Reading 4 - Creative Activity in Elementary Education - Doc

READING 4_ CREATIVE ACTIVITY IN ELEMENTARY EDUCATION_DOC
Lowenfeld, V. (1947). Creative and Mental Growth. New York: MacMillan. SURNAME: Cubero Urbano DATE: 08/01/2014 1. What is the relation between childrens drawings and the way they see the world? There is no relation. A child sees the world differently from the way he draws. NAME: Juan Gabriel
2. What consequences might a correction of the teacher have in the child? A correction might finish in inhibition of the child, because a child's drawing is expected to be like a teacher thinks or a teacher consider what is "good" or "nice", and in this way, teacher is stifling the imagination of the child and diverting his drawings in personal, rather than visual experiences. This means a loss of self-confidence in his own creations and his whole personality.
3. Example _ Comment what can we learn about inhibition in this example paying attention to the following statement: The boy became more and more bound up with a kind of representation that was not at all in accord with his own experience (Page 3, paragraph 2, line 8-10). This sentence means that the child draws by copying "other's experiences", so the child feels inhibited in order to create his own drawings, his drawings are not expression of his own experiences, and finally stops the whole mental development.
4. What is self-expression about? (page 4) Self-expression can be confused with the approach which means the expression of thoughts and ideas in general terms of contents, but really is this approach what matters then is the mode of expression, not the content, not the "what", but the "how". Self-expression can be defined as the appropriate mode of expression according to the age level of the child, using an independent thinking, using it as an emotional outlet with which will gain freedom and flexibility in order to face new situations without difficulties, and so allow progress, success and happiness.
5. What does Lowenfeld think about imitation in art education? (page 7-8) Imitation can be defined as an expression according to a strange level (parents, teachers...), and so using a dependent thinking, which leads directly to feelings of frustration. The child who feels frustrated develops inhibitions and, as a result, will feel restricted in his personality. This type of child prefers to go along set patterns in life, he will not be able to adjust to new situations quickly but will rather try to lean on others as the easiest way out.
6. What changes in the creative activity during the different age levels? (page 8-9) What changes in the creative activity during the different age levels is our subjective relationship with man and environment, that is, experience. The change of the child's relationship to environment involves emotional as well as mental growth. This is one of the most important facts in the child's emotional and social adjustment.
7. Comment the idea of perfection in following statement: Perfect is a relative value judgment, and in creative activity it means perfect in relation to the childs experience (page 9, line 30-31) In order to evaluate the perfection of a child's drawing, it is necessary to know about the subjective relationship with the environment, that is, his experience with this "subject matter", what depends on the age level.
8. What is the relevance of subject matter in creative activity during the different age levels? This "subject matter" in creative activity there is no orderly sequence (like in other fields like maths), does not change during the different age levels. What changes is our subjective relationship with man and environment. A child in different age levels does not draw the same thing at the same time (a man when he is five or ten or six-teen). So this subjective experience of man and environment is related to various age levels.
9. What does Lowenfeld consider that children draw? (page 10) What the child draws is his subjective experience of what is important to him during the act of drawing. Therefore, the child only draws what is actively in his mind. In other words, the drawing gives us an excellent record of the things which are of especial mental or emotional importance to the child. 2
10. What is the role of the teacher according to Creative Self-Expression educational model? I think that the role of a teacher is to provide guidance with materials, but only that. A teacher do not impose images to copy, and impose them to do something that is not possible to draw according to the age level. Also, a teacher have not to prefer one child's creative work over that of another, not to give the work of one child as an example to another and, of course, not to copy a sample.
11. How would you prepare a self-expression class? What type of art materials would you encourage your student to use? I would encourage to use all materials they need in order to create their composition (it better that all of them are easy to use) , on condition that all of these materials are right according whit their age levels (for instance, not to provide a scissors to a five years child). How would you like the classroom space to be like? I would like that the classroom to be without visual references, large and with a comfortable desk and chair for each student. What type of activities would you plan? I would play activities like a storyteller who tell a story and then students have to draw some of the story, or a free drawing (not the "laissez-faire), or to draw something fictitious. Would you use any visual references? I would not use any visual references, at least in the classroom, because they can be influenced with that. Would you encourage individual or group work? I would do this as an individual activity; I would not choose a group work because some of the members can be influenced by others.

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