlLh Lhemselves aparL from belng able Lo explore Lhelr surroundlng naLure. vla palnLlng, chlldren
wlll be able Lo express Lhelr emoLlon and also Lo bulld up Lhelr muscle. Such acLlvlLy wlll allow
Lhelr lnLulLlon level Lo be sharpened from Llme Lo Llme.

c. a|nt|ng to |ncrease Se|f-Lsteem
alnLlng acLlvlLy allows chlldren Lo express Lhemselves from whaL Lhey see ln whlch Lhe ob[ecLs
are Lhen LransmlLLed lnLo unlque shape and deslgn accordlng Lo Lhelr level of undersLandlng. 1he
producLlon of arLwork may help ln mouldlng Lhe chlldren's personallLy. 1he self-esLeem level ln
Lhem lncreases as Lhey are able Lo palnL wlLhouL Lhlnklng abouL Lhe beauLy of Lhelr arLworks.
AparL from LhaL, palnLlng also encourages chlldren Lo Lalk abouL Lhelr arLworks and Lhus
sharpenlng Lhelr speaklng sklll. 1hrough palnLlng, chlldren also sharpen Lhelr senses senslLlvlLy.

St|mu|at|ng Ch||dren's Aesthet|c Lxper|ence
5tlmolote cbllJteos Aestbetlc xpetleoce
kosLer (2001) suggesLed LhaL chlldren's aesLheLlcal developmenL should be
sLlmulaLed wlLh properly organlsed acLlvlLy so LhaL Lhe naLural aesLheLlc reacLlon
among chlldren occurs ln allgn wlLh Lhelr age. vlsual arL Leachers play lmporLanL
roles ln ensurlng Lhe Leachlng and learnlng process are able Lo develop Lhe chlldren
aesLheLlc level when Lhey observe arLworks. ln sLlmulaLlng Lhe creaLlvlLy
developmenL, arLworks chosen Lo be presenLed Lo Lhem musL meeL Lhese crlLerla.

a. ua||ty Artworks
ArLworks chosen musL be off cerLaln sLandard and quallLy accordlng Lo Lhe Lypr of arLwork
presenLed. 1he arLworks chosen musL also be genulne and orlglnal and produced wlLh deLalled
sLeps aparL from only belng famous. Such arLworks can be found ln arL gallerles and Lo make lL
easy for us Lo ldenLlfy Lhem, Lhese arLworks are usually belng commenLed by professlonals or
Lhose ln Lhe area of arL.

b. Artworks that Cons|st of Var|ous 1echn|ques and Med|um of roduct|on
1he arLworks chosen should conslsL of varlous Lechnlques and medlum of producLlon as Lhls may
help sLudenLs Lo have dlverslLy ln Lhelr perspecLlves Lowards cerLaln arLworks. 1he arL Leachers
VAE416 - Creativity & Art Expression

may choose arLworks such as sculpLure producL, collage, or even palnLlng LhaL does noL lnvolve
only skeLches acLlvlLy.

c. Var|ety |n term of Sty|e, Cu|ture, and Art|st
1he arLworks chosen for sLudenLs musL be able Lo enrlch Lhelr percepLlons Lowards Lhe naLure
surroundlng Lhem. Pence, Lhe backgrounds of Lhe arLlsL or hls culLure are among Lhe facLors LhaL
need Lo be consldered ln chooslng Lhe rlghL arLworks. 1eachers are encourage Lo choose
conLemporary and modern arLworks produced by arLlsLs from dlfferenL eLhnlclLy and background
and Lhls sLaLemenL also refers Lo young and women arLlsLs

d. Cu|ture Lxh|b|t|on
1he chosen arLworks musL be able Lo reflecL Lhe sLudenLs' ldenLlLy and Lhelr culLure. 1hese
arLworks musL also reflecL Lhe arL herlLage so LhaL sLudenLs wlll Lhen have dlfferenL perspecLlves
Lowards hls or her culLure and lLs dlverslLy. 1hls ls as aesLheLlcal learnlng does noL focus only on
arLlsLlc developmenL buL also on sLudenLs' emoLlon and cognlLlve developmenL.

e. Creat|ng Act|ve L|ve|y Learn|ng Lnv|ronment.
Learnlng of arL should be acLlve and llvely when aesLheLlc elemenL ls lncluded along wlLh Lhe ln-
class acLlvlLy ln arLworks producLlon by sLudenLs. 1he aesLheLlc learnlng process should be able Lo
encourage sLudenLs Lo lnLeracL more wlLh Leachers, maklng Lhe learnlng process Lo be more fun.

f. Increase Understand|ng 1owards Image and V|sua| Language
1he aesLheLlc process requlres a cerLaln level of undersLandlng Lowards vlsual language. Learnlng
of Lhe aesLheLlc by sLudenLs should help Lhem Lo enrlch Lhelr knowledge regardlng vlsual
language aparL from lnLroduclng Lhem wlLh new Lerms.


