The questions seemed endless. For example, dancers wanted costumes that would light up on the dance floor. Visual artists wanted to paint with gloves on the walls and have each finger exude a different kind of paint. They also wanted to paint with light emanating from each finger. Their authentic need to solve a technical and artistic problem led them into scientific inquiries that explored new territories, domains, and new uses of technology.
They learned about Arduino boards, coding, programming, and a host of other technological innovations that allowed them to solve or explore problems in new and innovative ways. They were equally as interested in the science as they were the art. In science class, curriculum focused on the Human Microbiome Project has included artistic as well as scientific explorations.
In this project, students investigate the emerging science of the Human Microbiome through both artistic and scientific models. For instance, to explore their skin microbiome, students are culturing bacteria from their palms, and then building sculptural narratives about the skin microbiome. Throughout the inquiry, by working with science and art faculty, artists, and research scientists, students are learning to integrate artistic and scientific materials, concerns, and processes to create ArtScience stories relating to aspects of the human microbiome they find intriguing, puzzling, significant, or even troubling.
For example, one student, a visual artist, who struggled academically, socially, and emotionally in class, truly excelled in her human microbiome project. She was completely captivated by the idea that she could create an artistic drawing of a scientific phenomenon that she deeply understood.
In her project, she used stage makeup to create a representation of how her microbiome looked to her. In this instance, for her, the study of science was both an academic exercise to understand scientific principles and an artistic challenge to present a visual representation that communicated both beauty and her depth of scientific knowledge. The ability to link and explore two disciplines was both gratifying and important to her as a learner.
Her final presentation demonstrated just how much she learned both about herself, art, and science. The parallels between her suggestions and the workplace strike me as both obvious and important. When students are given time to collaborate with peers, what emerges is more powerful and far-reaching than working alone. Teachers, principals, and education policy makers have always grappled with the tensions inherent in questions about the purpose of schooling and education Dworkin ; Sizer , , ; Bowles and Gintis ; Tyack and Cuban Is education meant to develop a life of the mind and help young people enter college?
Or is it to develop the skills needed for an ever-changing workforce and the economy? Depending on your perspective or role in society, you might have a very different answer. Many argue that by attaining a high level of education, people will live a life of dignity with a sense of purpose, commitment, and excitement about being a member of a community within a larger society. For others, the sole purpose of PK education is either to attend college or attain a worthwhile career. Many would argue that our public school system is for all of these purposes.
In the United States, the current discourse in education reform circles is narrowly focused on the adoption of Common Core national standards. Although national standards have been popular in many other countries, the history of decentralized schooling in the U. The anti-testing movement has criticized the federal role in mandating tests.
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However, a Common Core national approach to what students should know and be able to learn has garnered more support. BAA, however, continues to forge advances in teaching and learning with its commitment to high quality arts education and creativity. Perhaps, more remarkable than its high college graduation rate is the number of alumni with their own small performing arts companies. The same is true with music and visual arts events: alumni work pops up all over the region. Of course, some of the alumni are now world famous.
Kirven Boyd just retired as a principal dancer with Alvin Ailey. Most of the graduates are making work in their communities and are finding their ways as artists and scholars. I have lived in a community in which everyone breathed the same air. This air was called art. This school has demonstrated to me the importance of being not only artistically distinguished but also intellectually proficient…. I learned that knowledge is a powerful weapon that could be used to help and change humanity, but that it must be analyzed and owned first.
This school developed artists and scholars that now have the power to stand as individuals and support their own perspectives and beliefs. We learned the vitality of appreciating and studying the evolution of man along with the evolution of art through time and history. BAA Graduation Speech Art is the most effective and humane weapon to fight injustice and corruption. Art is the true expression of the human being. They can appreciate the dissonance that comes from discovering differences without fear or disdain.
Our alumni can express important life connections through drawing, painting, sculpting and building, and prevent those differences from becoming impediments to change. To make good judgments about qualitative relationships. Unlike much of the curriculum where correct answers and rules prevail, in the arts, judgment—not rules—prevails. The problems can have more than one solution and that questions can have more than one answer. In complex forms of problem solving, purposes are seldom fixed, but change with circumstance and opportunity.
Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds Eisner Adapted from the National Arts Education Association at www. Young people need to be able to collaborate and communicate well, and often across differences of language, culture, economic means, gender, and race. An increasing number of jobs require social skills like patience, persistence, and the ability to practice and pay attention in a changing environment. In many urban communities, especially those ravaged by high unemployment and violence, students are missing positive examples of work and beauty.
An education in the arts can provide profound examples of beauty and give students the opportunity to write a new script for their lives—literally and figuratively. Our students often come from environments where poverty and lack of access to opportunities are the norm. Their arts education offers a way to enter the world more energetically, flexibly, and confidently. Whether a focus on the arts or any other form of learning, as we think about sustainability in education, may we invest more closely and carefully in the role creativity can and should play. The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material.
If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. Skip to main content Skip to sections. Advertisement Hide. Creativity, the Arts, and the Future of Work.
Open Access. First Online: 18 September Download chapter PDF. Introduction As long as there have been futurists and science fiction writers, there have been predictions that the future would deliver a world without the drudgery of work and with more leisure time and personal freedom for all. In their seminal book, Hetland et al.
Developing your Creative Practice
They identify the habits that artists—and arts teachers—tend to employ as: 1. Playwright and actor Melinda Lopez described how she achieves flow in a keynote for the National Artist Teacher Fellowship in I have always made plays. During his final review with outside judges, Raul was asked if he felt that drumming could help alleviate homelessness. His answer was thoughtful. That has to do with poverty and lots of other things.
I want to teach community drumming so that these men do not have to resort to begging for change. One of the student dancers reflected poignantly about his skills and disposition learned through dance at BAA: I work as a driver for the elderly with the bus service. Another BAA dance student spoke about his ability to confront racism and violence, and how, as a dancer he can contribute to the long and ongoing struggle in America for racial justice: As an African American male, every time I hear those words that [RFK] says about Martin Luther King being shot, I just freeze inside.
Another BAA graduate talks about how his education in dance, and more broadly in the arts he also studied music at BAA , prepared him for both college and for his current job as a civil engineer: Being an artist means lots of practice and lots of risk-taking. This student then goes on to explain his emerging theory of art and success, which clearly anticipates a future of work very different than the one most students are educated for: Since art is constantly changing, it makes artists well-adaptable to different situations. McLaughlin, the BAA choreographer and teacher, understands the conditions necessary to developing an adaptive, growth mindset to be inherent in dance, and embodied research: So much of our daily lives just uses one small part of our brain—usually that part that we call the rationale part—but in dance, as in most art, we are accessing something else.
I invite educators and policy makers to study all ten lessons in efforts to create schools that our young people deserve.
The Art & Practice of Creative Visualization by Ophiel
For now, I highlight three key lessons to embrace in providing our young people with opportunities for a successful future. The arts teach children the following: 1. Ake Ouye, J. Boix Mansilla, V. In Heidi Jacobs Ed. Google Scholar.
Bowles, S. Schooling in Capitalist America Revisited. Sociology of Education, 75 1 , 1— CrossRef Google Scholar. Brynjolfsson, E. Race Against the Machine. Burton, R. The New York Times. Csikszentmihalyi, M. Flow: The Psychology of Optimal Experience.
Flow, the Secret to Happiness [Video file]. Retrieved from www. Davis, M. Personality and Social Psychology Bulletin, 30 12 , — Duckworth, A. Dweck, C. Mindset: The New Psychology of Success. New York: Random House. Dworkin, M. Dewey on Education, Selected, with an Introduction and Notes. Eisner, E. The Arts and the Creation of Mind pp.
Gaskins, N. Guerrero, D. Hellstrom, E. Helsinki, Finland: Sitra. Hetland, L. Immordino-Yang, M. Perspectives on Psychological Science, 7 4 : — Kastner, J. Kelley, D. Creative Confidence. Killingsworth, M. A Wandering Mind is an Unhappy Mind. Science, , Leski, K. The Storm of Creativity p. Martinez, M. Miller, C. Nathan, L. Boston, MA: Beacon Press. Partnership for 21st Century Skills. Pellegrino, J. Perkins-Gough, D. Educational Leadership, 71 1 : 14— Robinson, K. Elsewhere in this edition is the submission information and deadlines for Its production has embodied the creative process, gradually emerging in an organic fashion that is indicative of the way artists work collaboratively.
