problem solving in art

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Can art make us better problem solvers?

In the search for novel ways to hone our problem-solving skills , spending time with a work of art may be the simplest and most effective training, according to the art historian Amy Herman.

Herman has been teaching professionals —homicide detectives, medical students, lawyers, and engineers—to read paintings as a way to improve their analytical faculties. “Art provides a safe space outside of ourselves to analyze our observations and convert those observable details into actionable knowledge,” Herman writes in the introduction to her new book, Fixed. How to Perfect the Fine Art of Problem-Solving .

Doing so can help us understand how and why things go wrong and, more importantly, how to fix them, she explains.

Putting the lesson into practice

In her book, Herman explains how to navigate a complex composition, step by step.

Consider Théodore Géricault’s grisly painting, The Raft of the Medusa .

Herman writes:

Take in its scope, notice its details, count things, catalog what you think might be going on. Then, take a breath and let your mind wander. What did the chaos of the preceding scene bring to mind? A natural disaster? A human-made catastrophe? The current state of your country? Maybe you were reminded of more personal scenarios: office drama, an argument at home that got out of hand, Zoom Thanksgiving.

No matter who you are or where you live, chances are you can relate to the desperation depicted above.

A crucial skill in Herman’s approach is the art of noticing—the ability to quell the impulse to pick up our mobile devices and to pause long enough to ruminate on the details of a visual spectacle before us. This is particularly salient in the age of short attention spans , where the average museum-goer spends less than 30 seconds looking at a work of art .

Looking at art also attunes us to nuance and ambiguity, explains Herman. It’s a skill that’s critical for hostage negotiators to managers trying to read the room.

“The optimal way to look at art, whether alone or with others, is to look at the object first, speak after looking, and only then, read the label,” Herman tells Quartz. “My hope is that by learning to look at art in a structured way inspires and refreshes critical inquiry and that same model will be applied to when confronting problems in need of solutions.”

Herman, who once led the education department at the Frick Collection in New York City, insists that there’s no shame in “using art to study ourselves and the problems we face every single day.”  “Art can be many different things to many different viewers,” she argues. “If the power of a work of art can be channeled to enable a viewer who does not have a background in art or art history to approach their vocation in a different and more expansive way, why not unleash that?”

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How Artists Are Trying to Solve the World’s Problems

A cohort of 30 artists have received funding to find creative solutions to 21st-century problems like surveillance, digital inequality and inherited trauma.

By Zachary Small

Janine Soleil’s passing was sudden and shocking. She died a week after her 75th birthday in May, which was spent in hospice care after contracting the novel coronavirus. And once she was gone, her son, the artist Dylan Gauthier, found her digital imprint everywhere: on the dating websites where she found love, on the insurance company listings for her old therapy practice and across the hundreds of other websites she had tacitly agreed to share personal data with.

“I had a realization when my mom died,” Mr. Gauthier, 45, said. “What would happen to her data in a country like the United States that doesn’t have coherent data privacy protections?”

Since her death, Mr. Gauthier has attempted to extricate his mother’s data from the often faceless third-party companies and service providers that dominate online information-sharing. “When it comes to deciding what records we leave behind, we have little conception of where things will go,” he said. “My mother was a child of the ’60s, a person who was already hesitant to post on the internet. I know she would not want to live online after she died.”

Mr. Gauthier’s search to reclaim his mother’s “digital body” has become more than an expression of grief; it is the source material behind a new artistic project called “Delete Me When I’m Gone,” which intends to provide a tool kit for anyone planning an afterlife washed clean of their digital persona. His endeavor is being funded by the Brooklyn-based art and technology center, Eyebeam through its new initiative, Rapid Response for a Better Digital Future , which supports 30 artists incubating creative solutions to a world torn asunder by digital surveillance, racial violence and a pandemic.

“There is a hunger for the generative thinking that artists can supply,” said Roderick Schrock, the executive director of Eyebeam. “I think that interest comes from a general breakdown in trust for our world leaders.”

With $300,000 raised from the Henry Luce Foundation and the Andrew W. Mellon Foundation, Eyebeam is providing significant resources to its artist cohort tasked with responding to “a time of crisis and systemic collapse” during the coronavirus pandemic. Each artist will receive $5,000 to develop their projects and a select number will receive an additional $25,000 in October.

Funded proposals include Maxwell Mutanda’s visualization of the mobile data gap in sub-Saharan Africa, where access to the internet is often expensive; Roopa Vasudevan’s field guide for artists looking to subvert surveillance technology; and Kyle McDonald’s critique of the controversial practice of predictive policing through machine learning.

And for artists like Rashaad Newsome, 40, the program has been an opportunity to dream big. Currently based in Oakland, Calif., Newsome is developing “Being 1.5,” a virtual therapist powered by artificial intelligence to respond to the collective trauma that African-Americans experience. The idea came to him amid the George Floyd protests. “Through critical thinking with the bot,” Mr. Newsome said, “I hope people will find new ways to navigate systems of oppression.”

10 Practical Tips to Develop Creative Problem-Solving Skills for Artistic Challenges

1. embrace imperfection, 2. practice mindfulness, 3. explore other art forms, 4. collaborate with fellow artists, 5. seek inspiration from nature, 6. use creative restrictions, 7. experiment with techniques, 8. learn from failure, 9. attend workshops and courses, 10. keep a creative journal.

Whether you're a seasoned artist or just starting to explore your creative side, developing creative problem-solving skills can help you tackle artistic challenges. In this blog, we'll discuss 10 practical tips on how to develop creative problem-solving skills for artistic challenges, so you can create unique, captivating works of art.

