tag:blogger.com,1999:blog-35072025483939986862024-03-12T17:22:19.210-07:00THINK. KNOW. CREATE. Inquiry through critical and creative thinkingAnonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.comBlogger8125tag:blogger.com,1999:blog-3507202548393998686.post-73285908757229600182014-10-30T19:29:00.003-07:002015-03-25T20:31:09.061-07:00What is creativity? Beautiful insight by young students<b>What amazing insight children have. Their views are simple, clear yet insightful, deep.</b><br />
<b>Their answers are spontaneous and show considered and deliberated responses.</b><br />
<br />
I asked:<br />
<i>* What do you think creativity is?</i><br />
<i>* What is a creative thinker?</i><br />
<i>*What does creativity look like?</i><br />
<i>* What inspires you to come up with original, creative ideas?</i><br />
<i>* When are you most creative?</i><br />
<br />
<b>Here is a video blending some of their responses together.</b><br />
<br />
https://www.youtube.com/watch?v=isWkA7ljW8A<br />
<br />
<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/isWkA7ljW8A" width="480"></iframe><br />
<br />
<b>Here are some of the quotes from the 8 - 10 year olds.</b><br />
<br />
"Creativity is when you feel something in your mind that just wants to come alive." (8yr old)<br />
<br />
"Expressing your feelings. Putting your mind on a piece of paper and like tryin gto be original and trying to do new things." (8 yr. old)<br />
<br />
"Thinking of something original. The first of something that is thought". (8yr old)<br />
<br />
"Creativity is unique original ideas." (10yr. old)<br />
<br />
"Creativity can be anything that you want it to be. It can be cooking. It can be art." (8 yr. old)<br />
<br />
"Creativity can burst out in all different ways. It's what's inside you. You can express yourself in a whole lot of different ways." (11 yr. old).<br />
<br />
"You do different things. You don't do boring things." (10 yr old)<br />
<br />
"Creativity isn't just about art. It's about using your imagination." (11 yr. old)<br />
<br />
"Creativity to me is an unthinkable bundle of colours and paints." (11 yr. old)<br />
<br />
"You make or do something in your mind, in a different and creative way." (12 yr. old)<br />
<br />
"In my stories I think really hard and I image it in my brain and I try and show what I see in my brain. (8 yr. old)<br />
<br />
"I feel my most creative when I've watched something and I get ideas in my mind and then combine them to make a painting ... or something like that." (8 yr. old).<br />
<br />
"I'm most creative when it's quiet and I'm just thinking about what I'm going to do. Sometimes I just draw and I just feel relaxed. When we're in class and we have to do a project and present it in different ways I have a lot of creative ideas to share my thoughts with others." (8 yr. old)<br />
<br />
<br />
<b><u>What do you think creativity is?</u></b><br />
Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-90943077110684572362014-06-13T22:24:00.000-07:002014-06-13T23:54:54.859-07:00Of Shadows … A Poem About Being Creative<div class="MsoNormal">
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<b>Of Shadows </b><br />
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<b>A Poem About Being</b></div>
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<div class="MsoNormal">
<b>By Daniel Dunlevie<o:p></o:p></b></div>
<div class="MsoNormal">
<br />
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Her craft is always on her mind.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Doodling, sketching, shaping, evolving, moving, transforming.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">To develop as an expression, an outlet.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">A voice to be heard with the listener obscure, irrelevant, meaningless.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">They’re her interactions with the world, controlling the nature of life.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">The expectations of pressure, the importance of outsiders.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">How they see her.<span style="mso-spacerun: yes;"> </span>How she sees them.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Glaring, judging, comparing, smirking, whispering, yelling.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">But those feelings disperse when she’s in flow.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">They float away to reform when she looks at what others have done.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Glaring images.<span style="mso-spacerun: yes;"> </span>Judging impacts.<span style="mso-spacerun: yes;"> </span>Comparing techniques.<span style="mso-spacerun: yes;"> </span>Smirking at the cheek.<span style="mso-spacerun: yes;"> </span>Whispering at beauty.<span style="mso-spacerun: yes;"> </span>Yelling with inspiration.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">All of these have redefined who she is. Who she is becoming. Who she will be. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">What she has gone through brings meaning.<span style="mso-spacerun: yes;"> </span>She wants to change a lot but at the same time, nothing.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Power has been imbalanced throughout her life - in the hands of her parents, her friends, her peers, her teachers, her strangers. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Never in her hands.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">But there has been a shift.<span style="mso-spacerun: yes;"> </span>A change.<span style="mso-spacerun: yes;"> </span>A belief that empowers her with direction, passion, purpose.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">An ability exists to articulate her mistrust, her pains, her contests, her courage, her happiness, her power.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">This outlet has revealed a creative being inside. A being with strength.<span style="mso-spacerun: yes;"> </span>A being that has lain dormant.<span style="mso-spacerun: yes;"> </span>A being that needs to be free of societal shackles.<span style="mso-spacerun: yes;"> </span>What is imposed can now be flicked off.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">She is the one who chooses.<span style="mso-spacerun: yes;"> </span>She is the one who brings meaning.<span style="mso-spacerun: yes;"> </span>She is the one who is powerful.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">When she is immersed in her craft, she is in a world controlled.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Her senses are heightening to every sensation.<span style="mso-spacerun: yes;"> </span>All movement innately create.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">It comes from within.<span style="mso-spacerun: yes;"> </span>She feels the fire.<span style="mso-spacerun: yes;"> </span>The journey is where she is shaped. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;"><br /></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">She chooses the night. The darkness offers seclusion.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Feelings of safety and danger are entwined in uncertainty.<span style="mso-spacerun: yes;"> R</span>eflective of times that she felt obscured and confused.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">She chooses her setting carefully.<span style="mso-spacerun: yes;"> </span>It reflects the synergy of her life. There for everyone to see, yet it’s only seen by those who seek it.<span style="mso-spacerun: yes;"> </span>Those who aren’t tussling over power. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: #666666;">Participants in a world that can be harsh, ugly, and intimidating, yet remain soft, beautiful, and tender.<o:p></o:p></span></div>
<div class="MsoNormal">
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<span style="color: #666666;">What she has found is her being.<span style="mso-spacerun: yes;"> </span>What she has found is her worth.</span><o:p></o:p></div>
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<b><i>Dan - Why the poem???</i></b><br />
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<i>Great question, Dan. Well, I was thinking that as teachers we can act with a "I'm an expert" mentality where we direct and tell students what to do. But how often do we actually practice what we preach?</i><br />
<i><br /></i>
<i>We tell kids goal setting is important - do teachers?</i><br />
<i>We tell kids to write a creative story - do teachers?</i><br />
<i>We tell kids to use thinking routines - do teachers?</i><br />
<i>We tell kids to sing - do teachers?</i><br />
<i>We tell kids to act - do teachers?</i><br />
<i>And so on.... </i><br />
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<i>But do we, as teachers, actually know what we're on about?</i><br />
<i>Are we just guided by teacher books? Curriculum framework? Last years planner?</i><br />
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<i>So I decided to go through the process. When was the last time you went through the whole process of something you teach?</i><br />
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<i><u>The experience:</u></i><br />
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<i>I walked around the culturally rich city of Melbourne to be inspired by what I have been inquiring into - Creativity. In particular, the concepts of "<a href="http://thinkknowcreate.blogspot.com.au/2014/05/being-creative.html">Being Creativity</a>. <a href="http://thinkknowcreate.blogspot.com.au/2014/05/doing-creativity-educational-context.html">Doing Creativity</a>. <a href="http://thinkknowcreate.blogspot.com.au/2014/05/knowing-creativity-educational-context.html">Knowing Creativity</a>.", which I have written about in my last three blog posts.</i><br />
<i><br /></i>
<i>I wanted to truely see creativity in the world around me. Strolling around with my headphones in I switched into viewing the world as an observer. Beholding the interactions of people, the movement on the street, the natural and artificial environment around me, the smells, the sounds, the feelings. Everything around me I found interesting.</i><br />
