HMO 2011 Online Assignment #3-Do Schools Kill Creativity?

I would say, YES, schools kill creativity. As a first year teacher, I came in my classroom full of creative ideas to keep my students engaged. After I was told about 5 times by my principal that I need to speak with my team leader about certain things I wanted to do in MY classroom, my creativity was gone. I no longer had these big beautiful ideas, it was to just make sure I taught the material and my students passed the state test. This year, after attending HMO, I made up my mind that although I have to teach the same material year after year, I was going to make it fun for myself and my students. I have found my creativity from my students. They sing songs and I make up raps with them about certain topics to get us going. I do not feel that I stifle my students creativity any longer.

First, I’d just like to say that he was great. He really got me thinking about the ‘traditional’ classroom and how dysfunctional it really is. I don’t think a classroom that’s set up to allow more creativity would harm a student who is more focused in math or the basics. I think this creative classroom would actually further enhance students in all subject areas.
I think I can allow more creativity in my preK classroom through using more student demonstrations instead of teacher demonstrations. For example, when I put out a new material in our puzzles and games center, I can allow a student or students to show how they might “play” with a manipulative first and then I can give the class an example of how I would “play” with it.

I do agree with what most people have said about schools squashing creativity in children. As most teachers know, we are driven by test scores instead of what is best for the child! I have taken several courses similar to this HMO class that emphasize being more creative and using more of the arts in the classroom; however, most administrators (and legislatures) emphasize test scores. Perhaps that is the one way they can determine how well schools are doing in educating children. Unfortunately, so many things that show success are not tested-creativity being one of the them. I do feel that schools are doing a better job of using the arts than when I was a student though. The only special areas we had were library and music. That's one reason I personally feel as though I have a learning disability when it comes to drawing and other forms of visual arts. I did, however, dance for 12 years so I was able to express myself through dance. Realizing the importance of children being able to express themselves in other ways besides pencil and paper, I am trying to incorporate more of the arts into my own classroom. I use drama, art/drawing, songs, movement/dance, and other art forms in my class much more often than when i first began teaching many years ago!

I,like most everyone else, agree with Ken Robinson's video.  Creativity is ebeing taken away from the schools and it happens earlier and earlier every year.  Because of budget cuts have had to change grade levels this year.  I have gone from teaching 2nd grade to 4th grade.  I felt like I had more time to be creative with my second graders.  There is so much to cover and so very little time to do it.  I try my best to get music and art into our day, but I do struggle.  They expect more and more with less and less.  Our school does provide the ARTSONIA, a gifted art class after school,  and chorus for 4th and 5th graders.  I think this is wonderful but still does not reach all students.  I truley believe that we can reach more students through the arts.  Especially, the more creative students who DO learn differently.  Notice I did not say they learn the wrong way just very different from the other students.  I would love to work in a school that promoted the arts more.  I know it can be done,

Mr. Robinson has a point that children are afraid of being wrong.  As a second grade teacher, I have had difficulty getting my students to make estimates because they "have" to have the right answer.  When we go back and solve the problem to determine if the estimate was reasonable, they want to change their answers.  Our testing and accountability instruments do not value athletics or the arts.  I believe these programs need funding and are vital to educating our children.  Contrary to Mr. Robinson's statement that education is designed to get you into college and to a good job, I believe every citizen needs an education to be able to take care of themselves and achieve a measure of happiness.  Success is measured by what makes you happy and comfortable, not an amount of money or the status of a particular career choice.  The reality is that we all need to work to support ourselves and our families.  We have to compete with a global market. 

I have to agree with Ken Robinson, schools do kill creativity.  Emphasis isn't placed on the arts as it is on other subjects such as math and language.  As an elementary school math and science teacher I try to encourage creativity in my classroom because I believe that creativity is essential to all subjects.  For example creative math/science students just may be the worlds future engineers.  Just recently, in an effort to trim the budget, our primary school decided to do away with art.  This was very disappointing to my creative 7 year old.  Schools kill creativity when they don't believe it (art) is important enough to keep, and when they do not allow children to express themselves in their own way.  Students need to be given the latitude to explore their hidden talents.  As educators we need to expose students to as many creative outlets as possible, in an effort to help them find their creative niche.  We may spark something in them that will send them soaring to their greatest heights.  I notice that students who come to me who have not been encouraged to be creative do not seem to know how to effectively express themselves artistically or otherwise.  It's as if they didn't even know the possibilities available to them to be creative.  I try to encourage them to explore the possibilities by offering them choices, and or exposing them to the variety of arts available.  For example we are studying animal cells in science.  By the time we are finished with cells the students will have drawn cells, made a model of an animal cell, viewed live cells under a microscope, role played the various functions of cell parts, listened to a song about cells, made up their own song about cells,  viewed cells in a video and make up a powerpoint about cells.

