creative arts test 1

Creativity

the ability to find connections between things that do not seem to be related; the ability to think in unique ways, produce unusual ideas, or combine things in different ways

5 Areas of the Creative Arts

Visual arts, music, dance/physical movement, drama, and literature

Creative process

the creative act and the methods or procedures used during this activity; emphasis on "thinking" and "doing"

examples of the creative process

painting, drawing, sculpting, coloring

product

the creative outcome/the finished process

examples of products

mural, sculpture, etc.

Steps of the Creative Process (the Wallas Model)

1. Preparation- think about what to do

2. Incubation- testing/exploring of materials

3. Illumination- make a decision of what to do

4. Verification- look for validation from others

Creative Thinking

thinking in novel/unique ways; likes experimenting

Personal Creativity

creative to ourselves (doesn't change the world); can be any area of the arts

Cultural Creativity

creativity that contributes to society (ex. Mozart/Bache- music/art/literature)

E. Paul Torrance's Components of Creativity

1. Originality- unique ideas that have never been thought of before

2. Fluency- think of more ideas

3. .Flexibility- being able to recognize and able to change an idea if it doesn't work

4. Elaboration- expanding upon an idea/more ways of thinking of things

Psychoanalytic theory

(Sigmund Freud) free play experiences are creative activities; conflict and difficulties encountered in everyday life provide the motivation for the creative arts

Behaviorist Theory

(B.F. Skinner) children will become more interested in participating in creative activities when reinforced/rewarded; creative behaviors are the product of a child's genetic and environmental background

Humanistic Theory

a creative person is a self-actualized person; they have reached the highest level of personal development where an individual becomes all they are capable of becoming once all their basic needs are met

Constructivist Theory

children construct knowledge based on past experiences and their ability to make connections between new and existing info; children create schemas through assimilation, accommodation, and equilibrium of info. (Piaget and Vygotsky)

Jean Piaget's views on learning through creativity

development occurs as children explore, experiment, and manipulate objects and materials; hands-on activities

Lev Vygotsky's view on learning through creativity

emphasized the belief that learning occurs in social contexts and through collaboration as children work together on projects and share ideas; hands-on activities/peer interactions

Multiple Intelligences Theory

(Howard Gardner) identified 7 (now 9) types of intelligences that all people posses to varying degrees

types of multiple intelligences

Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Bodily/Kinesthetic, Musical/Rhythmic, Interpersonal, Intrapersonal, Naturalistic, Existentialist

characteristics of a creative teacher

self-confidence, willing to try new things, flexibility/originality, varied interests, humor, concern for other's feelings, appreciation for creative and beautiful things, lifelong learner, enjoying teaching, sensitive, problem solver, expression, involved with students, classroom displays

Characteristics of a creative classroom environment

visual appeal, creative materials available, creative freedom for students, group work/encouraging collaboration, moving to different environments (ex. computer lab, outside, etc.)

Psychologically safe environment

(Carl Rogers and Abraham Maslow) where children feel comfortable sharing ideas/contributing/accepted without fear of criticism from others (ex. surrounded by close friends, with a trusted adult, home, kind classroom, etc.)

Strategies for fostering creativity in students

Using creative projects to develop reflective thinking, using open-ended activities instead of giving students a model to follow, anything that helps them to use their imagination, solve problems, and to make creative decisions

Characteristics of Play

1. intrinsically motivated (innate desire to play)

2. they must freely choose to engage in play experiences

3. must be pleasurable and fun for the individual

4. Must be symbolic, imaginative, cooperative, or individual

5. actively engages the child and all who participate

play

whatever children choose to do in their free time; movement activities that children engage in during their free time

games

creative, organized experiences that may have rules/guidelines

Surplus Energy Theory

(Herbert Spencer) children release their surplus energy through play; play is believed to be an avenue for developing behaviors

Relaxation Theory

(G.T.W. Patrick) explained that behavior was a way to recover from fatigue or hard work

Practice Theory

(Karl Gross) describes play as intrinsic activity; children engage in play to practice skills

Pleasure Principle Theory

(Sigmund Freud) states that children engage in play experiences to seek pleasure and for wish fulfillment

Developmental Progression

(Erik Erikson) states that play helps children in their developmental progression (3 plays: autocasmic, microsphere, macrosphere)

Autocasmic Play

play with self, people, and things

Microsphere Play

play with small objects and toys

Macropshere play

play in which children play with others

Constructivist Theory

(Jean Piaget) states that play develops in stages and progresses as children continue to develop

Sociocultural Theory

(Lev Vygotsky) sociocultural factors have an impact on a child's development; emphasizes that children learn through their interactions with adults/peers

Theory of Mind

(Premack and Woodwuff) children use mental representations when pretending and role playing as a way to understand others and situations they observe

Benefits of play experiences

builds social development, encourages students to explore their environment, builds fundamental motor skills, helps emotional development, helps language and intellectual development, social skills, enhances creativity