<i>I started to really look at life.</i><br />
<a href="http://4.bp.blogspot.com/-3HDupfMmBEo/U5vrRyIbCSI/AAAAAAAAAb4/7hfcjaYbi_s/s1600/How+To+Be+An+Explorer+Of+The+World.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-3HDupfMmBEo/U5vrRyIbCSI/AAAAAAAAAb4/7hfcjaYbi_s/s1600/How+To+Be+An+Explorer+Of+The+World.jpg" height="400" width="151" /></a><i><br /></i><br />
<i>In fact, I entered a frame of mind that Keri Smith writes about in "How to be an explorer of the world".</i><br />
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<i>I took lots of pictures. Zoomed in. Framed. Landscaped. Angled. From high, from low - everything in-between.</i><br />
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<u><i>The photo:</i></u><br />
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<i>For the photo above I was just near the corner of Brunswick St and Alexandra Av in Fitzroy when I saw this beautiful piece of street art and it got me thinking, "Who is it for?" "Why did they do it?" "Why that sport?" "What was their inspiration?" "How did they feel whilst doing it?" And simply and most importantly "Who is the person who created this? "</i><br />
<i><br /></i>
<i>So this became the inspiration for my poem titled, "Of Shadows - A Poem About Being Creative".</i><br />
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<i>I would love some feedback.</i><br />
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<i>I have written another two that I will post soon about 'Doing Creativity' and 'Knowing Creativity'.</i><br />
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<i>Dan</i><br />
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Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-70589927443524321052014-05-30T00:10:00.000-07:002014-05-30T15:23:44.982-07:00Knowing Creativity - Part 3/3 of Creativity: Being. Doing. Knowing.<div class="post-body entry-content" id="post-body-74427937351200646" itemprop="description articleBody" style="background-color: white; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 13px; line-height: 1.4; position: relative; width: 770px;">
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<b style="line-height: 1.4;"><span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12pt;">Creativity:</span></b></div>
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<b><i><span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12pt;">Being, Doing, Knowing</span></i></b><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><i><span style="color: black; font-size: 12pt;"><br /></span></i></b><b><i><span style="color: black; font-size: 12pt;"><br /></span></i></b><b><span style="color: black; font-size: 12pt;">By Daniel Dunlevie</span></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b><i><span style="color: black; font-size: 12pt;"><br /></span></i></b><b><i><span style="color: black; font-size: 12pt;"><br /></span></i></b></span><span style="font-family: Arial, Helvetica, sans-serif;"><b><i><span style="color: black; font-size: 12pt;">Part 3</span></i></b></span></div>
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<b><span style="font-size: medium;"><span style="color: #351c75; font-family: Arial, Helvetica, sans-serif;">Knowing</span></span></b></div>
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<span style="font-family: Georgia, Times New Roman, serif;">How do we know what creativity
is? Is it when somebody comes up with an
idea and expresses this idea through a chosen medium? Anyone can do this. The value of what is created is objective. Its value is perceived by the maker and viewer. The creator had an idea, planned it out,
bought the materials and then stuck it all together with an abundance of nails
and glue. The end result might be an
eyesore to some or an interesting take on sculpture for others. But fundamentally it is their creation. They had the knowledge that they could build
it and applied this knowledge to go through the certain steps of creation. I would argue that it doesn't matter whether
the creator likes what they created or not, little own what others opinions
are. If one knows that they are creating
then they are creative. But if
creativity remains around just this proposition then there are impacts on the
creator. </span><br />
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<span style="text-indent: 36pt;">In the words of Pablo Picasso, <span style="font-size: large;">“The
meaning of life is to find your gift. The purpose of life is to give it away”.</span></span><span style="font-size: large; text-indent: 36pt;"> </span></span></div>
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<span style="text-indent: 36pt;">Without an outlet of expression the creator might conjure up feelings of self-loathing, self-doubt and feel a lack of purpose in their creations and consequentially life. This would impact on their intrinsic motivation, self-belief and consequentially their work. This may have both negative and positive outcomes to the end product. Propositional knowledge is where the conflicts of creation lie. This is the knowledge that pushes the boundaries and understandings of life. This is the level where interaction occurs with its audience. It is the influence of its impact. The emotions, thoughts and ideas generated from propositional knowledge may produce work that is successfully expressive of the emotions and provide satisfaction for the creator and or it could leave the creator in a consistent state of disappointment. But as Friedrich Neizsche said, <span style="font-size: large;">“You need chaos in your soul to give birth to a dancing star”. </span></span></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">However, it is the understanding of personal knowledge that has a more structural impact on how the end product
looks. The personal knowledge that the creator
has of the world, whether it be opinions (informed or uninformed), interactions
(I push this and it moves) or ideas (expressed or internalised) will have a
profound impact on what is produced. <span style="line-height: 15.6pt; text-indent: 36pt;">Having personal knowledge of creativity allows the creator to have
experienced creation before. </span><span style="line-height: 15.6pt; text-indent: 36pt;">There is
some propositional knowledge in this. For example, if the creator has seen a
sculpture, but can’t remember a single thing about it, then they probably </span><span style="line-height: 20.799999237060547px; text-indent: 36pt;">wouldn't</span><span style="line-height: 15.6pt; text-indent: 36pt;"> claim to know sculptures. The
fact is that knowing such a thing requires many propositions about them. What is important that applying personal
knowledge to creativity involves more than knowledge of propositions. No matter how much one may tell the creator about sculpture, no matter how many facts
they learn about it, if they haven’t <i>seen</i> a sculpture then they can’t be said
to know about sculptures in the sense required for personal knowledge. </span></span><br />
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<span style="font-family: Georgia, Times New Roman, serif;"><span style="line-height: 15.6pt; text-indent: 36pt;">Personal knowledge thus seems to involve
coming to know a certain number of propositions</span><span class="apple-converted-space" style="line-height: 15.6pt; text-indent: 36pt;"> </span><em style="line-height: 15.6pt; text-indent: 36pt;">in a particular way</em><span style="line-height: 15.6pt; text-indent: 36pt;">. But for one to grow in their creative journey through life one must experience creativity
personally. It could be argued that the
more one does this, the richer the knowledge-base to create. This could be generated through experiences
in an array of environments such as walking through an art gallery, swimming in
the ocean, driving down a highway or hiking through a jungle. It could also be social interactions between
different people, perhaps from different cultures and the sharing of thoughts
and ideas or interactions with nature or space.
These are interactions between the external world and the individual. These
can be used to motivate and inspire the creator. </span></span></div>
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<o:p style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Georgia, Times New Roman, serif;"><img height="213" src="https://lh6.googleusercontent.com/-fe34Ner1A-I/UmghA832laI/AAAAAAAB17k/pVxyPiCIRps/w500/Creativity%2Bis%2Ballowing%2Byourself%2Bto%2Bmake%2Bmistakes.%2BArt%2Bis%2Bknowing%2Bwhich%2Bones%2Bto%2Bkeep.%2B%257E%2BScott%2BAdams.jpg" width="320" /></span></o:p></div>
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<span style="text-indent: 36pt;"><span style="font-family: Georgia, Times New Roman, serif; line-height: 15.6pt;">Procedural knowledge permits the creator to make the final product. With procedural knowledge the creator can articulate
their ideas in ways that rely on certain learnt skills and abilities. Knowledge of this is formed through direct
sensory experiences of creation. There
are many learning experiences they could go through such as having the elements
of a creative process explained, be guided through the procedures step-by-step,
have certain aspects demonstrated, explore others work, collaborate and discuss
ideas and thinking with others, and then practice to hone their skills. </span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="line-height: 15.6pt; text-indent: 36pt;"><br /></span>
<span style="line-height: 15.6pt; text-indent: 36pt;">However, herein lies the tragic shortcomings
of schools in developing students as creative beings. Teachers focus too much on developing student’s
procedural knowledge and do not spend as much time on having students develop
their personal knowledge or their propositional knowledge through meaningful
learning experiences. This is where
teachers are deficient in their understanding of the creative process and
inhibits their ability to create creative beings. To develop student’s creative knowledge they need to
be actively captivated in their learning.
