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In the learning process, a person utilizes both hemispheres of the brain.
The right hemisphere regulates holistic, visual-spatial, and intuitive
processes. The left hemisphere governs the linear, verbal-analytical, and
logical processes. These functions are continuously collaborating to make up
who we are. A comprehensive education includes strengthening and balancing
both sides of the personality. The creative arts inter-webbed with cognitive
learning can be used as a fundamental catalyst for this kind of balancing.
This is not to mention that people are more receptive to learning when they
are having fun!
Educating solely the right or left hemisphere of the brain would be
educating a segregated part of the person. When only the analytical or
logical functions are utilized in education, learning and perceptual
deficits may appear later in the students’ lives. Similarly, exposing
students only to the creative processes would not be a balanced teaching
strategy.
We may chose to develop in either a scholarly or artistic manner, or we may
come to blend the two. The writing of poetry can be used as an example of a
more comprehensive educational experience, as it simultaneously exercises
verbal, analytical and visual as well as visionary and intuitive processes. The interest
in blending creative and cognitive works will open many doorways for
exploration and development.
Consider great artists and scientists, such as Ludwig van Beethoven, and
Albert Einstein; these men acquired a certain degree of holistic/linear or
intuitive/analytical balance. True artists or scientists often need to
exceed pre-established cultural norms in order to accomplish great works. As
is commonly assumed in our culture, cognition does not equal the rational
mind; it is the combination of the intuitive or holistic processes, and the
linear, analytical processes. Did Albert Einstein formulate the Theory of
Relativity by merely analyzing observations and data, or did he use
holistic-imaging and his intuitive processes?
Facilitating the Artistic Process
The untapped genius of students can be brought out by a teacher who utilizes
appropriate strategies and teaching techniques. One must understand that the
instructor serves as a facilitator of the artistic experience; no one can
actually be said to "teach" art. A teacher can train a student in
technique only; a piece of art is the outcome of personal inspiration.
Whether it is Rembrandt painting a masterpiece, or a child reeking havoc in
a scribble drawing, each is personally inspired. Inspiration can not be
thought.
A teacher facilitates a
student's interests, points out their strengths, encourages their talents to
develop and also acts as a model. Exposing the student to the world around
him, including, for example, observing nature, color, and shape helps to
build the intelligence and imagination of the pupil. Every body has a
storehouse of creativity; it is the facilitator's job to help individuals to
work with and around her or his obstacles and help that person tap into her
or his creative potential.
Self-expression is an inherent personal need and the artistic experience can
provide many nutrients to the student. Rehabilitative therapists, for
example, recommend clients to practice hobbies and crafts after an injury
for purposes of reestablishing a sense of self-confidence and self-esteem.
Additionally, tactile activities are known to integrate motor and sensory
skills. Intrinsic to the creative process is incidental learning (i.e. in
the process of painting, for example, incidentally, a child loran's about
many relevant or generalized topics). By utilizing this teaching strategy,
an instructor can craft-fully use a student’s thirst for art in a manner
that will promote more of a thirst for cognitive learning. A quality
instructor utilizes art to help a student develop an inquiring mind to be
one that is flexible, inquisitive, and that seeks solutions in a creative
manner.
Creativity should be understood in context. Ideally, teaching should
creatively adapt to the student’s interests. Once inspired by what
personally motivates him or her, the student can then take cognitive
development to its heights.
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