Arts Curriculum

The Creative Process 

The creative process is a great way to take children through the drama learning cycle. The many phases of the creative process create a learning cycle that can help students explore the arts. Not every arts activity has to go through every stage of the creative process and a lot of activities may only go to the exploring and experimenting stage of the process. This is a great way to get students thinking about performing and using the drama strategies that I have talked about in my blog. When you have students participating in drama it is important to think about this process. 

Feedback is also an important aspect of this process. The Ontario Arts Curriculum states, "Ongoing feedback and structured opportunities for students to engage in reflection and metacognition – for example, reflecting on strengths, areas for improvement, and alter- native possibilities, and setting goals and identifying strategies for achieving their goals – are woven into each stage of the creative process. In this way, assessment by both teacher and student is used to inspire students’ creativity and support their development and achievement in the arts." (2009). This feedback is extremely important for both students and teachers in the classroom as it provides students the time to reflect on what they are doing. Many of the drama strategies work well within the creative process and allow students to move through the creative process while they are learning. 

Below is the chart from the Ontario Arts Curriculum (2009) which outlines each aspect of the creative process. This chart was very useful for me during my drama experience and I know it will be useful for all drama educators. This chart is also accessible through the arts curriculum document pg. 21-22. You can use this creative process to help create drama activities and guide your teaching in all aspects of the arts. This is also a great tool to use when creating assessments in the drama strand of the arts curriculum.

THE CREATIVE PROCESS
Stage of the Process	The Student	The Teacher
Challenging/Inspiring	–  uses creative ideas inspired by the stimulus for creation –  uses research, takes inventory, makes choices –  participates in the development of a plan or description of criteria for evaluating success	–  introduces the initial idea, challenge, stimulus, inspiration, experience –  provides models, examples, and/or learning goals –  establishes expectations, defines parameters, and helps develop criteria for evaluating success
Imagining/Generating	–uses ideas inspired by the stimulus: brainstorms,“bodystorms”, lists, sketches, discusses, poses questions, draws on prior knowledge and experience –  defines the problem in a unique way	– observes, listens, prompts with questions, and provides choices
Planning/Focusing	– gathers information, storyboards ideas, discusses, determines a focus for exploration, uses a variety of tools for recording plans (e.g., inquiry, research) –  states what he or she is trying to do, or articulates the idea to be developed –  makes choices about the art forms, tools, strategies, and formal concepts (e.g., elements)	–  provides a rich variety of materials and resources –  strategically asks questions and/or models planning strategies –  shares a variety of samples of plans –  structures planning and provides choices (e.g., assigns group management roles to students)

THE CREATIVE PROCESS (continued)
Stage of the Process	The Student	The Teacher
Exploring/Experimenting	– uses a range of arts elements, techniques, conventions, and/or principles (as appropriate for each strand) in response to the challenge, stimulus, or inspiration introduced by the teacher or teaching artist or set by the student	–  continues to provide a rich variety of materials and resources for open-ended activities –  continuestoaskquestionsandpro- vide direct instruction strategically –  provides reference charts of the elements, techniques, conventions, and/or principles (as appropriate for each strand) –  provides positive reinforcement for risk taking; expects focus; encourages incubation –  provides time to practise
Producing Preliminary Work	–  commits to artistic choices and works to make his or her meaning clear for an intended audience –  creates the work (i.e.,the embodiment of the idea)	–  asks questions about meaning and intended audience –  observes aspects of the work and provides descriptive feedback (e.g., verbal, written) –  encourages students to reason, communicate ideas, make connections, and apply knowledge and skills
Revising/Refining	–  shares preliminary work with peers; invites outside opinions; develops and refines the formal concepts (elements, techniques, conventions, principles, as appropriate for each strand) –  reworks the piece, building on strengths and incorporating feedback –  develops and modifies initial idea; makes choices, adapts, and shapes	–  continues to ask questions about meaning and intended audience –  continues to provide numerous learning opportunities that are varied, and supports the learning needs and experiences of the students –  observes and provides descriptive feedback; encourages students to look for alternatives and give reasons for decisions –  provides time and opportunities for reflection and revision
Presenting/Performing/Sharing	– identifies an audience (e.g.,teacher, parents, peers, community) and prepares a space for sharing the work; finalizes his or her production	–  promotes student talk about the arts –  makes necessary arrangements to  ensure that performers/exhibitors are sharing with an appropriate audience –  promotes the collaborative sharing of ideas and strategies; helps structure the sharing for students –  is supportive
Reflecting/Evaluating	– reflects on the process and the degree of success, and identifies further learning goals and opportunities and next steps	–  encourages reflection –  links evaluation to criteria and the lessons taught –  provides a variety of methods of  evaluation to accommodate the learning styles of a variety of students –  provides descriptive feedback –  evaluates on the basis of a body of evidence collected over time Ontario Arts Curriculum, 2009