Watch the following two videos http://www.exquisite-minds.com/creative-learning/ The first is a video by child prodigy Adora Svitak discussing "childish thinking" The second is one of my favorite videos Sir Ken Robinson discussing how schools are killing creativity. Discuss, show images/videos/URLs, paste ideas about how these videos relate to your experiences as a teacher and how you could see creativity or the stifiling of creativity in the students that you know.
Door Michelle Broussard
1. What first struck me about the Adora Svitak video is the realization that, as open-minded to the possibilities of my students as I thought I was, and as much as I strive for a reciprocal learning environment, I am sometimes guilty of the thinking that says that because children lack life experiences, and background knowledge, that they will, in most cases, be hampered in their ability to think creatively. In other words, without understanding the realm of possibility, how can they creatively problem-solve toward a reasonable solution? Shame on me! On the other hand, I have been fortunate enough to work with a great many brilliant, independent-minded and creative students, who have more than once shown me that possibilities should not be hampered by what is already understood to be possible. And while this more often tends to come across as “childish” idealism, such as when a student decided that our class should institute a global marine mammal rescue organization for our community service project, it does point to the creative power that can be found by not being hampered by realistic expectations. As Adora says in her presentation, “…our audacity to imagine helps push the boundaries of possibility.” I think that is a very powerful statement, and one worth keeping in mind. AD
2. When I was teaching slavery in America, I had my students write a slave memoir depicting their life as if they were a slave in America. I had many students who really excited about the assignment and had fun writing their stories. Out of the 96 memoirs that were read to the class, there was one memoir that stood out from all of the rest due to the amount of detail the student placed in her writing. After the class she was in spread to everyone how good it was, they wanted her to read it to all of them at P.E. The next day, the students in her class asked if she would consider writing more and adding to her memoir because they thought it was so good. I also encouraged her to do so as well. I then made a deal with my class. This student would be allowed to read her story on Fridays, but only if they were able to finish taking their work for that day early. The students went above and beyond on keeping their deal, and the student came with a chapter every Friday to read to class. Once she was done telling her story, she would ask the students what they thought about her story and what suggestions they may have to help her with the next chapter. Everyone participated and was happy to help her come up with ideas before they had to leave. I would get complaints sometimes though from teachers because they would try to discuss ideas or write down ideas to give to her in their class. I then had to have a talk with my class about keeping on task in class and not getting off topic in other classes. The students understood that they needed to pay attention in class, and I told the students that they could come in during my free hour and work if they wished. The student ended the school year by telling the class that they knew where she lived and were welcome to come by and give her more ideas because she planned to continue writing over the summer. She told all of them that they would have to wait until they started back in August to hear about what happened next in the story. (TBM)
2.1. I would also suggest that you see if you enter that work into a writing competition. LA Writes is a Louisiana one that I work with, but any would do. If you look in the Renzulli ppt point from the pre-Class assignments you will see that there are a number of competitions available to challenge students more. While this is great when you see great work, be careful about over applying competitions, Sometimes it can inhibit creativity if the students focus on winning rather than the creative process. I like the collaborative story.
3. What first struck me about the Adora Svitak video is the realization that, as open-minded to the possibilities of my students as I thought I was, and as much as I strive for a reciprocal learning environment, I am sometimes guilty of the thinking that says that because children lack life experiences, and background knowledge, that they will, in most cases, be hampered in their ability to think creatively. In other words, without understanding the realm of possibility, how can they creatively problem-solve toward a reasonable solution? Shame on me! On the other hand, I have been fortunate enough to work with a great many brilliant, independent-minded and creative students, who have more than once shown me that possibilities should not be hampered by what is already understood to be possible. And while this more often tends to come across as “childish” idealism, such as when a student decided that our class should institute a global marine mammal rescue organization for our community service project, it does point to the creative power that can be found by not being hampered by realistic expectations. As Adora says in her presentation, “…our audacity to imagine helps push the boundaries of possibility.” I think that is a very powerful statement, and one worth keeping in mind. AD
3.1. I Love that quote as well. The ideas behind innovation is the ability to think not just of the next step but of a pathway that one did not even know existed. Our step by step thinking process will not get us there.
