From the ‘Making the Creative Process Visible’ films emerged the potential of narrative pedagogy and practices in the...
From the ‘Making the Creative Process Visible’ films emerged the potential of narrative pedagogy and practices in the teaching of art, creating opportunities for models of collaborative learning that could keep possibilities open and create a renewable source of contemporary discourse on the subject.
However, if the films are to fulfill their potential as a teaching resource, creative thinking must be incorporated into the teaching process itself. The information contained in the resource cannot be simply delivered as a lecture (the students can view the films for themselves in their own time) but rather, teaching needs to actively explore how debate can be engendered and contribute to student learning. Since the inception of the films, case studies have run exploring ways to effectively teach the films content; the most effective being to find ways for students to identify shared patterns and tendencies in their own idea development.
These case studies support the assertion that, tendencies and patterns in creative thinking become evident when examining practice across a group that would otherwise remain hidden or implicit in individual endeavour.
Aug 31, 2012
Aug 31, 2012