Creativity is not about being passive.
A teacher must provide a stimulating learning environment that a student
can actively interact with. A teacher
must also challenge the children’s perceived understandings and develop their
critical thinking. Children need to be empowered
to be brave and take risks. Be nurtured to trust their instincts. Given the freedom of choice. If students are not given the opportunity to
develop this belief, then their knowledge and creative abilities will be
constrained, restrained, </span><span style="line-height: 20.799999237060547px; text-indent: 36pt;">diminished, extinguished</span><span style="line-height: 15.6pt; text-indent: 36pt;">. Teachers must hand back the learning to their students. In doing this a teacher will help their students become more creative. </span></span><br />
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<span style="font-size: large; line-height: 15.6pt; text-indent: 36pt;"><span style="color: red;">Let the child be.</span> <span style="color: blue;">Let the child do.</span> <span style="color: purple;">Let the child know.</span></span></span></div>
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<span style="font-family: Georgia, Times New Roman, serif; font-size: large; line-height: 15.6pt; text-indent: 36pt;">Be <span style="color: #444444;">creativity.</span></span></div>
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<span style="text-indent: 36pt;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large; line-height: 15.6pt;">Do <span style="color: #444444;">creativity.</span></span></span></div>
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<span style="text-indent: 36pt;"><span style="font-family: Georgia, Times New Roman, serif; font-size: large; line-height: 15.6pt;">Know <span style="color: #444444;">creativity.</span></span></span></div>
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Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-744279373512006462014-05-26T04:46:00.001-07:002014-05-30T15:23:57.820-07:00Doing Creativity - Part 2/3 of Creativity: Being. Doing. Knowing.<div class="MsoNormal" style="background-color: white; color: #222222; font-size: 13px; margin: 0cm 0cm 10pt;">
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<a href="http://1.bp.blogspot.com/-HqOK-J1Tkvk/U4MmTEX629I/AAAAAAAAAOw/z_VxNzvqL88/s1600/creative+doing+5.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="http://1.bp.blogspot.com/-HqOK-J1Tkvk/U4MmTEX629I/AAAAAAAAAOw/z_VxNzvqL88/s1600/creative+doing+5.jpg" height="254" width="320" /></span></a><br />
<b><i><span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12pt;">Being, Doing, Knowing</span></i></b><br />
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</span></i></b><b><i><span style="color: black; font-size: 12pt;"><br />
</span></i></b><b><span style="color: black; font-size: 12pt;">By Daniel Dunlevie</span></b></span><br />
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</span></i></b><b><i><span style="color: black; font-size: 12pt;">Part 2</span></i></b></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">“Creative work is not a selfish act or a bid for attention on the part of the actor.<span style="mso-spacerun: yes;"> </span>It’s a gift to the world and every being in it.<span style="mso-spacerun: yes;"> </span>Don’t cheat us of your contribution.<span style="mso-spacerun: yes;"> </span>Give us what you’ve got.”</span></i><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"> (Pressfield, 2002, p.165).<o:p></o:p></span></span></div>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Being creative isn’t an easy task.<span style="mso-spacerun: yes;"> </span>Some days ideas come in abundance.<span style="mso-spacerun: yes;"> </span>There are times when you’re in a state-of-mind to just let your mind wonder.<span style="mso-spacerun: yes;"> </span>There are days that you are inspired and motivated to get things done.<span style="mso-spacerun: yes;"> </span>These days you make your thoughts and ideas come into fruition.<span style="mso-spacerun: yes;"> They flow. </span>Without action thinking creatively just remains an energised and stimulated moment.<span style="mso-spacerun: yes;"> </span>This step of “doing” creativity is paramount to current educational discourse about creativity.<span style="mso-spacerun: yes;"> </span></span><span style="background: white; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">But doing creative work is difficult because it requires us to think in a specific way and work with an ambiguous ending in sight.<span style="mso-spacerun: yes;"> </span>It can be messy.<span style="mso-spacerun: yes;"> </span>There is failure.<span style="mso-spacerun: yes;"> </span>Creativity needs time to grow.<span style="mso-spacerun: yes;"> </span>There needs to be analysis, evaluation, reflection and adjustment which can mean frequent changes and a consumption of time.<span style="mso-spacerun: yes;"> </span>Perseverance is a key element during this process.<span style="mso-spacerun: yes;"> </span></span><span style="background: white; color: black; font-size: 12pt; text-indent: 36pt;">Writer Stephen King (2000) articulates this, “Stopping a piece of work just because it’s hard, either emotionally or imaginatively, is a bad idea. Sometimes you have to go when you don’t feel like it, and sometimes you’re doing good work when it feels like all you’re managing is to shovel shit from a sitting position (p.7).” </span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background: white; color: black; font-size: 12pt; text-indent: 36pt;">It is undeniable that some people are more creatively talented than others. To these people the complexity of the creative thinking process is cohesive and intelligible and they can generate these thoughts into action that is practical and logical. Those that</span><span style="color: black; font-size: 12pt; text-indent: 36pt;"> don’t have a natural talent for such things have to work hard to develop it. This is a vital note in the discourse of creativity. People can become more creative with work. Even those people with talent will be limited in their output if they lack motivation to act, direction to aim for, drive to continue, inspiration to grow or resilience to handle external and internal feedback. </span><span style="background: white; color: black; font-size: 12pt; text-indent: 36pt;">Motivation is extremely important in creativity because it drives an individual to persist at problem solving. Creative potential is not fulfilled unless “the individual (and his or her social support) is motivated to do so, and creative solutions are not found unless the individual is motivated to apply his or her skills” (</span><a href="http://gilfind.uga.edu/vufind/Record/3125079" style="text-indent: 36pt;"><span style="background: white; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1; text-decoration: none; text-underline: none;">Runco, 2005</span></a><span style="background: white; color: black; font-size: 12pt; text-indent: 36pt;">, p. 609).<span class="apple-converted-space"> </span></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background: white; color: black; font-size: 12pt; text-indent: 36pt;">The Australian Curriculum incorporates creative and critical thinking in the curriculum identifying that it involves “Generating and applying new ideas in specific contexts, seeking existing situations in a new way</span><span style="color: black; font-size: 12pt; text-indent: 36pt;">, identifying alternative explanations, and seeing or making new links that generate a positive outcome. This includes combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition. The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual reality” (ACARA, 2012). <span style="background: white;">This dismisses a misconception that creativity is just about the process of coming up with new ideas, as some ideas might be completely crazy and impractical. Therefore an essential start of the creative process is the evaluation of its worth. </span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"><span style="background: white;">Doing creativity entails making, playing and exploring.<span style="mso-spacerun: yes;"> </span></span>There are many models that compartmentalise the process of creative thinking.<span style="mso-spacerun: yes;"> </span>These were established for different purposes and have different outcomes in mind.<span style="mso-spacerun: yes;"> Plsek (1997) has attempted one such model which </span></span><span style="font-size: 12pt; text-indent: 36pt;">identifies three common themes that stream through all of the models.</span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">The first link is that the creative process involves purposeful analysis, imaginative idea generation and critical evaluation.</span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">This implies the notion that the total creative process is a balance of imagination and analysis. </span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">In comparing models over different periods of time Plsek notes that older models tend to imply that creative ideas results from subconscious processes, largely outside the control of the think.</span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">Modern models tend to imply purposeful generation of new ideas, under the direct control of the thinker.</span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">This reflects the changing paradigms in education and society.</span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">The implication of for education is that teachers in the 21st Century need to ensure that students are given opportunities to consider different ways of understanding and different approaches to thinking. Giving students the opportunity to think critically and creatively about human problems, issues and challenges, allowing students to develop critical thinking skills that will allow them to reconceptualise and develop new ways of thinking. Students need to have discussions and ethical and moral debates in small groups and with the whole class to explore, think to seek and find the answer to those big questions. Teachers must give students the opportunity to explore many of the fundamental questions that often cannot be seen or proven.</span><span style="font-size: 12pt; text-indent: 36pt;"> </span><span style="font-size: 12pt; text-indent: 36pt;">Pselk’s comparison reflects how mindsets have changed from fixed to growth mindsets.</span></span><br />
