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3 - Early Experiences and Creativity: An Ecological Perspective
- from SECTION ONE - CREATIVITY AND REASON IN CHILDHOOD AND THE SCHOOLS
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- By Cynthia Paris, University of Delaware, Diane Crossan Lawler, University of Delaware
- Edited by James C. Kaufman, University of Connecticut, John Baer, Rider University, New Jersey
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- Book:
- Creativity and Reason in Cognitive Development
- Published online:
- 05 February 2016
- Print publication:
- 15 February 2016, pp 33-51
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Summary
Diane's art studio is located at the center of a school building that houses a diverse population of children from four years old through eighth grade. The studio is physically and philosophically central to the work that takes place in the building yet intentionally designed as a space apart. When Diane meets with children before their first visit to the studio, she starts the process of defining what is different there and what is possible there and welcomes them into a context and culture that nurtures, honors, and supports the creative process. From that point forward, each time children approach the door to the studio, she quietly asks them to pause and think about this question: Are you ready to be artists? This moment of focus marks the physical and psychological boundary between this space and many others in a child's life.
The space communicates this clearly to children. Materials and tools are arranged to stimulate eyes and mind and are accessible to the children. “Is all this stuff for kids to use?” some will ask. Yes, children's planning, doing and meaning-making happen here.
Shelves with work-in-progress are clearly visible. Thinking and doing are not time bound by class periods. Children have time for finding and re-finding the intention of their work and defining and redefining problems encountered as Diane introduces new information, new strategies and new ways of thinking. Children critique their work against their initial intentions and practice decision making as they determine when a piece of work is complete.
“Is there really a rabbit in here?” Claude Monet, the studio rabbit, does indeed live here and moves around the studio freely while the children work. He plays a critical role in creating and maintaining a climate of calm and focus and where all children, all work, and a rabbit are respected and safe.
Each time children enter the studio, knowledge about themselves and their worlds and flexible, generative, and critical thinking not only coexist but also thrive and grow here. “This place is different.”
As we consider the development of creativity and the acquisition of knowledge and analytic skills in early childhood we do so from an ecological perspective. Simply put, context matters. A child develops within interacting environmental systems made up of particular individuals and communities within institutions and overarching societal norms.
Contributors
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- By Rose Teteki Abbey, K. C. Abraham, David Tuesday Adamo, LeRoy H. Aden, Efrain Agosto, Victor Aguilan, Gillian T. W. Ahlgren, Charanjit Kaur AjitSingh, Dorothy B E A Akoto, Giuseppe Alberigo, Daniel E. Albrecht, Ruth Albrecht, Daniel O. Aleshire, Urs Altermatt, Anand Amaladass, Michael Amaladoss, James N. Amanze, Lesley G. Anderson, Thomas C. Anderson, Victor Anderson, Hope S. Antone, María Pilar Aquino, Paula Arai, Victorio Araya Guillén, S. Wesley Ariarajah, Ellen T. Armour, Brett Gregory Armstrong, Atsuhiro Asano, Naim Stifan Ateek, Mahmoud Ayoub, John Alembillah Azumah, Mercedes L. García Bachmann, Irena Backus, J. Wayne Baker, Mieke Bal, Lewis V. Baldwin, William Barbieri, António Barbosa da Silva, David Basinger, Bolaji Olukemi Bateye, Oswald Bayer, Daniel H. Bays, Rosalie Beck, Nancy Elizabeth Bedford, Guy-Thomas Bedouelle, Chorbishop Seely Beggiani, Wolfgang Behringer, Christopher M. Bellitto, Byard Bennett, Harold V. Bennett, Teresa Berger, Miguel A. Bernad, Henley Bernard, Alan E. Bernstein, Jon L. Berquist, Johannes Beutler, Ana María Bidegain, Matthew P. Binkewicz, Jennifer Bird, Joseph Blenkinsopp, Dmytro Bondarenko, Paulo Bonfatti, Riet en Pim Bons-Storm, Jessica A. Boon, Marcus J. Borg, Mark Bosco, Peter C. Bouteneff, François Bovon, William D. Bowman, Paul S. Boyer, David Brakke, Richard E. Brantley, Marcus Braybrooke, Ian Breward, Ênio José da Costa Brito, Jewel Spears Brooker, Johannes Brosseder, Nicholas Canfield Read Brown, Robert F. Brown, Pamela K. Brubaker, Walter Brueggemann, Bishop Colin O. Buchanan, Stanley M. Burgess, Amy Nelson Burnett, J. Patout Burns, David B. Burrell, David Buttrick, James P. Byrd, Lavinia Byrne, Gerado Caetano, Marcos Caldas, Alkiviadis Calivas, William J. Callahan, Salvatore Calomino, Euan K. Cameron, William S. Campbell, Marcelo Ayres Camurça, Daniel F. Caner, Paul E. Capetz, Carlos F. Cardoza-Orlandi, Patrick W. Carey, Barbara Carvill, Hal Cauthron, Subhadra