VAE416 - Creativity & Art Expression



I|gure 1: SLraLegles Lo romoLe CreaLlvlLy


S1IMULA1L CnILDkLN'S ALS1nL1IC LkLkILNCL

Pavlng explored arL crlLlclsm processes, we are now ready Lo Lurn our aLLenLlon Lo
Lhe end goal---Lhe "Ch, wow!"---aesLheLlcs. 1hls ls a branch of phllosophy relaLed
wlLh Lhe sLudy of whaL has been accepLed as Lo be of beauLy, worLh, and value---Lhe
sLudy of Lhe naLure of arL. As an aspecL of arL educaLlon, lL has been presenLed as parL
of arL crlLlclsm deallng wlLh evaluaLlon. ln Lhe pasL arL crlLlclsm/aesLheLlcs has been referred Lo as
Lhe "crlLlcal/appreclaLlve" domaln of arL educaLlon. Slnce ulsclpllne 8ased ArL LducaLlon (u8AL)
formallzed arL educaLlon lnLo four areas of sLudy, aesLheLlcs ls now ofLen consldered as a separaLe
domaln. Cne of Lhe u8AL goals ls Lo promoLe a connecLlon wlLh arL Lhrough Lhe sLudy of
phllosophlcal lnqulry lnLo lLs naLure. (AesLheLlcs has Lhus been descrlbed as "Lhe sLudy of Lhe sLudy"
of Lhe naLure of arL.)
AesLheLlclans lnqulre abouL Lhe naLure of arL by asklng Lhese quesLlons:

Why crlLerla are needed by an ob[ecL Lo quallfy as an arLwork?
WhaL makes an arLwork dlfferenL from ob[ecLs LhaL we do noL conslder as arL?
Why does arLwork have personal, culLural, or moneLary value?
Who esLabllshes Lhe value?
SLraLegles
Lo romoLe
CreauvlLy
use of ArL
Medla
Cpen-Lnded
AsslgnmenL
8ralnsLormlng
Webs Lo
uevelop
1hlnklng Skllls
8auhaus
1eachlng
Approaches
1. lluency
2. llexlblllLy
3. CrlglnallLy
4. LlaboraLlon
1. Cral 8ralnsLormlng wlLh
an enLlre class
2. vlsual bralnsLormlng wlLh
small group
1. 1hemaLlc Web
2. SequenLlal Web
3. Compare and
ConLarsL Web
VAE416 - Creativity & Art Expression


Chlldren ln a museum sLandlng ln fronL of a ollock, ue koonlng, or 8oLhko may ask Lhese same
quesLlons ln Lhelr own ways:

"?ou call Lhls arL?"
"WhaL's so greaL abouL LhaL?"
"My llLLle slsLer could make someLhlng Lhls good!"
"eople pay money for Lhls sLuff?"

lor now, dlscusslon abouL Lhe answer Lo Lhese quesLlons and also ways Lo esLabllsh connecLlons Lo
arL crlLlclsm and arL producLlon Lowards sLudenLs wlll be made. ln presenLlng an area of
phllosophlcal lnqulry ln Lerms LhaL sLudenLs can undersLand, many Leachers have deflned aesLheLlcs
as Lhe domaln of arL educaLlon deallng wlLh appreclaLlon. Powever, alLhough aesLheLlcs does deal
wlLh appreclaLlon, lL ls noL synonymous wlLh appreclaLlon. AppreclaLlon ls an aLLlLude promoLed
Lhrough experlences ln all domalns of arL educaLlon. As sLudenLs learn Lo use Lools, explore medla
and Lechnlques, and develop ldeas ln sLudlo acLlvlLles, Lhey galn appreclaLlon for creaLlon processes
and for Lhelr own arL producLs. 1helr furLher appreclaLlon can be consldered as a resulL of belng
producLlve ln class, havlng observaLlon Lowards culLural or hlsLorlcal evenLs, and from Lhelr own
crlLlcal experlences. 8uL Leachlng aesLheLlcs goes beyond promoLlng aLLlLudes of appreclaLlon. lL
develops knowledge abouL Lhe value of arL Lhrough Llme ln culLures all around Lhe world.

