The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Abstract

Learning by interactive arts methods is a non-traditional approach to new creative teaching methods, in which young children are simultaneously engaged to feel and understand the original concept of core content areas in education, such as science, technology and math from a broad perspective. This article is an attempt to investigate the question of "how to keep young children's creativity alive". It focuses on the visual art and its inter-relation between interactivity and creativity, and how the exploration of arts shapes new ways for our children to improve their practice and interaction in an increasingly intelligent setting. The article explores different digital platforms, tools, art-tech/software, and web-based applications that support the benefits of innovative active learning, and which differentiate teaching methods in traditional classes. The author confers that recently, integrated digital aesthetic learning has shifted the focus from not only fulfilling the existing education system, but also developing new interactive environmentally-friendly education, where educators are encouraged to design and build a creative digital curriculum to engage their students in a constructive way, both formally and informally. Furthermore, it discusses how arts and humanities-based initiatives are taking a prominent place in our integrated learning systems in private elementary schools in Alexandria. The paper then concludes with an emphasis on the crucial and efficient use of digital technologies through primary education as a tool to create and conduct art activities in order to help improve children learning in a creative process.

The construction of knowledge through visual perceptual training in visual arts

“…According to Stavridi (2015Stavridi ( :2278, creativity is the gateway to creative problem-solving. During art activities, learners have to rely on creative and original methods of thinking and reasoning about subject matter and how to solve problems creatively.…”

Habitus Creativity of Elementary Teacher Education Department Students in Creating "Batik Cap"

“…The analysis focuses on fine arts and their interrelationships with interactivity and creativity, and art exploration shapes new ways for children to improve their practices and interactions in the environment. In the aspect of fine arts, the nontraditional approach is found in their creative process in creating skill-based artwork by solving problems encountered both in terms of tools and materials (Stavridi, 2015). The description of this research has relevance to the research conducted by the author, because Elementary Teacher Education Department's students have a tendency to imitate or adapt existing work, because the learning styles of elementary school students are more striking with the presence of more concrete objects.…”

Η Παιδαγωγική Αξιοποίηση Των ΤΠΕ Για Την Καλλιέργεια Της Εικαστικής Αγωγής Των Μαθητών Στις Δύο Τελευταίες Τάξεις Του Δημοτικού

“…Stavridi, 2015). Η αναλυτική αυτή προσέγγιση στην αξιοποίηση του λογισμικού ως διερευνητικού περιβάλλοντος μάθησης θα υποστηριζόταν επιπλέον από τον δάσκαλο με διαδικασίες στοχαστικού διαλόγου και δημιουργίας ντοκουμέντων, με βάση το μοντέλο παρατήρησης έργων τέχνης Artful/Visible Thinking 90 , (Zero Project του Πανεπιστημίου Harvard), προκειμένου οι μαθητές να διευκολυνθούν στην κατανόηση του υλικού και ο δάσκαλος να ενεργήσει ως διευκολυντής της διαδικασίας και ως γνωστικός οδηγός.Η ανάλυση ενός έργου τέχνης οφείλει να είναι μια βαθύτερη εκπαιδευτική διαδικασία και να περιλαμβάνει συλλογισμούς και δράσεις(Βάος, 2008), ώστε η μελέτη του έργου να αποτελεί αφορμή για την παραγωγή μαθητικών δημιουργιών, με στόχο τη βαθύτερη κατανόηση της εικαστικής γλώσσας(Trimis & Savva, 2004).Συγχρόνως, λοιπόν, με τη θέαση των έργων τέχνης, το λογισμικό έπρεπε να καλύψει και την ανάγκη της ελεύθερης έκφρασης και της δημιουργικότητας των στο περιβάλλον της εφαρμογής δραστηριότητες ζωγραφικής με ψηφιακά μέσα, με δυνατότητα εκτύπωσης και περαιτέρω επεξεργασίας και ενσωμάτωσής τους, ισόποσες με άλλες δραστηριότητες είτε ζωγραφικής είτε άλλων εικαστικών μορφών (κολλάζ) με φυσικά μέσα, προσανατολισμένες στα ενδιαφέροντα των μαθητών.…”