One of the first steps in overcoming artistic challenges is to accept that imperfections are a natural part of the creative process. Instead of striving for perfection, focus on these key points:

• Value the journey: Embrace the learning experience that comes with creating art, even if the end result isn't perfect.
• Experiment without fear: Don't be afraid to try new techniques or styles, as they can lead to unexpected discoveries and help you develop creative problem-solving skills for artistic challenges.
• Learn from mistakes: See imperfections as opportunities for growth and improvement.

By embracing imperfection, you'll be able to approach artistic challenges with a more open and adaptable mindset, allowing you to find creative solutions and enhance your artistry.

Mindfulness can be a powerful tool in developing creative problem-solving skills for artistic challenges. By being present and fully engaged in the moment, you can unlock your creative potential. Here's how:

• Clear your mind: Set aside distractions and focus on the task at hand, allowing your creativity to flow without interruption.
• Observe your thoughts: Notice any thoughts or ideas that arise, without judgment, and consider how they might contribute to your art.
• Stay curious: Approach your artistic challenges with a sense of wonder and curiosity, allowing you to explore new possibilities and find unique solutions.

Regular mindfulness practice can help you develop a deeper connection to your creative instincts and improve your ability to navigate artistic challenges with ease and grace.

One way to develop creative problem-solving skills for artistic challenges is to expand your horizons by exploring other art forms. Diving into unfamiliar creative territories can provide fresh inspiration and help you think outside the box. Here are some ideas:

• Try different mediums: If you're a painter, experiment with sculpture or photography. If you're a writer, dabble in music or dance. Mixing up your mediums can help you see your own work from new perspectives.
• Attend performances and exhibitions: Expose yourself to different styles of art by attending plays, concerts, and art shows. Pay attention to how different artists approach their work and think about how you can apply similar techniques to your own projects.
• Study the masters: Learn about the great artists throughout history and their unique approaches to creative problem-solving. You might discover new techniques or ideas that can enhance your own artistic process.

By exploring a variety of art forms, you can broaden your creative toolbox and find new ways to overcome artistic challenges.

Collaboration is a powerful way to develop creative problem-solving skills for artistic challenges. Working with other artists exposes you to new ideas, perspectives, and techniques that can inspire your own work. Here are some ways to connect with fellow creatives:

• Join local art groups or clubs: Look for organizations in your community that bring together artists of various disciplines. Participate in their events and meetings to share ideas and learn from one another.
• Attend networking events: Go to art-related conferences, workshops, and social gatherings to meet like-minded individuals. Exchange contact information and stay in touch for future collaborations.
• Seek out online communities: Join social media groups, forums, or websites dedicated to your art form. Engage with other members, ask questions, and share your work for feedback and support.

Remember, collaboration isn't just about working together on a single project. It's about fostering relationships with other artists, exchanging ideas, and learning from each other's experiences. The more you collaborate, the more you'll grow as an artist and develop the creative problem-solving skills needed to tackle artistic challenges.

Nature is an endless source of beauty, ideas, and inspiration for artists. By observing and interacting with the natural world, you can develop creative problem-solving skills for artistic challenges. Here's how to seek inspiration from nature:

• Go for walks: Take a stroll through your local park, forest, or beach. Observe the colors, textures, and patterns found in plants, animals, and landscapes. Let your surroundings spark your creativity.
• Take photos: Capture interesting scenes, objects, or moments in nature with your camera or smartphone. Use these images as reference materials or inspiration for your artwork.
• Sketch or paint outdoors: Bring your art materials outside and create directly from your observations. This practice, known as plein air painting, can help you see the world in a new light and improve your artistic skills.
• Study natural phenomena: Learn about the science behind weather, geology, or biology. Understanding how nature works can lead to fascinating artistic concepts and help you solve creative problems.

By seeking inspiration from nature, you'll not only develop your creative problem-solving skills for artistic challenges, but you'll also cultivate a deeper connection with the world around you—a connection that can enrich your art and your life.

Ironically, imposing limitations on your creative process can actually help you develop creative problem-solving skills for artistic challenges. By working within certain constraints, you're forced to think outside the box and come up with innovative solutions. Here are some ways to use creative restrictions:

• Limit your materials: Choose a small selection of art supplies—like only three colors of paint or a single type of pen—and create a piece using just those items. This forces you to think creatively about how to achieve the desired effects.
• Set a time limit: Give yourself a specific amount of time to complete a project, like 30 minutes or an hour. This can help you focus your energy and prioritize what's most important in your artwork.
• Choose a theme: Pick a specific subject or concept to explore in your art, like a particular emotion, historical event, or visual motif. By narrowing your focus, you'll encourage yourself to dive deeper into the topic and find new ways to express it.
• Embrace constraints: If you encounter a challenge or limitation in your work—such as a small canvas size or limited budget—view it as an opportunity to get creative and find unique solutions.

By using creative restrictions, you'll learn to adapt and innovate within boundaries, ultimately strengthening your problem-solving skills and making your artwork more interesting and engaging.

Trying out new techniques can be an exciting way to develop creative problem-solving skills for artistic challenges. It helps you think differently, discover new methods, and find unexpected solutions. Here are some ideas for experimenting with techniques:

• Research different styles: Study various art movements, like impressionism, cubism, or abstract expressionism. This can give you fresh ideas and perspectives on how to approach your own work.
• Mix media: Combine different materials and mediums in your artwork, such as using watercolor with charcoal or incorporating found objects into a sculpture. Mixing media can lead to interesting textures, effects, and visual surprises.
• Try new tools: Experiment with different types of brushes, pens, or other art tools to see how they affect your work. Sometimes, a simple change in your toolset can open up new possibilities and techniques.
• Play with techniques: Don't be afraid to break the "rules" and try unconventional methods. For example, you could paint with your fingers, use a sponge instead of a brush, or draw without looking at the paper. These playful experiments can help you discover new ways of creating and problem-solving.

