Although virtually all contemporary art teachers list “enhancing creativity” as a desired outcome of their programs, analysis of curricula suggests that very little curriculum is actually devoted to stimulating creative abilities. Often “creative activities” function as problem solving challenges, rather than as pathways to students’ own images and desires.
By participating in historic Surrealist gaming practices (utilizing both text and images), students become increasingly confident, artistic risk takers who form internally generated criteria for completion and success.
This presentation gives many examples of individual and collaborative playful participation in a wide variety of media. The goal of the presentation is to assist teachers in analyzing whether current curriculum meets criteria identified by psychological research as creativity enhancing activities. It demonstrates how Surrealist projects can encourage thoughtful investigation of blocks against and paths to joyful creative activity.
Also see the pdf of the related article posted in the Art Education Articles by OMG section on this site.