I agree as well that often our hands are tied when it comes to creativity in the classroom.  We have to make sure that students have to master standards and indicators, as well as trying to make learning fun so that students will enjoy their time with us.  My students like to use their creativity by writing plays.  At first, I didn't really know what I was getting myself into, but realized that I have some talented students and they were able to take something I gave them and showed me how they understood what I taught.  It really impressed me.  We have to be able to tap into our students creativity and somehow make it relevant to what we are teaching.  My school stresses differentiation a lot.  By differentiating instruction, we are able to see our students strengths and what helps them learn.

I enjoyed Dr. Robinson's video. I think everyone these days has an opinion on how our educational system (the public system gets "roasted" most often) is failing kids, but as educators, our hands are tied by a system that is too rigid and driven by funding--or in the case lately ---LACK of funding. We recognize the diverse learners in our presence on a daily basis but time, state standards, district expectations, and that FUNDING (again!) really keeps us from being able to provide activities to allow the creativity in every student to flourish.  Good intentions are great, as are good teachers, but nothing is more frustrating than to SEE what needs to be done, and not to be able to provide it to kids in our classrooms. Teachers need to be educated on alternative ways to teach kids the "basics" using movement, music, art and other creative outlets. Those kinds of skills are not something that come easily or "naturally" to everyone. Dr. Robinson hit the nail on the head with his comment about how we educate children "from the waist up". How unfortuanate.

This video was very interesting.  At first I thought it was going to be a bit boring as Mr. Robinson stood on the stage to "lecture".  But immediately my attention was caught by his sense of humor. And as I listened to his presentation, I was taken back to the information we received during our summer week institute at Edventure when we discussed the Multiple Intelligences.  Mr. Robinson emphasized the fact that not all people/students learn in the same way or at the same rate or level.  We are all unique individuals.  That is where the Muliple Intelligences come into play.  Some of us are literary learners while some of us are artistic learners. In order to reach each individual learner in our classrooms, we must be able to plan, prepare and execute a wide variety of "interdisciplinary" activities.  We must not hender or stiffle our students learning or their individual talents by only using one teaching strategy. We must differentiate instruction by incorporating a wide range of teaching strategies and learning activities at all levels (grades k-12). We must allow each student to shine in his/her own way.  In order for us to that, we must get to know our students on a more personal basis so that we are aware of their strengths and weaknesses, their interests and how they learn best. Let's not destroy our children's ability to create because creativity allows for thinking and problem solving. And that is what we want our children to be able to do-to be life long doers and thinkers.

I found this video by Sir Ken Robinson to be very thought provoking. We as teachers are very standard, test, and time driven. Our hands are tied because our curriculum is based on the core subjects which include the standards and not the arts. If we as educators begin  teaching to the needs of all our children, then our educational system would greatly improve. In my class, I am constantly telling my students to take chances and think outside the box. It's OK if they are wrong. This video made me reflectand ponder how I can improve the creativity in my class and also teach the standards.Creativity is as important in education as literacy and should be treated with equal status. It is our job to educate the whole being so our children can face the future.

     I really enjoyed watching this video!  I believe that there are certain aspects of public school that do deter creativity.  Unfortunately, teachers often end up having to "teach to the test" and standardized tests do not judge creativity.  I really enjoyed the part about Jillian the dancer, who had to be moving and doing to think.  I look out into a class full of Jillians everyday and, as a teacher, I need to find an outlet for their energy and creativity.  I think a neat way to encourage creativity would be to create several different assessments for one standard/indicator and let the children choose which assessment they would feel the most confident with.  