Remember, the goal is to expand your artistic horizons and challenge your assumptions. By experimenting with new techniques, you'll unlock hidden potential and gain the confidence to tackle any artistic challenge that comes your way.

Failure is a natural part of the creative process, and it's important to view it as an opportunity for growth rather than a setback. Learning from failure can help you develop creative problem-solving skills for artistic challenges. Here are some tips for embracing failure and turning it into a valuable learning experience:

• Accept failure as a teacher: Understand that failure is a normal part of any creative journey. It can teach you important lessons about what works and what doesn't in your art.
• Analyze your mistakes: When a project doesn't turn out as you'd hoped, take the time to evaluate what went wrong. Identify the specific issues and consider how you can address them in the future.
• Don't be too hard on yourself: Remember that every artist, no matter how successful, has faced failure at some point. It's essential to be kind to yourself and recognize that failure is an opportunity for growth, not a reflection of your worth as an artist.
• Keep trying: The most important thing is not to give up. Use the lessons you've learned from failure to improve your skills and approach your next project with renewed determination.

By embracing failure and learning from it, you'll become more resilient and adaptable in the face of artistic challenges. This mindset will help you develop creative problem-solving skills that will serve you well throughout your artistic journey.

One of the best ways to learn how to develop creative problem-solving skills for artistic challenges is to attend workshops and courses. These educational opportunities can provide you with new perspectives, techniques, and inspiration to help you grow as an artist. Here are some benefits of attending workshops and courses:

• Learn from experts: Workshops and courses are often led by experienced artists who can share valuable insights and knowledge, helping you expand your skillset and approach to problem-solving.
• Network with fellow artists: Attending workshops and courses allows you to meet other artists, exchange ideas, and potentially collaborate on projects. Building a network of creative peers can be invaluable for overcoming artistic challenges.
• Try new techniques: Workshops and courses often introduce new techniques or materials that you may not have tried before. Experimenting with different methods can help you develop creative problem-solving skills and find new ways to express yourself through art.
• Get feedback: Receiving constructive feedback from instructors and fellow artists can help you identify areas for improvement and develop strategies to overcome obstacles in your work.

By attending workshops and courses, you'll expose yourself to new ideas and techniques that can help you grow as an artist. This exposure will empower you to tackle artistic challenges with confidence and creativity.

Keeping a creative journal is an effective way to develop creative problem-solving skills for artistic challenges. A journal allows you to document your ideas, inspirations, and progress, which can be helpful when facing obstacles in your art. Here are some tips for maintaining a creative journal:

• Record your ideas: Whenever inspiration strikes, jot it down in your journal. This way, you can refer back to these ideas when you're facing artistic challenges or looking for new directions in your work.
• Document your progress: Use your creative journal to track your progress on various projects. This can help you identify patterns, strengths, and areas for improvement, which can inform your problem-solving strategies.
• Reflect on your experiences: Take time to write about your artistic journey, including the challenges you've faced and the solutions you've discovered. Reflecting on these experiences can provide insights into how to develop creative problem-solving skills for artistic challenges.
• Include visual elements: Don't be afraid to include sketches, doodles, or even full pages of artwork in your journal. Visual elements can help you capture ideas and emotions that words alone might not express.

By keeping a creative journal, you can foster self-awareness, reflection, and growth as an artist. This habit will help you develop the creative problem-solving skills necessary to overcome artistic challenges and continue expressing yourself through your art.

If you're seeking ways to boost your inspiration and ignite your creativity, don't miss out on the workshop ' How To Deal: Cultivating Inspiration & Creativity ' by Grace Miceli. This workshop will provide you with practical tips and techniques to tap into your creative potential and keep the inspiration flowing.

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Art and Critical Thinking

What it Takes to Live as an Ar..

Creative arts develop problem solving skills, the easiest seo tips for onlin...

• by Kaylee Osuna
• Artists Featured Articles

Public education often considers fine arts classes and programs expendable luxuries. This article explores how beneficial the fine arts are in education.

It is no secret that, when faced with recession pressures and budget cuts, most American public school systems decrease funding for fine arts programs or cut them entirely. Reasons cited for these decisions include fine arts do not generate much money for schools, nor are they part of the school’s core curriculum; therefore, they are expendable. Unfortunately, educational leaders are often not able to maximize the full educational and economic possibilities of the fine arts, and consequently, students’ learning opportunities suffer.

FINE ARTS PROGRAMS CAN GENERATE MONEY FOR SCHOOLS

Many American public schools sponsor annual plays and musicals, and despite performances being limited to a handful per semester, they do generate income for the school through ticket sales. Although they do require a considerable amount of time and practice to perfect these performances, as well as need a limited budget for props and supplies.

However, school drama performances can be increased to generate revenue and stay within budget by sponsoring ticketed events that do not require as much time or resources to produce. Such an example is orchestrating a comedy improv troupe, where only a few simple props and little preliminary preparation are necessary.

In addition, most schools completely neglect to showcase the talents of their budding visual artists. Sponsoring frequent school-wide art shows, auctions, and awards can generate additional funds for public schools, as well as provide enriching educational experiences for students.

For example, until visual art students reach college, few have opportunities to apply to an open call for entries or learn how to promote and set up an art exhibition. Learning these skills early gives visual arts students an edge over many art students who begin to navigate the exhibition circuit in their later college years. Furthermore, participating in art shows provides high school students who intend to study visual art with valuable experience to add to their college applications.

