Session II of Creativity and Cognitive Development in Arts by Sarah Smith

The majority of the session was receiving and reading a three pages extract individually.

We found out Arnheim’s argument that thinking without perceiving first hand is close to impossible. He strongly argues the importance of teaching arts in education, as artistic expression is a different way of reasoning. 


For a homework we were asked to write a 300 words blog post on how the text can relate to our subject.
As a ceramicist I’m probably more aware of the malleable, universal and interactive properties of a clay. These qualities are potentially essential for a creative/perceptual thinking and reasoning; perhaps similar to a language.
Expressing a person’s inner thoughts, or creating a new ones.
An interaction with clay would strengthen individual’s perceptional skills, essential to healthy and productive thinking in other fields of learning.

Also teaching about clay and techniques to control it, such as throwing are close to impossible to teach by written or spoken word. Even demonstration is not enough; direct perceiving and interaction of the individual with the material and technique is essential for her/him to comprehend.

Designing object which would stimulate someones creativity and perceptual playfulness is an interesting topic to explore, and I wonder how a cup, bowl or other pottery could have these stimulating qualities.


University studies in the past required their learners to spend time extending their artistic skills too, in the field of music, painting, craft or sculpture. Perhaps they could feel more the positive impact creative development have on overall human intellect.


I would like to know about more research in that topic and around Arnheim’s arguments.
However this first session of mine has disappointed me greatly, with too much time spending reading the few pages on the one idea, that could be read at home in a more suited atmosphere.
With no more contradicting arguments, research to back it up or any other facts.
It’s like the lecturer wanted to prove the argument; with no stimulating interactions, discussions, not even perceiving new ideas through listening. Rather just reading and watching the lecturer on their phone, laptop and running off.

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Published by

Marek Liska

https://ceramicliska.wordpress.com/

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