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 4th grade using PA state standards and National standards if applicable.

Theoretical and Research Base

Five developmental theories to foster creative thoughtCognitive Developmental TheorySociocultural TheoryHumanistic TheoryBehavioral TheorySocial-Learning Theory

Cognitive-Developmental Theory

Jean Piaget Children as agents of their own

developmentMental 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 VygotskyViews children as active learnersSocial 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 MaslowPeople are capable of controlling their lives

if their basic needs are metChoice, creativity, and self-realizationHow 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 imitatingSelf-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 intelligencesTable 6.1 – which theory reflects your

current views?

Prosocial Behavior

Sharing with or helping othersDevelops when children live and work in

supportive environmentsAdults who model cooperative, supportive,

and caring behaviorResults in a child with high self-esteem,

empathy, self-controlHow can we model this with the children

we teach?

Adult-Child Interactions

Autocratic interactionsPermissive interactionsDemocratic interactionsDiscuss the differences – what is your

style? (page 257-258)

Practice: Inquiry and Problem-Based LearningBrainstorm 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 260-261)

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.