FINE ARTS PROGRAMS ARE BENEFICIAL TO STUDENTS’ LEARNING

Matthieu Comoy for Unsplash

Art education authorities Eric Oddleifson and Judith Simpson have analyzed numerous studies conducted in urban and suburban school systems involving increased integration of the arts into classrooms. These studies overwhelmingly found that when the arts are incorporated into daily curricula, positive results are observed which transcend all subject areas. Examples include increased student creativity, better problem-solving abilities, more options to express ideas, open-mindedness and tolerance for different people and ways of thinking, and increased joy and motivation to learn.

Oddleifson’s writing also references the theories of Harvard psychologist Howard Gardner, who has conducted additional research advocating fine arts in schools. Gardner hypothesizes that there are seven total forms of intelligence: visual/spatial, musical, kinesthetic, interpersonal, intrapersonal, verbal, and logical. The first five intelligence forms are predominantly found in fine arts. However, most American school systems’ core curricula focus on subjects involving verbal and logical intelligence, such as English and science.

Removing fine arts from educational institutions not only deprives students of a well-rounded education but also denies students the ability to maximize their intellectual capacities. Just as art students require a scientific understanding of the natural world so they can render plants and animals with photo-realistic accuracy, wouldn’t science students benefit from creative stimulation to better generate ideas for hypotheses and experiments?

For students who are passionate about the fine arts, little is more devastating than extensive cutbacks or complete removal of fine arts classes. Furthermore, students who prefer other subjects do learn beneficial skills from fine arts, and the fine arts can contribute financially to public schools. Let us remember the true purpose of education and enrich students with a broad range of subjects so they may reach their full potential.

ART TEACHES MAKING JUDGMENTS ABOUT QUALITATIVE RELATIONSHIPS

Martina_Bulkova for Pixabay

Through the development of qualitative intelligence, art teachers assist students to raise their consciousness and increase their capacity to interpret their world. Drawing on the work of Dewey, Eisner explains that the creation, appreciation, and understanding of visual form in general, and visual art in particular, is a mode of activity he considers to be a form of intelligence.

“The production and appreciation of visual art is a complex and cognitive-perceptual activity that does not simply emerge full-blown on its own.” [Eisner. 1972, p113]

DEFINITION OF QUALITATIVE INTELLIGENCE

Dewey advanced the idea that intelligence is the quality of an activity performed on behalf of inherently worthwhile ends. On this account, intelligence is a verb, a type of action, not a quantifiable noun, something that one possesses. For Dewey, intelligence is how a person copes with a problematic situation.

QUALITATIVE INTELLIGENCE AS PROBLEM SOLVING

When applying this notion of “intelligence” as problem-solving to the way students learn to make meaning through the modality of visual art, Eisner develops a descriptive argument [2002, p114]. He describes a process whereby students identify a problem, select qualities, and organize them so that they function expressively through a medium.

• A student who sculpts paints or draws is solving a problem
• He or she must find a way to transform, in some medium, an idea image, or feeling
• They start with a blank piece of paper, a lump of material, or data in electronic form
• The student uses this raw material to articulate a vision
• During this process, they hope to be responsive to the consequences of personal actions when managing material so that it functions as a medium
• When manipulating the media, the artist learns to be aware of the happy accident that is inevitable in the creation of artworks
• Through this learning strategy, it is hoped that the student will develop an ability to manage anxiety, frustration, and tension. The ability to forestall closure allows for the possibility of openness to a moment of unity and cohesion
• Students learn to recognize moments when the whole work comes together
• During the process, students will develop an ability to cope with thousands of interactions among visual qualities. Moments of cohesiveness, clarity, and unity will emerge through the child’s use of material
• Upon reflection students (perhaps in conversation with others) will conceive of her artistic purpose and recognize the meaning

Eisner calls the ability to problem solve in this way qualitative intelligence because it deals with the visualization of qualities expressed in images. The activity is directed at the creation and control of these qualities. It is generally recognized that artists work with seven elements of design.

MEDIATION THROUGH ARTISTIC THOUGHT

Rahul Jain for Unsplash

Qualities are mediated through thoughts, which are managed through the process, which terminates in a qualitative whole. A qualitative whole is an art form that expresses an idea or emotion by how those qualities have been created through the organization.

People use this form of intelligence throughout daily living. Artistic decision-making occurs when people select furnishings for the home, design a brochure, create a website layout, or decide upon what clothes to wear. The ability to do this is not simply given at birth, as one aspect of a genetic bundle of attributes. Rather, qualitative intelligence is an educable mode of expression that develops through experience and (hopefully) with guidance.

Intelligence, in this sense, is capable of expansion and through expansion, it expands the potential understanding of students. Through the arts, teachers assist students to raise their consciousness and increase their capacity to interpret their world.

The tendency to separate art from intellect and thought from feeling has been a source of difficulty for the field of art education. One of the results of this distinction is a lessening of the value of the creative arts fields of inquiry within the curriculum. Such a dichotomous distinction does not do justice to art or education.

For another presentation of this view see The Philosophy of a Creative Arts Educator Wisdom is the Legacy Left by Harry Broudy.

About the author : Kaylee Osuna is a professional writer at EssayWriterCheap.org , who loves to read and write about Psychology. She has participated in different conferences and presentations to gain more knowledge and experience. Her goal is to help people cope with their problems.

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THE REDWOOD ART COLLECTIVE

Creative Problem Solving

Students will examine Remington’s The Cheyenne and identify the challenges he faced in creating a horse that appears to be airborne. They will then work with a partner and go through a similar problem-solving process to create their own airborne sculpture.

