1. Be An Advocate for “Creating” Mary Lou Hightower, Ed. D Associate Professor, USC Upstate NAEA Baltimore 2010

2. Daniel H. Pink’s book A Whole New Mind: Why Right Brainers Will Rule the Future

3. He stated, “Future will belong to a very different kind of person.”  Creators and empathizers  Pattern recognizers  Meaning makers

4. Pink also states that :  The right brain capabilities thought of as frivolous will become increasingly in demand in the near future.

5. Pink emphasized  That L Directed Thinking used to be the driver and now R Directed Thinking that is grabbing the wheel and stepping on the gas.

6. Try the Betty Edwards Exercise!

7. Gardner’s Theory of Multiple Intelligences  A human intellectual competence must entail a set of skills of problem solving- enabling the individual to resolve genuine problems or difficulties that he or she encounters and when appropriate, to create an effective product—and must also entail the potential for finding or creating problems.  From Frames of Mind by Gardner

8. Theoretical Basis for MI Theory  Isolation as a Brain Function  Prodigies, Idiot Savants and Exceptional Individuals  A Set of Core Operations  A Developmental History with an Expert "End State" Performance  An Evolutionary History  Supported Psychological Tasks  Supported Psychometric Tasks  Encoded into a Symbol System

9. Key Points of the Multiple Intelligences  Each person possesses all eight intelligences  Most people can develop each intelligence to an adequate level of competency  Intelligences usually work together in complex ways  There are many ways to be intelligent within each category. From Multiple Intelligences in the Classroom by T. Armstrong

10. Eight Intelligences

11. Expanded to Nine Intelligences

12. Let’s Dance

13. Bloom’s Taxonomy of Educational Objectives 1956  Benjamin Bloom’s taxonomy is a gauge of cognitive complexity.  Armstrong states, “Bloom’s taxonomy provided a kind of quality-control mechanism through which you can judge how deeply student’s minds have been stirred by the multiple-intelligence curriculum.

14. Lorin Anderson in his editorial in Theory into Practice- Autumn 2002  Lorin Anderson,David Krathwohl and others began the task of revision of the original taxonomy.  The revision has retained many important aspects but it has increased the usefulness and usability of the original.  The original taxonomy provided a common language for learning goals, and ordered from simple to complex

15. Krathwohl stated  In the new revised taxonomy, objectives that describe intended learning outcomes as the result of instruction are framed in terms of (a) some subject matter content and (b) a description of what is to be done with or to that content.  Moving from the noun to verb aspects  A change from the three subcategories of the Knowledge Dimension to the addition of meta-cognitive knowledge.

16. Original Terms New Terms  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

17. Structure of the Cognitive Process Remember Recognizing Recalling Understand Interpreting Exemplifying Classifying Summarizing Inferring Comparing Explaining Apply  Executing  Implementing Analyze  Differentiating  Organizing  Attributing Evaluate  Checking  Critiquing Create  Generating  Planning  Producing

18. Blending the MI and the revised taxonomy  Can assist teacher candidates to classify the instructional and learning activities used to achieve the objectives.  Work toward including as many different intelligences as possible during the art instruction.  Assess student achievement for successful art learning.

19. Word Smart Math/Logic Smart Picture Smart Body Smart Music Smart Group Smart Self SmartNature Smart Remembering  Recognising  Listing  Describing  Identifying  Retrieving  Naming  Locating  Finding Understanding  Interpreting  Exemplifying  Summarising  Inferring  Paraphrasing  Classifying  Explaining Applying  Implementing  Carrying out  Using  Executing Blooming Smarts Master Planning Matrix

20. Analysing  Comparing  Organising  Deconstructing  Attributing  Outlining  Structuring  Integrating Evaluating  Checking  Hypothesising  Critiquing  Experimenting  Judging  Testing  Detecting  Monitoring Creating  Designing  Constructing  Planning  Producing  Inventing  Devising  Making Created by Denise Tarlinton

21. He who learns but does not think ---is lost. (Chinese Proverb)

22. Be An Advocate for “Creating”  Give a copy of Daniel Pink’s Book to Your principal or administrator  Give an in-service program on Gardner’s MI theory and the New Bloom’s

23. The Future is in the hands of Art Educators

24. References  Anderson,L. and Krathwohl, D., A Taxonomy for Learning, Teaching and Assessing.  Marzano, R. and Kendall,J., The new Taxonomy of Educational Objectives  www.sc.edu/studentengagement/pdf/Lear ningOutcomes.pdf www.sc.edu/studentengagement/pdf/Lear ningOutcomes.pdf  Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8  http://rite.ed.qut.edu.au/oz- teachernet/training/bloom.html http://rite.ed.qut.edu.au/oz- teachernet/training/bloom.html