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Creativity and Education

Creativity and Education

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Published by: Paul_Conway_Info on Feb 07, 2011
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CEATIVITYTED Conference 2008
Sir Ken RobinsonLesson Summary:
This lesson reflects off of the work of Master Educator Sir. Kenneth Robinson. Weexplore the shift in how teaching has stifled learning over the last 100 years by movingfrom an organic approach to mining the mine for the oar of knowledge at the expense of creativity.
Outline:
I. IntroductionII. Creativity and KidsIII. Educational Systems
Objectives
 1.
 
Instill the wonder of learning in students with a respect for the future of it.2.
 
Rekindle the beauty of childlike passion and learning through reflecting off of howkids learn.3.
 
Explore the paradigm of learning over the past 100 years and how it has beencounterproductive to natural creative learning and discovery.4.
 
Help students to recapture the value of organic learning that is able to swim or walk outside of the conventional delivery systems of our day.I. IntroductionA. Education and its unpredictability:1.
 
Talk about Education and people want to run away from you because we spendour whole life in the system of it.2.
 
Ask people to talk about their education and they are passionate about it.3.
 
We have a huge vested interest in Education because it is education that will takeus into the future that we cannot fully grasp yes.4.
 
Children starting school this year will be retiring in 20655.
 
Despite all the expertise no one can tell us what the future will look like in 5 yearsand yet were suppose to me educating them for the rest of their lives
 
Creativity is as important in education as literacy and we should treat it with the sameseriousness. But we squander it.II. Creativity and KidsA. Kids are creative:1.
 
We limit the creativity of children:2.
 
.
Story:
 
6 year old in a drawing lesson.
Never paid attention in class before butsuddenly she was enthralled with the class and drew with focus and passion.Curious, the teacher walked over to her and asked what she was drawing. The
girl said, “I’m drawing a picture of God”. The teacher replied, “You can’t draw a picture of God. No one knows what he looks like.” The little girl corrected her and said, “They will in a min
 3.
 
My son Andrew:
Dad, where is God? I want to play with him now. I spent so
much time trying to explain how he couldn’t play with God when I should have
been thinking of creative ways to express to him how he could play with God.We squander and limit the creativity of children.4.
 
Story:
A school was doing the Nativity. Three wise men came up. First said “I bring Gold, second said “I bring Myrrh, the third said Frank sent this!
5.
 
What these stories have in common is that Kids will take a chance and be wrong.6.
 
Point: If you’re not prepared to be wrong you will never come up with
anything original.
I’m not trying to say that you have to be wrong to becreative, just that you’re willing to take a risk.
 
A.
 
Educating People out of Creativitya.
 
Kids grow up and by the time they are adults they have lost this capacity totake risks and be willing to make mistakes.b.
 
We run companies by this principle. We see mistakes as problematic.c.
 
Were now running national educational systems where mistakes are the worstthing we could make.d.
 
The result is that were education people out or their creative capacitye.
 
Pablo Picasso said
: “Everyone is born an artist; the problem is to remain an
artist when we grow up.f.
 
Shakespeare as a Child:
This educator once lived in Stratford, the sametown that Shakespeare grew up in. This is the place where his father raised
him. It’s weird thinking of Shakespeare having a father because we don’tthink of him as a child. We don’t think of him as being seven.
 i.
 
He was in somebody’s English Class
 ii.
 
How annoying would that be?iii.
 
“Must try harder”
 iv.
 
Being sent to bed by his dad. “Put the pencil down. And stop speakinglike that, your confusing everybody”.
 
 
III. Educational
Systems
A. Educational Systems around the World.a.
 
Evaluate educational systemsb.
 
What you will find is regardless of the country all of them have the sameHierarchy of subjects.i.
 
At the top is Mathematics and Languagesii.
 
Next come the Humanitiesiii.
 
At the very bottom of the pole are the Arts.c.
 
Hierarchy in the Artsi.
 
Art and Music are given the highest priorities over theater and dance.ii.
 
There isn’t an educational system on the planet that teaches theater and
dance with the same vigor and enthusiasm as we do Mathematics andlanguage. Why? Why not?iii.
 
I think this is important.d.
 
We educate from the waste up and conclude with the headi.
 
As children grow up we move to focus on the head and then sit on oneside of the brain (Logic)ii.
 
If you were an alien and try to discover the purpose of this education
 process you would ask “Who benefits from it? Who are the value
d ones?
Who gets all the brownie points; you would have to conclude by
saying “The system exists to produce educational Professors”.
 iii.
 
Mental assent ion is not the watermark of life; it’s just an aspect of it. It’s
 just another form of life.iv.
 
Professors are curious: We life in our head and totally to one side. Weview our bodies as a transport form of transport for our heads.e.
 
Point:
Our educational system is predicated on academic ability.
B.
 
The History of Educationa.
 
There is a reason why the system is set up the way it is.b.
 
Prior to the 19
th
century there was not system in placec.
 
Industrialization was the reason why educational systems were establishedi.
 
The Hierarchy of subjects were based on two ideas1.
 
The studies most beneficial for work.a.
 
So you were steered a
way from ideas that didn’t seem
productive for industrialization.b.
 
Don’t do art, you won’t be an artist
 c.
 
Don’t do be an artist or dancer, you’ll never get a job
doing thatd.
 
Pick a career that pays.e.
 
Don’t do things you like, do things that pay
 

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