Students will be able to:

• explain the problems Remington faced when he started sculpting in bronze and how he worked with others to solve these problems;
• overcome challenges faced when making an airborne sculpture; and
• work with others to complete a task.
• Warm-up: Divide students up into small groups of three or four. Have them use the materials provided to build a free-standing structure that is as tall as possible. You have two minutes to brainstorm with the people in your groups and four minutes to build the structure. Debrief the problem-solving activity with the students. What worked and what didn’t? How did working together help you build the tallest structure possible?
• Show students The Cheyenne and share with them key points from the About the Art section about the problem-solving Remington engaged in with the foundry. Define “airborne” and discuss the challenge Remington faced in making his airborne horse sculpture. Remington cleverly used a cape to balance the weight of his sculpture. Brainstorm other objects he could have used instead. Have students compare their problem solving strategies from the warm-up to Remington’s process.
• Tell students that they are going to make their sculpture of an airborne animal. Allow students to work with a partner. Have them start by looking through books and/or magazines to choose an airborne animal. Have them decide on a support, just as Remington chose to include a cape on The Cheyenne .
• Give them a choice of recycled materials, some Model Magic (or other sculpting product). The sculpture will be more abstract and less detailed than The Cheyenne but the primary goal is for them to take the problem of having to make a sculpture from recycled materials and to make their animal appear to be airborne.
• Debrief the experience. First compare the similarities and differences of their process to Remington’s. What limitations did they have?
• One set of the following for every three to four students: three paper cups, 10 index cards, four clothespins
• An assortment of recycled materials, including bottles, food containers, etc.
• Model Magic, Sculpey, or clay for each student to make a sculpture (amounts will vary based on plastic containers used)
• Books and/or magazines with pictures of airborne animals ( National Geographic is a great resource)
• About the Art section on The Cheyenne
• One color copy of the painting for every four students, or the ability to project the image onto a wall or screen
• Invent and Discover to Create
• Observe and Learn to Comprehend
• Relate and Connect to Transfer
• Envision and Critique to Reflect
• Oral Expression and Listening
• Collaboration
• Critical Thinking & Reasoning
• Information Literacy
• Self-Direction

The Cheyenne

Frederic Remington was born in Canton, New York, and attended the Yale School of Art, where he studied drawing and played football. When he was twenty years old, he traveled west for a vacation and mailed a rough sketch to Harper’s Weekly magazine, kicking off his career as an illustrator. He had tried his hand at sheep ranching in Kansas, but after a couple of years returned to New York, making trips west from his home in the East. Most of his work was created in his studio in New Rochelle, New York. Remington’s artistic career began with painting and drawing, but a friend encouraged him to try his hand at sculpture in 1895. He made 24 sculptures in his last 14 years as an artist. Remington liked the permanence of bronze sculpture: “My water colors will fade—but I am to endure in bronze,” he said. He died at age 48 at the height of his career.

Remington felt compelled to record an American West that he believed to be disappearing. He loved to portray the action and energy of the West and did not feel confined by what were considered the limits of the bronze medium. In this sculpture, Remington has defied the traditional means of supporting sculpture, making the falling robe a part of the action. The horse and rider are full of energy and appear to be moving quickly. Remington often worked from photographs to achieve this authentic image of motion. To create this bronze sculpture, Remington used a method called lost wax casting. A “cast” is a form that is created by pouring liquid metal into a mold. Although it is over 6000 years old, the lost wax method had been newly introduced in the United States during Remington’s time. The process involves six different steps—during each step a new model of the sculpture is made. Lost wax casting allows the artist to make quick changes and fine-tune the wax model before each pour. Remington took advantage of this opportunity for experimentation, and often visited the foundry that produced his casts at this stage. His additional artistic input is evident in the Denver Art Museum’s sculpture, especially in the textures and color of the piece.

Different Textures

Compare the smooth skin of the Indian to the rippled musculature of the horse’s flank to the high relief texture of the buffalo robe. This sculpture shows the texture variation that was possible using the lost wax method, and it is evidence that this cast received a great deal of personal attention from the artist.

The golden honey color of this particular cast is much lighter than other casts of The Cheyenne , which may be evidence that Remington himself was involved in selecting it. He usually preferred a blue-black patina, so this was probably an experiment.

Four Hooves Off the Ground

In 1878, Eadweard Muybridge’s (MY-bridge) photos of racehorses in motion proved that all four hooves leave the ground at one time. Wanting to show this in bronze, Remington added a buffalo robe falling toward the ground as a support for the flying horse.

Accurate Leg Position

Muybridge’s photos also revealed another misconception: in their off-the-ground position, the horse's legs were bunched together under the belly, rather than in the “hobbyhorse attitude,” with front legs stretched forward and hind legs backward, which was traditional in painting. In using this pose for The Cheyenne , Remington was one of the first artists to take advantage of this new information.

Mane & Tail

The horse’s mane and tail add to the sculpture’s sense of motion—they appear to be blown back by the wind.

The Artist’s Signature

Remington’s signature changes location from cast to cast. On ours, it appears on the base.

Related Creativity Resources

Possible Perspectives

Students will look at and discuss Coen’s painting Yellow Rain Jacket and write stories from the perspective of either the horse or the champion rider, exploring how the same details can be communicated differently.

Clothing Conversations

In this lesson, students will explore the symbols, patterns, and colors that are important to the Osage people. Students will compose a written reflection on the messages that their clothing communicates about them, just as the Ribbon Appliqué Wearing Blanket communicated messages about the person who wore it.

Say It with Flowers

Students will examine the artistic characteristics of Three Young Girls ; explain the meaning and significance of the flowers in the painting and other well-known flowers.

