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It is easy to consider the essential role of creativity in bringing joy and meaning
to the human conditionwithout creativity we have no art, no literature, no science, no
innovation, no problem solving, no progressStudents who use content in creative ways
learn the content well. They also learn strategies for identifying problems, making
decisions, and finding solutions both in and out of school, (Starko, 2010, p. ix)
After reading only the first part of the introduction in this book, I think that this
answers the question, Why creativity?, extremely well. Creativity, more specifically
human creativity, is much of what makes up our society and our world as a whole.
Innovative, unique thinking is what creates what we have available to us on a daily basis,
and is why we are able to keep progressing as a society. While there are obvious outlets
for creativity, such as painting, sculpting, animation, music, architecture, clothing
design, writing, etc, creativity is also shown through businesses people build from the
ground up, the way people communicate and interact with one another, and the way
our minds keep evolving to create new ways of thinking or new ways of critically
assessing the world around us. Because our world revolves around creative minds, this
leads perfectly into ensuring that our schools and classrooms include creative ways of
learning and allows students to express their creativity in a multitude of ways. We teach
our students so that they can become contributive members of society, each bringing
their own skills and strengths to benefit our world in a variety of ways. Why, then,
would we not help them to grow by teaching them in a way that benefits them the
most, that helps them become their own person with their own new thoughts and ideas
that they can then bring into and share with the world?
2. What is creativity?
If a researcher at the University of Michigan works for years to engineer a gene
transfer to cure a particular disease only to discover that a researcher at Stanford
published the same techniques only 2 weeks before, is the Michigan researchers work
no longer creative?
This question from the text is one that stood out the most to me because I think
that this could be a potentially controversial topic. Some may say that because the
Stanford researcher was able to do the exact same research as, and at a faster pace
than that of the Michigan researcher, that the Stanford researcher was the creative one.
Even though the Michigan researcher knew nothing of the Stanford researcher or his
progress with the same concept, the Michigan researcher was still technically unoriginal
in his thinking because someone else in the world was on the same path as himself. On
the other hand, however, the fact that the Michigan researcher began their research
and came to the correct conclusion before having any idea about the Stanford
researcher, he was technically unique in his thinking because he had never heard of
anyone with his same idea and was able to successfully complete his project. Was he
the creative one then? Could they both be considered creative even though neither was
really original in their thinking because of each other?
I believe that understanding and allowing for creativity is huge within any
classroom setting. When students are able to think about what they are learning in new
and unique ways, creative ways, then that proves that they truly understand the
material. If knowledge is simply memorized and proceduralized, then that is as far as the
owner of the knowledge is able to get; they are only able to go as far as their memory or
as their procedure allows because that is all they know. When a person fully
understands the way something works, when they know the ins and outs and are able
to demonstrate or teach about the hows and whys of something, that is when they can
move beyond procedure and memory to create something new, something creative.
Instead of having the explanation of that is just the way it is or that is how it has
always been done, someone can move on to creative analysis when they began asking
questions such as I understand why this works the way it does, but how can I make it
faster/better/more efficient/stronger/lighter/easier/etc; in other words, how can I
take what I already know and change it?.
Creativity is when our students are able to take our teachings and move beyond
them in order to grow and continue to progress. Creativity is when our students are able
use their knowledge and apply it to new situations in order to find out information new
to them. Because of this, I believe that yes, the michigan researcher was creative.
Creativity is when something new and unique is presented to someone or a group of
people that have never seen or heard of it before; the person capable of bringing that
something new to others is then considered the creative one. The Michigan researcher
can be very easily compared to students in school; even though what they are learning
has been learned before and is old knowledge, that old knowledge is new
knowledge to them. When students are able to come up with their own way of learning
the material and are able to connect what they are learning to new ideas and concepts,
they are being creative because to them, and many other students around them, they
are introducing a new way of thinking about what they are learning.
3. How do we nurture creativity? What is the role of critical thinking in the classroom?
I believe there are at least three things we can do as teachers to help create a
classroom in which creativity can flourish: teach the skills and attitudes of creativity,
teach the creative methods of the disciplines, and develop a problem-friendly
classroom.