Despite the time elapsed between the inception and completion of this edition, all the articles remain poignant: each author revealing a deeply personal yet theoretically and artistically astute exploration of the complexities, conflicts and triumphs that accompany their navigations of the teacher-artist role. The intent was to reveal a playful interaction with content, openly connecting ideas with loose graphic narratives, through constantly changing form. Approaching the content of this issue of JACE is purposefully artful.
The usual conventions of academic publishing that often relies on a restrained vernacular, gives way to experimental interpretations of content. That is, it did not prescribe the usual and orientating parameters of a visual communication need. In this case, the brief focused on play as driving the graphic appearance of each individual article. The openness of the brief allowed the journal to develop organically with the designers working as visual authors responding to the articles with the language of visual communication.
The culmination was a final piece of visual communication discovered in the design response to each individual article. Discussions of creativity have considerable currency in the elds of education and artist scholarship at present. Educators and artists have a vested interest in the question of whether creativity can be taught, nurtured or simply recognised as innate. What these and other critical inquiries into the nature and practice of creativity served to do for those of us working in the creative arts was to provide an impetus for critical inquiry into the pedagogies of creativity.
If we are to accept that creativity is not an inherited characteristic or an innate skill but can indeed be fostered, supported and generated then there is clearly a role to be played by educators in this endeavour and by scholars and practitioners associated with the materials of innovation and imagination — frequently found in the creative arts.
Five highly individual papers each present a way of thinking about creativity, education and artistic practice, and the relationship between these elements. This edition heralds not only a new topic for consideration amongst the JACE readership — the methodological uses of performance within a research framework — but it also marks the transition from one editorial team to another.
The new editorial team would like to thank Wes and acknowledge his leadership and scholarship as the founding editor of JACE. This Special Edition on Performed Research comes to you at a time when there is burgeoning interest in this particular eld and growing excitement about its possibilities.
In July , researchers and practitioners with an interest in the place of performance as a means of gathering, analysing or presenting research are meeting at the very rst Artistry, Performance and Scholarly Inquiry Symposium hosted here at The University of Melbourne. The Special Edition has been prepared in anticipation of this event, with two-fold intent: as a contribution to the dialogue which will take place at the Symposium, and as a way of drawing attention to this eld of research practice to the wider arts research community who is the readership of JACE. The co-editors of this Special Edition on Performed Research are also the co-convenors of the Symposium.
We see this as an exciting opportunity to align a live event with a JACE publication. In recent times, researchers from a range of traditions of inquiry and artistic practices have brought the aesthetic and performative into their investigations of the social, cultural, and political world; in so doing they highlight the potential for giving voice to the marginalised, the silenced and the personal - those less visible and less heard through more traditional academic research methods.
A Tractate on Japanese Aesthetics. Donald Richie. Beyond God. Emmanuel Papadakis. A Fragile Life. Todd May. The Huston Smith Reader.
Huston Smith. Inspiration and Intuition: Essay 4 of 4. Educating Children Today. The Threefold Social Order. Education as a Social Problem. After Me. Christopher Young. Roger Horberry. Tamil Oratory and the Dravidian Aesthetic. Bernard Bate. Classic Asian Philosophy. Joel J. The Tension between East and West. Between East and West. Luce Irigaray. Desire and Motivation in Indian Philosophy.
Christopher G. The Spirit of Hindu Law. Donald R. Remaking Men. David Tacey. Discipline and Debate. Michael Lempert. The Feel Good Myth. Joey Lott. Gebhard Deissler. Images of the Body in India. Axel Michaels. Imagination: Essay 2 of 4. Christopher Alan Anderson. Beyond Imagination. John O'Loughlin. Is God Dead? Who You Really Are. The Myth of Equality. The Truth Is Beyond Belief. Jerry Durr. The Mindful Path to Self-Compassion. Christopher Germer. Proper Balancing. Somparn Promta. Ron Hooft. African Americans and Jungian Psychology. Fanny Brewster. Dialectical Practice in Tibetan Philosophical Culture.