COURSE SYLLABUS
Creative Thinking Experiences
Prerequisites: |
Graduate status |
Class Meetings: |
Internet |
Text Resources: |
Edwards, Betty (1989). Drawing on the Right Side of the Brain. ISBN:0874770882 New York: Putnam Publishing Group ($15.95) Hill, Napoleon (1937). Think and Grow Rich. ISBN: 1593302002 Aventine Press; Revised edition (October 30, 2004) ($13.57) |
Video Resources: |
BIOGRAPHY: The Woolworths: Five and Dime
Fortune and Failure (DVD available to borrow from Life Centered Learning) |
Instructor: |
Susan Jacobs |
Catalog description: 2 graduate hours
This course is designed to create an atmosphere where participants will learn to see differently, and change their creative thinking process by changing their perception. Participants will experience a mental shift, as well as getting personal working skills under better control through the uncovering of drawing abilities. They will also engage in critiquing media and learning to involve children with their environments.
Knowledge Bases Rationale:
Educators can learn to see differently by changing their perception, thereby increasing their creative thinking process. Participants will experience a mental shift and will possess the ability to creatively problem solve. Untapped skills, including the ability to draw will be pursued. Though beginning students may have little or no drawing skills, in the end a high degree of drawing skill and an even higher level of creative thinking will be achieved. Participants will also engage in critiquing media and learn to teach children to respond to their complex environment.
Course Objectives:
Provide participants with a variety of techniques to expand visual and mental perceptions
Introduce participants to the concept of right brain thinking
Provide participants with a progressive set of drawing techniques with which to prove changes in perception produce direct results
Provide participants with skills to find creative solutions to personal and professional problems and get working skills under better control
Provide participants with skills to incorporate perceptual concepts into their individual subject areas
Provide participants with skills needed to re-evaluate their own subject matter, design an implementation plan to improve teaching techniques to answer the needs of more students
Benefits/skills:
Participants will learn to change their visual perceptions and preconceived ideas, through a more direct way of seeing
Participants will experience an increased awareness of perceptual changes, and the positive effects on personal growth
Participants will learn to draw from simple line drawing to complex portraits, as a means to an end: not an end
Participants will be able to involve students in their own classroom, in the critically recognizing and responding to their complex environment
Participants will experience an increased confidence with regard to their individual artistic and creative abilities
Participants will be able to trouble shoot ineffective teaching techniques used in the past, and have the skills to perceive their subject matter differently, and reconstruct an effective program involving each of their students
Supplies: no. 2 pencils, eraser, drawing sketchpad (larger than 9X12), small bottle India ink, small watercolor brush, mirror, color pencils (optional)
Comparison of right and left brain mode characteristics
Experiencing the shift form right to left brain thinking
Class activity
drawing without direction
drawing with directed criteria
Using the power of the whole brain
Steps of the Problem Solving Sequence
Research biographies – personal perceptions
Think and Grow Rich - Chapt. One
Meeting edges and contours
Preparing the brain to see
Think and Grow Rich - Chapt. 2 &3
Drawing as a means to an end - not the end
a more direct way of seeing
dealing with comparisons
class activity
drawing upside down
drawing without looking at work/ looking at work
photograph profile of yourself
Logical light and shadow
Believing what you see
seeing better and seeing more
alternatives
Class activity - negative space
“Biography” of F.W. Woolworth
Think and Grow Rich - Chapt. 4
Understanding perception
Learning thinking
Moving from broad to narrower concepts
Principles and Elements of Art/ responding to art
Think and Grow Rich – Chapt. 5 & 6
Critique of outside assignment
Class activity – finish drawing partial portraits
Dealing with objectives and constraints
Removing labels
Seeing each other
Think and Grow Rich – Chapt. 7
Class activity – portrait profiles
Submit biographies
Grading policy:
A = 94% - 100%
B = 87% - 93%
C = 80% - 86%
D = 71% - 79%
F = Below 71%
There will be a total of 250 points available for this course as distributed below.
Drawing with and without looking |
20 pts. |
Research biographies |
50 pts. (5 @ 10 pts. each) |
Upside down drawing |
20 pts. |
Negative space 1 |
20 pts. |
Negative space 2 |
20 pts. |
Portrait profiles |
50 pts. |
Partial portraits |
20 pts. |
Low tonal |
20 pts |
Magazine outline |
10 pts. |
Copy of Masters |
20 pts. |
Required study/lab hours:
Evaluation:
Each drawing will be evaluated on its on merit, with regard to specifics skills covered in instruction. Each drawing will also be evaluated as a cumulated approach, with each skill transferring from one drawing to the next, resulting in a high degree of proficiency.
Biographies will be evaluated on the discovery and appropriate use of the ‘Problem Solving Sequence’ covered in class.
References:
Bolles, Richard N., (1995). The 1995 What Color is Your Parachute (Rev. ed.). Berkley: Ten Speed Press
Bourne, L.E. Jr. (1996). Human Conceptual Behavior. Boston: Allen and Bacon
Edwards, Betty (19 ). Drawing on the Right Side of the Brain: Tarcher – Pergree
Hayworth, Burne (1990). Dynamic Anatomy. New York: Watson Guptill Publications
Ragons, Rosalind and Rhoadeds, Jane (1992). Understanding Art. Illinois, Ohio, California:Glencoe/Macmillian/McGraw-Hill
Romberg, and Rita, (1990). Art Today and Everyday.: Park
Rouhes, Nicholas (1982). Art Synetics. Worcester: Davis Publications