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<span style="color: black; font-family: Arial, Helvetica, sans-serif; mso-ascii-font-family: "Times New Roman"; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-font-family: "Times New Roman"; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Finally, Plsek identifies that the total creative process requires a drive to action and the implementation of ideas.<span style="mso-spacerun: yes;"> </span>We do more than simply imagine new things, we must work to make them concrete realities.<span style="background: white;"> During this time of creation a creative being can enter a ‘transfixed’ space where time blurs into the background and ideas just intrinsically surge to realisation.<span style="mso-spacerun: yes;"> </span>Nakamura and Csikszentmihalyi (2002) refers to this experience as being “in flow”.<span style="mso-spacerun: yes;"> </span>This describes the way that the experience seamlessly unfolds from moment to moment, and one enters a subjective state.<span style="mso-spacerun: yes;"> </span>Poet Mark Strand articulates this cognitive process when he is experiencing flow.<span style="mso-spacerun: yes;"> </span>“You’re right in the work, you lose your sense of time, you’re completely enraptured, you’re completely caught up in what you’re doing…there’s no future or past, it’s just an extended present in which you’re making meaning”. (Csikszentmihalyi, 1997, p.121).<span style="mso-spacerun: yes;"> </span>During this state of flow the individual operates at full capacity.<span style="mso-spacerun: yes;"> </span>Entering flow depends on establishing a balance between perceived action capacities and perceived action opportunity.<span style="mso-spacerun: yes;"> </span>The balance is intrinsically balanced.<span style="mso-spacerun: yes;"> </span></span></span><br />
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<span style="background-color: white; font-family: Arial, Helvetica, sans-serif; text-indent: 36pt;">Csikszentmihalyi (2007) identifies that the dimensions of the flow experience are:</span></div>
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<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; text-indent: -18pt;">·<span style="font-size: 7pt;"> </span></span><span style="background: white; color: black; text-indent: -18pt;">Attention is focused on a limited stimulus field. There is full concentration, complete involvement. </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; text-indent: -18pt;">·<span style="font-size: 7pt;"> </span></span><span style="background: white; color: black; text-indent: -18pt;">Action and awareness merge.</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; text-indent: -18pt;">·<span style="font-size: 7pt;"> </span></span><span style="background: white; color: black; text-indent: -18pt;">There is freedom from worry about failure.</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; text-indent: -18pt;">·<span style="font-size: 7pt;"> </span></span><span style="background: white; color: black; text-indent: -18pt;">Self-consciousness disappears.</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; text-indent: -18pt;">·<span style="font-size: 7pt;"> </span></span><span style="background: white; color: black; text-indent: -18pt;">The sense of time becomes distorted.</span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; text-indent: -18pt;">·<span style="font-size: 7pt;"> </span></span><span style="background: white; color: black; text-indent: -18pt;">The experience becomes its own reward.</span></span></li>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Teachers may feel confronted and challenged by developing their pedagogy and promoting creativity in the classroom.<span style="mso-spacerun: yes;"> </span>It should be seen as a fun and exciting challenge and supported by a whole school approach.<span style="mso-spacerun: yes;"> </span>Further to what previously mentioned, teachers may need to have mentors, outside professionals such as actors and artists model creative teaching and have administrators creating a feeling of ‘safety’ to experiment with the concept and be creative.<span style="mso-spacerun: yes;"> </span>To change a school’s culture to be one that harnesses and celebrates creativity takes the entire school community.<span style="mso-spacerun: yes;"> </span>When students can see that creativity is valued by adults then they will thrive.<span style="mso-spacerun: yes;"> </span>As Sternberg (2003) states. “The most powerful way for teachers to develop creativity is to model creativity.<span style="mso-spacerun: yes;"> </span>Children develop creativity not when they are told to, but when they are shown. (p.126)”<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<b><span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">References<o:p></o:p></span></b></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-fareast-font-family: "Arial Unicode MS"; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Australian Curriculum, Assessment and Reporting Authority (ACARA) (2012). Critical and Creative Thinking. ACARA, 2012. Retrieved 20 June 2013 </span><a href="http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-thinking/Introduction/Introduction"><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">http://www.australiancurriculum.edu.au/GeneralCapabilities/Critical-and-creative-thinking/Introduction/Introduction</span></a><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-fareast-font-family: "Arial Unicode MS"; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"><o:p></o:p></span></span></div>
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<span style="background: white; color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Csikszentmihalyi, M. (1997). Finding Flow: The psychology of engagement with everyday life. New York: Basic Books<o:p></o:p></span></div>
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<span style="background: white; color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Csikszentmihalyi, M. (2007). Flow and Education. Retrieved 22 June 2013<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.ppc.sas.upenn.edu/csikszentmihalyipowerpoint.pdf"><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">http://www.ppc.sas.upenn.edu/csikszentmihalyipowerpoint.pdf</span></a><span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background: white; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Csikszentmihalyi, M. & Wolfe, R. (2005). ‘Conceptions and research approaches to creativity: Implications of a system perspective approach to creativity in education’. In K.Heller, F. Mönks, R. Sternberg, & R. Subotnik (Eds.),<span class="apple-converted-space"> </span><em><span style="mso-ascii-font-family: "Times New Roman"; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: "Times New Roman"; mso-hansi-theme-font: major-bidi;">International handbook of giftedness and talent</span></em>, 81-93. Oxford, UK: Elsevier Science Ltd.</span><span style="background: #F2F2F2; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"><o:p></o:p></span></span></div>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Nakamura, J. & Csikszentmihalyi, M. ‘The Concept of Flow’. In Snyder, C.R. & Lopez, S.J. (2002). <i>Handbook of positive psychology</i>. Oxford, England: Oxford University Press<o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background: white; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Pslek, P. (1997) "Working Paper: Creativity Models."<span class="apple-converted-space"> </span><i>Working Paper: Creativity Models</i>. Directed Creativity. Retrieved 20 June 2013. </span><a href="http://www.directedcreativity.com/pages/WPModels.html"><span style="background: white; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-fareast-font-family: "MS 明朝"; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">http://www.directedcreativity.com/pages/WPModels.html</span></a><span style="background: white; color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"> .<o:p></o:p></span></span></div>
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<span style="background: white; color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Pressfield, S. (2002). <i>The War of Art: Break through the blocks and win your inner creative battles</i>. New York: Black Irish Entertainment<o:p></o:p></span></div>
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<span style="background: white; color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Runco, M.A. (2005). Motivation, competence, and creativity. In Elliot, A. and Dweck, C. (Eds.), <span class="apple-converted-space"> </span><em><span style="mso-ascii-font-family: "Times New Roman"; mso-ascii-theme-font: major-bidi; mso-hansi-font-family: "Times New Roman"; mso-hansi-theme-font: major-bidi;">Handbook of competence and motivation</span></em>, 609-623. New York: Guilford Press.<o:p></o:p></span></div>
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<span style="background: white; color: black; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;">Stephen King, S. (2000). <span class="apple-converted-space"> </span><em><span style="border: none windowtext 1.0pt; mso-ascii-font-family: "Times New Roman"; mso-ascii-theme-font: major-bidi; mso-border-alt: none windowtext 0cm; mso-hansi-font-family: "Times New Roman"; mso-hansi-theme-font: major-bidi; padding: 0cm;">On Writing</span></em><span class="apple-converted-space">. </span>NY: Pocket Books.<o:p></o:p></span></div>
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<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: black; font-size: 12.0pt; mso-ascii-theme-font: major-bidi; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-themecolor: text1;"><span style="font-family: Arial, Helvetica, sans-serif;">Sternburg, R. (2003). ‘The Development of Creativity as a Decision-Making Process’. In Sawyer, R.K., John-Steiner, V. Moran, S. Sternburg, R., Feldman, D. Nakamura, J. Csikszentmihalyi, M. (Eds.) (2003). Creativity and Development. New York: Oxford University Press.</span><span style="font-family: Times New Roman;"><o:p></o:p></span></span></div>
Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-67172138760807454852014-05-24T02:33:00.002-07:002014-05-30T15:24:10.008-07:00Being Creativity - Part 1/3 of Creativity: Being. Doing. Knowing.<div class="MsoNormal" style="line-height: normal;">
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<b><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Creativity</span></b></div>
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<b><i><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Being, Doing, Knowing</span></i></b><br />
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<b><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">By Daniel Dunlevie</span></b><br />
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<b><i><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Part 1</span></i></b></div>
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<b><span style="color: #20124d; font-family: 'Times New Roman', serif; font-size: x-large;">Being</span></b></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 16px;">Transforming student identity so that they view themselves as ‘creative beings’ should inspire teaching and learning. Creativity is a unique creature. There is no set formula for harnessing it or expressing it. A teacher’s ability to assess student creativity provides unique challenges as one can’t be totally objective in viewing and analysing work. A checklist may not help. Creative work has to be perceived, experienced, interpreted and valued which brings forth prejudice. No one looks at creative products or goes through the creative process in the same way. This is the beauty and wonder of creativity. In its ambiguity lies its true value to education and society. Creativity means diverse things to diverse people. Creativity can be thought of as thinking outside of the box, being innovative, being able to problem solve. There are many interpretations to what creativity is. A playful definition by Thorne (2010) refines creativity as “freedom, jumbled thoughts, words and deeds each fighting to claim their own ideas, the original thought, the spark, the ignition, the original design concepts or the blue print” (p.17). For students and teachers I believe that creativity is a way of viewing the world and channeling this into an expression of ones thoughts, emotions and spontaneous motions. One cannot be creative without giving part oneself. That feeling of vulnerability when you show something that you have created speaks volumes to its value to the essence of life.</span><br />
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">In becoming creative beings, students view the world in a different way. They can find an identity. They find beauty and ugliness, power and impotence, strength and vulnerability, comfort and conflict. They look on history, on the present and on the future with critical questioning and curious wonder. Creative beings express their feelings and thoughts through an avenue of choice, whether it be something that they are comfortable with or something that is exposing. This openness is so valuable. This perception is an extremely important thing. Fundamentally, to become a creative being starts from a self-belief. Educators need to focus on empowering students to think creatively, to feel creative, </span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 16px; text-indent: 36pt;">to <b>be </b>creative</span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">. They need to instill in their pupils a belief. If education should have one focus, it should be this. Self-belief.</span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-align: left; text-indent: 36pt;">A study into creativity by </span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 16px; text-indent: 36pt;">Seltzer and Bently’s (1999) </span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-align: left; text-indent: 36pt;">identified that creative learners have four key qualities: the ability to identify new problems, rather than depending on others to define them; the ability to transfer knowledge gained in one context to another in order to solve a problem; a belief in learning as an incremental process, in which repeated attempts will eventually lead to success; and the capacity to focus attention in the pursuit of a goal, or set goals (p.10). If teachers harness these abilities in their students then they will take up creative opportunities and their thinking will open-up across all areas of the curriculum. These moments may occur many times over the course of the day. It may happen just once or it may not happen on that day. But it will happen. Students need have a developed sense to recognise such opportunities and synthesise their creative thoughts and apply these to their learning.</span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-align: left; text-indent: 36pt;"> </span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">C</span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">reative inspiration occurs at different times in every setting of life. Creative jolts can occur on the sporting field, at home playing, whilst working on a task set by a teacher – whether engaging or mundane, whilst looking at art, watching a performance or even when on an excursion. Teachers need to bring these inspirational moments into the everyday schooling experience of their pupils. </span><br />
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">Creativity is not just a skill which can be performed on command. Creativity is a form of interaction between the learner and the environment. Having the right space to be creative is paramount. Learning environments that encourage creativity must empower the learner to </span><i style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">be</i><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;"> creative. Students who learn in an environment where creativity is valued will recognise themselves as creative beings and be able to recognise learning experiences as a time to process their thoughts with patience and persistence in order to express themselves in a variety of ways. Students should not be passive participants in their own learning. They need to be provided a variety of learning experiences that permit students to have the freedom to make real choices in what they do and how they try to do it. These experiences should be interactive and challenge the student’s understandings, thoughts and ideas. </span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">Currently, classrooms</span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;"> are not typically fully supportive of developing the creative child. Teachers are prone to falling back onto what they know. What they've done for years. Using their experience of their own education to guide their current practice. The cyclic nature of this stops progressive practice. Stops teachers taking risks and changing what they do. Handing over what they do and know to be a creative teacher. Creativity is about being vulnerable. These teachers may never have been empowered themselves and feel nervous to stand-out from others and individually express their thoughts. As a teacher, they might feel more comfortable considering creativity as allowing the kids to use whatever coloured pencils they like to colour within the lines. <i>Let go. </i> </span><br />
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">Everyone should be respected and each child treated as an individual. A great quote from Professor Susan Greenfield says that, “Original thought, and respect for originality of others, must surely lie at the heart not just of creativity, but also individuality – our only change of twenty-first century escape from zombie-ness.” (NACCCE, 1999, p. 62). Teachers could reflect on their own classroom by considering Cash's research which identifies five other norms of the creative classroom: curiosity and questions are encouraged; problems can be solved in many ways; necessity is the mother of invention; judgement and criticism are suspended; and patience, perseverance, and persistence are mandatory (2011, p.161). </span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">Once students are empowered within such an environment students will start valuing original ideas and develop their abilities to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking purposefully. </span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt; text-indent: 36pt;">Can you hear the buzz? Soak up that energy. That feeling is the active and inspired learning is taking place and being shared among students.</span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Creating life-long learners is a conceptual term that is used in progressive educational papers and curriculum documents which has become a buzz-word or education trying to take a progressive step. It suggests that teachers should be developing students to consider themselves as learners after they leave school and after they leave other educational institutions. The use of the term is in contrast to the fact that humans don’t stop learning, no matter what. It is the nature of humankind. I feel that the focus of such thinking should focus on schools producing students that regard themselves as creative beings. A creative being has to find a passion. It burns within. It's unsettling. This can be a quick search or a life-long one. This is <i>the</i> effective belief for life-long learning. The important thing is that one doesn’t just succumb to being stagnant in life. A creative being looks at life like no other. They tussle with it. They ride apace with it. They embrace all elements of humanity and life. Creativity can make a spark in people’s lives. It motivates people to live to its fullest. Creative being is the essence of being human.</span></div>