A Triumphant Message

Students will examine the sequencing of events in the paintings and create a six-part story of sequential “triumphs” that ends with an important message.

Poetry with Natural Similes and Metaphors

Students will examine the artistic characteristics of Summer ; make comparisons between physical features of the figure portrayed in Summer with items from the natural world; and create poems using similes and metaphors comparing a person’s physical appearance with items from the natural world.

Making the Commonplace Distinguished and Beautiful

Students will learn how William Merritt Chase aimed to portray commonplace objects in ways that made them appear distinguished and beautiful. They will then create a written description of a commonplace object that makes it appear distinguished and beautiful.

Funding for object education resources provided by a grant from the Morgridge Family Foundation. Additional funding provided by the William Randolph Hearst Endowment for Education Programs, and Xcel Energy Foundation. We thank our colleagues at the University of Denver Morgridge College of Education.

The images on this page are intended for classroom use only and may not be reproduced for other reasons without the permission of the Denver Art Museum. This object may not currently be on display at the museum.

How to Improve Your Problem-Solving with Art

by Elizabeth Johnson | Mar 15, 2016 | Inspiration | 4 comments

Have you followed the recent adult coloring book trend? From mandalas and zentangles, to everyday nature scenes or inspirational word art, adults are rediscovering the joy of tuning in to the creative side of their brains. Coloring provides a relaxing, low-cost way to retreat from the pressures of everyday. Plus, breaking out all the old-school art supplies is just plain fun!

After spending some time coloring with friends over Christmas, I started wondering what it might take to create my own coloring book. I gathered books about learning to sketch flowers, creating my own zentangles, and designing my own typography. I watched videos about sketch-noting and creative lettering. And I quickly remembered how hard it is to transfer a picture from the brain onto paper! Even my best attempts looked rather amateurish.

But I was determined not to give up easily! I kept scouring the library shelves and picked up this art textbook on a whim… and it completely changed how I see things.

Instead of teaching you how to draw , it teaches you how to see things differently.  Rather than simply giving step-by-step instructions for sketching faces and flowers, it teaches you how to notice edges, relationships, and shadows. It’s the difference between just seeing a hand or a tree – and noticing the specific shapes that make up the whole, the negative spaces that provide definition, the shadows that add depth, and the overall gestalt that makes the sketch seem comforting or menacing or humorous.

The best part is, as I learn to slow down and notice the details, my sketches are improving – without any innate talent or formal training. As I learn to see things differently, I’m able to describe them better, whether that’s with words or with pictures.

The interesting thing is how all of this relates to “the rest of life.” Learning any form of artistic expression (music, photography, poetry, sculpture, pottery, etc.) can have real-world application in the areas of problem-solving, team-building, and just thinking in general.

Why? Because it teaches you how to erase your preconceived ideas of how something looks, and shift your approach to observe the underlying connections and overall sense of a situation. It changes your perception of things, people, or situations.

For instance: have you ever tried drawing a realistic-looking nose? It’s hard to move past how you learned to draw noses back in fifth grade. But in order to draw a realistic-looking nose, you have to forget those preconceived ideas and look for the lines and the shadows and the relationship to other parts of the face.

That principle translates over to the rest of life. We approach challenging situations at work or in our personal lives with preconceived ideas of how to fix them – but how often does that approach actually work?

In life, as in drawing, we must look carefully to discover the shadows, connections, and boundaries.

In art, one way to train yourself to do that is by sketching an upside-down picture. That forces you to focus on the lines, spaces, and proportions rather than approaching it with preconceived ideas of “this is how a face should look.”

In the rest of life, that could mean taking a step back to consider the areas around a given problem:

• What underlying factors might there be (the “edges and spaces”)?
• How is it affecting other people or other situations (the “relationships”)?
• How “gray” of an issue is it really (the “shadows”)?

Here’s an exercise for you:

Consider a specific situation that’s been weighing you down. Approach it as though it were an art exercise. Observe the overall gestalt of the situation, notice the edges and negative spaces that define it, perceive the underlying shadows and connections that give it depth and relevance. Use an artistic medium as your guide – whether it’s drawing, scrapbooking, sculpting, writing poetry, or even composing music. The only limit is your creativity!

Now consider how that artistic medium helped you see the situation with fresh eyes. Did you discover some nuances that you weren’t aware of before? Did you identify some connections that brought the whole problem into focus? Did you realize a surprising depth to the circumstances that aided your understanding?

Tell me something! What’s your favorite artistic medium? Have you ever used it to help you solve a problem?

Image credit: feelphotoz

Elizabeth Johnson loves the color yellow, strong {black} coffee, editing, and exploring the mountains in rural Wyoming and Utah, where she and her husband serve as church planters. In her free time, she enjoys learning new things, hand-lettering and acrylic painting, and gaming with her husband.

Hey Elizabeth so glad you liked the journal. I love colored pencils and doing calligraphy as well the two of them combined have enjoyed the two for years. I am not to good at portraits I tend to make people look like someone else. And I do have the adult coloring books they are quite fun sometimes just to relax a bit. I have really never used it to solve a problem but the thought of using it to sort through a problem is a great idea. I always pray about it and ask God for His wisdom and strength through issues. Love Liz and the boys

Thanks Liz! I definitely still have a LOT to learn when it comes to drawing, but it’s been intriguing to make some connections like this to other areas of life.

I loved this post, Elizabeth – wonder if I’ll ever pick up a grown up coloring book myself!

You should! Although it’s pretty easy to find free printable pages on Pinterest – might let you get a better idea what styles you enjoy coloring before you go out and buy something.