Unoccupied Play

a child is not engaged in play

On-looker Play

a child watches others in play, but does not enter the activity

Solitary Play

a child plays independently, not with others

Parallel Play

a child plays beside or near others

Associative Play

a child plays with others in an informal way; no organization of play

Cooperative Play

a child plays with others, sharing materials and objects; more organized

Mildred Parten

identified the 6 types of plays (unoccupied, on-looker, solitary, parallel, associative, and cooperative)

Developing the play environment

provide time for play, have sufficient space, provide a variety of materials/toys, indoor and outdoor play experiences, create appropriate play experiences for special needs students; play is essential to the development of neural pathways in the brain

Growth from birth to 1 year

most rapid period of growth

growth from 1-5 years

growth slows and steadily progresses, language develops, social interaction occurs

growth from 6 years to adolescence

growth slows to a steady pace, height and weight increase for males and females similarly

adolesence growth spurt

can occur as early as age 12 when girls begin to grow taller and heavier than boys until boys "catch up" later; boys and girls are similar until now

Cephalocaudal Principle

head grow first then goes down to toes (head to toes)

Proximodistal Principle

growth from the core out to the extremities (inside to out; "trunk outwards")

mesomorphy body type

a child that has appropriate muscles/mind for their age; muscular/correct height and weight for their age; coordinated, competent at physical activities

ectomorphy body type

extremely thin children; underweight and underweight for their age range; usually very fast and agile but lacks strength

Endomorphy body type

the bigger/heavier child; usually heavier and taller than their avg age range; good with strength/power but lacking in speed

skeletal maturity

refers to the hardness of the bones; the rate at which the bones harden

musculature

deals with muscles; the rate of muscular development in each individual student; influences developmental readiness

developmental readiness

when the body is most able to learn and master a specific physical skill

Perceived competence

refers to how an individual perceives his/her own physical abilities (ex. student does not feel ready to ride a bike, hit a ball, etc.)

History of Phys. Ed

evolved in 19th century; (1.) WWI- other militaries were stronger so US pushed for better and earlier training, (2.) Immigration to the US- ideas from others influenced the US and they started incorporating these ideas into schools

German Influences for Phys. Ed

brought a gymnastic approach focusing on body development

Sweden Influences for Phys. Ed

had an exercise approach system focusing on structured exercise

England's Influences on Phys Ed

brought movement education to the US which focused on exploratory, unstructured movement

Phys Ed Developmental Level 1

pre-k, kindergarten, first grade; very basic skills performed either individually or with a partner; minimal rules (ex. tossing/catching, striking objects, fundamental motor skills, singing, etc.)

Phys Ed Developmental Level 2

grades 2,3,4; slightly more difficult skills performed individually or in a small group; more rules with specific skills (ex. intros to sports, rhythm, hand apparatus, etc.)

Phys Ed Developmental Level 3

grades 5/6; more complex rules and strategical physical activities (ex. sport drills, aerobic dances with specific directions, hand/foot/eye coordination, etc.)

Major goals for Physical Education (NASPE)

1. Motor Skills and motor competence

2. personal health and wellness skills

3. human movement principles

4. lifetime participation in activity

5. social skills and positive self-esteem

Fundamental motor skills

foundation for all human movement; locomotor, nonlocomotor, manipulative skills

locomotor skills

Move the body from one place to another; one of the earliest skills (ex. running, walking, crawling, etc.)

Nonlocomotor Skills

skills that move the body, but still stays in place (ex. reaching, twist waist)

Manipulative Skills

hand and foot skills; hand-eye/foot-eye coordination; usually involves an object/equipment (ex. kick/hit/throw ball)

Types of Movement Experiences

indoor, outdoor, dance, free play/recess, literature/movement, music/movement, movement centers, exploratory movement

Equipment

very cheap, easily moveable, comes in a variety of objects, not durable (ex. jump ropes, balls, beanbags, frisbees)

Apparatus

expensive, not easily moveable, very durable (ex. mounted basketball hoop, jungle gym, mats, etc.)

assessing physical education lessons

levels of participation, cooperative/social skills, motor skills, observation, completed/mastery of skills

Parts/structure of lesson plan

1. Introductory Activity (low intensity; 2-5 mins)

2. Fitness Activity (high intensity; 7-10 mins)

3. Lesson Focus Activity (moderate intensity; 15-20 mins)

4. Closing Activity (low intensity; 5-7 minutes)

Positive Instructional Feedback

encouragement, "good job"

Negative Instructional Feedback

feedback that gives reasons why a child should stop something

Corrective Instructional Feedback

corrects students; negative and corrective feedback often go together

Extrinsic Instructional Feedback

feedback that comes from outside of individual (others)

Intrinsic Instructional Feedback

feedback that comes from ourselves; how we feel about how we do something; personal/inner feelings

Knowledge of results Instructional Feedback

feedback that tells the results of a game/activity

Knowledge of performance Instructional Feedback

feedback that comments about performance (ex. "blue team wins")