How to increase your life through art
I've taught hundreds of students over the past fifty years in community school, private school, and private studio settings. One thing I have realized is that many of us believe that men who are creative are talented. They have been born with certain creative abilities, and those who are not in trouble with these particular assumptions are condemned to immortal life. Example: "I can draw a line!" OR "I can't even draw a picture!"
But they are wrong. What I have discovered is that we are all creatively gifted. As a human animal, we are hard-wired to be creative and this tendency served us well in ancient times. Think about it. We found a spear to hunt animals for food, we found the bike to get us going where we had to go and throw away agriculture by collecting seeds and planting them to provide food for our families. All these and many advancements that led to civilization as we know it today were born of our compilation of our information skills and our creative efforts: observation, visualization, problem solving, imagination and invention. All of these creative talents enabled us to live in the present.
Parts of our brain that have evolved to find, think and solve problems are very alive and well in our brain today. If we know our innate creative abilities and adapt them to our creative goals in the future, we will see that we can contribute to enriching humanity. Unfortunately, many cultures, including ours, often die the creative portal as an important international merger co-operative, rather more primitive and aggressive technologies such as war, assault, and political domination.
In the United States today, as we think, support for mathematics and science in education ensures our superiority in education. And in the international community, these skills are very important for our progress. But if only a reminder and recurring data educates math, science, and all other fields of study, we are selling our students short and depriving them of creativity that integrates them with international needs.
There were scholarly studies to delve into the shortcomings of creative teaching programs such as problems, designs, inventions, research and development, and increased learning experience would bring students more effective in the international future. Full field of study, combining the basic knowledge skills needed in the subject with creative skills that students need to apply, the skills to study, find, visualize – this is the expansion of knowledge we need to deal with the disadvantages, richer and more compelling incentives to improve our real and future worlds.
MY CREATIVE EXPERIENCE
I have experienced this creative transition in my life, using my creative abilities to rebuild or solve problems in various jobs. In the teaching art. I have been working to guide and develop this same transition for my students who come from many backgrounds including: psychotherapy, engineering, medical technology, writers, authors, retailers, and financial advisors.
When I was a kid, I made drawings and my parents and grandmothers praised me for the small drawings and paintings I did. They said I was gifted with artistic talent. And of course, their praise allowed me to continue drawing and painting.
My experience in teaching came to me with people who had the early drive to imagine, see, and create, but they were afraid to go further. The denial of teachers, family members, peers, or no encouragement usually destroys their sensitive and creative motivation. As I said before, we're all disastrous to create – it's part if our brain allows us to live our lives beyond our daily work, past plans, habits, and commitments in thought, visual, and yes. dream.
WHAT IS YOUR ACTIVITIES
When my students tell me they want to learn how to draw or paint but haven't done anything for years because someone said they were dumb drawing or real learning was remembered on facts and figures and that something creative was just a trumpet – they are an apology; as if their need to paint or draw was a silly waste of time, even if they were so compelled to do so. I tell them their search is great and noble because their overall enrichment plans are not just knowledge but inspiration. I say they already have the ability to create and it's time for them to start learning how to collect rich prizes from their creative efforts.
This discussion touches on broad demographic, young, middle-aged, and elderly people who need to make their lives better somehow. My young students often find themselves disenfranchised by a community that focuses on learning at Rote. My middle-aged students believe they have lost something important in their lives – that they want to create, learn to draw or paint because their work and even their recreation hasn't fulfilled them. Older elderly teachers often believe that life has passed them, even though they may have been successful and retired. These are common student profiles that I teach and this is their primary theme for teaching in need. What they share collectively is the need to use part of the brain that needs activation and has not been activated in daily life and efforts.
CREATIVITY IS A LOCATION
Creation is a place we go to. It has no boundaries or definitions. I know this place from my own work as an artist and can see that the location is related to the students. There is a noticeable shift in thought when examining this location. This place is a security park for inspiration, to get acquainted with your native creative self – the one who connects you to your dreams, your imagination and your vision. It is often a scary but powerful resource that feels interesting, good and sustainable.
Many research and development in many areas, including medicine, science, literature, computer science, is done by combining knowledge and inspiration. Knowledge alone will not build a better product, idea or home. Knowledge has limitations, penalties and barriers that often prevent inspiration to bring about progress to a higher goal or need.
My student once suggested that I give my lecture "Inspiration vs. Knowledge":
"Okay, I suppose it means when I write, It doesn't have to do my writing better. Don't Make The Drawing Improved. "
These comments are stuck in memory over the years. Yes, knowledge is a template, but it also requires an infusion of free-range thinking, swimmy content, the primitive that grows new ideas that can evolve into an exciting application to improve the world.