No\u0163iunile \u00een ciclul primar constituie baza de pornire pentru gimnaziu. Cel mai adesea descoperim \u00eens\u0103 c\u0103 elevii sunt mai interesa\u0163i \u015fi particip\u0103 cu mai mult suflet la activit\u0103\u0163ile creative. Acest lucru nu \u00eenseamn\u0103 c\u0103 noi, ca \u015fi \u00eenv\u0103\u0163\u0103tori, nu putem s\u0103-i facem pe elevi s\u0103 con\u015ftientizeze c\u00e2t de\u00a0 necesare sunt cuno\u015ftin\u0163ele \u00eensu\u015fite \u00een clas\u0103, \u00een desf\u0103\u015furarea cu succes a altor activit\u0103\u0163i.
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Motto: \u201cCreativitatea este o floare at\u00e2t de delicat\u0103, \u00eenc\u00e2t elogiul o face s\u0103 \u00eenfloreasc\u0103, \u00een timp ce descurajarea o \u00een\u0103bu\u015f\u0103 adesea chiar \u00eenainte ca ea s\u0103 se poat\u0103 transforma\u00a0 \u00een floare<\/em>\u201d.\u00a0 T. Carlyl<\/p>\n \u015etim cu to\u0163ii c\u0103 elevii no\u015ftri sunt interesa\u0163i de ceea ce facem la \u015fcoal\u0103, mai ales pentru faptul c\u0103 aducem \u00eentotdeauna ceva nou \u00een via\u0163a\u00a0 cotidian\u0103. Creativitatea este un fenomen\u00a0 complex,\u00a0 dar\u00a0 actual\u00a0 \u015fi\u00a0 vital\u00a0 pentru\u00a0 viitor,\u00a0 este\u00a0 fereastra\u00a0 larg\u00a0 deschis\u0103\u00a0 ce-i\u00a0 d\u0103\u00a0 imagina\u0163iei\u00a0 aripi,\u00a0 iar\u00a0 viselor\u00a0 contur \u015fi\u00a0 \u00eemplinire. S\u0103 p\u0103str\u0103m aceast\u0103 fereastr\u0103 mereu\u00a0 deschis\u0103, pentru a primi \u00een suflet mereu lumin\u0103, c\u0103ldur\u0103 \u015fi prospe\u0163ime!<\/p>\n \u00cen predarea educa\u0163iei plastice, \u00eenv\u0103\u0163\u0103torul are un rol deosebit de important, \u00een formarea \u201comului creativ\u201d, a celui care poate distinge valoarea de nonvaloare, care \u00ee\u015fi dore\u015fte s\u0103 tr\u0103iasc\u0103 \u00eentr-un mediu plin de culoare. \u00cen consecin\u0163\u0103, noi \u00eenv\u0103\u0163\u0103torii suntem \u201ccreatorii\u201d oamenilor de m\u00e2ine \u015fi de aceea trebuie s\u0103-i educ\u0103m cum se cuvine.<\/p>\n Condi\u0163ii ale stimul\u0103rii creativit\u0103\u0163ii artistice:<\/p>\n S\u0103 fii creativ \u00eenseamn\u0103 s\u0103 ai mai multe \u015fanse de a reu\u015fi \u00een plan profesional \u015fi social, dar \u015fi personal.\u00a0 Creativitatea nu este o materie care se \u00eenva\u0163\u0103 la \u015fcoal\u0103, nu exist\u0103 o re\u0163et\u0103 pe care o po\u0163i aplica, pentru a stimula creativitatea copiilor. Copiii, pentru a fi creativi, \u00a0 trebuie s\u0103\u00a0 dispun\u0103 de\u00a0 spontaneitate, adic\u0103 acea pornire\u00a0 liber\u0103, de orice fel de constr\u00e2ngeri sau limit\u0103ri, irezistibil\u0103, materializat\u0103, cu orice fel de instrumente sau materiale de a colora, desena, modela, zg\u00e2ria etc., f\u0103r\u0103\u00a0 a cere ajutorul cuiva din jur, invent\u00e2nd rapid, uneori \u201edintr-o dat\u0103\u201d, solu\u0163ii sau rezolv\u0103ri cel pu\u0163in \u015focante vizual, dar trebuie s\u0103 aib\u0103 \u015fi\u00a0 antrenament, care \u00eenseamn\u0103 exersarea sistematic\u0103, \u00een forme \u015fi \u00een modalit\u0103\u0163i de \u00eenv\u0103\u0163are, adecvate\u00a0 v\u00e2rstei \u015fi ritmului propriu de \u00eenaintare \u015fi preocup\u0103rii dominante a fiec\u0103ruia, a aptitudinii de a colora, desena etc.