By Wayne Morris
“The roots of a creative society are
in basic education. The sheer volume of facts to be digested by the students of
today leaves little time for a deeper interrogation of their moral worth. The
result has been a generation of technicians rather than visionaries, each one
taking a career rather than an idea seriously. The answer must be reform in our
educational methods so that students are encouraged to ask about “know-why” as
well as “know-how”. Once the arts are restored to a more central role in
educational institutions, there could be a tremendous unleashing of creative
energy in other disciplines too.”
Source:
On Arts: Creative New Zealand .
Michael D. Higgins, the former Irish Minister for Arts, Culture and Gaeltacht
But
is it enough to focus on the arts as the source of creativity in education?
Is
there a much broader role for creativity in education?
“All
our futures: Creativity, culture and education”, the UK National Advisory
Committees report [DfEE, 1999] defines creativity as:
“First, they [the characteristics of creativity] always involve thinking or behaving imaginatively. Second, overall this imaginative activity is purposeful: that is, it is directed to achieving an objective. Third, these processes must generate something original. Fourth, the outcome must be of value in relation to the objective.” This from the
From
the US
- the Creative Classroom Project was a collaboration between Project Zero and
the Disney Worldwide Outreach, to produce materials that help teachers explore
and understand:
- the role of
creativity and innovation in teaching and learning
- the importance of
developing classroom and school environments that can bring out the best
in teachers and students, and
- methods for making classrooms more engaging places
The
following quote, from one of the teachers involved in the project, adds to the UK
definition.
“Although
most people might look for signs of creativity in the appearance of the bulletin boards, student made
projects, centers and displays in the classroom,
I feel the truly creative classroom goes way beyond what can be seen with the eyes. It is a place where
bodies and minds actively pursue new
knowledge. Having a creative classroom means that the teacher takes risks on a daily basis and encourages his/her
students to do the same.”
Source:
Pann Baltz quoted in Creativity in the Classroom: An exploration.
Why should we bother?
- Our school system is a thinly disguised conspiracy
to quash creativity.
- We are at an inflection point. We seem to be
re-inventing everything – except the school system, which should [in
theory] underpin, even leads, the rest.
- The main crisis in schools today is irrelevance.
- Our educational thinking is concerned with; ‘what is’. It is not good at designing ‘what can be’.
The
above from Tom Peter’s book Re-imagine. Peter’s is very critical of our present
ways of educating and although focused on American education his comments could
relate to most education systems across the world.
Peter’s
vision:
- a school system that recognizes that
learning is natural, that a love of learning is normal, and that real learning
is passionate learning
- a school curriculum that values questions
above answers, creativity above fact regurgitation, individuality above
uniformity and excellence above standardized performance
-
a society that respects its teachers and principals, pays them well, and grants
them the autonomy to do their job as the creative individuals they are, and for
the creative individuals in their charge.
Is
this a vision that you could buy into?
Robert Fritz
comments that “The most important developments in civilization have come
through the creative process, but ironically, most people have not been taught
to be creative.”
Source: Robert Fritz, The
Path of Least Resistance, 1994.
Is
it important to our futures that creativity be taught?
What
place should creativity have in our education systems?
Should
we teach creatively or teach for creativity?
“By
providing rich and varied contexts for pupils to acquire, develop and apply a
broad range of knowledge, understanding and skills, the curriculum should
enable pupils to think creatively and
critically, to solve problems and to make a difference for the better. It
should give them the opportunity to become creative,
innovative, enterprising and capable of leadership to equip them for their
future lives as workers and citizens. It should enable pupils to respond positively to opportunities,
challenges and responsibilities, to manage risk and cope with change and
adversity.”
Source: UK
National Curriculum Handbook [p 11-12]:
Creative
students lead richer lives and, in the longer term, make a valuable
contribution to society. Surely those are reasons enough to bother.
Creativity in the classroom – what does it look
like?
When
students are being creative in the classroom they are likely to:
- question and
challenge. Creative pupils are curious, question and challenge, and don’t
necessarily follow the rules.