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<b><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">References</span></b></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Cash, R. (2011). <i>Advancing Differentiation: Thinking and Learning for the 21<sup>st</sup> Century. </i>Minneapolis: Free Spirit Publishing.<i></i></span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">National Advisory Committee on Creative and Cultural Education (NACCC) (1999). <i>All Out Futures: Creativity, Culture and Education</i>. London: DFEE</span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Padget, S. (2012). An Introduction to creativity and critical thinking. In Padget, S. (Ed) (2012). <i>Creativity and Critical Thinking</i>. (pp. 1 – 16). London: Routledge</span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Seltzer, K. and Bentley, T. (1999). <i>The Creative Age: Knowledge and Skills for the New Economy</i>. London: Demos.</span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;"></span></div>
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<span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;">Thorne, K. (2007). Essential creativity in the classroom, Inspiring kids. London: Routledge</span><span style="color: black; font-family: 'Times New Roman', serif; font-size: 12pt;"> </span></div>
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Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-26114841393710344292013-03-07T22:49:00.003-08:002014-05-30T18:38:21.816-07:00The Creativity Movement - Why is it so important RIGHT NOW!I addressed in my last <a href="http://thinkknowcreate.blogspot.com.au/2012/11/production-lines.html">post</a> about why schools are comfortably stuck in their non-progressive ways.<br />
<a href="http://1.bp.blogspot.com/-Nwa43wQFu-Y/UTmF0eJB1-I/AAAAAAAAAKg/n0fD2l1K-KA/s1600/1930.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-Nwa43wQFu-Y/UTmF0eJB1-I/AAAAAAAAAKg/n0fD2l1K-KA/s320/1930.jpg" /></a><br />
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If you didn't read my last post... I feel that many school's haven't moved out of the shadow of the Industrial model of education. <br />
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If the classroom to the right looks at all familiar in your current classroom or school - it's time for an update.<br />
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The limiting and supressive system from the Industrial revolution served a specific purpose for a specific time that expired in the 50's. <br />
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<a href="http://1.bp.blogspot.com/-oUBwAzU1Ijg/UTmG0ygBJBI/AAAAAAAAAKs/dEYMjDt4zx8/s1600/Teachers+holding+on.bmp" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-oUBwAzU1Ijg/UTmG0ygBJBI/AAAAAAAAAKs/dEYMjDt4zx8/s320/Teachers+holding+on.bmp" /></a>Now, without stretching your thinking too much - a fair few changes have occurred in society since then. A lot more is known about how children learn and how their learning should be supported. However there are teachers, administrators and parents who just wont let go of the past. Wont let go of control. Wont let go of what they feel comfortable doing because "I've always done it this way." <br />
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But I want to get schools, teachers, parents and most importantly students to break the institionalised shackles of school and become creative beings. <br />
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In this post I am addressing these two questions:<br />
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When and why did the creativity movement start?<br />
<i>and</i><br />
Why is creativity especially important right now? <br />
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It amazes me that creative thinking skills hasn't always been a the forefront of educational change and I think these are two open questions that allow me (and you) to delve into the topic.<br />
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<b>The Creativity Movement - Where did it start?</b><br />
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What is now thought of as the ‘creativity movement’, began in America with the launching in 1957 by Russian engineers of the first artificial satellite, Sputnik 1. The Russians had beaten the Americans into space. But how had Soviet Russia been first to succeed in the space race? A plausible explanation was seized upon - the problem was lack of creativity. American scientists needed to be more creative in their thinking to find solutions. <br />
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Questions were being asked about what was being valued in education. There was a national call for more creativity in schools. A wave of creativity research followed and interest in developing creativity in education became worldwide (Fisher, 2002). Impulse for creativity then, as now, was a reaction against prevailing values that were seen as excessively bureaucratic and manipulative. Translated into the classroom this meant wanting to shake education free from excessive testing and rote learning and encourage more student-centred learning (Fisher, 2002). <br />
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Development in technology has had another influence over this movement. People were finding that many functions that humans had done in the past were being taken over by machines, notably computers. The power and speed of the computer as a calculating machine also became apparent, and human abilities in these areas began to pale into significance (Cropley, 1992, 87). But in 2012 technology has become so efficient, multi-facted, mobile, user friendly and most importantly commonly integrated into everyday life that it only enhances creativity in an array of contexts. Students are bringing their knowledge and creativity of technology use to school and creating an amazing array of examples of self-inspired creativity. <br />
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<br />
<b>Why is creativity especially important right now?</b><br />
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Sir Ken Robinson <a href="http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Why-Creativity-Now%C2%A2-A-Conversation-with-Sir-Ken-Robinson.aspx">states</a> that:<br />
“The challenges we currently face are without precedent. More people live on this planet now than at any other time in history. The world's population has doubled in the past 30 years. We're facing an increasing strain on the world's natural resources. Technology is advancing at a headlong rate of speed. It's transforming how people work, think, and connect. It's transforming our cultural values. If you look at the resulting strains on our political and financial institutions, on health care, on education, there really isn't a time in history where you could look back and say, "Well, of course, this is the same thing all over again." It isn't. This is really new, and we're going to need every ounce of ingenuity, imagination, and creativity to confront these problems. Also, we're living in times of massive unpredictability. The kids who are starting school this September will be retiring—if they ever do—around 2070. Nobody has a clue what the world's going to look like in five years, or even next year actually, and yet it's the job of education to help kids make sense of the world they're going to live in”. (In Azzam, 2009)<br />
<br />
<a href="http://4.bp.blogspot.com/-DLecDdZtPNw/UTmDq05ZiAI/AAAAAAAAAKI/UFkhhr8yUtU/s1600/Wood+-+Conform.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-DLecDdZtPNw/UTmDq05ZiAI/AAAAAAAAAKI/UFkhhr8yUtU/s320/Wood+-+Conform.jpg" /></a>With change happening at such rapid speed and with the future unknown there has never been a time where a greater emphasis on schools to educate students to be equipped by their schooling with skills at adapting to change. Society’s need is for creative, inventive, flexible, and adaptable adults. Children need the ability to look at life with wonder and question why things are the way they are. Because there are many things that need to be changed and currently, I feel, that generally today's children are being restricted by their education to be conformist thinkers. <br />
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<b>The now. The Future. Get with the program.</b><br />
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Society is moving at a fast pace. You can feel it. Technology is driving this progress and we are part of a quickly transforming global society. We are citizens of the world, increasingly connected by the World Wide Web. It is an era of Information Technology, in which no longer requires facts to be drilled into us, but we need to be innovative and adaptive to change by thinking in creative and dynamic ways. If we look at the ‘purpose’ of education with an employment lens developing student’s creative skills has never been more important. Students are up against new challenges that they weren’t in the past. You can no longer be guaranteed a job when you leave school or graduate from university. The job market is extremely competitive and the fluctuating global economy puts more strain on this. Therefore for teachers have to value and develop creativity. Students should be shaped to be innovative to invent new things, be flexible to adapt to an array of situations, have new ideas and work collaboratively. Creativity helps us find ways of adapting and developing to suit the rapidly changing circumstances. Above all, today’s children need to be equipped by their schooling with skills at adapting to change. Society’s need is for inventive, flexible, and adaptable adults. In view of this need, the capacity of school to develop creative thinking assumes great importance.<br />
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<strong><em>A snapshot of The Job Market</em></strong><br />
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With the historical implications of didactic teaching and it being used in education for a Industrial 'purpose', I think about the end result of our students. Of course, teachers do more than just develop students for a job but if you think of modern life and how the work environment has changed then the importance of creativity in education becomes clearer. As a thought, there are many jobs that current students will have to be prepared for in the future that aren't even established yet! <br />
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<a href="http://3.bp.blogspot.com/_QV5lqWvHShc/TCLhhOaGq5I/AAAAAAAAAO8/Zso-rmPomYQ/s1600/child.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="206" src="http://3.bp.blogspot.com/_QV5lqWvHShc/TCLhhOaGq5I/AAAAAAAAAO8/Zso-rmPomYQ/s320/child.jpg" width="320" /></a>In a 2009 survey from CareerBuilder and Robert Half International, employers said that aside from having the basic job qualifications, multi-tasking<br />
