Information and Creative Fluency

Information and Creative Fluency

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  • Teaching creativity is not a common goal in today’s classrooms. However, teaching our students to think and work creatively is of extreme importance for our students to be successful in their futures. (Crockett, Jukes & Churches, 2011).
  • Welcome! Please read the white board for information on Creative Fluency in Mrs. Vincent's art room.
  • Students must be able to think for themselves and be active participants in their learning. Not all students are happy with this form of learning, as they prefer to be the passive participant, but it is the best way to ensure that students are really learning. Simply memorizing information and putting that information on a test is not the best way for students to learn.(Crockett, et al., 2011). Creative fluency can be achieved in the classroom by using strategies that cause students to think in original ways.
  • Creativity most definitely thrives in my classroom. In an art room, students have to stretch their imaginations and learn to be creative in many different ways, using a varied supply of materials to get their point across. Two strategies I have used to enhance creative fluency, are Problem-Based Learning (PBL) and Teaching for Artistic Behavior (TAB).
  • Problem-Based Learning (PBL) Identify: Students discover what type of problem they need to solve. In this case, a broad topic is given for students to research. Students are given a list of requirements that must be followed in order to properly solve the problem at hand.  Inspire: Students are then asked to do online research to find a photograph of an example that gets their attention and helps them to be more interested in the process of solving the problem.  Interpolate: Students use research to find different ways to solve the same problem and either work at combining them, creating their own solution or using one they have found. Imagine: Students create a plan using drawing as their way of deciding what their solution to the problem will become. They look at all of the online inspirations and weigh their own ability to create and then come up with the visual of their solution.  Inspect:After students begin creating the solution to the problem posed, they inevitably will find whether their design was achievable by their ability to physically build the solution accurately and correctly, or if their solution was too complex for their ability level.
  • Teaching for Artistic Behavior (TAB) Identify: Students are faced with several different types of art supplies and a prompt for what they need to create, the parameters and deadline are given and students need to brainstorm ideas. Inspire: Students take to the internet and begin researching ideas from their brainstorming session. Interpolate: Students have to find ways to identify how their research can assist them in their final project. Find ideas in their research that is appropriate for their skill level. Imagine: Students draw out what they have seen and what they believe they can achieve in a finished product. It may take several experimental drawings until they have the exactly picture in their head of what they will create. Inspect: Students begin creating their choice of project with their choice of materials and take inventory of how it is coming along. They make decisions on if and how it should be adjusted to meet the plan they created.
  • References Clark, V. (2018). A Shout Out about Teaching for Artistic Behaviour [TAB]. TEACH Journal of Christian Education, 12(1), 6. Crockett, L., Jukes, I., &  Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.
  • Thank you!
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