How much of a place does creativity have in the primary classroom?
NACCCE definition of creativity: ‘Imaginative activity fashioned so as to produce outcomes that are both original and of value’(NACCCE, 1999:94).Creativity can motivate children to learn new information through a creative outlook. One of the biggest issues teachers have is between teaching required content and integrating creativity into the daily sessions. The National Curriculum and state standard often create boundaries towards the teacher’s ability to develop the lesson, as the intention of including creativity sometimes resorts in a teacher centred learning environment. The teacher’s role should be to generate lessons and create activities that encourage students to be more open to their creative side. This is vital as it exposes children with varying learning styles to different ways of learning.
By educating children, we need to prepare them for the life in a fast changing society where they can be responsive, fulfilled and innovative. The ability to use methods of teaching and learning within the curriculum is important when trying to make it possible. Countless amounts of schools have already been familiarising themselves with the importance of creativity and ways of how to teach, how to make the learning more holistic, more engaging and more creative. With the new curriculum complete, there are consequently many more opportunities and challenges for teachers to provide the best and most appropriate learning opportunities for the pupils they teach. The White Paper on education, publicising the new curriculum, stated it ‘creates scope for teachers to inspire’. It foresees ‘teachers taking greater control over what is taught in schools, innovating in how the...
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...fortable in what they are doing. Most children are able to be taught a variety of different ways, it is vital to teach material that motivates the child to express themselves through the way in which they are most fluent, whether it is through speech, art, music or sports. Otherwise, we run the risk of disabling the individual’s creativity and enthusiasm for learning (Meltzer:2010).
In conclusion to some up this essay the term ‘creativity’ will always cause a debate in the educational system as. There will always be difficulty defining it as many use the term too loosely to have a definitive meaning. It requires risk taking, it is difficult to portray creativity when schools are so obsessed with right or wrong answers for ways of doing things. Society teaches us the risks are bad because the government and its policies interfere with our own choices and decisions.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
“The role of a creative leader is not to have all the ideas; it's to create a culture where everyone can have ideas and feel that they're valued” (Ken Robinson). From the vast and varying array of “TED Talks,” situated on multiple topics, Kenneth Robinson’s speech explores and questions an argument understandable to students in an everyday educational environment. More in depth, English author, speaker, and advisor on education, Sir Kenneth Robinson confronts and challenges the modern day academic school system killing creativity. Robinson argues that; hence, “We are educating people out of their creativity” (Ken Robinson). Kenneth questions whether students, or in other words, future leaders and world changers are being subject to guidelines and rules put in
In this notable Ted Talk video "Do schools kill creativity?", Sir Ken Robinson discusses how public education systems demolish creativity because they believe it is essential to the academic growth and success of students. Robinson created a broad arrange of arguments to persuade the viewers to take action on this highly ignored issue, and he primarily focuses on how important creativity is. There are classes within schools that help utilize creativity, but they are not taken seriously by adults in society. Therefore, the value of creative knowledge decreases. Robinson uses an unusual combination of pathos and ethos to make an enjoyable dispute for implementing an education system that nurtures rather than eats away at creativity.
In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
The TED presentation "Do Schools Kill Creativity," presented by Ken Robinson, argues that the standard institutionalization of school can strongly suppress creative thinking in people. Using his natural authority as an educator, his witty humor and expertise on human creativity, Robinson creates a pathologically appealing argument. However, his challenge to the ideas and methods used at educational institutions tend to lack clear evidential basis and rely too heavily on anecdotes and inductive reasoning. His use of pathos, ethos, and logos makes for an entertaining case for implicating an education system that nurtures rather than undermining student’s creativity. The comedic side of Robinsons presentation lightened the mood of the room allowing
There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the Creative Curriculum framework, as well as the philosophies, theories, and research behind its foundation.
" Creativity and the arts with young children. New York: Thompson Delmar Learning. Landy, S. (2002). The 'Secondary'.
In Sir Ken Robinson’s Ted Talk video, he had many major points that relate to the definition and importance of creativity. A major point how creativity is as important in education as literacy. According to Sir Ken Robinson, “we should treat it with the same status. He explains is that education is used to prepare use for the future, but the future is unpredictable.”.
...would be further motivated to love and study their subjects, and not be just thinking only about grades. If all teachers dedicate their human potential to their students, then students wouldn’t be scared to participate in discussions in spite of many stumbling barriers. The issues Ernest Boyer discusses in “Creativity in the Classroom” are of current interest not only in American educational system, but in my country as well. So,I would recommend this article to be discussed at teachers’ meetings in different types of educational institutions because the criteria of successful and creative teaching the author identifies in his article are universal and simple at the same time: just be dedicated to your job, care about your students, and don’t be afraid to learn and use new ideas in your classroom. Hence, creativity in the classroom often begins with a good teacher.
Creativity is one of the mission of a teacher in every age, and discipline. As he may be creative to motivate students, he has to generate creativity in his pupils. In this way, understanding the relation between the neurobiology of creativity and its cognition is useful to every teacher.
Anna Quindlen writes about how to foster creativity in children, and by extension adults, by doing nothing and allowing their minds to foster creativity during this time, free time. She expresses her thoughts in “Doing nothing is something” short essay. Quindlen proposes that kids are too busy and do not have enough free time. In this down time or free time they make their own adventures and form their own ideas. She presents the idea that to even start the creative process of creating literature, music, and art one must have free time to let the mind wonder and create.
Since we are born we have imagination and as we grow up this imagination may increase or decrease. Creativity strongly relies in our imagination. Depending on different circumstances people learn to express their creativity openly while other people close themselves and believe they do not have creativity. Creativity is a natural talent that every single human has. Creativity can be used to solve a complex problem in a different manner or just to find innovative ways to have fun. Creativity is thinking out of the box. Even though creativity cannot be taught from scratch there should be a class that is specific for creativity.
Creative Arts in early childhood education refers to children’s participation in a variety of activities that engage their minds, bodies and senses (Sinclair, Jeanneret & O’Toole, 2012; Kearns, 2017); to inspire all children with the opportunity for creative and imaginative expression. Duffy (2006) and Sinclair et al. (2012) state that creativity is the process where children use their imagination to problem solve, develop new ideas, independence and flexibility to accomplish tasks. Furthermore, when educators foster creativity, they are assisting children in making meaning through play and developing their growing capacity to communicate, collaborate and think critically to meet the demands of life in the 21st century (Duffy, 2006; Korn-Bursztyn, 2012; Sinclair et al., 2012).
Using creativity in the classroom will create strong students and help better them for the future. Now, students are just being taught to what is on the test. They do not learn how to be leaders, how to work in groups, people skills, or how to use their mind that is not just for memorizing the information. “The challenge now is to transform education systems into something better suited to the real needs of the 21st century. At the heart of this transformation there has to be a radically different view of human intelligence and of creativity” (Robinson K., 2011, p. 14). Using creativity and technology will allow the students to enjoy learning more. I noticed in my final project, that other students who weren’t education majors, saw this problem too. Many of them did not see creativity in a classroom, they felt that the school system was creating them into robots that taught them all how to think a certain way. Ken Robinson feels that, “we don’t grow into creativity; we grow out of it. Often we are educated out of it.” (2011, p. 49). Teachers should be teaching students how to be creative, and how to think on their own, so students will be able to go far in the future and succeed in any job they