Playing with Strangeness: Principles of Designing Action Scenarios to Promote Creativity in Children.
As artists and teachers in a Teacher Training Faculty, we have designed proposals for children that transfer our own experience as creators in the studio to the educational field. In this way, the classroom is configured into a versatile workplace, like the studio, allowing us to carry out and analy...
| Publicado en: | International Journal of Art & Design Education Vol. 44; no. 2; pp. 479 - 494 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=186111011&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 186111011 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: May2025 vid: 44 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 186111011 10.1111/jade.12573 ppf: 479 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 801KB tig: atl: Playing with Strangeness: Principles of Designing Action Scenarios to Promote Creativity in Children. aug: au: Blanco, Vicente Cidrás, Salvador Freire, Estella affil: University of Santiago de Compostela, Santiago de Compostela, Spain su: Arts education Artistic creation Teacher training Art workshops (Adult education) Children sug: subj: Arts education Artistic creation Teacher training Art workshops (Adult education) Children keyword: arts education childhood creativity teacher training workshops ab: As artists and teachers in a Teacher Training Faculty, we have designed proposals for children that transfer our own experience as creators in the studio to the educational field. In this way, the classroom is configured into a versatile workplace, like the studio, allowing us to carry out and analyse different workshops for children with the aim of promoting creativity. These workshops, which we call 'action scenarios' take as references the different processes of creating materials and toys for children used by twentieth‐century western artists. This research reflects on the design and implementation of these scenarios with the aim of identifying a series of principles or parameters that can help pre‐school and primary school teachers plan, design and distinguish creative proposals in the visual arts. Four principles are identified: play as a principle of exploration, estrangement as an aesthetic principle, doing as a principle of thinking and cooperation as a principle of possibility. These principles are conceived as a flexible tool to explore and understand creativity in the educational field, especially among education professionals without training in the visual arts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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