Posts Tagged ‘creativity’
Our creative genius is the fountainhead of originality. It fires our compulsion to evolve. It inspires us to challenge norms. Creative genius is about flying to new heights on untested wings. It is about the danger of crashing. It is amorphous, magical, unmeasurable and unpredictable…But we need our genius to bail ourselves out of the messes we continually get ourselves into. So, individually, we must override the cartel, set aside our herd longing for security through sameness and seek the help of our natural genius. Yours and mine. Orbiting the Giant Hairball
This post is a teaser for, a taste of a panel in which I am participating at The International Conference of Creativity, Thinking & Education in April, 2015 (please consider attending). The panel and this post focus on the idea of orbiting the giant hairball of education. Orbiting the Giant Hairball by Gordan MacKenzie is the inspiration for both the panel and this post. The theme revolves around how the systems of business and education often proclaim an affinity towards creativity of and by supervisors, employees, and stakeholders but in practice, actually stifle any actions that threaten the status quo. Growing Up and Out of Creativity in the System of School I believe one of the greatest ethical breaches of our school systems is training learners (and often educators) out of their love of learning and personal passions and creativity.
Our artificiality is caused, in part, by the many teachers who work so hard to instill a professionalism that prizes correctness over authenticity and originality. Flesh-and-blood students persevere the rigors of broadcast school only to emerge with voices as unreal as their pancake make-up. Budding designers, capable of passion, sweat the grind in schools of architecture and graduate to create environments unconnected to the lusciousness of life. Diamonds-in-the-rough enter business schools and come out the other end as so many polished clones addicted to the dehumanizing power of classification and systemization. Orbiting the Giant Hairball
The Giant Hairball of School
On the way to getting big, most companies [schools] turn into Giant Hairballs. Not on purpose; it just happens. Two hairs get tangled — not because they don’t work but because on some level, for someone, they work just fine. As it is joined by more and more hairs, each of which worked well enough somewhere for someone, the tangle becomes more complex and larger. Before you know it there’s a ball of hair so big it has it’s own gravity field strong enough to pull . . . almost anything . . . nearly anyone . . . into its mass. That force field is success. The Hairball prefers repeating established processes to the risks of innovation and creativity because repeating those processes works—every day until it stops working. A world honeycombed with established guidelines, techniques, methodologies, systems, and equations are at the heart of the hairball’s gravity. The trouble with corporate normalcy derives from and is dedicated to past realities and past successes. There is no room in the hairball of corporate normalcy for original thinking or primary creativity. Re-synthesizing past successes is the habit of the hairball. Orbiting the Giant Hairball
Many new educators enter the institution or system of education with high ideals, high energy and high creativity. In order to fit in, they work hard to conform to the guidelines, rules, and regulations; overt and covert; expressed and hidden, of that institution. Often, the result, sadly, is having their creativity sucked out of them – both as professional educators and as humans. They become victims of the giant hairball of institutionalized education.
Unfortunately, while the heart of Hallmark (and many schools) sings the virtues of creativity, the company’s intellect worships the predictability of the status quo and is, thus, adverse to new ideas. This incongruity creates a common corporate personality disorder: The organization officially lauds the generation of new ideas while covertly subverting the implementation of those same ideas. The consequence is that, on any given day, umpteen people at Hallmark, responding to official corporate invitation, come up with concepts for new methodologies or fresh, original products. Then those ideas, by nature of their newness, are deemed fundamentally unseemly by the same authority conglomerate that asked for them in the first place. This makes for a lot of frustrated ideamongers. Orbiting the Giant Hairball
Orbiting Around the System of School The purpose of this post, actually, is not to emphasize the dire straits schools are in regarding creativity. The purpose is to propose a call to action for educators to be creativity facilitators – to facilitate their own and their students’ natural propensity for creativity. To do so, they need to learn to orbit the giant hairball of school.