8y sLudylng aesLheLlcs, sLudenLs dlscover many reasons Lo appreclaLe arL arL. 1hey learn LhaL Lhe
Lerm aesLheLlc applles Lo a varlous vlsual expresslons, some of whlch may be consldered "beauLlful"
whereas oLhers may be seen as sllck, humorous, ouLrageous, or even ugly. 1he label of "arL"
depends on Lhe crlLerla used ln maklng [udgmenLs. 1hroughouL hlsLory, crlLerla LhaL have been
esLabllshed reflecL varlous bellefs and ldeas abouL whaL can be consldered as beauLlful and valuable.
1he sLudy of Lhese bellefs and ldeas deal wlLh Lhe "ouLslde" aspecL of aesLheLlcs.

ln addresslng Lhe "lnslde" aspecL, Leachers should lead sLudenLs Lo dlscover whaL Lhey Lhemselves
flnd Lo be beauLlful, pleaslng, and valuable. 1eachers should also encourage Lhem Lo develop
personal LasLes aparL from asslsLlng Lhem ln broadenlng Lhelr vlslons and enhance appreclaLlons of
Lhelr own and oLhers' arLworks. 1he aLLlLudes and knowledge ln whlch Lhe Leachers develop Lhe
sLudenLs Lhrough aesLheLlcs enrlch Lhe sLudenLs' llves Lo be as acLlve vlewers Lowards any arLworks
or Lhelr surroundlng naLure. 1eachers may also promoLe growLh ln arL producLlon. ln Lhe model of
VAE416 - Creativity & Art Expression

arL educaLlon, arL crlLlclsm, aesLheLlcs, and arL hlsLory Lhrough Lhe presenLaLlon of culLural
exemplars can be LaughL Lo sLudenLs. 1hese serve as models ln whlch sLudenLs can be vlsually
connecLed wlLh Lhe arLworks durlng Lhelr lnvolvemenL ln sLudlo acLlvlLles. 8y presenLlng a wlde
varleLy of lmages, Leachers are acLually encouraglng sLudenLs Lo experlmenL wlLh and expand Lhelr
own vlsual oplnlons. 1eachers should provoke Lhe sLudenLs ln poslLlve manner so LhaL Lhey wlll Lhen
ask, "WhaL do l llke?" and "Pow mlghL l reflecL my personal LasLes Lhrough my own conLenL, sLyle,
and expresslons?" 1hls lasL quesLlon may be dlfflculL Lo answer wlLhouL exposure Lo arL galned over
a perlod of years. 1he flrsL quesLlon, however, can be answered even by chlldren aL hls klndergarLen
age, and Leachers can acLually use lL as a sLarLlng polnL ln Leachlng aesLheLlcs.

ALS1nL1IC CCNCL1S AND AC1IVI1
1he key Lo Leachlng anyLhlng---lncludlng aesLheLlcs---sLarLs aL lower level of your
sLudenLs' undersLandlng before Lhey gradually have deeper undersLandlngs. When
Lhe arL Leacher Lalk abouL aesLheLlcs, he or she musL presenL acLlvlLles ln whlch
sLudenLs can vlew and dlscuss Lhe ob[ecLs ln order Lo dlscover and share Lhelr
appreclaLlons of Lhese ob[ecLs. AesLheLlcs can be lnLroduced Lo young sLudenLs by
asklng Lhem whaL klnds of ob[ecLs LhaL Lhey llke Lo look aL or Louch. 1helr responses can be recorded
on Lhe chalkboard and Lhen ask lf sLudenLs have collecLlons of any ob[ecLs llsLed (or noL llsLed). Pave
Lhem brlng ln and share ob[ecLs from Lhelr collecLlons---rocks, shells, colns, sLamps, dolls, Lralns,
books, Cu packages, posLers, eLc. SomeLlmes Lhese ob[ecLs have real moneLary worLh and are
expecLed Lo lncrease ln value. CfLen, however, sLudenLs collecL such ob[ecLs slmply because Lhey
en[oy looklng aL Lhem. CollecLors of all ages are senslLlve Lo Lhe slmllarlLles and dlfferences ln Lhe
vlsual quallLles of Lhelr ob[ecLs. A flrsL grader can Lell you Lhe dlfferences ln colour, shape, and
LexLure beLween Lwo rocks ln hls collecLlon. Pe can Lell you whlch one ls Lhe "preLLlesL" and why he
Lhlnks so. A coln collecLor ln mlddle school maLh ma[or can Lell you why he chooses Lo decoraLe hls
room wlLh works of M. C. Lscher raLher Lhan Lhose of !ackson ollock.

