Creative Constructs And Theorists

CREATIVE CONSTRUCTS AND THEORISTS Name Institution Introduction Kanematsu, H., & Barry, D. M. (2016) in the second Chapter of their book, STEM and ICT education in intelligent environments, define Creativity as the capacity to come up with (in other words) develop authentic work and or ideas. As such, creativity kicks off with a creative individual applying a creative process to develop not only a creative but also a new product. Several studies have been conducted to explore the behavior of creative persons. One common thing that the findings note is that these individuals are often very energetic as well as filled with unexplored ideas. Creative persons are very imaginative. As a result, when faced with an issue, that is a problem to be precise, they consider all the varying ways to square the issue. Consequently, they end up developing unique solutions to the problems. Some models have been made to explain both creativity as well as the process of creative thinking. This paper discusses two current theories of creativity and visual arts education and artistic development with particular reference to young children, precisely, children below six years old. Besides, it critically analyses approaches to visual arts education and discusses the personal aesthetic responses to the visual arts. Current Theories of Creativity and Visual Arts Education and Artistic Development Like I noted above, the process of creativity begins with a creative individual and ends up in a creative product or rather result. Consequently, the process encompasses all the thinking and actions which occur to develop an authentic product. Kozbelt et al., (2010) in the Cambridge Handbook of Creativity recapitulate ten theories of creativity. Just to mention, the book writes about, one, the Developmental Theory, Psychometric Theory, Economic Theories as well as Stage and Component Theories. Further, Kozbelt et al., (2010) explore Cognitive Theories, The Problem Solving & Expertise-Based Theory. There are other theories such as the Problem-Finding theories, Evolutionary Theory, Typological Theories, and Systems Theories. Developmental Theory vs. Social Cognitive Theory For this research, I will primarily concentrate on just two theories. Particularly, I will compare the Developmental Theory and Cognitive Theory. The former theory “states that creativity develops” (Kanematsu, H., & Barry, D. M., 2016) with time. The Developmental Theory, therefore, confirms the previous statement that creativity itself begins with creative potential and leads to a creative product or result. However, the theory brings up a new concept into the concept of creativity. That means that the achievement of a creative result is dependent on the creative individual’s interaction with the environment. Notably, the term environment, in this case, is quite a wide but can particularly be referred to in the context of the family, as well as the surrounding places of the subject, that is, the creative person. On the other hand, Cognitive Theories are premised upon the assumption that the subject “uses remote associations divergent” (Kanematsu, H., & Barry, D. M., 2016) and convergent thinking, conceptual mergers and meta-cognitive process. As applied in communication, education, and psychology the theory is based on the assumption that the subject can learn or obtain knowledge from directly observing others in a certain context of the social environment. In this context, the environment specifically refers to social interactions, experiences, and outside media influences (Reason, 2010). As such, the belief behind this theory is that when persons observe a role model doing a particular thing or even behavior and the implications of that thing or behavior, the persons not only learn this behavior but also use it to guide the subsequent actions. From the above elaboration of the two theories, I agree that one, a child learn most of the things from observation. Creativity is thus not necessarily inherent but learned according to the Social Cognitive Theory as well as Developmental Theory. Exposure is, thus, very key to a child’s development. An individual will automatically keep on learning certain things that he deems fit and morally right about his interaction with the environment. As such, it is also correct to say that children learn much from observation and their creativity depends on the kind and levels of exposure they get from their respective environment (Reason, 2010). Visual Arts Education and Artistic Development of Young Children According to Thompson (1995), just as free play, young children acquire knowledge and skills by not only exploring but also experimenting with art media. Art is commonly identified as a particular area of play. Several studies have been channeled to explore the relationships between creativity and visual arts education and artistic development of young children. Most of these studies agree that when a young child is involved in and with varying arts during his or her childhood influence, the success of both the present learning outcomes as well as enhances both attitudes as well as behaviors which assist future learning in infants, toddlers, and young children. According to Reason (2010), either learning or doing art has been proven to foster the holistic development of a child irrespective of the art. Be it dance, drama, music or visual art, the implications on a child’s learning and development are almost similar. Besides, involvement in the arts also cultivates childhood artistic abilities as well as knowledge. Therefore, it is imperative for educators to acknowledge art education as an important part of creativity. Grierson (2011) insists that art is an inevitable component of creativity which allows children to explore their identities as well as comprehension of the world – as they continuously enhance their holistic development. According to Grierson (2011), the ultimate role of art education is to enhance the growth of infants, toddlers, and young children’s holistic development. He further notes that it should as well promote childhood learning and aesthetic gratitude in an open-play artistic environment. To see this through, the environment ought to be guided and supported appropriately through culturally correct activities which not only captures but also maintains their interests. Visual arts education ought to be an exciting, enjoyable, and equally relaxing experience, or subject for that matter. Consequently, it should allow the children to develop, learn, as well as grow their respective artistic abilities and knowledge. Arts education aims at offering the infants, toddlers, and young children the artistic chance which encourages their learning, whereas also supporting and enhancing their holistic development. As such, visual arts are imperative building blocks in the early years of life. It supports childhood development in several ways, including enhancing the cognitive, problem...