Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

Nilson, C.; Fetherston, Catherine; McMurray, Anne; Fetherston, Tony

doi:10.14221/ajte.2013v38n7.4

Cited by 36 publications

(27 citation statements)

References 63 publications

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“…The theoretical basis of this work was the research of L. Kh'ell, D. Ziegler [4], W Lehmann [5], C. Nilson, C.M. Fetherston, A. McMurray, T. Fetherston [6]. In these studies, consistently and thoroughly revealed the process of growth-development of personality on the basis of the principle of naturalness of the teacher, the maximum disclosure of his creative abilitiesfigurative-associative, linguistic, sensoryemotional, verbal, communicative.…”

Section: Metods and Materialsmentioning

confidence: 99%

Actual Problems of Modern Pedagogy of Higher Education

Stepanenko¹

2019

Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)

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This article discusses the training of future specialists in the higher education. Personality-oriented education is considered as a complex organized process, involving the manifestation of natural and genetic inclinations, the development of creative skills and the creation of freedom for implementation of creative potential.The basis of education is the attitude to the personality of the student as the subject of the educational process, focusing on the maximum manifestation and development of one's creative inclinations and creative possibilities. That includes the search for novelty, innovative solutions, original manifestation,

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Section: Metods and Materialsmentioning

confidence: 99%

Actual Problems of Modern Pedagogy of Higher Education

Stepanenko¹

2019

Proceedings of the Internation Conference on "Humanities and Social Sciences: Novations, Problems, Prospects" (HSSNPP 2019)

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“…Visual art as the subject in school (drawing, painting, modelling etc.) promotes learnersí purposeful cognitive process and develops their cognitive activity, which are required for learnersí further professional growth in the field of art (Кузин, 1999;Liang et al, 2012;Nilson, Fetherston, McMurray, & Fetherston, 2013). Therefore, all schools need to find a way for the four pillars: Learning to know; Learning to do; Learning to live together; Learning to be able to find their equal place in education (Iliko, Skrinda, & MiËule, 2014, p. 89).…”

Section: Visual Art Teacherís Role In the Development Of Imagination mentioning

confidence: 99%

Interrelations in the Development of Primary School Learners’ Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

Šļahova

Volonte

Čačka³

2017

Discourse and Communication for Sustainable Education

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Creative imagination is a psychic process of creating a new original image, idea or art work based on the acquired knowledge, skills, and abilities as well as on the experience of creative activity.The best of all primary school learnersí creative imagination develops at the lessons of visual art, aimed at teaching them to understand what is beautiful in art, as well as through their being involved in the creative process and creating art works themselves.This paper provides the characterization of the psychological process of imagination, and deals with the importance and dynamics of the development of primary school learnersí creative imagination in lessons of visual art when depicting a portrait, and it also looks at a visual art teacherís role in organizing the educational process of developing learnersí creative imagination in a sustainable education process.

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“…Curricular implementation policies are needed to support achievement. "Organizational policy should allow strategies that enable both teacher and students to interact and reflect, to seek information and take initiative, and to support and encourage risk-taking and original ideas with tolerance, stimulate creativity and critical thinking" [9]. This policy needs to be followed up by implementing a music learning process that refers to achieving the process of critical thinking and creative work.…”

Section: Introductionmentioning

confidence: 99%

“…"Further, it states that 'as emerging critical and creative thinkers,' students will gain the confidence and the tools to understand and critique the Arts in everyday life. Students will learn that the Arts exist in process as much as in finished artistic products" [9]. It is important that the teaching process is creative so that both the students and the teachers continue to maintain mutual interest so that they can achieve independent thinking and productivity.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking as a Trigger of the Creativity of Teaching Music

Latifah¹,

Virgan²,

Moeradi³

2019

Proceedings of the International Conference on Arts and Design Education (ICADE 2018)

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This study examines the power of critical thinking to produce music creative teaching performance. The study participants were twenty music teachers who had participated in teaching music training, based on twenty-first century learning practices, with the desired peak of achievement targeted at improving their creative music teaching capabilities. It is a regression study. The research methods used were intended to test the strength of the participants' critical thinking to encourage and strengthen their creative teaching skills. The results showed that critical thinking has an advantage in producing creative teaching abilities, especially in the ability of teachers to manage teaching materials that triggered their students' musical creativity.

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Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

Cited by 36 publications

References 63 publications

Actual Problems of Modern Pedagogy of Higher Education

Actual Problems of Modern Pedagogy of Higher Education

Interrelations in the Development of Primary School Learners’ Creative Imagination and Creative Activity When Depicting a Portrait in Visual Art Lessons

Critical Thinking as a Trigger of the Creativity of Teaching Music

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