Orbiting is responsible creativity: vigorously exploring and operating beyond the Hairball of the corporate mindset, beyond “accepted models, patterns, or standards “—all the while remaining connected to the spirit of the corporate [school] mission. To find Orbit around a corporate Hairball is to find a place of balance where you benefit from the physical, intellectual and philosophical resources of the organization without becoming entombed in the bureaucracy of the institution. Remember, Hairballs don’t set out to become Hairballs. It is an unintended consequence. If you are interested (and it is not for everyone), you can achieve Orbit by finding the personal courage to be genuine and to take the best course of action to get the job done rather than following the pallid path of corporate appropriateness. Through this measured assertion of your own uniqueness, it is possible to establish a dynamic relationship with the Hairball — to Orbit around the institutional mass. If you do this, you make an asset of the gravity in that it becomes a force that keeps you from flying out into the overwhelming nothingness of deep space. Orbiting the Giant Hairball
The following acrostic-based poster, Create Orbits (informally titled An Educator’s Soul Survivor Kit), proposes strategies to assist educators who want to learn how to orbit the giant hairball of schools – to remain creative, excited, and energized (and assist learners to do the same) within acceptable boundaries of the school system.
Resources and Articles
- Schools are still killing creativity.
- Study Reveals Global Creativity Gap
- Inside the Box: People don’t actually like creativity
- Can Any School Foster Pure Creativity?
- What Kills Creativity?
- Educators argue creativity just as important as literacy and numeracy in national curriculum
As a parting shot – some creativity in education quotes:
This post discusses some of the challenges and proposed solutions for implementing maker education activities into a learning setting. Several trends drive this post:
- The Play Deficit – diminishing amount of free play in which kids engage
- Lack of creativity and innovation in children’s lives and toys
- The Maker Movement -Maker Education
The Play Deficit
I think many adults, me included, have fond memories of free play during our childhoods . . . playing kickball and tag at recess, flipping baseball cards, creating carnivals in the backyard . . . all done without any guidance or interference from adults. These memories are more vivid for me than any time I spent in school. Fast forward to today . . . school recess is shortened or does not exist at all, kids come home from school and sit in front of TVs or computers playing structured games, teens lives are structured with school, sports, social events with no free time.
The health of a society should be measured by the health of its play. The play of a healthy society should be rich and varied: imaginative, dramatic, physical, cooperative, solitary. Play should be afforded the same importance as math and reading, valued as truly integral to curriculum, as the foundation of learning. Yet, a current Play Deficit exists. It is the very real decline in child-driven, unstructured play in U.S. society, and it has critical implications for the physical and developmental health of children and adolescents as well as the health of communities. Signs of the Play Deficit can be found almost everywhere. http://altarum.org/health-policy-blog
The benefits of play, although hard to measure, cannot be overstated.
A playful society is filled with problem-solving, resiliency, communication, and exploration of acceptable boundaries and risk. Play promotes all these faculties, and more. While hard at play, we unwittingly built the cognitive, social-emotional, and physical skills which continued to support us as we made the transition to adulthood. http://altarum.org/health-policy-blogThe health of a society should be measured by the health of its play. The play of a healthy society should be rich and varied: imaginative, dramatic, physical, cooperative, solitary. Children—in urban, suburban, and rural areas—should have ample and easy access to safe and stimulating outdoor play spaces: creeks, woods, adventure playgrounds, pocket parks. Caregivers and parents should feel comfortable allowing children the time, independence, and freedom to play in their neighborhoods. Kids should be safe playing outside. Play should be afforded the same importance as math and reading, valued as truly integral to curriculum, as the foundation of learning – See more at: http://altarum.org/health-policy-blog/public-health%E2%80%99s-untold-crisis-the-play-deficit#sthash.8tFXNgnW.dpufThe health of a society should be measured by the health of its play. The play of a healthy society should be rich and varied: imaginative, dramatic, physical, cooperative, solitary. Children—in urban, suburban, and rural areas—should have ample and easy access to safe and stimulating outdoor play spaces: creeks, woods, adventure playgrounds, pocket parks. Caregivers and parents should feel comfortable allowing children the time, independence, and freedom to play in their neighborhoods. Kids should be safe playing outside. Play should be afforded the same importance as math and reading, valued as truly integral to curriculum, as the foundation of learning – See more at: http://altarum.org/health-policy-blog/public-health%E2%80%99s-untold-crisis-the-play-deficit#sthash.8tFXNgnW.dpuf
At play, children learn the most important of life’s lessons. To learn these lessons well, children need lots of play — lots and lots of it, without interference from adults. what children in our culture want to learn when they are free turns out to be skills that are valued in our culture and that lead to good jobs and satisfying lives. When they play, these students learn to read, calculate, and use computers with the same playful passion with which hunter-gatherer kids learn to hunt and gather. They don’t necessarily think of themselves as learning. They think of themselves as just playing, or ‘doing things’, but in the process they are learning. http://aeon.co/magazine/being-human/children-today-are-suffering-a-severe-deficit-of-play/
Lack of creativity and innovation in children’s toys.
