Encouraging Creativity in Art Lessons

by George E. Szekely

Book Overview

In this uproarious tale of what it is to make movies, we get to explore, at close range, finicky directors, clueless executives, shameless marketers, famous actors, battered screenwriters, and hapless producers crossing paths in such calamitous ways that it's a miracle these films get made at all. Whether he's trying to persuade an executive that Gwyneth Paltrow has enough chin to carry the lead in a movie, forcing an enraged Alec Baldwin to shave...

• Format: Paperback
• Language: English
• ISBN: 0807728837
• ISBN13: 9780807728833
• Release Date: January 1988
• Publisher: Teachers College Press
• Length: 197 Pages
• Weight: 0.85 lbs.

Customer Reviews

a helpful book for art teachers

The book that I have chosen to review is Encouraging Creativity in Art Lessons. I chose to read this book because it focuses on art and discussed ways to be creative in teaching art in an elementary and middle school setting. George Szekely, the author of Encouraging Creativity in Art Lessons, began teaching art to children in 1971 and later wrote this book in 1988. He attended a high school geared towards the arts, continued to study at The Cooper Union, New York University, received his masters degree at Pratt Institute, and his Ph.D. from Columbia. Szekely wrote this book after teaching for many years and studying how his students as well as his own children viewed art. He developed his own teaching philosophy which catered to the encouragement of creativity in youths. Szekely attempted to teach children how to be artists. He states his goal as "to demystify art, and assure children through the teacher's deeds and words, tat art is found in familiar places and ordinary environments, accessible to everyone...bring children closer to art-nearer to themselves." Szekely wrote his book to help spread these ideas among art teachers. Rather than create an environment where a select few talented students shine, Szekely's book suggests ways to create a level playing field between the students and teacher and make art a tangible object in each student's life. The major ideas discussed by Szekely center around breaking away from the traditional teaching of art. Szekely's suggestions for techniques in teaching children art include encouraging children to "be" artists which is a difficult task in the public school system. Szekely believes "that all children are artists, born with the natural ability to observe, to formulate art ideas, and to execute works of art on their own...As children grow up, however, they come to depend on adults to direct their art making. " The art classroom is a place where students execute the ideas and plans of the teacher. The students' natural ability to express themselves through art is hindered by the lesson plans they are assigned. Art becomes an assignment in the classroom, rather than an expression. Szekely states, "The first step in teaching children to make art it to be concerned that they regain their independence. " In the art classroom, students need to forget the formal structure of education and become in tune with their emotions and senses, and then they can begin to learn what it is to be an artist. While his main idea focuses on teaching children how to be artists, Szekely offers key suggestions coupled with achieving this goal. Throughout the book, Szekely also describes numerous techniques to help children develop and execute creative projects. He stresses the importance of encouraging students to constantly think about their art. Szekely stresses the importance of what he calls an "environment favorable to artistic learning. " The physical environment must inspire youths it should "challenge children t

The child as artist

George Szekely has written an inspiring book which looks first to the learner, then to the habits of practicing artists in order to create pedagogical practice. Personal creative processes often have little resemblance to current art education curriculum and practice, often resulting in unmotivated, disconnected students and mediocre "products". Szekely's delight in the unschooled personal art work of small children and in the quirks and habits of creative people is evident and is at the core of his teaching. This is an accessable and inspiring book with a philosophy that has energized my teaching for a decade.