Every year our school has a new focus or a new trend we are to use as our focus. This year it is "rigor." As I watched the video, I couldn't help but relate/compare it in terms of the levels of rigor in different activities in my classroom. I teach 2nd grade, departmentalized (Math only) and I think about my most challenged class with ESOL students who do not even know their numbers to 10. I try to be as creative as posible, but I've got to teach them their numbers in English and in order before we can go much further. I have been told that I am a "creative teacher" but I feel like my creativity is stronger than the creativity I allow my students to assert. I think this is because I feel I am required to bring them to a certain level or ability and that's my focus. I think I can recognize creativety in students, but I'm not sure that I always foster it if I don't connect it to moving on to that next level of skill mastery. When he explained intelligence as diverse, dynamic and distinct I focused on "distinct" which means well defined. As this relates back to the rigor of my assignments, I feel compelled for it to be well defined and creativity on the student's part to lead the assignment in their own direction seems to take that away. Is creativity as important as literacy, as stated in the video? Yes, I think it is. Do I teach it? Probably not, I know I model it with interdisciplinary work stations and interactive multi-modality lessons. I may recognize it and try to pull from it,but I don't teach it. I also have a strong opinion that the creativity is there and possibly question that you can "teach it." I do agree that you can foster and help it grow.

I had never heard of Ken Robinson until I attended HMO this summer. His idea that creativity is just as important as literacy really appealed to me. As a media specialist I see how pictures and words come together to help get many points across. It seems to me that education is people throwing ELA, math, science, social studies and health at students.... If it sticks, it sticks, if not, oh well. I've seen teachers tell students they don't have time for foolishness when a student looks at things differently or has to move around in order to focus. Education does seem to be sucking the creativity out of students as young as 4. It seems teachers only have time for the basics... And creativity is just not considered a basic.

After listening to Sir Ken Robinson, I had to listen to the video again.With his humor and experience he leads the learning revolution.  He is so right on with everything he said.  We do not have a clue what the future holds for our children in the next 5 years. Yet, we have to teach them 21st Century skills.  There is so much truth to "schools killing creativity."  We are so test driven there isn't enough time for these children to process  anything, let alone showing any creativity. I loved the part when he says all children are artists and talented.  Yes!! He is sadly correct when he said "we grow out of creativity".  It no longer becomes important. As our children leave elementary it is more important to be right.  They are so frightened to be wrong. and that is where I believe the children lose their creativity. The parents are more concerned about the grades and testing.Last year,  I assigned a social studies project  with a few guide lines so my students can use their creativity. I gave them a list of options so they could decide on their own how they wanted to present their projects. I never received so many emails from home.  What exactly do you want asks the parents?? The next project we did in class. I sent a newsletter home explaining that the project was to be done in class. The parents were very upset with me. I have had parents actually do the projects for their child. I think every parent needs to watch this video!! So many times I see a project on the wall and they all look exactly the same. The teacher holds up an example and the children copy it exactly as the sample, even using the same colors.  We need more people like Sir Ken Robinson making decisions in our academic world...he has my vote!

I do believe that schools are responsible for students' loss of creativity. Creativity should be fostered but that takes time. We spend a great deal of time trying to help our students to meet requirements that others have set before us and our students. I try to allow my students to be creative. We write poetry, act out and write our own plays/skits, and the students are allowed a great deal of choice. I teach first graders and they tend to be creative. Using their imagination is still natural for them. I do, however, feel limited in what I can allow because of time restrictions. Some days seem to pass very quickly and I feel rushed to get everything done.

I do not think nayone intentionally stifle's a persons creativity.  It is hard, however, to promote this when teachers (and students) are being told,"You must do a,b,c,d,e,f,g, h, i,......in oreder to keep your job/make the grade."  There is not enough time in the day to satisfy the "bosses", and promote rich creativity...

 I think the video  brought out some valid points about how the educational system is just centered on subjects  for training like math , science, reading and it does'nt tap into a child's creativity.   It makes me think, am I bringing out the creativity in my classroom and within the children in which I teach?   I've only been teaching for ten years, but I find that when I get my children up and moving they are  more eager to learn and participate in whatever activity I place before them.  I believe as Ken says, intelligence is diverse, dynamic, and distinct, therefore, we need to   adopt an interest in the diversness of the multi intelligences to teach as well as find strategies that will encourage differences .