The symptoms of the play deficit can be seen in the types of commercial toys being bought and sold. Legos provide the perfect example of the changing nature of toys.
Lego, loosely translated, means “to put together” in Latin. But “to put together” doesn’t fully encompass the value – and purpose – of those buckets of colorful bricks. Legos are about putting together, then taking apart, then reassembling in new ways. Legos unleashed my creativity when I was growing up. They drew out the part of me that had to know what things looked like from the inside out, how they worked, how they might work better. Since that time, Legos have changed. Instead of all-purpose boxes of bricks, with no rules or instruction manuals, the company now sells Star Wars Legos and Harry Potter Legos, complete with step-by-step instructions and stated objectives. Follow these steps to build a Jedi Starfighter or Hogwarts Castle; when you’re done, your creation should look just like the picture on the box. These Legos require a level of precision, and a measure of patience. But no longer are they about imagination; instead, the point is replication. In an essay in his wonderful collection, Manhood for Amateurs, Michael Chabon described the transformation like this: “Where Lego-building had once been open-ended and exploratory, it now [has] far more in common with puzzle-solving, a process of moving incrementally toward an ideal, pre-established, and above all, a provided solution.” Still, we lose something when the nondescript buckets of freeform Lego bricks are moved to the back of the toy store, while the highly specialized Disney sets fly off the shelves. We lose that chance to inspire a future engineer, the one who will grow up to revolutionize solar power, or make the iPhone as obsolete as Steve Jobs made the Discman. This isn’t just about Lego bricks and Star Wars kits; it isn’t just about playthings. It’s about the way we prioritize and encourage creativity in society. Which is to say that we don’t do it nearly enough. http://www.forbes.com/sites/ciocentral/2012/01/27/parents-buy-kids-legos-but-throw-away-the-instructions/
Many of kids’ toys are promoted and sold with directions, solutions to problems, and expectations for end products. Creativity and innovation are enhanced when directions and expected end products are intentionally omitted from the toy packaging.
Unfortunately for kids today, the designed world doesn’t leave much room for them to explore. Most toys come with pre-defined identities and stories, which rob children of the joy of imagining these things. This leaves few opportunities to figure out how to use a toy, experiment, fail, and invent the story of where it came from, and why it does what it does. Imagining, understanding, and becoming who we are is a process informed by play, and both toy companies and designers are taking all the exploration out of it. http://www.fastcodesign.com/3048508/the-case-for-letting-kids-design-their-own-play
The Result: Uncreative Children
No free time play time to experience, interact with, and experiment with the real world; toys that lack room for divergent and creative play; and a school system that focuses more on results, accountability, and standardized products has led to a society of less creative children and research provides some evidence of this.
