Article: K.A. Sawyer. (2017). Teaching creativity in art and design studio classes: A systematic literature review. University of North Carolina: Chapel Hill, NC. DOI: 10.1016.
This article combines research from 65 peer-reviewed articles looking at art and design pedagogy and producing creative students from elementary to post-secondary. It identifies three clusters of grounded pedagogy: pedagogical practices, learning outcomes and assessment. Sawyer focuses on not just how to produce and teach students creativity, but the importance of art and design outside of the classroom setting (preparing for personal life; creativity in all work places). He poses to answer the question “What pedagogical practices lead to creative learning outcomes….[and] what pedagogical practices are found in art and design studio classrooms?”.
A benefit of looking at this article is his focus on the different pedagogical ways we as teachers can improve the creativity in our classrooms. From looking at how the pedagogy is flexible, open-ended and improvisational; students are active and independent; and the tension between open-ended assignments and the need for structure. All of these aspects are important when considering our pedagogies as art teachers. When looking at the creative constraints of students, we can consider how we as teachers can bridge these constraints and turn them into strengths. Adding solutions to our assignment, as noted in Sawyer’s work, will add an extra layer of depth to ensuring not just an identified issue, but how we as teachers can grow. (The essay should somewhat reflect my critique of this article )
•Reference appropriate current literature in the field;
•Reference related Ministry and OCT guidelines and documents; http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
Provide suggestions and solutions