As sLudenLs are glven opporLunlLles Lo share Lhelr aesLheLlc LasLes, Lhey can be led Lo
undersLand Lhls concepL: eople appreclaLe a wlde varleLy of ob[ecLs for many
dlfferenL reasons. lrom Lhls general ldea sLudenLs can move on Lo explore oLher
aesLheLlc concepLs. 1he followlng box provldes addlLlonal concepLs and acLlvlLles Lo
"concreLlze" Lhem.

VAE416 - Creativity & Art Expression

1. Concept: We may appreclaLe an arL ob[ecL because we llke Lhe maLerlal from whlch lL was
made.
2. Concret|z|ng Act|v|ty: Show examples of furnlLure or crafL lLems made from beauLlful wood,
sculpLures carved from dellcaLely coloured sLone, or [ewellery made wlLh hlghly pollshed
gems and meLals. Pave sLudenLs Lo descrlbe Lhe quallLles of Lhe maLerlals. Ask Lhem whaL
Lhey flnd as beauLlful ln Lhe maLerlals and why Lhey mlghL appreclaLe such ob[ecLs.

1. Concepts: We may appreclaLe an arL ob[ecL because we value Lhe sklll of Lhe arLlsL who
creaLed lL.
2. Concret|z|ng Act|v|ty: resenL an arLwork LhaL shows greaL sklll ln uslng a process or
medlum, Mlchelangelo's age when he carved uavld. (Pe began Lhe work when he was 26.)

1. Concept: We may appreclaLe an arL ob[ecL because we value Lhe arLlsL's process as an
expresslon of creaLlvlLy.
2. Concret|z|ng Act|v|ty: lnLroduce Lhe work of !ackson ollock. Lxplaln LhaL ollock was
concerned wlLh explorlng novel processes Lo creaLe arL. ollock walked around large boards
on Lhe floor drlbbllng house palnL. 1he marks he made became records of hls acLlons.
rocesses used by acLlon palnLers lnclude rldlng blcycles Lhrough palnLed surfaces Lo creaLe
llnes, shooLlng aL plasLlc bags of palnL aLLached Lo boards Lo creaLe exploslve marks, and
uslng large house palnL brushes Lo record "dances" performed on canvases. AfLer showlng
and dlscusslng a varleLy of processes used ln acLlon palnLlng, have sLudenLs bralnsLorm novel
processes Lo record "dances" performed on canvases. AfLer showlng and dlscusslng a varleLy
of processes used ln acLlon palnLlng, have sLudenLs bralnsLorm novel processes Lo record
acLlons. Pave Lhem Lry dlfferenL processes---creaLlng lmages by rolllng marbles ln palnL,
drawlng wlLh Lwlgs, blowlng on waLercolour or lnk bloLs Lo creaLe a record of movemenL.

1. Concept: We may appreclaLe an arL ob[ecL because lL represenLs an orlglnal ldea.
2. Concret|z|ng Act|v|ty: Show examples of mlnlmal or concepLual arL. lor example, presenL
slldes of ChrlsLo's wrapped bulldlngs and brldges. Lxplaln LhaL ChrlsLo came up wlLh a unlque
ldea---no one else had ever LhoughL of maklng an arLwork by wrapplng a bulldlng. Lead
sLudenLs Lo dlscuss Lhe lmpacL Lhe wrapped bulldlngs have as ob[ecLs ln Lhelr envlronmenLs.
Show oLher examples of mlnlmal or concepLual sculpLures, focuslng sLudenLs on Lhe vlsual
and symbollc relaLlonshlps beLween Lhese human-made ob[ecLs and Lhelr naLural
envlronmenLs. Ask sLudenLs Lo brlng ln phoLographs of landscapes, and have deslgn models
VAE416 - Creativity & Art Expression

for envlronmenLal sculpLures Lo place ln Lhe landscape. lnsLrucL Lhem Lo deslgn lmages
symbollzlng ldeas raLher Lhan represenLlng ob[ecLs.