In a 2010 study of about 300,000 creativity tests going back to the 1970s, Kyung Hee Kim, a creativity researcher at the College of William and Mary, found creativity has decreased among American children in recent years. Since 1990, children have become less able to produce unique and unusual ideas. They are also less humorous, less imaginative and less able to elaborate on ideas, Kim said. Experts say creativity is innate, so it can’t really be lost. But it needs to be nurtured. “It’s not that creativity can necessarily disappear,” said Ron Beghetto, an education psychologist at the University of Oregon. “But it can be suppressed in particular contexts. “The current focus on testing in schools, and the idea that there is only one right answer to a question, may be hampering development of creativity among kids, Beghetto said. “There’s not much room for unexpected, novel, divergent thought,” he said. http://www.livescience.com/15535-children-creative.html
At least two conclusions can be drawn from this literature:
- Making, creating, innovating, experimenting are needed now more than ever in this rapidly evolving world and our children are severely lacking in these skills
- If these skills are to be integrated into formal and informal learning settings, some direct instruction and scaffolding will need to occur.
The maker movement and education has the potential to do both.
The Maker Movement – Maker Education
Thanks to new rapid-prototyping technologies like computer numerical control milling and 3-D printing, we’ve seen a convergence between hacker and hipster, between high-tech coding and the low-tech artisanal craft behind everything from Etsy to Burning Man. Maker culture, for all its love of stuff, is similarly a culture of resourcefulness in an era of economic scarcity: relentless in its iterative prototyping, its radically adaptive reuse of ready-made objects, its tendency to unmake one thing to make another — all in a new ecology of economy http://www.nytimes.com/2014/03/16/opinion/sunday/learning-from-legos.html?_r=1
The Maker movement has sparked a Maker Education trend in some informal and formal education settings. The intent and mission of the maker movement is:
Fortunately for educators, making overlaps with the natural inclination of children to learn by doing. The maker movement values human passion, capability, and the ability to make things happen and solve problems anywhere, anytime. The maker movement treats children as if they were competent. Too many schools do not. Making builds on each child’s passion by connecting their whole being with constructive materials in a flow that results in fantastic artifacts that almost always exceed our expectations. We want our kids so engaged in projects that they lose track of time or wake up in the middle of the night counting the minutes until they get to return to school. Never before have there been more exciting materials and technology for children to use as intellectual laboratories or vehicles for self-expression. The learning-by-doing approach also has precedents in education: project-based learning, Jean Piaget’s constructivism, and Seymour Papert’s constructionism. These theories explain the remarkable accomplishments of young makers and remind educators that every classroom needs to be a place where, as Piaget taught, “knowledge is a consequence of experience.” http://www.iste.org/learn/publications/learning-leading/issues/l-l-may-2014/feature-the-maker-movement-a-learning-revolution
So, in essence, the maker movement-maker education can counteract the negative effects that school and our society have had on children’s and young people’s playfulness and creativity.
Scaffolding and Building Skills as a Foundation to Making
Maybe in the past, educators could throw out a bunch of materials and tools; and ask the kids to create, but as discussed in the previous sections, many of today’s kids don’t know how to just make. Also some of the more common technologies built into some of the new maker tools (i.e., Arduino, Makey-Makey, Little Bits, 3D printers) require some basic user skills. The scaffolding of learning needs to occur. Learning and developing basic maker skills can occur through direct instruction by the educator, watching videos, using manuals, and learning from peers. It is important, though, that the learning experience doesn’t stop there. Learners need the time, tools, encouragement, and support to go beyond the “what already is” to build and develop new and unique designs. In conclusion, for maker education and similar initiatives that drive and are driven by innovation and creativity to work, several things need to occur given today’s learning and teaching climate
- Educators and other involved in curriculum development would need to let go of the focus on deliverables, measurables, and expected products. The process of doing and creating needs to be the focus.
- Creativity, innovation, experimentation, tolerance and acceptance of mistakes need to be viewed as being as or even more important as learning content area knowledge,
- The educator should take on the role of lead learner – demonstrating, modeling, and scaffolding the use of the maker education tools and techniques.
- Educators would need to let go of control and embrace the ambiguity that comes with the messy learning of maker education.
- A sense of play and fun should be expected as part of these learning activities.
- In essence, the educator’s role in this learning environment would be a tour guide of learning possibilities. S/he would show learners the possibilities and then get out of the way.
Several posts this week noted how we are failing with the nurturing, facilitating, and direct teaching of creativity within school environments.
