Tag Archives: Regio Centurion

The Development of Creativity

23 Sep

creativityLast week we looked at the development of the important scribble phase in young children’s art work. Today we are going to look at the development of creativity and ask the question whether the scribble and head-foot men in our children’s art work have a meaning. Is it just play or is there a higher issue at stake here? The head-foot man grows from the random scribble and the growth in the young child’s spatial knowledge as well as the increasing control over large and small motor movements. This stage of development is as important to the overall development of children’s art as the scribble phase. At our school – the Regio Centurion School in Centurion, South Africa – we organise an annual art exhibition of our students’ art works. The school has a preschool (babies to kindergarten) and a primary school (Grade 1 to Grade 7). We exhibit everyone’s work, from the babies to the Grade 7 learners. This year’s art exhibition opened on 21 September.

Research that was done on the level of creativity in people, showed that preschool children have the highest level of creativity. This level of creativity starts to fall in the primary school and is very low amongst high school students. Creativity is not a genetic trait. Everyone has the potential to be highly creative. Creativity is not only about visual art and the performing arts. Creativity is about using skills and talents to identify problems and to solve those problems in a novel way. Truly creative people look at reality in a different way. Creativity is a dynamic state. By trying, failing and trying again, the creative process grows and develops exponentially.

How can we help our children and ourselves to become more creative? When we allow young learners to explore and discover without placing emphasis on the end product, we help them to grow in self-confidence and develop the ability to try again. I read somewhere that Edison said that before he discovered the light bulb he discovered a hundred ways in which it did not work! The process of exploring and discovering is always more important than the end product. Through being involved in the process of discovery,  you also discover your own abilities and develop your own skills. This is exactly what happens in the process of exploring and discovering art. If the scribbles, the upside-down head-foot man and the purple cows are not accepted, the self-confidence to develop and learn is undermined and the small, tender plant of creativity withers. Thinking differently, even if it is patently not possible, is an important aspect of a young child’s development. Our role is to accept, to ask questions and show interest.

Loris Malaguzzi of Reggio Emilia fame, believed that visual art plays a very important role in the development of general creativity. His view is supported by the creativity guru of our time, Sir Ken Robinson. Ken Robinson believes that the emphasis on academic subjects at the cost of visual arts and drama in schools undermines not only creative thought, but also the skills young people need to be functional, successful adults in the future. The future will be a place where creativity, problem-solving skills and the skill to communicate across cultural divides will make the difference between success and failure.

How can art in the preschool make a difference? Cultivating a sense of self, believing in yourself, looking at reality in a different way and accepting other people’s way of doing things are the skills we learn in a good preschool art programme.

Yes, though the scribble looks the same today as yesterday and the head-foot man is still lying on his back, remember that even Picasso started in this way and Chagall loved floating figures!

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