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17 Fun Problem Solving Activities for Kids

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As a child, I would spend hours putting together puzzles… whether it was 3-D puzzles or figuring out a crossword. I also loved it when teachers would give the class an open-ended question and we had to work in groups to figure out the answer in our own way.

Even something as simple as playing checkers with my brothers gave me the chance to use strategy as a way to win the game. I honestly believe that it’s so important for kids to solve problems at a young age, as it helps them think critically and outside the box.

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So, Why Is It Important To Teach Kids Problem Solving?

I think these kinds of activities are so important for kids to do because it helps them learn how to think analytically and solve problems on their own. It's a great way to get kids to use their imaginations and be creative.

Rote memorization simply does not have the same effect. This type of learning is great for learning facts like historical dates, but it’s not going to help kids figure out how events in history happened and the results.

We take these problem-solving skills into college, the workforce, and travel . My ability to problem solve since childhood has certainly got me through many sticky situations while in a new city or country.

Additionally, problem-solving helps children learn how to find creative solutions to challenges they may face both in and out of the classroom . These activities can also be fun and used in cohesion with school or playtime.

17 Fun Problem-Solving Activities for Kids

1. marble mazes.

This activity was selected because it requires them to think spatially. Spatial learning will benefit kids when they start driving, riding a bike, playing sports,etc.

To do this activity in its simplest form, you will need a piece of paper, a pencil, and some marbles. First, draw a maze on a piece of paper using a pencil.

Make sure to create a start and finish point. Then, place the marbles at the start of the maze. The goal is to get the marbles from the start to the finish by tilting the paper and using gravity to guide the marbles through the maze.

Another example of a marble maze can involve using toilet paper rolls taped together to create a three-dimensional maze. The larger the maze, the harder you can make it.

Check Price on Amazon!

If you are not into the DIY method, you can always buy a toy maze on Amazon. A good 48 piece puzzle is the Melissa & Doug Underwater Ocean Floor puzzle.

2. The Tower Challenge

Building a tower gives kids the chance to think about gravity, structure, and balance.

To do this activity, you will need some building materials like legos, blocks, or even toilet paper rolls. The challenge is to see how high they can stack the materials without the tower toppling over.

This can be done individually or in teams. An activity like this is good for younger kids and is the building block to learning about harder topics like engineering.

3. The Egg Drop Challenge

The egg drop challenge helps kids learn how to engineer a solution that prevents something from breaking. It requires them to think critically about which materials will best protect something fragile like an egg when dropped from a height.

To do this activity, you will need some eggs and various materials such as straws, cotton balls, bubble wrap, etc. The goal is to construct a device that will protect an egg from breaking upon impact.

This can be done individually or in teams . Teams can even have a competition for the best egg drop device.

As children begin handling, shopping for, and cooking their own food, activities like this will help them understand how to handle breakable items like bottles, eggs, delicate fruit,.etc. Ideally, this is best for age groups 8 and up.

4. The Penny Drop Challenge

This activity was selected because it requires kids to think about physics and how different materials affect sound.

To do this activity, you will need a penny ( or another coin), a cup, and various materials such as paper towels, cotton balls, etc.

The goal is to drop the penny into the cup without making any noise. Begin by placing different materials into the cup and then drop the penny into it. The children should also drop the penny from different heights into the same material to see if/how the impact from a higher drop affects sound.

Group kids into teams or let them try it on their own.

Kids should make note of what type of sounds are made when the penny hits different materials. This is a great activity for kids who are interested in science and physics.

5. The Balloon Race Challenge

This activity was selected because it helps kids learn about aerodynamics and Bernoulli’s principle . It also requires them to think creatively about how to design a balloon-powered vehicle.

To do this activity, you will need balloons, straws, masking tape, and markers. The goal is to design a balloon-powered vehicle that can travel a distance of at least 10 feet. Kids can begin this activity by sketching out their designs on paper.

After they have a basic design, they can begin building their vehicle from various materials. Then kids can explain why they think the balloon traveled or did not travel as far as it did.

6. The Marshmallow Challenge

Marshmallows are not only delicious, but they are also soft and malleable. So kids can have fun using it for some construction projects.

This activity was selected because it requires kids to think creatively about how to build a structure using limited materials. It also helps them learn about engineering and work as a team.

To do this activity, you will need marshmallows and spaghetti noodles. The goal is to build the tallest free-standing structure possible using only marshmallows and spaghetti noodles. If you don't have spaghetti noodles, use something similar like pretzel sticks.

You may even want to establish certain rules like each team can only use a certain number of marshmallows or noodles. A time limit can also make it more fun and challenging.

For more fun activities, check out our post on problem solving exercises for team building .

7. The Balloon Pop Challenge

If you remember your childhood, you probably remember popping balloons for fun at times. But this activity is different because it requires kids to use strategy and critical thinking.

This activity was selected because it helps kids learn about patterns and problem-solving. It is also a lot of fun for kids who like popping balloons. The goal is to create a device that will allow them to pop a balloon without using their hands.

To do this activity, you will need balloons and various materials such as straws, string, paper clips, etc.

8. Picture Pieces Puzzle Game

As mentioned earlier, puzzles are a great pastime – especially in childhood. Kids must think critically about how to put the pieces together to create a certain picture. It also helps them learn about shapes, colors, and other concepts.

You can take a medium to large picture and cut it into pieces. If you have younger kids, you may want to make the pieces larger. However, if you have kids closer to the 8-11 age range, you should be able to provide a challenge and make the pieces smaller.

9. Copy the Block Model

For this challenge, you can build a model out of blocks for the kids to copy. Put kids into groups and make sure each group has the same number of blocks you used for your model.

Make your model block as simple or complex as needed for your child's age group.

Set a time limit and make sure each group starts at the same time.

