What is Creative Education?
Creative Education is an education based on play as an expression of creative ability. A game in which in no way is it imposed from the outside in which strategies are created (such as video games, which conquer and even seduce children, and which serve to kill time), but rather a game created by the internal need of the child, which requires great effort but does not generate frustration. It is a game in which the child’s emotional connection runs deep.
Once the game that occurs in creative education has been specified, it is necessary to emphasize that it consists of an education originating in the game of painting, that is, the opposite of art, of artistic education. Creative Education is about a term created by Arno Stern to differentiate the game of painting and art education.
According to Arno Stern, art education destroys any possibility of play. The work of the children is used exposing their work, exhibiting it. For Arno Stern, art education is the opposite of art, as it damages the child’s spontaneity. (Diana, 2005)
Likewise, creative education establishes conditions that enable the satisfaction of the essential needs of each person in their development process throughout their lives.
The conditions are necessary for one to carry out creative education. Among the most important we can find: the role of the “educator” as a simple accompaniment in the learning processes (assistance role), creating the appropriate conditions and attending to specific demands, without anticipating the needs of each one.
In the same way, the child’s learning develops regardless of the “educator” imposing, directing and judging the child’s work. This is because in this education the important thing is not the results, but the process, when the concepts of good and bad are eliminated, being able to avoid the fear of improvising and playing.
A Formulation session
The term formulation is a universal, autonomous and independent code that is expressed through free and spontaneous drawing, a code that is generally unknown. The origin of the formulation is organic memory, the most ignored part of our past. All experiences before birth and after birth are not lost, since everything remains in the aforementioned organic memory.
The basis for this code is the study carried out by Arno Stern on his trips around the world, in which he found that children and adults made the same figures and drawings everywhere.
Among the basic principles of formulation is avoiding adult judgment on the child’s drawing and not asking or asking the child what he has drawn. Once the formulation is known, the adult knows that the child does not draw to show, communicate or exhibit. The child draws to build his own world without any intrusion.
Arno Stern assures that living the formulation makes anyone happy. Arno is fully aware that it is an unknown pleasure in which capacities that have no place in everyday life and human needs that can be regenerated are discovered.
On the other hand, a formulation session consists of the “educator” creating a suitable environment, offering the possibility and serving the game of painting. From there, the child, without any external contribution, will draw through organic memory, collecting sensations, feelings, experiences of early childhood and even prenatal life.
Diana. (2015). Educación creadora: crear para vivir. Esto no es escuela. Recovered from: http://www.estonoesunaescuela.org/bitacora/aprendizaje-significativo/educacion-creadora