<\/p>\n Factorii care influen\u0163eaz\u0103 creativitatea la copii sunt:<\/p>\n \u015ecolarul mic este foarte activ \u015fi cu o puternic\u0103 dorin\u0163\u0103 de a cunoa\u015fte. Imagina\u0163ia sa, care p\u00e2n\u0103 nu demult viza lumea mirific\u0103 a pove\u015ftilor, trebuie s\u0103 fie \u00eendreptat\u0103, educat\u0103 pentru a produce, astfel \u00eenc\u00e2t\u00a0 s\u0103 stimuleze crea\u0163ia. Elevii trebuie \u00eendruma\u0163i s\u0103 p\u0103trund\u0103 sensurile multiple ale lucrurilor, rela\u0163iilor logice \u00eentre fenomene, s\u0103-\u015fi foloseasc\u0103 cuno\u015ftin\u0163ele dob\u00e2ndite \u00een activitatea practic\u0103, s\u0103-\u015fi \u00eensu\u015feasc\u0103 tehnicile unei bune instruiri.<\/p>\n Un rol improtant \u00eel ocup\u0103 \u00eenv\u0103\u0163area prin \u201edescoperire\u201d, astfel c\u0103 elevul ca \u015fi un om de \u015ftiin\u0163\u0103 va trebui s\u0103 studieze, s\u0103 descopere, s\u0103 interpreteze. Elevilor trebuie s\u0103 li se permit\u0103 ini\u0163iativa de a g\u00e2ndi independent, de a se \u00eencrede, sub \u00eendrumarea \u00eenv\u0103\u0163\u0103torului,\u00a0\u00a0 \u00een propria persoan\u0103.<\/p>\n Stimularea creativit\u0103\u0163ii copilului \u00een domeniul artistico-plastic, \u0163in\u00e2nd cont de valen\u0163ele formative,\u00a0 \u00eel face pe acesta s\u0103 le foloseasc\u0103 \u00een toate domeniile vie\u0163ii.\u00a0Activitatea de educa\u0163ie plastic\u0103 reprezint\u0103 mijlocul cel mai generos de activare \u015fi stimulare a poten\u0163ialului creativ al copilului de v\u00e2rst\u0103 \u015fcolar\u0103. Principiile care stau la baza procesului de stimulare a creativit\u0103\u0163ii copilului \u015fcolar pot fi sintetizate dup\u0103 cum urmeaz\u0103: fiecare copil se na\u015fte cu un poten\u0163ial creativ, care se transform\u0103 \u00een capacitate efectiv\u0103 atunci c\u00e2nd este stimulat \u015fi orientat pozitiv; \u00een stimularea creativit\u0103\u0163ii sunt vizate urm\u0103toarele dimensiuni ale personalit\u0103\u0163ii: dezvoltarea emo\u0163ional\u0103, cognitiv\u0103 \u015fi social\u0103, dezvoltarea\u00a0 creativit\u0103\u0163ii copilului de v\u00e2rst\u0103 \u015fcolar\u0103 se realizeaz\u0103 prin\u00a0 joc.\u00a0 \u00cenv\u0103\u0163\u0103torii\u00a0 pot \u00eencuraja creativitatea astfel:\u00a0 prin crearea\u00a0 unui mediu care permite copilului s\u0103 exploreze \u015fi s\u0103 se joace f\u0103r\u0103 restr\u00e2ngeri exagerate,\u00a0 prin acceptarea ideilor neobi\u015fnuite ale copilului, f\u0103r\u0103 a judeca modul divergent \u00een care acesta rezolva o problem\u0103,\u00a0 prin alocarea de\u00a0 suficient timp copilului pentru explorarea tuturor posibilit\u0103\u0163ilor, pentru trecerea de la ideile obi\u015fnuite la idei mai originale.<\/p>\n \u00cenc\u0103 de c\u00e2nd este foarte micu\u0163, pe copil \u00eel putem implica \u00een\u00a0 tot felul de activit\u0103\u0163i\u00a0 artistico-plastice.