(36 %), initiative (31 %) and creative thinking (21 %) are the most important characteristics in a job applicant (Zupek, 2011). Jobs in the new economy--the ones that won't get outsourced or automated--"put an enormous premium on creative and innovative skills, seeing patterns where other people see only chaos," says Marc Tucker, an author of the skills-commission report and president of the National Center on Education and the Economy (Wallis & Steptoe, 2006).<br />
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<b>Where I’m at with my journey</b><br />
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I am developing the awareness that developing a student’s creativity goes a lot deeper than just talent.<br />
It shapes the person. It shapes an identity. It shapes passion. It shapes a lifelong learner who questions the world around them and thinks in dynamic and innovative ways. <br />
<br />
<i>Look at life through a creative lens. </i><br />
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<br />
Dan<br />
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Some resources I've sighted and read recently on this topic:<br />
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Azzam, A. (2009). ASCD. Why Creativity Now? A conversation with Sir Ken Robinson. Last Accessed: 28th November, 2012.<br />
http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Why-Creativity-Now¢-A-Conversation-with-Sir-Ken-Robinson.aspx<br />
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Cropley, A. (1992). More ways than one: Fostering creativity. Ablex Publications: New Jersey.<br />
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Costa, A.L. (1989). Foreword in Resnick, L. & Klopher. L. (Eds). Toward the thinking curriculum: Current cognitive research. (pp vi – viii). Association for Supervision and Curriculum Development: Virginia<br />
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Dewey, J. (1944). Democracy and Education: An Introduction to the Philosophy of Education Free Press: NY<br />
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Fisher, R. (2002). Creative Minds: Building Communities of Learning for the Creative Age. Teaching Qualities Initiative Conference, Hong Kong Baptist University, Last Accessed: 28th November, 2012<br />
http://www.teachingthinking.net/thinking/web%20resources/robert_fisher_creativeminds.htm<br />
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Wallis, C. & Steptoe, S. (2006). Time. How to bring our schools out of the 20th Century. Last Accessed: 28th November 2012.<br />
http://www.time.com/time/magazine/article/0,9171,1568480,00.html. <br />
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Zupek, R. (2011). CNN.com International. Top 10 reasons employers want to hire you. Last Accessed: 28th November 2012.<br />
http://edition.cnn.com/2009/LIVING/worklife/11/02/cb.hire.reasons.job/index.html<br />
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<br />Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-17478336169653717132012-11-30T17:27:00.000-08:002013-03-01T05:33:27.040-08:00Production Lines<i>“One of the real challenges is to innovate fundamentally in education. Innovation is hard because it means doing something that people don't find very easy, for the most part. It means challenging what we take for granted, things that we think are obvious. The great problem for reform or transformation is the tyranny of common sense; things that people think, "Well, it can't be done any other way because that's the way it's done."</i>(Ken Robinson, 2010)<br />
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My exploration of creativity has led me to review the current model of education. I want to develop a better understanding of why education is in the general unimaginative state that it is. I feel that looking back at history gives me a starting point that helps me delve deeper into this area. My belief is that schools need to adopt an overall upheaval of their curriculum to focus more on harnessing the creative potential of their students. As a teacher, I want to empower my students to recognise that they are creative beings and make them look at the world with a dynamic creative lens. <br />
<br />
My two driving questions are:<br />
Why is education in it's current state? <br />
and<br />
What has led us to this point in education where people are calling for an educational upheaval, a complete transformation, an education “revolution”?<br />
<br />
<b>What are the roots of today's education?<br />
</b><br />
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It is important to ask questions of education because it helps you realize what is relevant and what is not. “Purpose” should underpin education and that’s what it has done in the past. The problem with education today is that it hasn’t broken away from the education system that was shaped by the Industrial Revolution. The Industrial Revolution, by the way, occurred from 1850 to around 1950. To point out, we’re in 2013. This is over 60 years since the Industrial Revolution came to an end.<br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-hekztmcVexo/ULX-LOSiwfI/AAAAAAAAAHI/A_eCjYoOozU/s1600/Old%2BProduction%2BLine.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="180" width="320" src="http://2.bp.blogspot.com/-hekztmcVexo/ULX-LOSiwfI/AAAAAAAAAHI/A_eCjYoOozU/s320/Old%2BProduction%2BLine.jpg" /></a></div>The Industrial Revolution was a time when factories proliferated around the world. The common school movement arose between 1840 and 1880 in response to a belief that education provided mainly by family members or through apprenticeships was insufficient to prepare children to work in factories and offices. <br />
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Industrialists placed emphasis on:<br />
“Instilling in children of all social classes the values and character traits, such as working hard and obeying authority, necessary for employment in industrial settings. To account for this, schools became highly formalized, hierarchical structure designed to sort students who were eligible from those who were not. An overt curriculum of reading, writing, arithmetic, and history was overlaid on a covert curriculum of punctuality, obedience, rote, and repetitive work.” (Tanner & Lackney, 2006, 6) <br />
<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-zTogxi-MrJM/ULYObVI1TYI/AAAAAAAAAJM/-JaDLQtob8U/s1600/Old%2BClassroom.jpg" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="201" width="320" src="http://3.bp.blogspot.com/-zTogxi-MrJM/ULYObVI1TYI/AAAAAAAAAJM/-JaDLQtob8U/s320/Old%2BClassroom.jpg" /></a></div><br />
The purpose of education of this time was to produce students that were well prepared to enter jobs that required these sorts of skills. Consequentially, school buildings were built to facilitate this purpose and therefore lacked versatility in its use and variety of learning spaces. By the end of the 19th Century came a progressive movement, which emerged in Europe and the United States. <br />
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Several scholars were prevalent during this time - Friedrich Froebel in Germany, Maria Montessori in Italy and John Dewey in the United States. Froebel placed importance on the important role of play in developing children’s understandings. Montessori’s fundamental concept was that children have a passionate love of learning, of work, of order and self-discipline, all of which can become permanent, self-enforcing traits if the child is properly encouraged (Abbey Montessori School, 2012). Dewey believed in an integrated curriculum that placed student inquiry as the driving force behind what is being learnt. This student-centred approach has children as active participants in their learning (Brewer, 2007, 42). <br />
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It is amazing that these pioneers of education remain so relevant today. John Dewey said that, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow” (Dewey, 1944, p. 167). This quote is just as significant now as it was over 50 years ago because a lot of teachers are still teaching their students in an irrelevant way. It’s not to say that what Dewey suggests and where the direction of inquiry-based education is a simple transition. Teachers are still attempting to effectively incorporate an inquiry-based curriculum to relate it more to children’s experiences, integrating the curriculum, teaching critical thinking and problem-solving skills, stimulating creative thinking, supporting cooperative learning, providing hands-on activities and supporting collaborative decision making by the teaching staff (Tanner & Lackney, 2006, 9). <br />
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Stephen Heppell wryly observed that, “We have spent the last 20th Century perfecting 19th century learning.” (Whitby, 2007, 2). So the resonating question for me is why has education generally remained stagnant for so many years and why is there such a drive for creativity to take prominence in schools today.<br />
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<b>Why are we here? <br />
</b><br />
I imagine that many teachers have considered why they teach the way they do. They have a set pedagogy that they firmly believe in. I’m sure there are also teachers that look to continually learn and grow professional. They are lifelong learners that take their understandings of education further and in different directions. But I wonder how many teachers question the foundations of the education system that they teach in? Why they teach their students the way they do? Whether it’s done didactically (you should have changed) or through a constructivist-based method (there are still changes to be made). It makes sense that a teachers role is to teach students in a way that engages their curiosity. Teachers should believe in a system that views the student as having THE voice in what and how they learn. Teachers should have the job to inspire, motivate and develop passions within students. But with educational reform there is an enormous problem that involves parents, teachers, administers, the general public and governments. Our experience of education is based on an outdated system that has its roots planted in another century. It’s what we and others know. It's what makes many comfortable. But it is not right. It's time for change. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-dfYuvYYZO9I/ULX_jkK115I/AAAAAAAAAHs/p4YSNtvPuWw/s1600/Insanity-%252522Doing%2Bthe%2Bsame%2Bthing%2Bover%2Band%2Bover%2Bagain%2Band%2Bexpecting%2Bdifferent%2Bresults%252522%2B-%2BAlbert%2BEinstein.jpg" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="270" width="320" src="http://3.bp.blogspot.com/-dfYuvYYZO9I/ULX_jkK115I/AAAAAAAAAHs/p4YSNtvPuWw/s320/Insanity-%252522Doing%2Bthe%2Bsame%2Bthing%2Bover%2Band%2Bover%2Bagain%2Band%2Bexpecting%2Bdifferent%2Bresults%252522%2B-%2BAlbert%2BEinstein.jpg" /></a></div><br />