10. Team Scavenger Hunt

A scavenger hunt is great for kids because they have to search for items and use investigative skills. It is also a lot of fun and can be done both indoors and outdoors .

To do this activity, you will need to create a list of items for the kids to find. The items can be anything from common household items to things you would find outside.

These types of activities can also revolve around a theme like a holiday, movie, or book. For example, if the kids are fans of “Harry Potter” you can make a list of items to find that are related to the movie.

11. Obstacle Course

This activity requires kids to think creatively about how to get from one point to another while maneuvering around obstacles. If you have outdoor space, this can be done with common objects such as hula hoops, cones, etc.

If you don't have access to an outdoor space, you can use common household items to create an indoor obstacle course. For example, you can use chairs, blankets, pillows, etc.

Begin by setting up the course and then timing each child as they complete it. You can also have them race against each other to make it more fun.

Obstacle courses are also great because kids get to be physically active while they are thinking critically.

12. Reading Storybooks

There are many great benefits for kids that read storybooks.  One of the excellent benefits is the ability to problem-solve.  When they read the stories in the books, they see scenarios that cause them to be attached to the various characters they read about. 

So, when they encounter a real-life problem, it is often productive to ask a child how their favorite character would solve that problem.  Your kids can also be encouraged to come up with various options and possible outcomes for some of the situations they may encounter. 

This not only helps kids solve various problems but become more independent as well. 

13. Ask Them Open-Ended Questions

A good way to improve a child's ability to think critically and creatively and improve their ability to solve problems is by asking open-ended questions.  It also helps them to develop healthy personalities .

There are no right or wrong answers to these questions.  In addition, the solution requires more than a simple “yes” or “no” answer.  Furthermore, it allows kids to put some extra thought into their responses. 

Here are some examples of open-ended questions you may want to ask. 

• What did this experience teach you?
• Was this easy?  What was easy about it?
• What this difficult?  What is complicated about it?
• What may happen next in this situation?
• How did you come to this solution?
• What, if anything, would you do differently next time?
• What can we do to make things more fun next time?

14. Build Various Structures with Toys

Whether wooden blocks, LEGO blocks, or engineering blocks… giving your kid blocks to build whatever their minds can dream up is fun.  In addition, it requires them to think about how they will make a structure, put the pieces together, and creatively ensure the building's function and design. 

You may also want to challenge them to build something more complicated and watch them use their brain power to make it happen. 

15. Acting Out Skits

Impromptu activities like acting out skits help kids identify problems, develop solutions, and execute them.  This process works with multiple kids being divided into teams. 

First, you will want to write down different situations, such as resolving a disagreement between siblings or dealing with bullying on the playground on a piece of paper.  Second, you will fold the paper and place it in a hat or bowl.  

Third, each team will pick a scenario out of the hat.  Finally, you can give the kids a few minutes to discuss their solution and act out. 

16. Solving Moral Dilemmas   

In this simple game, you will help your kids solve simple dilemmas they may find themselves in.  You could write down a situation your child may find themselves in and help them learn the moral way to solve the problem.   

For instance, “The cashier gave them an additional $5 change back on my purchase.  What should they do?”  Another scenario could be, “I saw my friend cheating on a test.  Should I tell on them or let it go?”  A third one could be, “I caught my friends stealing some gum from the store.  What should I do?” 

After writing down the dilemmas and placing them in a bowl, get each child to select one and read it aloud.  Finally, you will help them devise morally correct solutions to the moral dilemma. 

17. Animal Pairing Game  

This is a fun and creative game to help your kids with focus, critical thinking, and team building skills .  In addition, this activity requires an even number of players to participate (4, 6, 8, etc.) 

Before starting the game, you will want to write the names of different animals twice, each on a separate slip of paper.  Then pass out the slips of paper to each individual or team member, instructing them not to share with anyone the name of the animal they received. 

Then the children will perform activities the animals might do without talking or making sounds.  Some of these activities might include:

• The way the animal cleans or grooms itself
• The way the animal sleeps
• The way the animal fights
• The way the animal eats or drinks
• The way the animal walks or runs

The goal is for each child to successfully pair up with the other child who has selected the same animal.

How Problem Solving in Childhood Helps in Adulthood

Children are not born with problem-solving skills. It is something that needs to be learned and developed over time .

From babies who learn how to communicate their needs to toddlers who figure out how to get what they want, to children who are starting to understand the consequences of their actions – problem-solving is a process that begins in childhood and continues into adulthood.

Some of the benefits of teaching problem-solving skills to children include:

• Improved critical thinking skills
• Better decision-making skills
• Enhanced creativity
• Improved communication and collaboration skills
• Increased confidence

There are many ways to teach problem-solving skills to children. The activities mentioned above are just a few examples. It is important to find activities that are appropriate for the age and abilities of the child.

With practice, children will develop these skills and be better prepared to face challenges in both childhood and adulthood.

Final Thoughts About Fun Problem Solving Activities For Kids

These are just a few ideas to get you started on teaching your child crucial problem solving skills. Perhaps they’ve inspired to come with some of your own, or seek out others? The important thing is to make sure the activity is age-appropriate and challenging enough to engage the kids.

Problem-solving skills are important for kids to learn because they can be applied to various situations in life. These skills also promote critical thinking, which is an important life skill.

There are many other problem-solving activities for kids out there. In time, you’ll find the ones that work best for your child.  And be sure not to forget about your own needs and self-improvement, both of which will make you a better parent and mentor. Here are some useful activities for adults to get your started.

Finally, if you want to level up your parenting skills, then check out this resource that will show you how to get your kids to listen WITHOUT yelling, nagging, or losing control .