Education Is An Important Aspect Of Teaching And Teaching

Do Schools Kill Creativity? TED is a non-profit organization that serves to present ideas that are worth spreading through strong rhetoric and persuasive appeals. In his eminent Ted Talk, Sir Ken Robinson discusses how public education systems today disregard creativity as an important component within the academic growth of students. Robinson focuses on the importance of creativity by creating a variety of arguments, which persuades the audience to take action upon this heavily ignored issue. His use of pathos, ethos, and logos makes an entertaining case for creating an education system that nurtures rather than undermines creativity. Throughout his speech, Robinson emphasizes pathos by his use of humor and discussion of personal

As children continue their education, they are forced to suppress their creativity and strictly follow uniform ideas that have been used throughout generations. This concept leaves children no room for exploration despite its effectiveness in schools. Students need to learn that it is acceptable to solve problems using different methods. They must break free from the confines and uniform traditions of society; they must think for themselves. Countless novels and movies revolve around the idea of being unique and the importance of defying normality; however, its portrayal in real life is counterintuitive. The question remains: how can we depict a concept so universal without knowing how to first hand use it ourselves? Students need to learn that being unique is the first step to successes, and that creativity helps form a world of endless

The creative curriculum classroom is a community. In the creative curriculum classroom, instruction is based on observing and developing what the children say and do. Based on Vygotsky's term zone of proximal development (ZPD), creative curriculum teachers provide learning experiences that are challenging enough to move children to a higher level of learning, not so challenging as to frustrate them. Creative curriculum teachers facilitate growth and development of all children in the class and create a classroom environment in which their own effectiveness can be affirmed.(Colker)

The beauty of creativity is that it is abstract, yet ubiquitous: in art, music or how one decides to compose an essay. However, creativity has recently been declining among the human population. According to an article, named, “The Creativity Crisis,” by Newsweek.com in July 2010, authors, Po Bronson and Ashley Merryman, state, “the Torrance Test … indicates that the public’s “creativity quotient” has steadily crept downward since 1990” (Prompt 1). Bronson and Merryman report that the test, which evaluates one’s creativity, had been dispensed to myriads of people across the globe, and have concluded that creativity has been slowly diminishing. Kyung Hee Kim, professor at the College of William and Mary, also comments that this is most prevalent and grave among students from kindergarten through sixth grade (Prompt 1). Consequently, society, or in this case, the world fears that current students and future generations will not be nourished with the creativity required to thrive as individuals, affecting the world as a whole. Ultimately, this poses the question whether a creative thinking class, which solely focuses on the education of creativity, should be taught in the school. This school should impose a creative thinking class, due to the fact creativity is a vital element for the future and is the solution to the creative crisis.

Understanding of creative learning differs from those who see creativity as freedom to express ourselves to those who link it to self-discipline, practice and crafts.

In a society where everything is constantly shifting and changing, it is essential for education to move away from teaching facts and figures to educating to inspire curiosity and creativity. The need for creativity in the classroom matters more than ever in our society. "Creativity is no longer seen as just being for artists and musicians .It's a crucial skill for everybody to master. "the following three articles were elaborated critique Department thinking, creativity and observation of contact,

At a local level and as an educator and parent, I see no indication that schooling is preparing students for innovation and creativity. Even when influenced by constructivist or universal design ideas, school tasks - starting in elementary school, up until CEGEP- are generally highly structured, predictable and offered in cookie cutter format. There is little room for creativity and few subjects are regularly offered, such as music or visual arts, that support creativity and out of the box thinking to allow for a more well-rounded approach to education as suggested in the discussion forum (Hector,

Do schools kill creativity? This is the question speaker Ken Robinson asks during his speech. He explores how schools and education impact creativity in children and how if effects them later in life. He speaks of the extraordinary capability of human creativity, education, and the future. He does an excellent job of connecting with the audience, and capturing and holding the audiences attention throughout the speech. Ken Robinson is an excellent public speaker that grabs the audience in the introduction, carries them through the body, and keeps them until the conclusion.

A smart man said “Creativity is as important as literacy and we should treat it with the same standing.” (Ken Robinson-“Do schools kill creativity?”). There are multiple studies on how creativity helps improve a student’s mind. Project based learning is a huge creative booster for students. A math teacher from California uses projects to do math instead of using the text book. From doing this, she’s had more students pass her class then from when she was teaching straight from the text books. Instead of having standardized tests, using more creative techniques for students to enjoy the learning they’ve done and for them to show the higher officials what the students are learning. Creativity is the process of turning real world problems into an understanding by extending the minds cognitive processes. In Alabama, kindergartners are studying different ways to be creative.