New research reveals a global creativity gap in five of the world’s largest economies, according to the Adobe® State of Create global benchmark study. The research shows 8 in 10 people feel that unlocking creativity is critical to economic growth and nearly two-thirds of respondents feel creativity is valuable to society, yet a striking minority – only 1 in 4 people – believe they are living up to their own creative potential. More than half of those surveyed feel that creativity is being stifled by their education systems, and many believe creativity is taken for granted (52% globally, 70% in the United States).
One of the myths of creativity is that very few people are really creative,” said Sir Ken Robinson, Ph.D., an internationally recognized leader in the development of education, creativity and innovation. “The truth is that everyone has great capacities but not everyone develops them. One of the problems is that too often our educational systems don’t enable students to develop their natural creative powers. Instead, they promote uniformity and standardization. The result is that we’re draining people of their creative possibilities and, as this study reveals, producing a workforce that’s conditioned to prioritize conformity over creativity.”
David Brooks in his New York Times op-ed piece The Creative Monopoly notes the following:
Creative people don’t follow the crowds; they seek out the blank spots on the map. Creative people wander through faraway and forgotten traditions and then integrate marginal perspectives back to the mainstream. Instead of being fastest around the tracks everybody knows, creative people move adaptively through wildernesses nobody knows.
Students have to jump through ever-more demanding, preassigned academic hoops. Instead of developing a passion for one subject, they’re rewarded for becoming professional students, getting great grades across all subjects, regardless of their intrinsic interests. Instead of wandering across strange domains, they have to prudentially apportion their time, making productive use of each hour.
But none of this is new. Most educators are familiar with Sir Ken Robinson’s 2007 TED talk, Do Schools Kill Creativity?
But the culture of schools is driven by standardization – common core standards, standardized curriculum, standardized tests. I appreciate creativity-based projects within school time such as Google 20% Project, Fedex days, and Identity Days, but why is the inclusion of passion-based and creativity-driven pursuits considered an add-on or special occasion? We know better. Creativity is a great intrinsic motivator, the essence for innovation, and important for the continued evolution of the self and humankind. It has been five years since Sir Ken’s talk and schools are still killing creativity.
For some of the more creative kids, their creativity will help them survive their standardized school years. For others, this standardization crushes their passions, spirits, joy. I believe the biggest ethical travesty of our times is extinguishing a child’s passion.
May Your Sky Always Be Yellow
He always wanted to explain things. But no one cared
So he drew
Sometimes he would draw and it wasn’t anything. He wanted to carve it in stone
Or write it in the sky
He would lie out on the grass. And look up at the sky
And it would be only the sky and him that needed saying
And it was after that. He drew the picture. It was a beautiful picture
He kept it under his pillow. And would let no one see it
And he would look at it every night. And think about it
And when it was dark. And his eyes were closed. He could still see it
And it was all of him. And he loved it
When he started school he brought it with him
Not to show anyone but just to have it with him. Like a friend
It was funny about school
He sat in a square brown desk. Like all the other square brown desks
And he thought it should be red
And his room was a square brown room. Like all the other rooms
And it was tight and close. And stiff
He hated to hold the pencil and chalk
With his arms stiff and his feet flat on the floor. Stiff
With the teacher watching. And watching
The teacher came and smiled at him
She told him to wear a tie. Like all the other boys
He said he didn’t like them. And she said it didn’t matter
After that they drew. And he drew all yellow
And it was the way he felt about morning
And it was beautiful
The teacher came and smiled at him
“What’s this?” she said
“Why don’t you draw something like Ken’s drawing?”
“Isn’t that beautiful?”
After that his mother bought him a tie
And he always drew airplanes and rocket ships. Like everyone else
And he threw the old picture away
And when he lay out alone and looked out at the sky. It was big and blue and all of everything
But he wasn’t anymore
He was square inside and brown. And his hands were stiff
And he was like everyone else
And the things inside him that needed saying
Didn’t need it anymore
It had stopped pushing
It was crushed
Like everything else.
The boy handed this poem to his English teacher. Two weeks later he took his own life.