4. After watching the videos about creativity, I can relate to both of them. I can see how the creativity of my students has been stifled. There is so much focus on the procedures involved in many lessons that students are more focused on getting it right that they do not take the time to think outside of the box. They also aren't given the opportunity to do so. I have given students assignments that required them to create, develop and plan a project or an activity and they struggled to do so. Many of them kept waiting for directions, step by step guides about what to do. It took them awhile to adjust to the idea that they were free. Free to create, free to dream, free to design and create whatever they desired. Once they got started the ideas that flowed were endless. It was a beautiful thing. To help my students tap into their creative juices I try to ask them about their ideas and what their interests are. Additionally, I use technology to enhance my lessons whenever I can. If the end goal is for my students to use a Venn diagram to compare and contrast story elements. My students choose the stories. I allow them the opportunity to use web tools to generate the Venn diagrams. In all lessons I have high expectations, I try to listen to what they say. I don’t stand in front of the room and lecture. I want my students to take charge of their learning so that they can be successful. DS
4.1. I find that even university students (or especially university students) want the step by step directions. We are soooo focused on getting those good grades that the stress of the grades also inhibits the creative process as well. I really like how you differentiate according to interests.
5. I thoroughly enjoyed watching these two videos. Adora was quite impressive: she was sharp, mature, and brought up some very good ideas. I liked her point about raising expectations for young students. Even though this is a common topic in elementary education courses, hearing her talk about her father reading her the advanced books (and how much she enjoyed them), as well as her mom allowing her to write, type, and publish stories was interesting. I have a 2 year old, and it reminded me to think about her interests and desires more than simply what I think she would enjoy. This year I will be teaching gifted students (for the first time), and I want to let them have a voice in the curriculum. Ken Robinson brought up some great points on the big picture of education and the scarcity of creativity in formal education. He mentioned the future of our economy and how creativity will be the tool that is needed for success. I don't expect schools to implement his ideas immediately, but teachers can incorporate creativity in the classroom by means of problem solving and multiple ways to complete assignments (as well as others). It's critical for teachers to understand the importance of creativity, and therefore, include ways to foster it even if the administration may not see the value in it. My first year teaching (~10 years ago) was at a school that incorporated art daily. In fact, our principal wanted us to teach every objective through the arts. One unit my co-teachers and I did was a community unit where the students created a town with schools, police/fire departments, parks, bridges, roads, etc. The lessons were from our Social Studies curriculum, and students could run for mayor, chief of police, fire chief, etc., and each person served on a committee (transportation, parks and recreation, etc.). It was amazing to see the ways the students created important components of a community and how they begged to work on their project. They even wanted to skip recess to work on it! I am grateful that my first teaching experience was at that school and with an administration that valued creativity. A website with suggestions for incorporating creativity in the classroom can be found here: http://www.innovationexcellence.com/blog/2013/01/10/30-ways-to-promote-creativity-in-your-classroom/ One topic both speakers talked about was how children took chances and were not as afraid to make mistakes as adults. In many leadership/keys to success books that I've read, "taking risks" is commonly included. We as educators need to capitalize on students' abilities and increased risk taking in order to foster their creativity and thinking. By using Adora and Ken Robinson's suggestions, we will be truly preparing our students for success. - C Selman
5.1. Thanks so much for sharing the link for creativity in the classroom. I especially like #9 Validate their Creativity -- put questions on board that students ask that are more creative and set aside a time during the week to address them. W LeBert
6. I agree that it is that belief in an ideal that is often missing from our somewhat cynical existence. The second example, from your professor was disheartening. First because the child's feelings that he revealed were completely disregarded and for the strident attempt to stick to "rules" despite something bigger happening.
7. One thing Adora said which truly struck me was the idea that teaching should be reciprocal between students and teachers. This happens many times in my classroom. My students love to teach things to me, and I enjoy the authentic discussion and enthusiasm it evokes. LTC
7.1. In regard to creativity, I find that allowing my students free choice in how they create their products for assessment results in such an amazing plethora of creations. LTC
7.1.1. I would like to hear more on how you do this. Do you give them freedom but the same rubric?