Interessant informatie!

Hier worden links naar interessante (kunst) sites gedeeld.
Informatie over waarom creatief bezig zijn zo belangrijk is.
Het functioneren van de hersenen.

Van alles en nog wat! Ik hoop dat je het interessant vindt.

Het rechter hersenhelft ontwikkelt zich eerst. Wist jij dat?

Eindelijk een mooi artikel gevonden die precies vertelt de nut van het ontwikkelen van je rechter hersenhelft. Dit is ook de eerste hersenhelft dat ontwikkeld wordt bij een kind. De linker hersenhelft is pas rond de leeftijd van 7 jaar “online” en klaar om te gaan leren.

Het is wel een Engelse artikel maar ik vind het te goed om niet te delen. Ik kom bijna mijn eigen woorden tegen hierin. Daar wordt ik zo blij van. Zelfs de uitspraak van Einstein!

Het is nooit te laat om te beginnen met het stimuleren van je rechter hersenhelft. Door intuïtief te schilderen ben je op zoveel manieren je rechter hersenhelft aan het ontwikkelen wat inhoudt dat je bezig bent met je gevoel, er te zijn, intuïtie, liefde, empathische vermogen en zo kan ik nog even doorgaan. Door het schilderen wordt de samenwerking tussen de beide hersenhelften ook gestimuleerd. Je komt meer in balans.

What happens to our creativity as we mature?

84% rank high in creativity in Kundergarten

10% rank high in creativity in grade 2
from:  Robert McGarvey “Creative Thinking” USAIR, June 1990,  p. 36

source –
Copyright © National Literacy Trust 2008 (UK)
The above quote is from 2005
This link was last checked on 23 August 2008, and the above statement was still posted.

Listen to this creative YouTube talk: “Do schools today kill creativity?” by Ken Robinson
It has been viewed 384,744 times as of October 9, 2008

What are the reasons children become less creative?

Above is a child’s bird drawn from experience and memory

This child is asked to color workbook birds for math (above)

Birds drawn by this child after the stereotyping effects of the workbook

These illustrations are taken from: Viktor Lowenfeld and W. Lambert Brittain.
Creative and Mental Growth, 6th ed. 1970. Macmillan, NY. p. 109

The following is from the web site of the United Kingdom Literacy Trust, November 6, 2005

From Glasgow, A conference in March, 2005, by the Scottish Book Trust,

I quote:
“Sir Ken Robinson, chair of the UK Government’s report on creativity, education and the economy, described research that showed that young people lost their ability to think in “divergent or non-linear ways”, a key component of creativity. Of 1,600 children aged three to five who were tested, 98% showed they could think in divergent ways. By the time they were aged eight to 10, 32% could think divergently. When the same test was applied to 13 to 15-year-olds, only 10% could think in this way. And when the test was used with 200,000 25-year-olds, only 2% could think divergently. . . . Education is driven by the idea of one answer and this idea of divergent thinking becomes stifled.’ He described creativity as the ‘genetic code’ of education and said it was essential for the new economic circumstances of the 21st century.” signed: (TESS, 25 March 2005)

How Art Changes Your Brain: Differential Effects of Visual Art Production and Cognitive Art Evaluation on Functional Brain Connectivity


Our findings imply that the production of visual art improves effective interaction between brain regions of the DMN and increases the specificity and differentiation of S1/M1 at rest. Moreover, the improvements are associated with better resilience scores, meaning that our results may have important implications for preventive and therapeutic interventions. By the year 2030 one-fifth of Americans will be 65 or older, which will mean a greater number of challenging health conditions [54]. Our results revealed that visual art production leads to improved interaction, particularly between the frontal and posterior and temporal brain regions, and thus may become an important prevention tool in managing the burden of chronic diseases in older adults. In the context of therapeutic intervention, further research is required to investigate whether improvements in disrupted functional connectivity of the DMN are associated with positive consequences for cognitive, emotional, and behavioural functions in various clinical disorders.