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The point of this post is for us to look where current educational structures have come from. To question the current structures at your school. To get you to question your pedagogy and the way you teach. <br />
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<br />
<b>Question education today. <br />
</b><br />
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<b>RESOURCES<br />
</b><br />
Abbey Monessori School (2012). Montessori in a Nutshell. Last Accessed: 27/11/12.<br />
http://www.abbeyschools.com/id11.html<br />
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Brewer, J.A. (2007). Introduction to early childhood education. Boston: Pearson<br />
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Robinson, K. (2010, February). Sir Ken Robinson: Bring on the learning revolution! Last Accessed: 28th November, 2012, <br />
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html.<br />
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Whitby, G. (2007). Pedagogies for the 21st Century: Having the courage to see through fresh eyes. ACEL 2007 International Conference: Sydney, Australia<br />
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Tanner, C.K. & Lackney, J.A. (2006). Educational Facilities Planning: Leadership, Architecture, and Management. Pearson: Boston <br />
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Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com0tag:blogger.com,1999:blog-3507202548393998686.post-70284406824223936092012-11-19T06:37:00.000-08:002012-12-04T23:19:41.646-08:00A Creative Narrative <div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-jRQHXwWV3jo/UKpKsJ7vtUI/AAAAAAAAAGI/qKfinmI1UDM/s1600/planes%2Bflying%2Boff.jpg" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="133" width="200" src="http://4.bp.blogspot.com/-jRQHXwWV3jo/UKpKsJ7vtUI/AAAAAAAAAGI/qKfinmI1UDM/s200/planes%2Bflying%2Boff.jpg" /></a></div><br />
<b>A realisation<br />
</b><br />
<br />
It had been a long time since I had felt so inspired and uplifted. A moment that made me truly reflect on my professional pedagogy and teaching practices. It occurred when I was watching Ken Robinson’s presentation on TEDtalk. His topic was “Do Schools Kill Creativity?” The presentation talked about how schools did not harness creativity in children and that school systems had become out-dated. <br />
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<iframe width="420" height="315" src="http://www.youtube.com/embed/iG9CE55wbtY" frameborder="0" allowfullscreen></iframe><br />
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The statement that stuck with me was when Sir. Ken Robinson (just Ken seems improper) stated that, “I believe our only hope for the future is to adopt a new conception of human ecology, one in which we start to reconstitute our conception of the richness of human capacity". This view had an immediate impact on me. For the first time I have started to deeply question the core structure and purpose of education. I have taught for eight years and earned my Bachelor of Education at a highly regarded university but I never questioned "the system". I went through the system as a student and slipped into the same system as a teacher. I realised that I had never questioned why education was like it was. Suddenly, certain elements of education seemed ludicrous and irrelevant. In that moment the lens which I used to viewed education changed. I was questioning the core of how, what, where, when and who I was teaching? <br />
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<a href="http://3.bp.blogspot.com/-9ZAoftx2-cg/UKo-idiByWI/AAAAAAAAAEs/U22aeg5rRns/s1600/keep%2Bout.jpg" imageanchor="1" style=""><img border="0" height="228" width="320" src="http://3.bp.blogspot.com/-9ZAoftx2-cg/UKo-idiByWI/AAAAAAAAAEs/U22aeg5rRns/s320/keep%2Bout.jpg" /></a><br />
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My understanding of education was stripped bare. Schools had operated in the same way for many years and I was finally asking why? Suddenly I felt overwhelmingly ignorant. How well did I know my students? Lambert (<a href="http://slo.sbcc.edu/wp-content/uploads/lambert1.pdf">in his article: 21st Century Learners - and their approachs to learning</a>) suggests that students live in a world of rapid communication, action, mobility and change, of intricate social activity and a huge potential for new knowledge. <br />
<br />
<b>Some Questions...</b><br />
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How do schools cater for these students in school? How does the curriculum that is taught reflect the needs of these students now and in the future? Do administrators and schools ‘stand back’ and reflect on this world students live in and how we're setting them up for the ever-changing world of the future? <br />
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<b>So....</b><br />
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This is a world that is hastily changing, connected, adapting and evolving. Therefore, the style and approach to teaching has to change and overall the learning priorities to change to suit the 21st century. With this in mind I think back to Robinson’s quote. The student is evermore being looked at as an individual with a unique learning identity. Students have different abilities, knowledge, understandings, interests, learning preferences among others. <br />
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But with all this in mind I believe that all students have a ‘capacity’ that is limited only by what their experiences allow. That might be in the form of the environment that they learn in, either inside of school or outside of school; the people and teachers they interact with; or importantly their self-perception. Bearing in mind that people are unique in so many ways, I would argue that ‘human capacity’ lies in someone’s opinion of themselves. If you believe in yourself then no matter what your abilities, what your skills are, what your knowledge is – you can achieve a lot more. <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-1zU3lEdKpOE/UKo_7TnHk0I/AAAAAAAAAFU/TABmmhvWUkw/s1600/Creativity%2B-%2BBoy%2BDrawing.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="320" width="258" src="http://1.bp.blogspot.com/-1zU3lEdKpOE/UKo_7TnHk0I/AAAAAAAAAFU/TABmmhvWUkw/s320/Creativity%2B-%2BBoy%2BDrawing.jpg" /></a></div><br />
<b>This is the point where I realise why creativity is so important.</b><br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/--1rmSejSL3c/UKo_fKoSV8I/AAAAAAAAAFI/qUQ8aJIcEEs/s1600/chained-elephant.jpg" imageanchor="1" style="clear:right; float:right; margin-left:1em; margin-bottom:1em"><img border="0" height="258" width="320" src="http://3.bp.blogspot.com/--1rmSejSL3c/UKo_fKoSV8I/AAAAAAAAAFI/qUQ8aJIcEEs/s320/chained-elephant.jpg" /></a></div><br />
<b>A story from Ancient India<br />
</b><br />
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<i>When they are very small, elephants are tethered to large wooden stakes driven into the ground. These stakes are ample to hold a small elephant, despite its attempts to tug and rip the stake from the ground. As the elephants tire of the struggle to break free they learn the limits of their stake and cease to try to resist. These elephants grow into enormous beasts, many times the size and weight they were when they were first tethered. They could break the stake like a matchstick…but they never do, for they have learned their perceived limits.<br />
(From Best & Thomas, 2008, The Creative Teaching and Learning Resource Book)</i> <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-oMPF5ce6p88/UKpD7HkxVVI/AAAAAAAAAF0/tLszfNwwDQM/s1600/boy%2Bnew%2Bcar%2Bold%2Bcar.jpg" imageanchor="1" style="clear:left; float:left;margin-right:1em; margin-bottom:1em"><img border="0" height="320" width="256" src="http://2.bp.blogspot.com/-oMPF5ce6p88/UKpD7HkxVVI/AAAAAAAAAF0/tLszfNwwDQM/s320/boy%2Bnew%2Bcar%2Bold%2Bcar.jpg" /></a></div><br />
<b>I come to a conclusion</b><br />
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I perceive that creativity has as much to do with attitude as any specific activity. Simply, if a student thinks of themselves as a creative thinker than the end product will be more creative. This will impact on the person that they develop into and the life opportunities that will appear in the uncertain future. <br />
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With all this in mind....I’m going on a journey. A journey to discover creativity.<br />
What it is? Where it comes from? How to harness it? How to empower students with the knowledge that they are creative beings? <br />
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So my first step is: Go to the source – My students.<br />
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I asked several students from Prep to Year 3 some questions about their beliefs about creativity.<br />
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After asking these question with the students <i>more </i>questions began to flow. They were articulating a challenging concept in such amazing and dynamic ways. <br />
Enough from me - here is one such example.<br />
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<iframe width="560" height="315" src="http://www.youtube.com/embed/XWtLZ5FYH2E" frameborder="0" allowfullscreen></iframe><br />
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You know now why I'm on this journey. Anonymoushttp://www.blogger.com/profile/11671621373234346558noreply@blogger.com3