Intellectual Play!

Painting and Color Theory students settle into the silence of creative problem solving.

I am concerned with the misconception that creativity is separate from intelligence. The two are interdependent. First graders, for instance, never hesitate to mark on a blank paper or canvas, but twelfth grade students will openly admit fear in making that first stroke or developing detail in work that they don't want to "mess up." As students obtain knowledge they also seem to be developing a fixed mindset. In my transition from elementary art education to secondary I was alarmed by the definitive language of older learners. Many define themselves according to what they believe they are good at or can or cannot do. This unexpected discovery forces me to change the way I teach. With younger learners, I emphasized skill development, craftsmanship, and comprehension. Those components are still important but will remain undeveloped if student believe they are "bad at drawing" or are "not creative." My focus and mindset has to change to dispel fears and encourage a growth mindset. By emphasizing trial and error, I have watched students embrace both the struggle and personal pleasure of making art. And though I enjoy the silent lull of concentration I also welcome conversations about their work. They gain confidence as they offer suggestions and ask their peers for advice. 

    I define creativity as intellectual play. Art imitates life as does play. I am more conscious now that an art class should encourage challenge through content and skill development while also providing the safety necessary to experiment- to play.