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What is the value of creativity in the classroom?


‘’We are educating people out of their creative capacities… I believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, we get educated out of it.’’ (Robinson, 2018)

Budget cuts. We hear see this phrase everywhere, it’s on the news, the radio and all over the internet. Schools are receiving less money and therefore, doing everything they can to stay afloat. By doing so, it often means that creative subjects, such as the arts are cut from the curriculum or dramatically affected. In 2018, ‘9 in every 10 schools said they had cut back on lesson time, staff or facilities in at least one creative arts subject.’ (Jefferys, 2018) This often leaves children with talents in areas that aren’t academic, unnurtured. ‘According to the Association of school and college Leaders 2017 survey, cuts ‘led to an increase in class sizes in 82 per cent of schools.’ (Last, 2017) Increased class sizes puts a strain on resources available to the students. Subjects such as Design and Technology and IT become harder to teach with limited equipment.

Creativity can be seen in two lights, the first being something you are born with and the second being something you learn. Robinson believes that creativity is ‘about imagination, self-expression and divergent thinking’. Whereas, Leunig thinks creativity is shown through ‘logic and the application of scientific principles and existing knowledge.’ (Astle, 2018) These contrasting views leave very different imprints as to what creativity is. One suggests anyone can learn to be creative, while the other suggests that you are born with a talent that you can nurture.

Last year, educationalist Ken Robinson did a Ted Talks, which turned out to be one of the most watched Ted Talks ever. During his speech he talked about creativity and used an example of a girl named Gillian Lynne. Gillian, at the age of just eight years old, was considered to be a problem student. She struggled to sit still and concentrate and was constantly fidgeting. When her mother took her for medical help the doctor put on some music and observed her. He came to the conclusion that ‘’Gillian’s not sick, she is a dancer.’’ Her school had saw her disruptive behaviour as a behavioural problem or a cognitive impairment. This judgement could have cost her her creativity yet now, at 92, she has had a very successful career in the arts as a choreographer. (Astle, 2018) This just showcases the way students who learn things differently or are not academically gifted are judged and put in a box within schools.

‘Creativity involves being at the edge of a field but still being within it.’ (Astle, 2018)

So how do we teach children to be creative? The simple answer is, we can’t.
When teaching creativity in the classroom it is important to understand that creativity isn’t just for creative subjects like art, drama, music and STEM. but can also be found within the academic subjects. Creativity needs to be relearned in the classroom so that it is understood that creativity can be a cross curricular tool, improving the delivery of information to students.

Mindfulness has become a staple in the current curriculum and is becoming recognised as a creative tool in classrooms. Here in the United Kingdom yoga has made its way into the curriculum and although it has caused some debate as to its usefulness, it is one way of helping children relax, become self-aware and in turn more creative. ‘A number of abilities which are associated with trait mindfulness, or facilitated by mindfulness training are also linked with creativity.’ (De Dreu. Et al, 2012) ‘For instance, mindfulness is associated with the increased ability to switch perspectives.’ (Carson & Langer, 2006)

When thinking of primary education, creativity is one of the first things that comes to mind. Teachers are constantly thinking of innovative ways to engage students and interest them in subjects that they may have no interest in at all. Creative classrooms make creative children. The environment helps to stimulate them, getting them to use their imaginations and come up with new and philosophical ideas.

Here are just a few ways teachers are making their classrooms more creative;
1)      Teachers are allowing their children time to reflect and absorb information, when a deeper understanding is reached, their creativeness is enhanced. Displaying these reflections benefit the children in the classroom by sharing ideas and mindsets.
2)      Hands on lessons. These are a great way of involving everyone and allowing them to gain hands on experience. This hands-on experience stimulates in a different way, allowing children to gain a fuller knowledge on what is being taught.
3)      Silent classrooms mean less sharing which can result in children only ever sticking to their way of doing things. Allowing children to discuss and interact with one another, sharing their ideas can spark new ideas and criticality that may not have happened without a group discussion.
(Guerrero, 2019)

Creativity, regardless of the subject it is categorised into and the way in which it is defined is crucial to holistic development. Schools should be focusing on ways to harness talent and embrace creativeness, making it forefront of the curriculum. The world in which we live is constantly changing, people are doing more and becoming more. The value creativeness carries in primary education should set an example for secondary education and higher education. After all, there is no future without creativity.


References
Astle. J (2018) ‘Do schools really ‘’kill creativity’’?’ (online) Available at: https://www.thersa.org/discover/publications-and-articles/rsa-blogs/2018/04/do-schools-kill-creativity Accessed on: 11/03/2019
Carson, S.H., & Langer, E.J. (2006). Mindfulness and self-acceptance. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 24, 29–43.
De Dreu, C.K.W., Nijstad, B.A., Baas, M., Wolsink, I., & Roskes, M. (2012). Working memory benefits creative insight, musical improvisation, and original ideation through maintained task-focused attention. Personality and Social Psychology Bulletin, 38, 656–669
Guerrero. A (2019) ’19 ways to promote more creativity in your classroom’ (online) Available at: https://www.canva.com/learn/19-ideas-to-promote-more-creativity-in-your-classroom/ Accessed on: 11/03/2019
Jefferys. B (2018) ‘Creative subjects being squeezed, schools tell BBC’ (online) Available at: https://www.bbc.co.uk/news/education-42862996 Accessed on: 11/03/2019
Last. J (2017) ‘A crisis in the creative arts in the UK?’ (online) Available at: https://www.hepi.ac.uk/wp-content/uploads/2017/09/A-crisis-in-the-creative-arts-in-the-UK-EMBARGOED-UNTIL-7th-SEPTEMBER-2017.pdf Accessed on: 11/03/2019

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