title.jpg
primary

Leslie Rech

jesula-self-portrait_web.jpg


Like the Beard of a Pig

I’m barely noticed
In a big crowd
I’m barely visible
You could say
I wasn’t there
In a small photo
In a big crowd
But I feel big
I feel noticed.


Eoin Duggan
Ballinamuck NS (Co. Longford)
PublishedSeptember 28, 2012
http://www.eurochild.net/?p=260







‘Self portrait’ by Jesula (used with permission from Kids with Cameras) Jesula’s photo comes from a KWC project working with 12 children from the Foyer Maurice Sixto, a school for child domestic workers, located in Carrefour, south of Port-au-Prince. http://therightsexposureproject.files.wordpress.com/2009/08/jesula-self-portrait_web.jpg


Can children be creative? If the answer is based on the the Big C theory of creativity, then the answer is no. Few children have enough time to master a discipline to to produce a product that is both novel and useful. Mozart is one example of a child prodigy in this arena. There is fierce debate over contemporary examples, such as Marla Olmstead. Other theorists measure creativity in children via the "little-c" definition, in which, the product or activity is novel and useful but makes no real impact on a specific field (Russ & Fiorelli, 2010). Barnes (2010) argues that process is at the heart of creativity in children. McClure (2011) advocates for the revision of outdated and irrelevant evaluation methods. It is my belief that we should consider creativity within the context of the culture of the child. Just as we use different criteria to measure contributions to western and non-western art, the evaluation of creativity in children requires an autonomous lens.


Meaning and Context

Making and Telling

Fighting and Helping

Environment and Adaptation

Interpretation and Evaluation

Playing and Collaboration




Article 12 of the UN Convention on the Rights of the Child states:

You have the right to give your opinion, and for adults to listen and take it seriously.

images.jpg


References

Barnes, J. (2010). The GENERATE Project: Curricular and Pedagogical Inspiration from Parents and Their Children Working Together. Improving Schools, 13(2), 143-157.

Catterall, J. S., & Peppler, K. A. (2007). Learning in the Visual Arts and the Worldviews of Young Children. Cambridge Journal of Education, 37(4), 543-560.

Einarsdottir, J., Dockett, S. & Perry, B. (2009): Making meaning: children’s perspectives expressed through drawings, Early Child Development and Care, 179:2,
217-232

Feinburg, S. G. (1977). CONCEPTUAL CONTENT AND SPATIAL CHARACTERISTICS IN BOYS' AND GIRLS' DRAWINGS OF FIGHTING AND HELPING. Studies in Art Education, 18(2), 63-72.

Fox, J. E., & Schirrmacher, R. (2012). Art & creative development for young children (7th ed.). Belmont, Calif.: Wadsworth Cengage Learning.

Hallam, J. L., Lee, H. A. N., & Das Gupta, M. (2012). Multiple interpretations of child art–the importance of context and perspective. Psychology of Aesthetics, Creativity, and the Arts, 6(2), 185-193. doi: 10.1037/a0025793

Ivashkevich, O. (2009). Children’s Drawing as a Sociocultural Practice: Remaking Gender and Popular Culture. Studies in Art Education, 51(1), 50-63.

Jaquith, D. B. (2011b). When Is Creativity? Intrinsic Motivation and Autonomy in Children's Artmaking. Art Education, 64(1), 14-19.

Kaufman, J. C., & Sternberg, R. J. (2010). Cambridge Handbook of Creativity: Cambridge University Press.

McClure, M. (2011). Child as Totem: Redressing the Myth of Inherent Creativity in Early Childhood. Studies in Art Education, 52(2), 127-141.

Morris, C. B. (2011). Creativity, Imagination, and Innovation in Art Education A personal look at how the enduring power of creativity, imagination, and innovation shapes the uniqueness of our lives and our collaborations with others. ART EDUCATION -RESTON-, 64(1), 3-4.

Rose, S. E., Jolley, R. P., & Charman, A. (2012). An investigation of the expressive and representational drawing development in National Curriculum, Steiner, and Montessori schools. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 83-95. doi: 10.1037/a0024460

Russ, S. W. & Fiorelli, J. A. (2010). Developmental Approaches to Creativity in J. C. Kaufman, & R. J. Sternberg (Eds). Cambridge Handbook of Creativity: Cambridge University Press.

Tuman, D. (1999). Gender Style as Form and Content: An Examination of Gender Stereotypes in the Subject Preference of Childrens' Drawing. Studies in Art Education, 41(1), 40-60.