Mitra Channa, Mark D. Chapman, James H. Charlesworth, Kenneth R. Chase, Chen Zemin, Luciano Chianeque, Philip Chia Phin Yin, Francisca H. Chimhanda, Daniel Chiquete, John T. Chirban, Soobin Choi, Robert Choquette, Mita Choudhury, Gerald Christianson, John Chryssavgis, Sejong Chun, Esther Chung-Kim, Charles M. A. Clark, Elizabeth A. Clark, Sathianathan Clarke, Fred Cloud, John B. Cobb, W. Owen Cole, John A Coleman, John J. Collins, Sylvia Collins-Mayo, Paul K. Conkin, Beth A. Conklin, Sean Connolly, Demetrios J. Constantelos, Michael A. Conway, Paula M. Cooey, Austin Cooper, Michael L. Cooper-White, Pamela Cooper-White, L. William Countryman, Sérgio Coutinho, Pamela Couture, Shannon Craigo-Snell, James L. Crenshaw, David Crowner, Humberto Horacio Cucchetti, Lawrence S. Cunningham, Elizabeth Mason Currier, Emmanuel Cutrone, Mary L. Daniel, David D. Daniels, Robert Darden, Rolf Darge, Isaiah Dau, Jeffry C. Davis, Jane Dawson, Valentin Dedji, John W. de Gruchy, Paul DeHart, Wendy J. 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Flowers, Carole Fontaine, David Ford, Mary Ford, Stephanie A. Ford, Jim Forest, William Franke, Robert M. Franklin, Ruth Franzén, Edward H. Friedman, Samuel Frouisou, Lorelei F. Fuchs, Jojo M. Fung, Inger Furseth, Richard R. Gaillardetz, Brandon Gallaher, China Galland, Mark Galli, Ismael García, Tharscisse Gatwa, Jean-Marie Gaudeul, Luis María Gavilanes del Castillo, Pavel L. Gavrilyuk, Volney P. Gay, Metropolitan Athanasios Geevargis, Kondothra M. George, Mary Gerhart, Simon Gikandi, Maurice Gilbert, Michael J. Gillgannon, Verónica Giménez Beliveau, Terryl Givens, Beth Glazier-McDonald, Philip Gleason, Menghun Goh, Brian Golding, Bishop Hilario M. Gomez, Michelle A. Gonzalez, Donald K. Gorrell, Roy Gottfried, Tamara Grdzelidze, Joel B. Green, Niels Henrik Gregersen, Cristina Grenholm, Herbert Griffiths, Eric W. Gritsch, Erich S. Gruen, Christoffer H. Grundmann, Paul H. Gundani, Jon P. Gunnemann, Petre Guran, Vidar L. Haanes, Jeremiah M. 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Yee, Viktor Yelensky, Yeo Khiok-Khng, Gustav K. K. Yeung, Angela Yiu, Amos Yong, Yong Ting Jin, You Bin, Youhanna Nessim Youssef, Eliana Yunes, Robert Michael Zaller, Valarie H. Ziegler, Barbara Brown Zikmund, Joyce Ann Zimmerman, Aurora Zlotnik, Zhuo Xinping
- Edited by Daniel Patte, Vanderbilt University, Tennessee
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- Book:
- The Cambridge Dictionary of Christianity
- Published online:
- 05 August 2012
- Print publication:
- 20 September 2010, pp xi-xliv
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18 - How Early School Experiences Impact Creativity: An Ecological Perspective
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- By Cynthia Paris, Department of Individual and Family Studies, University of Delaware, Newark, Delaware, Nancy Edwards, Individual and Family Studies Department, University of Delaware, Newark, Delaware, Ellyn Sheffield, Psychology Department, Salisbury University, Salisbury, Maryland, Maureen Mutinsky, Arcola Elementary School, Leesburg, Virginia, Terri Olexa, Ben Franklin Elementary School, Lawrenceville, New Jersey, Susan Reilly, Slackwood School, Lawrenceville, New Jersey, John Baer, Rider University, Lawrenceville, New Jersey
- Edited by James C. Kaufman, California State University, San Bernardino, John Baer, Rider University, New Jersey
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- Book:
- Creativity and Reason in Cognitive Development
- Published online:
- 19 January 2010
- Print publication:
- 29 May 2006, pp 333-350
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Summary
“Play something for me.”
“What do you want me to play?”
“Anything you want! Just whatever comes into your head.”
“Uh … without music? I dunno!”
With encouragement, some children will take the tentative steps necessary to create a song. Younger children who have never taken lessons happily poke at keys, creating an atonal, arrhythmic stream that, by Western standards, would not be considered musically pleasing. Older children take a different tact. After looking rather uncomfortable and somewhat helpless, they play a song that they have been taught by a friend or sibling (such as “Chopsticks” or “100 bottles of beer on the wall”). When I ask for something more “creative,” they most often deny my request, stating that the very reason they have come for lessons is to be taught how to play and what did I expect?
The same task, the same setting, but the younger children are more likely to attack the creative challenge fearlessly. Unaware of harmonic rules, these children seem oblivious to tonality, allowing their creations to include atonal combinations. The older children give a safe, constrained response or ask for direction. Following instruction, the results are no more encouraging. Once taught that a C chord safely goes with a group of notes in C major and then asked to create music, children will play only what they think fits within the C chord structure.
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