Be An Advocate for “Creating”
Mary Lou Hightower, Ed. D
Associate Professor, USC Upstate
NAEA Baltimore 2010
Daniel H. Pink’s book
A Whole New Mind: Why Right Brainers Will
Rule the Future
He stated, “Future will belong to a very
different kind of person.”
 Creators
and empathizers
 Pattern recognizers
 Meaning makers
Pink also states that :
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The right brain capabilities thought
of as frivolous will become
increasingly in demand in the near
future.
Pink emphasized
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That L Directed Thinking used to be
the driver and now R Directed
Thinking that is grabbing the wheel
and stepping on the gas.
Try the Betty Edwards Exercise!
Gardner’s Theory of Multiple
Intelligences
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A human intellectual competence must
entail a set of skills of problem solvingenabling the individual to resolve genuine
problems or difficulties that he or she
encounters and when appropriate, to
create an effective product—and must
also entail the potential for finding or
creating problems.
From Frames of Mind by Gardner
Theoretical Basis for MI Theory
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Isolation as a Brain Function
Prodigies, Idiot Savants and Exceptional
Individuals
A Set of Core Operations
A Developmental History with an Expert
"End State" Performance
An Evolutionary History
Supported Psychological Tasks
Supported Psychometric Tasks
Encoded into a Symbol System
Key Points of the Multiple Intelligences
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Each person possesses all eight
intelligences
Most people can develop each
intelligence to an adequate level of
competency
Intelligences usually work together
in complex ways
There are many ways to be
intelligent within each category.
From Multiple Intelligences in the
Classroom by T. Armstrong
Eight Intelligences
Expanded to Nine Intelligences
Let’s Dance
Bloom’s Taxonomy of Educational
Objectives 1956
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Benjamin Bloom’s taxonomy is a
gauge of cognitive complexity.
Armstrong states, “Bloom’s
taxonomy provided a kind of
quality-control mechanism through
which you can judge how deeply
student’s minds have been stirred
by the multiple-intelligence
curriculum.
Lorin Anderson in his editorial in Theory
into Practice- Autumn 2002
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Lorin Anderson,David Krathwohl and
others began the task of revision of the
original taxonomy.
The revision has retained many important
aspects but it has increased the
usefulness and usability of the original.
The original taxonomy provided a
common language for learning goals, and
ordered from simple to complex
Krathwohl stated
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In the new revised taxonomy, objectives
that describe intended learning outcomes
as the result of instruction are framed in
terms of (a) some subject matter content
and (b) a description of what is to be
done with or to that content.
Moving from the noun to verb aspects
A change from the three subcategories of
the Knowledge Dimension to the addition
of meta-cognitive knowledge.
Original Terms
New Terms
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Evaluation
•Creating
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Synthesis
•Evaluating
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Analysis
•Analyzing
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Application
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Comprehension
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Knowledge
•Applying
•Understanding
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Structure of the Cognitive Process
Remember
 Recognizing
 Recalling
Understand
 Interpreting
 Exemplifying
 Classifying
 Summarizing
 Inferring
 Comparing
 Explaining
Apply
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Executing
Implementing
Analyze
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Differentiating
Organizing
Attributing
Evaluate
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Checking
Critiquing
Create
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Generating
Planning
Producing
Blending the MI and the revised
taxonomy
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Can assist teacher candidates to
classify the instructional and
learning activities used to achieve
the objectives.
Work toward including as many
different intelligences as possible
during the art instruction.
Assess student achievement for
successful art learning.
Blooming Smarts Master Planning Matrix
Word
Smart
Remembering
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Recognising
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Understanding
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
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Interpreting
Exemplifying
Summarising
Inferring
Paraphrasing
Classifying
Explaining
Applying

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Implementing
Carrying out
Using
Executing
Math/Logic
Smart
Picture
Smart
Body
Smart
Music
Smart
Group
Smart
Self Smart
Nature
Smart
Analysing
Comparing
Organising
Deconstructing
Attributing
Outlining
Structuring
Integrating
Evaluating
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
Creating
Designing
Constructing
Planning
Producing
Inventing
Devising
Making
Created by Denise Tarlinton
He who learns
but does not
think ---is lost.
(Chinese Proverb)
Be An Advocate for “Creating”
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Give a copy of Daniel Pink’s Book to
Your principal or administrator
Give an in-service program on
Gardner’s MI theory and
the New Bloom’s
The Future is in the hands of
Art Educators
References
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Anderson,L. and Krathwohl, D., A
Taxonomy for Learning, Teaching and
Assessing.
Marzano, R. and Kendall,J., The new
Taxonomy of Educational Objectives
www.sc.edu/studentengagement/pdf/Lear
ningOutcomes.pdf
Based on Pohl, 2000, Learning to Think,
Thinking to Learn, p. 8
http://rite.ed.qut.edu.au/ozteachernet/training/bloom.html