Developing Creativity Through Art and Design - Essay Sample

Introduction

The subject develops the technical skills of the learner by stimulating their creativity through imagination. The main objective of the subject is to identify and nurture the student's imagination to be reflected on paper through artwork in drawings and paintings. Recognition of art is a direct appreciation of the culture of learners. Art and design is a creativity that an individual applies in their daily lives; hence, the skills and knowledge learned will be useful in future careers.

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Learning Objectives

• To equip learners with literacy knowledge in the artwork.
• To train learners on how to demonstrate their imagination into speaking art through color and brash activities.
• To foster a culture among learners through drawing talent.
• To improve the imaginative and creative aspect of art education.

Lesson Objectives

The Cognitive Domain

To study the historical theories of art and craft by early scholars to equip learners with theoretical knowledge in the field. The activity enables the learners to know the pre-existing knowledge that builds their foundation through experience from scholars in design.

To understand the technical terms used in the lesson. Each profession has it is own language of reference to describe the practice or tools used. For instance, sculpture, brush, and pointing tools are vocabularies in the subject that the learner needs to grasp in order to show interest synthesis in learning it.

The student should be able to coordinate the procedures involved in handling assignments in the topic learnt. For instance, in basic painting skill, the student should be able to know how to apply the colors on a rough surface using a soft brash. The objective is achieved by giving the learners practical class tasks of drawing simple diagrams.

To train learners in developing their skills on their own and consult with the teacher when they need to develop skills that are not clear to them. It is done through assigning learners with reading materials and take away tasks to be examined as a test at the end of a topic.

The Affective Domain

To build a rapport for a learning social relationship between the teacher and the students. Class discussions that allow the students to participate by either asking or answering questions build relationships in the study environment. The student to provide comment as part of the contribution to classwork.

The students should be able to cooperate with one another. Group assignments will help build collaborative effort by an individual leaner towards working with others. Sharing of learning equipment like textbooks helps in establishing cooperation in class (Bloom, 1956).

To build a conducive learning environment that is interesting to the learner. It builds a positive attitude towards the subject (Robert J. Marzano, 2007). This is achieved through fun activities like the outdoor color splash.

The Psychomotor Domain

To develop reading, listening, and speaking skills of the learner. This is through participation in class and outdoor lesson work. The teaching and learning activity should not only be the instructor's task but actively involve learners (Krathwohl,2002). Students should ask questions as well as comment on new information they have discovered.

The learners should be able to use all the learning equipment properly.

Learning Equipment

Drawing pad, color paints, brushes, sketching books, drawing pencils, erasers, art magazines, and paint cleaners.

Learning Activities and Assignments

Lesson Introduction. The teacher walks into the learning room and greets the students in order to create a conducive learning environment of interaction. I will introduce the topic "Speaking Art" and define key terms that will be applied throughout the session. In the introductory session, I will ensure that students have all the materials required for learning purposes (outlined in the learning equipment). The lesson enables learners to convey their ideas through art without using words but pictures and models.

Drawing. The representation of words into pictures involves reading out words and give students time to sketch the diagrams that communicate the message I dictate to them. I will start with single words like "the boy," and then dictate a full sentence, "the boy is running." I will walk around the class to monitor and make sure that all the students are undertaking the sketching activity.

Assessing of the drawings. I will ask students to exchange their drawing pad with their desk mate and ask each one of them to comment on the pictures they are presented with by their colleague. After self-evaluation, I will demonstrate on the drawing board what the task entailed by drawing the dictations into pictures. I will ask the students to compare with their work and those who got it wrong to repeat the task. After the lesson task, I will engage learners into a question and answer session where they will ask areas they did not clearly understand.

Assignment

A takeaway task of a detailed word composition that the student have to translate into pictures will be given out. The learners will have a deadline of 48 hours to hand in their assignment for marking. A group assignment of the same composition will be issued to students, and it will involve painting of the sketches. The group task will be assigned 72 hours.

The students will be grouped into a group of 6 to tackle the assignments. Each set will have a leader that will directly coordinate with the teacher to ensure that all the instruction are followed in doing the task. The leading student will also be responsible for collecting and managing the materials required for the work. They will submit the final draft to the subject instructor for marking.

References

Bloom, B.S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York, Longmans, Green.

Krathwohl, D. R. (2002). A Revision of Bloom's Taxonomy: An Overview. Theory into Practice, 212-218. Retrieved from https://doi.org/10.1207/s15430421tip4104_2.

Robert J. Marzano, J. S. (2007). The New Taxonomy of Educational Objectives. Thousand Oaks: CA: Corwin Press.