\u00a0 Nu trebuie s\u0103 ne propunem de la \u00eenceput\u00a0 o tem\u0103\u00a0 dificil de realizat, ci s\u0103 l\u0103s\u0103m lucrurile \u00een voia lor \u015fi nevoia de a ne sim\u0163i bine, f\u0103c\u00e2nd ceva \u00eempreun\u0103 cu copilul, s\u0103 fie mai mare dec\u00e2t dorin\u0163a de a ob\u0163ine un rezultat anume. Dac\u0103 ne bucur\u0103m, comunic\u0103m cu copilul \u015fi-i men\u0163inem interesul pe parcursul diferitelor etape, e o mare realizare. Copilul\u00a0 trebuie\u00a0 \u00eencurajat \u015fi\u00a0 apreciat\u00a0 c\u00e2t\u00a0 mai des,\u00a0 oridec\u00e2te ori\u00a0 realizeaz\u0103\u00a0 o\u00a0 anumit\u0103 tem\u0103,\u00a0 f\u0103c\u00e2ndu-l astfel\u00a0 s\u0103\u00a0 prind\u0103\u00a0 o\u00a0 \u00eencredere\u00a0 \u015fi\u00a0 mai\u00a0 mare\u00a0 \u00een\u00a0 el,\u00a0 f\u0103c\u00e2ndu-l astfel\u00a0 s\u0103\u00a0 se\u00a0 diferen\u0163ieze\u00a0 de\u00a0 restul\u00a0 colegilor.<\/p>\n Mai t\u00e2rziu, putem s\u0103 relu\u0103m respectiva activitate\u00a0 \u015fi s\u0103 ob\u0163inem ceva \u015fi mai frumos. De cele mai multe ori vom fi surprin\u015fi s\u0103 constat\u0103m c\u0103 acestuia i-a pl\u0103cut tare mult\u00a0 \u015fi\u00a0 c\u0103\u00a0 \u201emai vrea\u201d\u00a0 s\u0103\u00a0 fac\u0103\u00a0 \u00eenc\u0103\u00a0 o dat\u0103\u00a0 acela\u015fi\u00a0 lucru.\u00a0 Cele mai reu\u015fite activit\u0103\u0163i sunt cele \u00een urma c\u0103rora ob\u0163inem\u00a0 ceva,\u00a0 care poate\u00a0 fi\u00a0 folosit chiar de copil.<\/p>\n Activit\u0103\u0163ile nu trebuie s\u0103 fie preten\u0163ioase sau costisitoare, astfel \u00eenc\u00e2t nu ne trebuie cine \u015ftie ce materiale. Cu c\u00e2t sunt mai pu\u0163ine \u015fi mai simple, cu at\u00e2t creativitatea \u015fi originalitatea vor fi mai stimulate.\u00a0 Copilul va fi foarte m\u00e2ndru de \u201erealiz\u0103rile\u201d lui. Experienta\u00a0 a demonstrat de fiecare dat\u0103 c\u0103 orice copil posed\u0103 poten\u0163ial creativ, iar creativitatea este educabil\u0103.\u00a0 Fiecare cadru\u00a0 didactic\u00a0 \u00ee\u015fi\u00a0 dore\u015fte\u00a0 s\u0103\u00a0 aib\u0103\u00a0 \u015fcolari\u00a0 care s\u0103\u00a0 picteze,\u00a0 s\u0103\u00a0 deseneze\u00a0 foarte\u00a0 frumos,\u00a0 dar\u00a0 nu\u00a0 pot\u00a0 fi\u00a0 to\u0163i\u00a0 creativi,\u00a0 cum\u00a0 de\u00a0 altfel\u00a0 nu\u00a0 to\u0163i\u00a0 copiii\u00a0 creativi,\u00a0 sunt\u00a0 \u015fi\u00a0 inteligen\u0163i. Desenul\u00a0 \u015fi\u00a0 pictura\u00a0 au\u00a0 darul de a-i ajuta s\u0103 exprime emo\u0163ii, g\u00e2nduri, sentimente. De aceea este at\u00e2t de important\u0103 cultivarea creativit\u0103\u0163ii, pentru c\u0103 \u00een fiecare moment, \u00een fiecare situa\u0163ie dificil\u0103, copilul s\u0103 fie capabil s\u0103 g\u0103seasc\u0103 cel pu\u0163in o ie\u015fire, o rezolvare alternativ\u0103 \u015fi astfel s\u0103 poat\u0103 alege ce este mai bun.<\/p>\n Bibliografie:<\/strong><\/em> No\u0163iunile \u00een ciclul primar constituie baza de pornire pentru gimnaziu. Cel mai adesea descoperim \u00eens\u0103 c\u0103 elevii sunt mai interesa\u0163i \u015fi particip\u0103 cu mai mult suflet la activit\u0103\u0163ile creative. Acest lucru nu \u00eenseamn\u0103 c\u0103 noi, ca \u015fi \u00eenv\u0103\u0163\u0103tori, nu putem … Cite\u0219te continuarea \n
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\nD\u0103nescu E.,\u00a0 Ilie V. (2004). Cunoa\u015fterea\u00a0 \u015fi stimularea poten\u0163ialului creativ la copiii<\/em>
\n mici<\/em>. Editura Universit\u0103\u021bii din Pite\u015fti.
\nCosmovici A., Iacob L.. (1998). Psihologie \u0219colar\u0103<\/em>. Editura Polirom, Ia\u015fi.
\nMatei N.C. (1992). Educarea capacit\u0103\u0163ilor creatoare \u00een procesul de \u00eenv\u0103\u0163\u0103m\u00e2nt<\/em>. E.D.P., Bucure\u015fti.<\/p>\n","protected":false},"excerpt":{"rendered":"