- make connections and
see relationships. Creative pupils think laterally and make associations
between things that are not usually connected.
- envision what might
be. They imagine, see possibilities, ask ‘what if?’, picture alternatives,
and look at things from different view points.
- explore ideas and
options. Creative pupils play with ideas, try alternatives and fresh
approaches, keep open minds and modify their ideas to achieve creative results
- reflect critically on ideas, actions and outcomes. They review progress, invite and use feedback, criticize constructively and make perceptive observations.
To
encourage the above is likely to require a change in the way schools are run
and the way teachers teach.
“The most
powerful way to develop creativity in your students is to be a role model.
Children develop creativity not when you tell them to, but when you show
them.”
Source: Robert J Sternberg, How to develop student creativity
Creative Teaching
“We humans
have not yet achieved our full creative potential primarily because every
child’s creativity is not properly nurtured. The critical role of imagination,
discovery and creativity in a child’s education is only beginning to come to
light and, even within the educational community, many still do not appreciate
or realize its vital importance.”
Source: Ashfaq Ishaq International Child Art Foundation
www.creativity-portal.com
Creative
teaching may be defined in two ways: firstly, teaching creatively and secondly,
teaching for creativity.
Teaching
creatively might be described as teachers using imaginative approaches to make
learning more interesting, engaging, exciting and effective.
Teaching
for creativity might best be described as using forms of teaching that are
intended to develop students own creative thinking and behaviour. However it
would be fair to say that teaching for creativity must involve creative
teaching. Teachers cannot develop the creative abilities of their students if
their own creative abilities are undiscovered or suppressed.
“My wife and
I went to a [kindergarten] parent-teacher conference and were informed that our
budding refrigerator artist, Christopher, would be receiving a grade of
unsatisfactory in art. We were shocked. How could any child – let alone our
child – receive a poor grade in art at such a young age? His teacher informed
us that he refused to colour within the lines, which was a state requirement
for demonstrating ‘grade level motor skills.” Source: Jordan Ayan, AHA!
Teaching
with creativity and teaching for creativity include all the characteristics of
good teaching – including high motivation, high expectations, the ability to
communicate and listen and the ability to interest, engage and inspire.
Creative teachers need expertise in their particular fields but they need more
than this. They need techniques that stimulate curiosity and raise self esteem
and confidence. They must recognize when encouragement is needed and confidence
threatened. They must balance structured learning with opportunities for
self-direction; and the management of groups while giving attention to
individuals.
Teaching
for creativity is not an easy option, but it can be enjoyable and deeply
fulfilling. It can involve more time and planning to generate and develop ideas
and to evaluate whether they have worked. It involves confidence to improvise
and take detours, to pick up unexpected opportunities for learning; to live
with uncertainty and to risk admitting that an idea led nowhere. Creative
teachers are always willing to experiment but they recognize the need to learn
from experience. All of this requires more, not less, expertise of teachers.
“Thousands
of years of history suggest that the schoolhouse a we know it is an absurd way
to rear our young: it’s contrary to everything we know about what it is to be a
human being. For example, we know that doing and talking are what most
successful people are very good at – that’s where they truly show their stuff.
“
Source:
Deborah Meier, in Dennis Littkys The Big Picture
Creative
teachers need confidence in their disciplines and in themselves. There are many
highly creative teachers in our schools and many schools where creative
approaches to teaching and learning are encouraged. But many schools and
teachers do not have access to the necessary practical support and guidance in
developing these approaches. Consequently there are important issues of staff
development.
It
is important to reduce or eliminate the factors which inhibit the creative
activity of teachers and learners and give priority to those that encourage it.
There are, in education, extraordinarily high levels of prescription in
relation to content and teaching methods. There are huge risks of de-skilling
teachers and encouraging conformity and passivity in some.
We
have an interesting paradox. We have industry commentators saying that, for a
successful future, we need people who think, are creative and innovative and
yet our education systems seem to be working against this. At a national level
government has a responsibility to reduce these risks and to promote higher
levels of teacher autonomy and creativity in teaching and learning.
“Human
creativity is the ultimate economic resource.”
