Nurturing MuhammadCreativity Zuhdi in Children: Director of Education, Research and Outreach A Jalan Sesama Initiative

Muhammad Zuhdi Director of Education, Research and Outreach Jalan Sesama

Presented at 15th UNESCO-APEID International Conference “Inspiring Education: Creativity and Entrepreneurship” Jakarta, 6 – 8 December 2011 What is Jalan Sesama? • An educational initiative that utilizes the strengths of media to deliver educational messages to Indonesian children.

• The Indonesian version of

• Co-production: (New York) and PT. Creative Indigo Production (Jakarta)

• Programs: – TV Show (Trans7: 2008 – 2010, Kompas TV: 2011 - ... ) – Magazine (Gramedia) – Outreach Programs (West Jawa, West Nusa Tenggara, Papua: 2011 – 2012) targetting ECED (PAUD) • Funded by USAID

Mission

Use television and other media to help Indonesian children ages 3 to 6 learn basic skills that help them prepared for entry into primary school.

Main Characters

PUTRI

MOMON

JABRIK

TANTAN The Sesame Workshop Model

 Sesame Workshop co-productions are always designed to consistently entertain and educate.

 An innovative approach which applies and at the same time combines various skills in the production field, mastery of children’s educational material, and research.

 Proven to be effective and has influenced children’s lives all over the world for more than 40 years. Jalan Sesama & Creativity In Season 5 of its TV Show, Jalan Sesama addresses creativity as the theme.

Why Creativity? • Skill necessary for children • Important, but often receives inadequate attention • Safeguard children from stress • Enhanced self-concept The Approach

“Children develop creativity not when you tell them to, but when you show them” -Robert J. Stenberg-

Jalan Sesama introduces creativity to children through: • Muppet Characters  Role Model for habits, skills and attitudes that constitute creativity • Adult Characters  Supportive Environment for creative development • Stories  Examples of Creative processes

Working Definition

“The ability to generate something new from the existing knowledge or experience”

Assumtion: –Creativity is not confined to artists –Creativity is not innate, it can be cultivated –Creativity is not merely an outcome, it is more of a process –Creativity can be expressed everywhere The curriculum Educational Objectives

• The Creative Child • Creativity in Everyday Life • Creativity in Community Life • Creativity in the Arts • Creativity in Science Educational Objectives

• The Creative Child – Disposition of creative child & creative strategies • Creativity in Everyday Life – How creativity applied in children’s everyday life • Creativity in Community Life – Application of creativity in social context • Creativity in the Arts – The process and examples of creativity in arts • Creativity in Science – The process and examples of creativity in science The Creative Child

• Curious • Open-Minded • Enthusiastic Explorer • Respectful • Observant • Spontaneous and Sense of • An Experimenter Humor • Imaginative • Employ different strategies: • Connects Ideas o Brainstorming o Mind Map • Changing Perspectives o What if • Self-confident and o Idea Box Independent • Takes Appropriate Risks Creativity in Everyday Life

• Pretend Play & Make Believe • Multiple Approaches to Problem Solving • Resourcefulness • Being Playful • Re-design the Old Creativity in Community Life

• Creative Collaboration • Valuing Non Material Things • Celebrating Creativity Creativity in Arts

• Art Forms • Given Arts – Visual Arts – Natural Beauty – Music – Culture and Heritage – Performing Arts – Language Arts Creativity in Science

Scientific Inquiry Lights and Shadow Colors Position and Motion Energy Simple Tools and Machine Technology Nature and Environment The Guidelines The Guidelines (1)

Environment that provides stimulation • Give choices to children • Stimulation from surroundings • Asking open-ended question • Portray playful and relax interaction between adult and children • Adult role model who appreciate originality and conduct creative behavior The Guidelines (2) Emotional Supports • Allow self-expression and reinforcement of originality • Tolerance for something new, different and unfamiliar • Constructive Feedback o Description of problematic situation o Respecting children thought and ideas o Proposing specific suggestion for improvement o Appreciating of what was already accomplished • Portraying sense of pride when children convey their creative ideas

The Guidelines (3)

Ethical Consideration • Social norms • Religious beliefs

Painting Together Terima Kasih T h a n k Yo u