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Nurturing Creativity in Children: a Jalan Sesama Initiative

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Nurturing Creativity in Children: a Jalan Sesama Initiative 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 SESAME STREET • Co-production: Sesame Workshop (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 .
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