In this post, you will learn: Why reading up on grammar, spelling and punctuation is the sign of a good writer 2. The myth of proof reading and editing, and how to debunk it 3.
In art class, even though the ability to generate ideas is central to the process of art and central to the success of artists, many art teachers do not realize that idea generation can be intentionally taught.
We fail to divulge these secrets to our students. I have known a few art teachers that did teach idea generation, but only used one method of generating ideas. Too often, we expect students to produce art products before we teach them how to get ideas for the products.
A few are intuitive enough to do it well. We wonder why most of them tend to borrow from others, why they copy, and why we get junk unless we show them an example.
School science labs often prescribe the experiments, but they seldom teach how to come up with an experiment. Science teachers explain the scientific method, but fail to have their students postulate things to test scientifically.
Instead, they are very busy teaching about what other scientists have already postulated and tested. How can students in these classes learn how to come up with their own ideas for experiments. Imaginative thinking is at the core of art, science, and a number of other disciplines, but the science of imaginative thinking is kept secret from students.
Their teachers do not talk about it nor explain it. Imaginative thinking is often not practiced as part of these courses. For many students the source of ideas for art really remains a mystery.
Many students continue to lack the confidence as well as the thinking skills to generate and develop their own ideas. In some instances, art students are expected to learn by copying work from the teacher, from magazines, or from the students around them.
Science class experiments are prescribed rather than invented. As adults, these students may be good imitators, good office and factory workers, but not well suited to solve new problems.
They grow up to trust the ideas of experts, and fail to consider their own ideas. They have not learned critical assessment. In some cases they tragically follow the wrong experts and their life becomes a failure—at times even creating violent and tragic consequences.
In The Five Minds of the Future, Howard Gardner, originator of the theories of multiple intelligence, makes the case that a well educated and prepared individual in the future needs five essential competencies.
By the end of high school students should be on their way to learning a discipline, have a mind that can synthesize diverse ideas and information, and be creative. Additionally, he argues that these talents are of no use unless the person is also respectful and ethical. In Gardner's eyes, the arts play a key role in the development of the five minds of the future.
To be sure we all need to learn some facts in the course of development of a discipline, but for most part we can access what we need to know in a few seconds using a search engine and the Internet, but no amount of access to the world of facts helps us put it together into the form we need the synthesizing mind.
No computer can predict the next problem that is being caused by a poorly designed solution. No search engine or computer program can create a new solution to our problems without the power of creative minds behind it. An art class can be operated in ways that address all five of Gardner's concerns.
Indeed, many art classes are doing this today. The Seduction of Education by the Mirror Neuron As humans we are very efficient at learning by imitation.
I recently read an online discussion by a group of art teachers on the topic of idea generation. They felt that showing examples of work by last year's students and work by professional artists would teach students how to generate ideas. Often this practice does the opposite.
Yes, the students get ideas, but they do not learn how to generate ideas. They get them by copying the ideas of others. Learning to copying ideas is the opposite of learning to generate ideas.
Copying is a work-around to avoid learning idea generating strategies. It avoids the need to teach the strategies used by successful artists. Recently, brain scientists Giacomo Rizzolatti, Leonardo Fogassi, and Vittorio Gallese at the university in Parma, Italy, discovered and identified mirror neurons in our brains.
Scientists first found them in monkeys, but human brains are even better at this than monkey brains. Teachers and educational researchers all know that imitation is extremely efficient at getting students to learn to do a given task.
In fact the mirror neurons are extremely important to our early development, as well as for much subsequent learning. Imitation frequently happens without any "teaching".Valuable creative writing techniques for developing character and plot - for all dramatists, novelists, screenwriters and story writers.
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A novel can take a more meandering path, but should still start with a scene that sets the tone for the whole book.
Unit 5: Promoting Creative Writing.
Introduction. This unit has familiarised you with the techniques of developing creative writing skills in your students. These techniques included retelling a story orally and in writing, as well as the process of shared writing. Your students will also have learned how to practise writing short stories.
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