Step 5 - Spark Creativity Flashcards
process of designing a sparking activity
- Think about what a sparking activity is.
- Identify opportunities to capitalize on and barriers to overcome.
- Decide on the type of activity.
- Design a new activity or modify an existing one.
- Perform the activity.
Think about what a sparking activity is - main points
- elements involved
- use the tendencies/established patterns of the culture for the creative process! (if people prefer to compose alone, in group, etc.—use info collected under Step 4C on “creativity”)
- the meristem, the growth point in a plant; the hub/nub of creativity; must be nourished, protected
elements involved
o title/summary (overall type: commissioning, workshop, etc.) o participants o info will need from the CAP o resources needed o tasks o big-picture analysis (3 lists) • CLAT steps included in activity • steps already taken • plans for future steps
meristem
o find someone with good artistic skills (respected) o but also respected socially (character, considerations about if Christian or not) o Wedekind (1975) -example from Africa where a Muslim praise singer agreed to work with a biblical text and compose and record a Scripture song.
types of sparking activities
commissioning workshops showcase events mentoring apprenticeship publications creators' clubs
commissioning
task of creating new instance of genre for specific purpose; to be considered in nearly all cases! (consider compensation, how much influence the artist has in the end)
workshops
short events gathering people together to make progress on a given task (arts workshop is basically the CLAT cycle in abbreviated form)
workshops - things to consider
- Learning that Lasts (n.d.)—important to use high engagement, participatory approaches
- individuals to invite:
- community leaders/gatekeepers
- artistic experts
- content experts
- schedule -Saurman & Saurman (2006)—sample schedule
Learning that Lasts sources
- Global Learning Partners (n.d.)
* Vella (2002)
Vella (2002)
dialogue, not telling adults what already know, engagement, immediacy, action/reflection, other principles
showcase events
- festivals/contests (look for existing events, or introduce new ones)
- e.g., Barz (2003)—using kwaya contests, Tanzania, to highlight creativity
showcase events process
- imagine/plan (ask lots of questions about what types of arts, what kind of budget, competition elements, recording/documentation….)
- promote/network
- compose/prepare
- run the event
- evaluate/plan for possibility of future events
mentoring
transmitting artistic tradition through relationship; reciprocal learning!
apprenticeship
consider participants, familiar educational forms, sustainable schedule
publications
(paper, recordings, electronic data)—allow ideas/artistry to live beyond single moment
• consider: target audience; editors; system for distribution; system for ongoing publication; feedback tools for improvement
• e.g., Hodges (2007)—created advisory panel and publication around nada dasar, the “central tone of melody and harmony,” like Jesus Christ—forum to discuss musical issues in the church