1. Concepts: We may appreclaLe arL as a reflecLlon of human expresslon and achlevemenL.
2. Concret|z|ng Act|v|ty: Show plcLures of Slmon 8odla's WaLLs 1owers. Ask sLudenLs Lo lmaglne
Lhemselves creaLlng an envlronmenLal sculpLure made from ob[ecLs such as broken boLLles,
scrap meLal, and [unk found on Lhe sLreeL. Show examples of "sLreeL arL" ---murals on
bulldlngs or wlndow screen palnLlngs ln LasL 8alLlmore, for example. Ask sLudenLs Lo deslgn
sculpLures, murals, or wlndow screen palnLlngs reflecLlng llfe ln Lhelr envlronmenL.

1. Concept: We may appreclaLe an arL ob[ecL because of Lhe quallLy of Lhe vlsual lmage.
2. Concret|z|ng Act|v|ty: Ask your sLudenLs Lo ldenLlfy arLwork or ob[ecLs ln Lhe envlronmenL
Lhey flnd beauLlful. Pave Lhem explaln why Lhey are aLLracLed Lo Lhese ob[ecLs. resenL an
arLwork LhaL our socleLy has [udged as beauLlful and have sLudenLs speculaLe on Lhe crlLerla
used Lo [udge beauLy.

1. Concept: ldeas of beauLy change over Llme.
2. Concret|z|ng Act|v|ty: Show examples of van Cogh's palnLlngs. resenL hlsLorlcal background
on van Cogh's success as a palnLer durlng hls llfeLlme. (Pe sold only one palnLlng and LhaL
one was used for LargeL pracLlce.) 1alk abouL Lhe worLh of van Cogh's palnLlngs Loday.
ConLrasL Lhe crlLerla used Lo [udge van Cogh's work durlng hls llfeLlme wlLh Lhe crlLerla we
use Loday.

1. Concept: A work does noL have Lo be "beauLlful" Lo be consldered arL.
2. Concret|z|ng Act|v|ty: Show arLwork LhaL Lhe average person may noL conslder "beauLlful"---
palnLlngs by uekoonlng, drawlngs by kollwlLz, or sculpLures by Cldenberg, for example. Ask
sLudenLs dlscuss Lhese works, develop a llsL of reasons for valulng works lnLended Lo porLray
someLhlng oLher Lhan "beauLy" ln a LradlLlonal sense.

1. Concept: We can lncrease our appreclaLlon for a work by undersLandlng Lhe lnLenL of Lhe
arLlsL or culLure of orlgln.
2. Concret|z|ng Act|v|ty: resenL a work ln whlch your sLudenLs are noL famlllar wlLh (posslbly
one from a dlfferenL culLure). Lead Lhem Lhrough Lhe sLeps of Lhe arL crlLlclsm model
wlLhouL glvlng Lhem any culLural lnformaLlon abouL Lhe work. Ask Lhem Lo raLe Lhelr
VAE416 - Creativity & Art Expression

appreclaLlon of Lhe work on a scale of 1 Lo 10. 1hen provlde hlsLorlcal lnformaLlon abouL Lhe
plece, lLs culLural slgnlflcance, and Lhe lnLenL of Lhe arLlsL. Ask sLudenLs Lo raLe Lhelr level of
appreclaLlon on a 1-10 scale agaln. Compare Lhe flrsL seL of scores wlLh Lhe second seL.
ueLermlne wheLher lncreased knowledge resulLed ln lncreased appreclaLlon.

SUMMAk
ln Lhls Loplc, you have been exposed wlLh lnformaLlon abouL aesLheLlc slLuaLlon ln varlous culLural
perspecLlves ln aesLheLlcs, aesLheLlc experlence ln chlldren and sLlmulaLe chlldren's aesLheLlc
experlences. lor Lhe nexL Loplc, we wlll be emphaslslng on Lhe concepL and Lhe deflnlLlon of
chlldren's creaLlvlLy and also dlscussed abouL creaLlvlLy based on Lhe Lop world arL flgures
perspecLlves.

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