Post by karlhempel on Jul 31, 2011 18:41:06 GMT -5
The freedom to express one’s ideas and beliefs is a fundamental aspect which defines American society. As we express ourselves we release our creative side, we break through the walls which have been built by the generation above us. We present new radical ideas, some for good, and some for bad. Yet, as creativity is lost, society’s advancement slows down dramatically. Therefore, creativity is needed in our society. In order to “teach” creativity, society needs to: promote project-based learning, encourage creative actions and embrace other cultures.
In the traditional classroom, objective-based learning is the normal way of teaching. Yet, objective-based learning creates boundaries for students, which cannot easily be passed. Objective-based learning crams as much information as possible into a student’s head. The article, “The Creativity Crisis”, states, “Overwhelmed by curriculum standards, American teachers warn there’s no room in the day for a creativity class.” Yet, by implementing project-based learning into a school, the class becomes creativity class while still cramming necessary knowledge into the student’s head. Though a student may be intelligent, they need creativity to utilize their intelligence in a positive manner. Creativity at an earlier age is extremely necessary, the article presented, “The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.” The article supported their argument strongly: “The Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling”. Therefore, project-based learning is a wonderful solution to the current creativity crisis in the United States.
To actually make a student more creative, creative actions must be promoted. For example, a student learns more if they are presented with a situation and must find a solution completely on their own rather than be guided to the proper solution. One huge way to promote creativity is for a student to always ask questions. At an earlier age, questions are common and that is why students are so eager to learn at an earlier age. Therefore, “They [students] lost interest because they stopped asking questions.” As well, the student’s life needs to be less structured. The article promoted optimism by looking at hardships in a positive manner: “Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.”
Lastly, to be creative, one must embrace other cultures they may not have been as exposed to. Many countries do not even promote creativity; they promote an extremely well structured, controlled environment. Their government is too restrictive and controlling to promote true creativity. Yet, the article discussed, “Creativity has always been prized in American society, but it’s never really been understood.” Therefore, to be creative, one must understand the culture boundaries of others and their influence on the development of other cultures. Even teachers must be accepting to all sorts of creativity. “When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel,” the article stated. Acceptance is a major key in the successful development of creativity.
The United States has been known for its freedoms ever since it came into existence. In order to fully express these freedoms which United States citizens are granted, creativity is necessary. To promote creativity, The United States needs to: promote project-based learning, encourage creative actions and embrace other cultures. As the United States develops creativity, The United State’s identity is defined and the freedoms which come along with that identity can be expressed further.
In the traditional classroom, objective-based learning is the normal way of teaching. Yet, objective-based learning creates boundaries for students, which cannot easily be passed. Objective-based learning crams as much information as possible into a student’s head. The article, “The Creativity Crisis”, states, “Overwhelmed by curriculum standards, American teachers warn there’s no room in the day for a creativity class.” Yet, by implementing project-based learning into a school, the class becomes creativity class while still cramming necessary knowledge into the student’s head. Though a student may be intelligent, they need creativity to utilize their intelligence in a positive manner. Creativity at an earlier age is extremely necessary, the article presented, “The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ.” The article supported their argument strongly: “The Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling”. Therefore, project-based learning is a wonderful solution to the current creativity crisis in the United States.
To actually make a student more creative, creative actions must be promoted. For example, a student learns more if they are presented with a situation and must find a solution completely on their own rather than be guided to the proper solution. One huge way to promote creativity is for a student to always ask questions. At an earlier age, questions are common and that is why students are so eager to learn at an earlier age. Therefore, “They [students] lost interest because they stopped asking questions.” As well, the student’s life needs to be less structured. The article promoted optimism by looking at hardships in a positive manner: “Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.”
Lastly, to be creative, one must embrace other cultures they may not have been as exposed to. Many countries do not even promote creativity; they promote an extremely well structured, controlled environment. Their government is too restrictive and controlling to promote true creativity. Yet, the article discussed, “Creativity has always been prized in American society, but it’s never really been understood.” Therefore, to be creative, one must understand the culture boundaries of others and their influence on the development of other cultures. Even teachers must be accepting to all sorts of creativity. “When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel,” the article stated. Acceptance is a major key in the successful development of creativity.
The United States has been known for its freedoms ever since it came into existence. In order to fully express these freedoms which United States citizens are granted, creativity is necessary. To promote creativity, The United States needs to: promote project-based learning, encourage creative actions and embrace other cultures. As the United States develops creativity, The United State’s identity is defined and the freedoms which come along with that identity can be expressed further.