One quote that I related to when reading this chapter was “to translate ideas into visual form is the question that requires multiple problems to be solved” (Freedman, Boughton pg 6). This quote was used in reference to using problem solving as a teaching method process for students. As someone who loves to have their creative freedom, having specific constraints or a goal in mind for me makes art almost seem like a puzzle. Sometimes when students are given full creative freedom it can go in two ways, one the student thrives and happy that they get full control, but the other side is that having all the options can be overwhelming or that you may feel stuck on not having something good enough. Teaching through the lens of having a problem to solve, from fixing compositions, to creating a new solution can promote creativity through making students have one goal that can be tackled in multiple ways. This promotes the process as an important aspect, and to think with a certain cleverness, as I would think a student would want to make sure their solution is not the same as another peer. It is one thing to have an idea but feeling lost in where you need to take it from there can be inevitable if you do not have specific end goals that need to be met, or problems to be solved. One idea can sprout infinite variations ranging from effective to ineffective, so using problems with needed solutions can help create a more favorable outcome for the student as well as the teacher.
Boughton, D., & Freedman, K. Introduction to Art Education. Elementary Art Education: A Practical Approach to Teaching Visual Culture. New York, NY: McGraw Hill.
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DescriptionPosted here are my reflections from class as well as readings in the textbook, Elementary Art Education: A Practical Approach to Teaching Visual Culture written by Freedman and Boughton.
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