Teacher’s Role – Creative Arts Dr. Laura McLaughlin Taddei

Learning Objectives Students identify different theories as they apply to creative arts Students develop, implement, assess, and modify curriculum and lessons for children from Pre-K through 4 th grade using PA state standards and National standards if applicable.

Theoretical and Research Base Five developmental theories to foster creative thought  Cognitive Developmental Theory  Sociocultural Theory  Humanistic Theory  Behavioral Theory  Social-Learning Theory

Cognitive-Developmental Theory Jean Piaget Children as agents of their own development Mental processes – how children think about people, the world, and their behavior – how children come to understand their world How might we use this theory to foster creative thought?

Sociocultural Theory Lev Vygotsky Views children as active learners Social interaction and language are primary features that promote cognitive development Zone of proximal development – actual development what they can do alone, potential development – what they can do with support (scaffolding)

Humanistic Theory Carl Rogers and Abraham Maslow People are capable of controlling their lives if their basic needs are met Choice, creativity, and self-realization How they feel about themselves influences their ability to learn, cooperate, and be creative How can we foster creativity using a humanistic theory?

Behavioral Theory Environment as single most important variable to shape behavior Children react to forces in their environment Does not address feelings or emotional states

Social-Learning Theory Bandura – social interaction as major influence on learning and development Children learn by observing and imitating Self-efficacy – belief that one can master a situation – can do attitude

Eclectic Approach Most teachers use several theories to foster creative thought Howard Gardner’s – multiple intelligences Table 6.1 – which theory reflects your current views?

Prosocial Behavior Sharing with or helping others Develops when children live and work in supportive environments Adults who model cooperative, supportive, and caring behavior Results in a child with high self-esteem, empathy, self-control How can we model this with the children we teach?

Adult-Child Interactions Autocratic interactions Permissive interactions Democratic interactions Discuss the differences – what is your style? (page )

Practice: Inquiry and Problem-Based Learning Brainstorm some curriculum projects that would be appropriate for this kind of learning. Select a project, identify a common goal (learning standard), find the problem, test hypotheses, and provide feedback. (pages )

Evaluate lesson plans for creativity Visit the John F. Kennedy Center’s free lesson plan web site at artsedge.kennedy- center.org/educators/lessons.aspx – select an online lesson plan and evaluate it for it creative value using criteria in 6.1 and 6.2

References Isenberg, J. & Jalongo, M. (2014). Creative thinking and arts-based learning. Pearson.