At King’s Speech and Learning Center, we often use music and dramatic play to maximize progress in speech, language and social-emotional skills.
We believe “A creative environment is a safe environment” to work on social skills and speaking confidence, as well as to develop creative problem solving skills which are so much a part of our education system in the 21st Century.
Using Drama, Music and “The Arts” to enhance learning is not just a new trend. Read what some well known researchers have been saying for years about the benefits to nurturing creativity in childhood education and development, and what actually defines creativity.
- Mayesky (2002).
- “ If children are not given opportunities to come up with creative ideas, apply creative approaches, or materials creatively, then their ‘natural dispositions’ to be creative may become discouraged.
- Creativity starts in “a person’s mind, and usually results in some form of expression that can be seen heard, seen, heard, smelled tasted, or felt
2. Four stages of creativity, Ruggiero (1991, 2004)
- Finding the best expression of the problem or issue that yields the most helpful ideas”
- Investigation- “obtaining information necessary to deal effectively with the problem or issue”
- Producing ideas, involves generating enough ideas to decide what action is going to be taken.
3. Csikszentmihalyi (1988)
- “Creativity cannot be studied by isolating individuals and their works from the social and historical background in which their actions are carried out.”
- “…..Creativity changes some aspect of the culture.”
4. Gardner (1993) adopted Csikszentmihalyi ’s three-part theory of creativity by saying:
- “The creative individual is a person who regularly solves problems, fashions products, or defines new questions in a domain in a way that is initially considered novel but that ultimately becomes accepted in a particular cultural setting.”
5.Balkin (1991) claimed that
- “A talented person may be, and often is creative, but a creative person may not be talented.”
“Creative behaviour may allow a person to discover a long-dormant talent.
- “The continuation of such creative behaviour may enable talents to grow and flourish.”
6. Wright (a.2003;b. 2005) found that
- Children learn the arts through various forms of understanding: Sensory, Tactile, Aesthetic, Expressive, and Imaginative”
- “Connections between the body, thought, imagery, emotion, action and representation are what make the arts a highly important component of education and child development.”
7. Berretta, 1971; Bishop & Chace, 1971; Jeanrenaud & Bishop, 1980; Mellou, 1996, 1993; O’Brien, Elder, Putnam, & Sewell, 1954 Torrance, 1965a; Wallach & Kogan, 1965).
- Play is a medium for enhancing creativity
8. Mellou (1996) and Walter and Rankin (2004)
- Creativity also requires environmental stimulation
9. Dunn (2003); Torrance (1970); and Torrance (1988) emphasized:
- The importance of peer interaction in the development of creativity
10. Miller & Gerard (1979)
- Creative stimulation in the environment should include adult contact and approval
11. Garreau & Kennedy, 1991; Isenberg & Jalongo, 2001; New, 1993; Wright, 2003
Creativity requires adequate time and space
12. Isenberg & Jalongo (2001); Mayesky (2002)
- “A suitable environment is just as important as the teaching strategies used for fostering children’s creativity.”
Try one of our creative groups, or music programs:
- Social Music -Mondays 5:15-6:00
- Summer Drama Camp- August 5-16, 2013 -Completetd!
- Adaptive Guitar lessons- Call office to arrange
- Music Workshop- 8 week session, Thursdays 6 PM
Starts Thursday October 3, 2013!
Judy Rosenfield, M.A., CCC-SLP
Director, King’s Speech and Learning Center