Why do people need creativity when they are in school? Well it is the quality to come up with good ideas, have imagination and others.Core knowledge creativity are straightforward, expect to know they answer. We could say cheating but you have to have really good skills to cheat perfectly. In the documentary “Education” by Morgan Spurlock, In the chatterschool in new york or core knowledge school they only creativity the class has when someone have the right answer the clapy, snap finger or something else.But skill based measure to think critically for anything or just use your brain for something more meaningful.In the article “ we should cherish our children’s freedon to think”(ho,113), Ho supports one more detail on creative geography. Instead of memorizing the names of all main cities in the world, his son only drafted the map which demonstrates the route- including the names of the streets, and buildings- from his house to school, he was using his imagination meaning skill based

Creativity is equally as important as literacy, and we need to start treating it that way in schools around the world. According to Ken Robinson’s claim in his, “How Schools Kill Creativity” speech, he believes this to be exceptionally true. All children are creative and talented, however, we have grown up in a world where we believe that it’s wrong to exemplify our creativity. Robinson uses both, pathos, and ethos to help make his claim. He arises emotion in you; he causes you to really think, to trust him, and to question ultimately, how things are being done in the educational system. We as a world have become so consumed with the idea of putting each child into a category of what they’re going to be successful in, regardless of their creativity or passions. You’re either good at math, science, or English; everything is based on your academic ability. What happens then to the people who aren’t academically smart, but are more creative? They are then made to feel that what they have to offer the world simply isn’t good enough, but the truth is, it is good enough. Over time however, we are taught out of our creativity. Schools around the world kill creativity by instilling a sense of fear in the child that what they are doing, and how they feel is wrong, this ultimately discourages them, and they fall victim to the industrialized educational system that we have present day. Robinson believes now more than

In some ways, I as an educator can foster creativity in the classroom by embracing each part of learning. Educators should showcase each students work on a bulletin board to embrace diversity and problem solving techniques (Lee, n.d.)

As a concept towards education, performativity is one that seems to strongly divide opinion. There are many scholars who argue that an increasing emphasis on performativity within education has a detrimental effect on the levels of creativity that students and teachers can demonstrate, and in turn affects the results of education in a detrimental way. Fostering creativity in education is intended to address many concerns. As Parkhurst summarises, this includes “dealing with ambiguous problems, coping with the fast changing world and facing an uncertain future”. Other scholars such as Poole (1980) argue that creativity cannot be “ignored or suppressed through schooling” as the role of creativity in the economy is seen as crucial (Burnard, 2006).

Within the fields of both cognitive and educational studies an abundance of research has been undertaken in an attempt to better conceptualise and define the term creativity. Within many contemporary Educational fields of research the need to provide a clear definition of the term has provided researchers with the challenge of conceptualising creativity so that a student’s display of creativity could be assessed. Sternberg (1986) suggests that ‘being creative highlights a subject’s ability to push traditional modes of displaying knowledge’ (pp. 16, 24). Similarly, Franken (2005) reconfigured this definition, stating that ‘creativity is a higher form of knowledge’ (pp. 124). Within both definitions the concept of creativity is centred within the idea that creativity is a part of ordinary human cognition. Further, Coughlin (2006) suggests that ‘Creativity is generating new ideas and concepts… where connections are made between ideas where there was no clear connection existing’ (pp. 35). Similar to the definitions of Sternberg (1986) and Franken (2005), Coughlin situates creativity within the processes of human thought—however Coughlin furthers this idea by stating that ‘creativity cannot be displayed … it is a process not a product’ (pp. 37). Camp (2011) however, argues that the definition proposed by Franken places too much emphasis on Creativity being an explicit form of knowledge (17), Camp further suggests that to define creativity ‘a subject must first look at the

The following section of this paper will be a critical discussion about the materials Elliott discussed in the chapter. Overall I really enjoyed Elliott’s arguments about creativity, I found it very easy to read and helped open my eyes on the use of creativity in the classroom. The creative philosophy that Elliott outlines in this chapter was incredibly helpful. I have always thought of the creative aspect in a classroom as being a compositional project, or improvisation and Elliott’s disapproval of that thought process has cleared some questions I had. There are so many possibilities to involve creativity in the classroom now, such as with performance, composition, improvisation, listening assignments and more. I am very excited to get out there and try some new lessons out for myself. Furthermore, the curriculum tends to feel too broad yet too limited at the exact same time when it comes to creativity. There are four components in the curriculum and they often seem very segregated. Even in some of our classes it has always been, “write a lesson plan for one of the wings”. I really like this idea of Elliott’s to always involve creativity because then it combines the wings. Creativity can take place alongside performance, historical context or critical evaluation. It is our job as teachers to stop segregating these wings so that everything is not so blocked off. Taking a step back, what would have been great in this chapter is if Elliott went into further detail of how to