This quote, along with the thirteen thinking tools, caught my attention because
they add a lot of detail to how creativity is used both within a classroom setting as a
teacher and by people in general in any profession or walk of life. I was also hung up on
the example of the teacher that began instigating creative thinking in the classroom to
try and encourage students to become more creative with their artwork and writing.
The fact that the creative activities did not necessarily make any changes with the
students was very surprising to me because I would have thought that introducing
creative activities would easily open up the minds of students and allow them to
transfer what they learn from the creative activities to their own work. After reading on,
I realized that simply introducing creative lessons is not enough; the teacher needs to
take those lessons and present them in a way that shows the importance of creative
thinking. In other words, the teacher needs to apply those creative lessons to what his
students are learning and help the students understand why he is allowing these
activities in the classroom. Communication between the teacher and the students, then,
is extremely important. Students need to be able to understand not only the material
the teacher is presenting, but also why the teacher is presenting it.
How can we nurture creativity? What is the role of critical thinking? Both of
these questions I believe fit hand in hand. We as teachers want critical thinking in the
classroom because it forces students to analyze their learning and their work rather
than mindlessly rambling off the correct answers. Nurturing creativity nurtures critical
thinking. We can nurture creativity by showing the importance of being creative. We
can introduce to students the multitude of creative minds that have influenced our lives
both historically and present day. We can create a classroom environment that
promotes openness and acceptance so that students are comfortable sharing new and
unique ideas rather than being fearful of getting shut down or embarrassed by either
the teacher or their peers. We can allow for flexibility in assignments in a way that
allows students to express more of themselves and their own thoughts in their work
rather than boxing them in with assignments that allow for only one answer and one
way of presenting that answer. We can bring in the topics and areas of interest that
students already possess to keep them engaged in their learning and promote their
research into what is important to them; if what they are interested in does not
necessarily fit in with school or learning requirements, then we can guide them in
applying their research to topics related to what they are required to know and learn in
school. With so many different options available to teachers in promoting creativity,
uniqueness, and acceptance of students and their ideas, the importance of
incorporating this way of teaching is unparalleled.
4. How do we include the visual arts in the classroom?
Kekule (regardless of whether he was actually asleep) visualized snakelike
benzene rings...Some say that Einstein derived parts of his theories by visualizing
movement within a moving train. Countless artists across cultures have visualized
images they attempted to transfer to canvas, stone, paper, or sand...Inaccurate pictures
(visualized the Globe as a movie theatre, for instance) can be counterproductive.
Students will need prior knowledge and careful guidance if their images are to increase
their content knowledge effectively.
Visualization is when people picture things that they cannot see. How can
visualize something, however, without never having actually seen it? Everything we
imagine and create is based off of our own personal experiences, our own personal
ideas, things we have come into contact with, people we have met or talked to, places
we have been, etc We always have a basis for our creations. How can students be
creative, then, if we do not provide them with experiences they have never had before
so that they can branch off of those moments and make something of their own? We
can do this, of course, by including visual arts in the classroom; by allowing students to
use their five senses both in learning or experiencing something new, and when creating
something of their own.
Visual arts can be as simple as putting up posters or pictures around the
classroom that put ideas into the minds of the students, such as scenery from places
around the world, different styles of artwork created by a multitude of artists, quotes
that express emotion that someone felt in a specific situation or during a specific time.
We can include books in the classroom that put students in the shoes of people that are
doing something new and exciting; those books could do this through descriptive words
or actual pictures, both being beneficial. We can come up with lessons that are
interactive and allow students to work with their hands manipulating materials that
they may have never had access to, such as new foods, tools (scientific, mechanical,
technological, etc), earth (sand, rocks, soil, clay, etc), anything else that could relate
to the lessons they are learning. Creating lessons that include empathy or perspective
could also encourage the visual arts, such as allowing students to take on the roles of
different people during different time periods and act them out in a theatre-like setting.
Visual arts can be a part the classroom at any time and with any lesson as long as the
teacher is willing to put in the time to include them. There are many options available
that can be both extravagant and simple depending on the resources available to the
teacher. Staying mindful, as the book discusses, of the students within the classroom is
extremely important, however, so as to not allow for any offensive material, risky
activities, or parental/family disagreements.