Source: Richard Florida The Rise of the Creative Class
“Over the
past decade the biggest employment gains came in occupations that rely on
people skills and emotional intelligence .. and among jobs that require
imagination and creativity. . Trying to
preserve existing jobs will prove futile – trade and technology will transform
the economy whether we like it or not.”
Source:
Michael Cox, Richard Alm and Nigel Holmes Where the jobs are – New York Times 13/05/04
“The past
few decades have belonged to a certain kind of person with a certain kind of
mind – computer programmers who could crank code, lawyers who could craft
contracts, MBA’s who could crunch numbers. But the keys to the kingdom are
changing hands. The future belongs to a very different kind of person with a
very different kind of mind – creators and empathizers, pattern recognisers and
meaning makers. These people – artist, inventors, caregivers, consolers, big
picture thinkers – will now reap society’s richest rewards and share its
greatest joys.”
Source: Dan Pink, A Whole New Mind
Teachers encouraging creativity
Carolyn
Edwards and Kay Springate in their article “The lion comes out of the stone:
Helping young children achieve their creative potential” [Dimensions of Early
Childhood] give the following suggestions on encouraging student creativity:
- Give students extended, unhurried time to explore and do their best work. Don’t interfere when students are productively engaged and motivated to complete tasks in which they are fully engaged.
- Create an inviting and exciting classroom environment. Provide students with space to leave unfinished work for later completion and quiet space for contemplation.
- Provide an abundant supply of interesting and useful materials and resources.
- Create a classroom climate where students feel mistakes are acceptable and risk taking is encouraged. Appropriate noise, mess and autonomy are accepted.
The
UK National Curriculum in Action web-site offers suggestions as to how teachers
can encourage pupil’s creativity. The site includes short video clips of
teachers discussing their approaches to encouraging creativity and then demonstrating
these approaches. Examples are given of encouraging creativity while planning,
introducing activities, teaching and revising work.
They
are well worth viewing. [www.ncaction.org.uk/creativity ]
Individual
teachers can have a huge influence on encouraging students to be creative but
for creativity to flourish it needs to be built into the whole school ethos.
This is the domain of the principal and other school leaders.
School leaders encouraging creativity
Teachers
can do a lot to encourage creativity in their classes but it’s a job only half
done without the support of the school leadership. School leaders have the
ability to build an expectation of creativity into a school’s learning and
teaching strategies. They can encourage, recognize and reward creativity in
both pupils and teachers.
School
leaders have the ability to provide resources for creative endeavours; to
involve teachers and pupils in creating stimulating environments; to tap the
creativity of staff, parents and the local community and much more.
They
have the ability to include creativity in the staff development programme; to
include creativity in everyone’s performance reviews; to invite creative people
into the school and most important of all, to lead by example!!
The last word[s]
“Steve Jobs has done more Cool Stuff
than anybody else in Silicon Valley . . . . one
of his success secrets is loading every development team with artist … and
historians … and poets … and musicians … and dramatists. He says he wants to
bring to bear, on each project, the best of human cultural accomplishment. So
how come schools don’t get it? Budget crunch? First programmes to be cut? Art
and Music. I say … the hell with the math budget [I really don’t mean that.]
Let’s enhance the art budget and inflate the music budget. Training in
Creativity is important, in general. But it is absolutely essential in this Age
of Intangibles and Intellectual Capital.”
Source: Tom Peters, Re-imagine
Do
you agree and are you doing anything about it?
Wayne
Morris
4 comments:
An excellent read Bruce. Should be compulsory for all school principals - they seem far too busy trying to comply with the governments standardisation agenda. Love Tom Peters. I guess not many school principas were ever that creative?
I think you are right they are too busy doing what is expected of them ( plus coping with the Novapay debacle) to think about creativity. And, it would be true to say, not that many principals were really creative teachers.
Just imagine if schools took creativity seriously!
Thanks for the posting Bruce. Those who are interested in creativity can come and hear Bruce and others at the NZ Creativity Challenge in New Plymouth at the end of this month. More here www.nzcreativity.co.nz Cheers
Wayne
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