The Creative Process...

"To create" simply means to bring something into being. To be creative, means to come up with something new and original and not necessarily from a logical thought process but more of a melding of many concepts. “Something resulting from originality of thought, expression and imagination. The ability to transcend traditional ideas, rules, patterns, relationships and the like and to create meaningful new ideas, forms, methods and interpretations. (Random House Dictionary)

My question is: Where in our “test driven” education today are we encouraging students to creatively flourish?

I think that we all can agree that we owe the quality of our lives to creative individuals throughout history. Where would be without automobiles, airplanes, and electricity?

Once a student has caught on to a basic art concept, they are often asked to explore that concept and to discover what other new ideas or theme variations they can come up with. Students are asked to first look closely at the world, then reexamine different aspects of that world, while gaining an understanding of what they are observing. Finally, they are asked to step back and find a different point of view from the origin alone presented. Creativity happens when students are allowed to experiment, manipulate, and explore while reserving judgement.

This creative process taught in art classes applies to not only art, but to all disciplines. Art education that enhances the creative process proves the importance of not only understanding the world that we live in, but creating solutions for that future world.

The following art assignment is an exercise in the creative process using line, texture, shape and color.

Example A: Lesson on Line

Student work by Joy Gu, 13, from Hopkins Junior High, Fremont, CA

The first lesson is on the element of  line. Students are given a sheet of paper and asked to put random dots on the page. Next they are to connect the dots by using all aspects of line that we have talked about in class. (vertical, horizontal, diagonal, implied, zigzag, wavy, thin, and thick).

Example B: Lesson on Texture

In the second lesson, students are asked to fill in the shapes created in the line drawing with texture.

Example C: Students are given the task to create a new type of transportation from the shapes they found with in their line and texture drawings.

 
In the third lesson, students are given the task to find shapes and textures within their two drawings and come up with a  mode of transportation. In each example, students are given guide lines to follow and the out come is left to each individual's creativity.  

Please share your thoughts on how you are encouraging your students to creatively flourish.

-Susan Manbeian