Creative Endeavors: Inspiring Creativity in a First Grade Classroom

Autor/inn/en	Cress, Susan W.; Holm, Daniel T.
Titel	Creative Endeavors: Inspiring Creativity in a First Grade Classroom
Quelle	In: Early Childhood Education Journal, 44 (2016) 3, S.235-243 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0704-7
Schlagwörter	Creativity; Early Childhood Education; Grade 1; Elementary School Students; Instructional Materials; Student Interests; Cooperative Learning; Intention; Student Participation; Student Projects; Teaching Methods + Suchen Sie Ihr Suchwort? Kreativität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Studieninteresse; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	With an emphasis on high-stakes testing and a focused curriculum, it would seem at times, the joy of creativity is missing from the classroom. This article describes a curricular approach the children named "Creative Endeavors", as implemented by a first grade teacher. The approach is described in three phases. In the exploratory stage the children were presented with various media, made requests for additional materials, and explored different forms of expression. In the second phase the children made choices based on interests, and typically worked with others in a spirit of collaboration with an emphasis on the process of the project as well as affective responses. In the final phase of intentional planning, children began to independently design, construct, and take responsibility for their project working alone or with others. Phases are intended to provide a blueprint for other teachers to explore creative endeavors in the classroom. Children in this project communicated through various media including sewing, photography, and drama. Through collaborating with peer and choosing projects, the children became authentically engaged in the various classroom experiences. Although the curricular approach was intended to foster creativity, in each phase writing about their projects became a natural and critical element in the process. Children wrote about their experiences, the steps they took to take part in the process, why they chose it, and reflected upon the projects undertaken. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01