In the Ted talk video clip the presenter describes how he views creativity in education today. He believes that education has created a hierarchy between subjects, meaning subjects such as languages and mathematics are placed at the top, and creative subjects such as art and dance are placed at the bottom; where level of importance is at the top and not so important is at the bottom. He also describes intelligence as being dynamic, diverse and distinct. He goes on to say that we truly need to rethink the fundamentals in which we teach our children, we need to focus on educating the whole being instead of educating children from the center of their bodies up.
Today’s public-school system has done exactly what the presenter describes in the clip when talking about the hierarchy of subjects. Students have stigmatized for being interested in the arts more than academics. I know for me personally, once I got into high school my mother wouldn’t not allow me to take the art, pottery, or sewing classes offered as elective. She said it was a waist of my time and that I needed to take the business, accounting and computer classes offered. In the clip the presenter states that creativity is just as important as electricity and should be seeing as so. My mother is the perfect example of what public schools have taught and made her value or see academics as high importance for her daughter because it was instilled in her, it is what in instilled in many of us.
To rethink the
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“It has become a mantra in education that No Child Left Behind, with its pressure to raise test scores, has reduced classroom time devoted to the arts.” This
Creativity is an abstract concept that is crucial as part of our advancements of mankind whether that be in the scientific fields with new inventions and research or in the artistic fields with new paintings and amazing portraits, but most people do not understand that the gift of creativity can be a crucial source of innovative ideas. As a result of the need of creativity, schools must include creativity as part of the daily curriculum that students learn. Students already spent seven hours a day at school, exposing them to a class that helps them efficiently and correctly use creativity would be beneficial to not only students but to all members of society. Places of education such as high schools must include classes in creativity in order to create
Ken Robinson is a university professor who challenges the way we are educating our children. He uses passion and humor to emphasize the importance of creativity and the need for a learning revolution. From Ken’s personal experiences, he has concluded professors tend to only live from their heads, and “slightly more to one side”. Having these professors responsible to teach us what is right and wrong is no dought steering new generations views on what we should value. Creativity is becoming stigmatized, causing individuals to ignore many career paths and conform to our set standards. He states, “we don’t grow into creativity, we grow out of it. Or rather we get educated out of it”. There are so many more types of intelligence, however we categorize one above all. Potential talent is being wasted.
In the essay “Creativity in the Classroom” written by Ernest L Boyer, the essay talks about creativity in the classroom and what can affect or empower creativity to occur. At the beginning, the writer stated that if the students and the faculty did not work together to create a prosperous ambiance, and did not see that they are having an important thing to do, the effective education atmosphere will be minimized. Another point that the writer stated carefully was when the professor spoiled the book and the students did not react disappointed because they did not need to read the book they had the information’s that they need from the professor. Therefore, in my opinion, the writer point was that students need to get serious about their
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.
For the entirety of the fall semester, I took on a project to create a three-page layout for a fictional campaign in National Geographic magazine about endangered species. The goal was to create different content for my portfolio, challenging my skills in photography and photo-manipulation. I transformed people into animals and used gel lighting and Photoshop to create my artwork (see Appendix A figure 1 & 2). At the end of the semester, I reviewed my completed pieces and two theorists best fit my creative process, Julie Burstein, and Teresa Amabile. Julie Burstein discusses the best way to foster creativity is by ‘letting go’ she outlines this in four lessons (Campbell and Dubois, “Artist Best practices” 25). These lessons include experiences, challenges, limitations and loss (Campbell and Dubois, “Artist Best practices” 25). While Teresa Amabile discusses how the theory of creativity is fostered through her componential model of creativity (Campbell and Dubois, “On theories of” 14). These include domain-relevant skills, creative thinking skills and motivation (Campbell and Dubois, “On theories of” 14). Both of these theorists go hand in hand providing me with the framework for my best work. This essay will discuss how Amabile’s theory for intrinsic motivation and Burstein’s lesson of experience and loss, align in my creative process to be conducive to my work.