5. How do we create art in the classroom?
Artist George Szekely...was struck with the contrast between the ways student
artists made art on their own and the ways they were expected to make art in schools.
School art usually involved tasks selected and planned by the teacher. Any deviation
from the plan was considered to be misbehavior or failure...These sections point out
content areas in which some of the strategies designed to enhance creative thinking are
particularly appropriate...Finding Art...Planning for Problems [Exploring the
Environment, Investigating Ideas and Materials, Recording Ideas, Experimenting with
Production]...Planning Lessons,.
As I began reading through the different sections belonging to Artist George
Szekelys theory, I was slightly confused because it seemed more like how to run a
science experiment in the classroom rather than how to bring art into the curriculum.
Reading on, however, I realized that they are much the same. Applying art to different
subjects is possible and is an notably beneficial to student learning. Art can be expressed
in an infinite amount of ways, thereby allowing anyone to become an artist no matter
what they are doing or what they are studying.
Teachers can create art in the classroom by allowing for our students to express
their creativity in any shape or form they are able, and across any part of the curriculum.
Reading Szekelys words about the teacher who actually cried when her student refused
to follow her strict directions belonging to her art assignment made me remember my
experiences in the art room while I was in school and also my time observing art classes
during my practicum placements. Creativity is usually less valued within a school setting,
and the only reasoning I can think of is time, resources, and grading. If teachers have no
time to spend allowing students to work on their creativity then their lessons will take
away from that. If teachers have little resources to give their students, they tend to cut
back on the creativity students are able to show. If teachers are worried about how to
grade assignments, with creativity being such a large variable, then they will try to make
their grading easier and more fair by cutting back students creativity.
All of this can be avoided and students, both with their grades and with their
learning, will progress so much more. Teachers can make time for students to express
themselves in their work if planning is done correctly. Teachers can give students the
resources they need to be creative, no matter how little or few those resources may be
(with fewer resources, more creativity is needed anyway to be able to use them
effectively). Teachers can grade assignments that allow for student creativity if rubrics
and grading scales are created in a way that assesses student learning/progress rather
than a checklist of what the student should have done or included. We can create art in
classroom if we ourselves are creative in our lesson planning.
6. How do we include music throughout the curriculum?
The key distinction between good and bad extrinsic motivation, at least in so far
as it affects creativity, may be the degree to which the extrinsic factors are controlling or
informational. Controlling extrinsic motivation is the driving force behind an activity,
perhaps the only reason it is undertaken...Praise that gives students information about
what they did well and enhances their sense of competence is less detrimental. The
more obvious the external motivation, the more problematic is is. A 3-foot trophy in the
front of the classroom for the most creative story is likely to shift students focus from
their stories to the trophy. This is unlikely to enhance creative thinking. The prize has
become the controlling factor in this situation, (Starko, 2010, p. 248).
While this quote may not be directly related to music throughout the curriculum,
I believe it is indirectly so. Music can be a large extrinsic factor within the classroom,
and, if done appropriately, can be a great learning tool year round. Even something as
simple as playing classical music at the beginning of the day to welcome students into
the classroom can help set the tone for students to begin their day. They can feel more
relaxed, awake, and focused on their studies. Breaks throughout the day that encourage
movement, such as GoNoodle, also help incorporate music; playing upbeat music that
students can dance to or be entertained by can help refresh students throughout the
day and help them refocus on their work. Music can also be very educational and help
students learn information faster and retain the knowledge for longer. Educational
songs or putting information students need to memorize in song form (ex. states song
or the alphabet) are catchy and students can sing them to remember important
knowledge.
Music can be made into a reward, but does not need to be something that
controls the classroom. Teachers can use music to motivate students and change the
mood of the classroom to the benefit of the students. Music can also be applied to
multiple content areas. It can be used throughout student learning in math, science,
history, etc and the information can be transferred to applicable everyday life.
Starko, A. J. (n.d.). Creativity in the Classroom (4th ed.). Abingdon, Oxen: Routledge