MY BLOG - VISUAL ARTS PRACTICE 1

Response to ´A Consideration of the Relationship Between Creativity and Approaches to Learning in Art and Design´ by Jane Parker

 

In this article Parker (2005) sets out to illustrate that the approach to the evaluation of GCSE art limits creativity and leads to pupils using a prescribed method of tackling their work that leads to non-creative formulaic practice.  Her aim is to illustrate how the use of sketchbooks within a GCSE course can support pupils in developing their creative ideas, especially at the initial stages of idea creation.

 

The prescriptive approach to assessment, Parker stresses, does not take into account the individuality of pupils.  Here we are reminded of Howard Gardner’s theory of multiple intelligences.  Parker proposes that ‘the inherent flexibility of learning offered by art and design can establish a positive relationship between intelligence and creativity’ (p.190) and can, by giving creative opportunities, enable pupils to break away from conditioned responses.   She goes further by stating that, ‘Creativity is one of the major means by which the human being liberates himself from the fetters not only of his conditioned responses, but also of his usual choices’(p.190).   Restrictions, however, must be in place and Parker mentions the work of Arieti and the importance of a structure to work within.  It is only through having a structure to work within says Arieti that ‘one can experience the freedom to be truly creative’ (p.190). Successful artists too are known to use this structure as a tool. It seems, therefore, good practice for teachers to use this structure with pupils in school as it is within this that skills, knowledge, understanding and creativity can flourish.

 

Parker also highlights the importance of the home environment and its importance in developing creativity.  She states that, ‘Within the confines of too much deprivation innovative thinking does not seem to evolve’.  The school therefore must try to help level the playing field by giving deprived areas extra consideration.  The government’s ‘Creative Partnership’s’ program was initiated to do just this.

 

Along with the importance of structure in creativity which has already been mentioned, the neuroscience of creativity is of direct relevance to teaching.  Parker mentions that in 1926 Wallas was already considering ‘the intellectual process that leads to creativity’ (p.190) and had come up with four stages.  These four stages are: preparation, incubation, illumination and verification.  To help in the ‘Preparation’ and ‘Incubation’ phases Parker sees the sketchbook as the tool needed to help pupils with the initial boost they need.  She calls the sketchbook the ‘catalyst’.  As the ‘incubation’ phase, in particular, is seen as important by various artists mentioned in the article there is solid evidence of its relevance.  Parker goes on to say that the sketchbook is ‘central’ to pupils studying art and design and is a ‘creative tool’ in which pupils can try out ideas in a risk-free way.  Examples of sketchbooks developed by pupils are used by Parker to illustrate how pupils can be given the same theme, use the same framework but come up with entirely different results.  The examples are absolutely vital to highlight Parker’s belief that sketchbooks are a necessary tool in the assessment process.  Not only do they meet the needs of the different abilities of the pupils but they allow the individual creativity of each pupil to be developed in a structured way.

 

I found this article very useful, not just for teaching art, but for my own practice, in particular, the approach to using sketchbooks in a structured way.  If we focus on the four stages of creating art, I personally, have spent an enormous amount of time in preparation.  Time spent on looking at the work of others has been invaluable.  The four stages make sense to me with the first two moving forward with the use of the artist sketchbook.  The work of Arieti is very interesting and pertinent.  His insistence that structure is necessary to have freedom as an artist and to be able to reach your artistic potential resonates with me.  I would have liked to have seen more research in this area. 

 

I also agree with Parker regarding her belief that the prescriptive approach to assessment limits individual expression of creativity.  Also that it does not take into account ability levels.  However, I feel there is not much research put forward in this article to support her claims.

 

As well as using sketchbooks, in my opinion,  the approach the teacher uses in tackling the teaching of art and design and the course curriculum guidelines and course evaluation have their part to play.    With reference to the former what the teacher says in response to a child’s art work is vital.  It is so easy to limit creativity by negative comments.