Some say creativity is dying. Some say creativity is a thriving force that simply needs to be highlighted. However, majority say that creativity is needed. This need is due to the desire to stay innovated and distinguished from other countries in the world. For example, Richard Florida said, “Creativity at once is our most precious resource”. This shows how detrimental to our future Florida believes creativity is. However, people that share the beliefs of John Calhoun would see that creativity is important as an accessory to the science and math courses taught at colleges (Calhoun). Nevertheless, creativity is seen as a vital resource for the young adults of America because this type of intuitive thinking is seen as a necessity for future innovation. Therefore, in order to stay a global power, people are realizing that creativity, the art of thinking outside the box, should be taught in college education.
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.
I enjoyed reading your post and learning more about how you conduct language assessments on the students. I am doing a research paper on the Creative Curriculum in another class and have found it very interesting. The Creative Curriculum “is an early childhood curriculum that focuses on project-based investigations as a means for children to apply skills and addresses four areas of development: social/emotional, physical, cognitive, and language” (“What Works,” 2013).
In “Do School’s Kill Creativity?” published on Ted.com on February 2016, speaker Ken Robinson questions the effectiveness of our education system to facilitate creativity. To support his position, first, Robinson explains how creative and talented every child is, and that the education system is “educating people out of that creativity”. Next, he explains how the world’s education systems place all the emphasis on subjects deemed as useful for employment and academic abilities; consequently, talented, and creative individuals believe they are not due to the schools not valuing or stigmatizing their talents. Finally, he speaks of intelligence, how diverse, dynamic, and distinct it is. Robinson ends with a statement that educators need to recognize children’s
According to three paragraph the key argument that intrigue me: The Key argument identify is from the Olien reading, “We think of creative people in a heroic manner”. How does it resonate. People are bias against creativity. people who say they are looking for creativity react negatively to creative ideas, as demonstrated in a study from the University of Pennsylvania. Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid.
In this artifact, Creative Curriculum It refers to a curriculum in which program fosters learning through hand-on, exploration, active thinking, and experimenting to better understand the world, and how things work. The teachers use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child. Children are given the opportunity to be creative and active explorers. The creative curriculum also focuses on four areas of development: Social, emotional, physical, and cognitive. It also assesses children based on their age and stage of development. The creative Curriculum also encourages play. It is believed that children learn though play. For example, in the block area they learn about sizes, shapes and other mathematical problems.
In the United States, a select amount of schools have adopted a new curriculum that emphasizes creative analysis over critical analysis; education professionals believe students with better creative thinking will be better prepared to enter the job market. Debaters question whether schools should continue to teach creativity class or should they discontinue these courses due to their ineffectiveness? The discussion appears to be a policy debate: questioning what action the schools should take; however, the curriculum is receiving criticism from a variety of interest groups, which cause the debate not to be in stasis.
“On Defining Creativity” is a dry and scholarly article written to persuade readers’ views regarding usage of the terms “creative” and “creativity.” The article is convincing, and uses logical reasoning combined with etymology to craft an argument. “How ‘Rock Star’ Became a Business Buzzword” is an observation (rather than an attempt to redefine a word like “On Defining Creativity”) that is entertaining and well-supported. Both articles are convincing in their own respects, each employing different techniques. However, the articles do not make conclusive statements: “On Defining Creativity” ends in a multitude of questions and a call for more thought on the term “creativity,” and “How ‘Rock Star’ Became a Business Buzzword” ends with a tale
Imagination is an important aspect of childhood. Children are a different kind of creative than adults that can only be attained at their age. This type of imaginative thinking can be emphasized by reading the appropriate books. Children believe in ideas that seem outrageous to adults such as Santa Claus, the tooth fairy and Easter bunny, as well as magic and unicorns, and mermaids and monsters. These aspects make up a great deal of children’s book and are a major reason why children enjoy them. Fantasy style books should be used in the classroom