THE RELEVANCE OF EMOTION, COGNITION, AND CREATIVITY IN INNOVATIVE ART EDUCATION AND PEDAGOGY FOR THE YOUNGER GENERATION: A STUDY

Abstract

Education is a term which is to draw out the innate abilities and talents of children leading them out of the darkness of ignorance to the light of knowledge about our surroundings, art, and culture. As J. J. ROUSSEAU said "Plants are developed by cultivation and men by education" not simply physically but also spiritually. Homo Sapiens or our species are the beings who think, also the beings who learn, and the beings who simultaneously experience a rich variety of affective emotional states, including a selected suite of emotional states specifically and directly related to learning. In this paper, the relevance of emotion, cognition, and creativity from both end teachers and students as well have been acknowledged in allowing for emotions to surface in the classroom to allow for a deeper transformative process to occur in their students. The concept of affect in learning or emotions in learning is the same innovative pedagogy that would be intervened with a meaningful strategy or tactics. Artistic disciplines including music, dance, theatre, visual arts, literary arts, and media arts have a positive effect on children's and adolescents' social-emotional learning in which emotion- a multidisciplinary inquiry in perspectives of art discourses. Just as the art practices must be cultivated into long-term art competencies through guidance and instruction, the social-emotional components of these activities must be cultivated into long-term social-emotional competencies or students' development of individual and interpersonal skills beyond the realm of academic achievement. In closing, the paper calls for the centrality of courage and freedom in allowing emotions to become a form of innovative art pedagogy in the transformative learning of the younger generation.