Should Creativity Be Taught? Schools?

Creativity is defined as the ability to produce new and unique ideas that diverge from established customs and norms. Over the years, however, it has diminished greatly in today’s society. From a young age, schools as well as some business force people to learn certain skills in order to please others. For quite some time, colleges based a student’s intelligence on their GPA rather than creative abilities. Those who are creative are restricted in their abilities; it is acceptable for a mathematically inclined person to lack artistic skills, but heaven forbid a creative student find a science based class challenging. Currently, Academy School District 20 has not implemented a creative thinking class in Liberty High School. I believe we should include such a program, seeing that creativity in students continues to weaken nationwide. By requiring students to think creatively, we can encourage students to innovate, grow, and learn.

Creativity or the lack of encouraging creativity can be seen declining as you get lower in the class level in Anyons research. She states “Work tasks do not usually request creativity” and “Creativity is not often requested in social studies and Science projects”. In an article entitled “The Impact of Creativity on the Brain” by Judy Willis M.D; M.E.D posted on the website Radtech.com. “Neuroscience and cognitive science research are increasingly providing information that correlates creativity with intelligence; academic, social, and emotional success; and the development of skill sets and the highest information processing (Executive functions)”. This basically states that if creativity is encouraged then the upper intelligence functions of students are developed which includes social and emotional success. Which shows that if you stifle creativity you basically limit the

Kaufman and Beghetto (2014) further suggest that creativity can be fostered in children to a certain extent by providing them with opportunities to express their own unique ideas.

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.

Within the modern world, and the modern thought process people have about our connection with new technologies is one of constant expanse. All caution is thrown to the wind in an attempt to satisfy one insatiable hunger for a certain type of keeping up with the Jones-es. Many authors speak on the wonder of technological advances on society by the exact means of how they work, however, Richard Louv is not this kind of author. He presents technology as useful, but with an underlying tone of a technological numbing agent. We begin to only see it instead of what Earth has given us millions of years. Technology is only a certain part of the problem with the real problem being humanity's mindset toward our greatest asset, nature. Mr. Louv uses extremely profound and intelligent rhetoric to push forward the idea that us as humans are already so broken away from nature, that eventually it will be deemed illogical we used it for anything other than a means produce by it. Richard shows three areas we have really broken apart from nature with the three examples of ad space for parks, extra commodities for an SUV, and the genetic modification of animals.

Most theories of child development view young children as highly creative with a naturalness to fantasize, experiment and explore their physical and conceptual environment.

I am not attempting to prove that creativity and independent thinking are not essential for developing youth, in fact they are key to the functionality of every adult. However, school is a preparation for a career in the adult world. The American education system prepares students for what the working world values most, the ability to .Throughout childhood, there will be other opportunities for adolescents to mature in ways that are not addressed in

In this age of high-stakes standardized testing the idea of creativity in the classroom has become less and less popular. Susan W. Cress and Daniel T. Holm present a compelling case study for keeping creativity in the classroom in “Creative Endeavors: Inspiring Creativity in a First Grade Classroom” published online April 1, 2015 in the Early Childhood Education Journal.

All children can be creative, but it can be suppressed or enhanced depending on the support of the environment. Therefore there is the idea that society must be ready for new ideas and innovations.

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,

For Piaget, the creative curriculum structures the environment and activities based on children's cognitive development. It guides

As our innovative world is rapidly moving into the future, technology is being invented and innovated at every turn. This technology ranges from top-notch video game systems to microscopic robots made to perform internal surgery. Although these impressive technological improvements were recently made, they are not entirely beneficial because this technology damages our social and learning skills, while also damaging us as humans.

Frequently, imagination immobilizes the mind from interlacing with reality and empowers it to degenerate into an illusion far from the truth. This habit, derived from human nature, originates from human thoughts under the idea that progress is positive, regardless the direction. Mankind has become obsessed with this progression and has clearly stated in this world, through all existing development, that it has one will, survival and progression. Us creatures seem as though the only factor concerning us, is our own advancement on this planet. Progress represents the immeasurable amounts of technology which has come to making lives so easy. This progress has corrupted the ability of humans living in the moment, causing humanity to lose sight

According the most recent national assessment recorded in the Washington post, “the nations high school seniors have shown no improvement in math and reading performances since 2009.” In the most recent years, education has taken a huge downfall. Since 2010, over 45% of students drop out. Many students have problems with the grading system, so many different testing programs and having to follow a set of rules and not expand on those rules. The education system needs to induce more creativity, enforce the ways on how education is important and elaborate more on the rules of grading.

Creativity is the ability to produce work that is original yet appropriate-something that others have not thought of but that is useful in some way (Kaufman & Sternberg, 2007; Sternberg, 2003b). The significance of creativity for children’s development is very high. Creativity helps children develop the overall areas of development; physical, social, emotional, language and cognitive. A child learns to innovate as well as invent while doing creative activities. Through creative practices child finds multiple methods of looking at various situations, assessing these situations and finding new solutions. Children often desire to be able to express themselves without any