I feel that my classroom may not promote as much creativity as I would like, but I am always open to any strategy or idea that encourages and supports creative thinking. I am lucky enough to have a curriculum, due to my 5K graded level, that is based around child-centered, hands-on ways to learn. Creative curriculum is intended to promote the creativity in all students, and the students are encouraged to be independent learners and to make educated decisions that drive their learning further. The teacher is truly there to provide experiences and to facilitate the continuous flow of scaffolding by offering varieties of materials that are ever-changing throughout the year. It all sounds great, but I feel that after implementing Creative Curriculum integrated with the state requirements for 6 years, the "creative" part of the curriculum tends to be overshadowed by the "lingering" standard requirements and pressure of certain educational milestones being met within a set amount of time.An idea to further promote creativity in my classroom is to vigilently be in a reflective mind-frame to purposefully apply creative activities that correlate with the standards, and more professional development opportunities directed towards the integration of state/federal standards and the curriculum needs to be offered at district/state levels. I want the best environment to promote, not only creativity, but well-roundedness in all of my students. I want them to be problem solvers, self-learners, questioners, and creative thinkers. When teachers are shown more strategies and ideas to promote the creativity along with standards being covered, the more our classrooms can reflect creativeness in our students. --Nicole K. Barnes (9-11-11)

I agree with the ideas in this video, but I think that there isn't alot we can do.  I teach at a title one school that is so restricted.  There are always people in the classroom, we have to teach a certain way and we have to teach certain material.  I think children should be able to be creative.  We always encourage them to think outside the box, but as educators we don't always teach outside the box.  If our "consultants" say teach a certain way, then most of us that follow the rules will do that even if we know there are several students who we know might need the material given in a different way.  How can we allow them to be creative if we are too afraid to be creative?

Wow! What Ken Robinson had to say really blew me away. And this way filmed 5 years ago! The points that stuck out to me: Picasso "All children are born artists. The problem is to stay artists as we grow up." We don't grow into creativity, we grow out of it. When children first start school, they love it! I think about a preschool class where children are free to make choices and the learning is tailored to their individual needs, strengths, and interests. As they get older and in our current educational climate of accountability, children grow to dislike anything to do with school. And why is that? Because no one likes to be told what to do! I understand that as a member of society we must conform to a standard code of conduct, but with such a narrow threshold of the "correct" answer, it makes it very difficult for teachers to foster creativity. Because ultimately children are not assessed on their creativity, but on the ability to bubble in one acceptable response on the PASS test. As a child, you are steered away from the stuff you liked and were excited about because you were told you'd never get a job doing it. When I was younger, I was very artistic. I was the "artist" of my class. But as I've gotten older and out of practice, my skill level has decreased. And every opportunity I have to create something visual for my classroom, I relish it! That is what I enjoy, that is what I look forward to doing! Robinson's definition of creativity: "Original ideas that have value." The Gillian Lynne story illustrated his point perfectly. It is truly terrifying to imagine how many creative geniuses we have extinguished because they didn't fit our traditional educational model! It also makes me appreciate the struggle of the creative minds that somehow managed to rise about the system to share their talents with us!

Interesting video. I agree with his views,but like many others I realize that teachers have the least chance of "fixing" schools.  With standards, pacing guides, and standardized testing,we are boxed in with what we have to teach. We do have some flexibility with strategies and that is where I try to integrate creativity.  But there is only so much time to cover each standard and creativity takes time.The comment that caught my attention the most in the video was about being wrong. It seems that parents especially get very upset if their child doesn't "get" a skill or concept the first time. Few people accept the fact that learning requires that you make a few mistakes along the way.  Early in their schooling students pick up on that feeling and many do not even want to try new things on the chance that they might be wrong.I also found it interesting that the child who grew up to be a dancer thrived when placed with other children that learned in the same way that she did.

Do schools kill creativity?  Unfortunately, it seems that learning institutions have been reduced to assessment factories that are judged on the basis of test scores.Major decisions about policy and practices are beening made by politicians and officials that have little knowledge of best practices in education and the realistic time contraints and needs of learners.  How often are teachers, parents, or even students consulted about the decisions?  Our focus is shifting to what scores we can squeeze out of a student.  Developing well-rounded, deep-thinkers, and creative problem-solvers is secondary or even incidental.  I struggle with the balance of completing national, state, and district mandates while still keeping learning fun, interesting, and relevant.  Although, my district, promotes engaging learners, I still must work hard to find time and creative ways meet every student's needs as I also do what is reqiured by the powers that be.