Summary Of Wallas Model
Wallas model of the creative process
The Wallas’ model is a series of steps in the creative process. Through enacting this model, teachers are engaging in a quality arts program and are encouraging divergent thinking.
The preparation stage is problem solving through brainstorming and research (Dinham, 2014). In the crayon resist activity (appendix B), selecting a range of possible animals was part of the preparation stage. By giving clarity and information for the challenge, this stage is part of a quality arts program.
The incubation stage involves divergent thinking. It is the pondering and exploring of possible solutions to the challenge (Dinham, 2014). For example, combining different types of animals in the crayon resist activity was …show more content…
Dinham (2014) notes that a student’s imaginary, abstract and symbolic representations will benefit from observational drawing. Observational drawing processes can be taught through making and responding.
In arts making, there are many benefits to representing what one observes. For example, the observational drawing activity (appendix a) provides students with an opportunity to focus on details of line, shape, proportion and scale. The narrow focus helps students focus on particular details. In this case, the activity helped students identify more accurate outlines of objects. Dinham (2014) advocates a regular drawing program separate to art lessons where students focus on drawing precisely what they observe. Such a program would be consistent with the Australian curriculum which states students should practice and enhance their art making skills (ACARA, 2016).
In terms of responding, there is a clear link between art and the sciences. The effectiveness of arts responding in making observations about a work has been credited with improving medical observations among doctors (Friedlaender, G. & Friedlaender, L., 2013). While this study focused on medicine, its implication suggests that this activity improves observation skills
The Wallas’ model is a series of steps in the creative process. Through enacting this model, teachers are engaging in a quality arts program and are encouraging divergent thinking.
The preparation stage is problem solving through brainstorming and research (Dinham, 2014). In the crayon resist activity (appendix B), selecting a range of possible animals was part of the preparation stage. By giving clarity and information for the challenge, this stage is part of a quality arts program.
The incubation stage involves divergent thinking. It is the pondering and exploring of possible solutions to the challenge (Dinham, 2014). For example, combining different types of animals in the crayon resist activity was …show more content…
Dinham (2014) notes that a student’s imaginary, abstract and symbolic representations will benefit from observational drawing. Observational drawing processes can be taught through making and responding.
In arts making, there are many benefits to representing what one observes. For example, the observational drawing activity (appendix a) provides students with an opportunity to focus on details of line, shape, proportion and scale. The narrow focus helps students focus on particular details. In this case, the activity helped students identify more accurate outlines of objects. Dinham (2014) advocates a regular drawing program separate to art lessons where students focus on drawing precisely what they observe. Such a program would be consistent with the Australian curriculum which states students should practice and enhance their art making skills (ACARA, 2016).
In terms of responding, there is a clear link between art and the sciences. The effectiveness of arts responding in making observations about a work has been credited with improving medical observations among doctors (Friedlaender, G. & Friedlaender, L., 2013). While this study focused on medicine, its implication suggests that this activity improves observation skills