Monday, May 6, 2013
Final Relfection
English 112 was an experience I
will never forget. I had a teacher named Megan Keaton that you had to get to
know before you judge type of person. Coming into this class I was nervous, and
very shy around people I was not familiar with. My teacher had her students
make name tags; along with a daybook we used every. Day Book This notebook was something I never had before
in school. This day book was a private place for your mind to wonder freely.
Megan had made us put our chairs together in a circle around the classroom, which
I thought was very strange and odd. I never felt so much pressure from
strangers I never knew before. When I signed up for this class I thought it was
just going to be writing practical argument papers, but my teacher Megan proved
me wrong. My teacher throughout this semester brought me into a world of
English I never knew existed. The Guide to Argument
Already
confused and thousands of thoughts going through my head, Megan told us that we
were going to be using a blog all semester which was going to be where most of
our grade came from. A blog ? I had never heard of a blog, let along use/create
one ???????. Later on, I learned that this blog was pretty cool; it kept all my
thoughts and papers organized. Within the first week of class Megan introduced
us to education, which was the main topic all semester. This week we were
showed a video in class, and this video changed my view points on schools and thoughts.
This gave me the bright idea for my topic that I started writing about “Do
schools kill Creativity?” AND there it was before I knew it already the first assignment
out teacher Megan assigned to us. THE EXPLORATORY PROPOSAL: To better help understand assignments we would
talk out loud until everyone was done asking questions and fully understood. EP
Time
started to go on in class, and Megan’s goal was for every class meeting to put
the desks together in one big circle. I never talked out loud, and never
expressed my thoughts without any one caring until I came to this class. I
learned in this class, that no matter what a person can say it’s not right or
wrong it’s an opinion that people may or may not agree with, which a
conversation that keeps flowing. I learned to express my thoughts out loud as a
group, instead of staying bundled up inside, which helped me in other classes
to do the same technique I did in English 112. Teacher Comments
Throughout
the semester we formed blog groups which were also our work shop groups that
got together in class for revising papers. I clearly understood what revision truly
means from this class. After each assignment, I would fill out a self-assessment
on my blog, that truly showed me where I improved as writer, along with
struggled through some of my work. Looking back on my work from the beginning of
the semester to now, I would say my writing has improved along with my
knowledge.Reading Response I didn’t know what research meant until this class came along in my
studies. Most of the time, I would just turn in papers, and reread them once
thinking everything was good. Megan showed me goals that needed to be reached,
leaving myself in charge to do that. Sometimes in these workshop groups, I would
be told some stuff, I never took into acknowledgement or consideration about
with my writing. My peers helped me become a better writer not only to sound
formal but to be satisfied within myself as a writer also. Workshop
Megan
taught my correct citations to use in MLA formats, along with credible sources.
I thought anything you found with an author was useable for a paper. Not in my
teacher Megan’s eyes. I also found out a true meaning to Wikipedia, and never
used it again. My teacher has pushed my writing process to a whole anther level
with creativeness. I didn’t give up in this class, and Megan didn’t let you
down unless you let her down. A major assignment that was really helpful to me
would be the Visual Analysis. This helped me form a strong topic for my argument
paper that was due at the end of the year. I never knew when looking at a
picture it can mean so many words. This taught me how to analyze a picture to
get its true meaning across. Picking out two pictures was really harder than it
sounds. The choosing between two opposing sides for my agreement was a big challenge
to me. This helped me really help build a strong relationship for my two sides,
with schools killing creativity. Visual Analysis
The
big assignment with research was the Annotated Bibliography. I had to find creditable
sources that involved helpful information towards my topic schools killing creativity.
It wasn’t until I had to find these sources that made me see that the
importance to schools killing creativity was only important to various people,
including myself. I learned to quote and paraphrase correctly in this assignment
which I never did before. This helped me the most when I had to write, because
my authors and how I was going to use the research I found in my paper was all organized.
Trust me it sounds way easier than said. I had to find information on both
sides of my topic for my paper. Finding quotes for my paper was really interesting
and fun to me, because most teachers don’t care about quotes, but Megan did. AB
The
last assignment we had to do before the big put together for the final paper was
joining the conversation. Assesment. All the assignments made me realize how to put
information together along the way to make things comprehendible. Making work
into a dialogue was very easy to me for the first time ever. We had to pick two
styles, Rogerian and Toulmin. Bewteen the two I did the best on my Rogerian, and
like Megan said all I was ready to do was turn it into an essay. I really like this because it helped me put together
final thoughts for my paper on schools killing creativity. Everything didn’t make
sense until this assignment, when I used all my work I had researched and came
up with to create dialogues. Something I
had never done before until this class, which I will take with me through all
my writing experiences I come across.
Coming
into this class I did not know what to expect. At times I just wanted to give
up sitting at the computer; crying thinking my teacher hated me, giving me a
hard time. I want to thank my teacher Megan Keaton for showing me writing is a challenge
with a beautiful ending. As many times I wanted to give up I kept coming to
class, to learn because that’s what I did in this class, learned. Now that I gave
this class a chance and my teacher I wouldn’t trade it for anything. This
class, my peers, and teacher had really showed me a good learning experience in
English 112. This was my last class I had to take of English, and I can’t say
it enough that it prepared me for future experiences when it comes to writing. I
would not trade anything else for taking this English class, with no better
teacher than Megan Keaton. Final Paper
Thursday, May 2, 2013
Final Draft for Argumentative Paper
Pricilla Mosiello
Megan Keaton
English 112
2 May 2013
Creativity
in School
The
schools are killing creativity for students. In every field of education and
work force, our future should be provided with purpose and meaning. Creativity
comes to people’s minds as arts, but it’s really about how students are taught
based on school curriculum. Many people believe it’s the individual teachers,
schools, or principals that are causing the problems for students to have less
creativity. Schools are not producing enough creative people to be recognized
as different. A student needs to have a mind that is expanded beyond
imagination. Creativity is viewed as having necessary skills with attitudes and
minds that are essential to future success. Having creativity in schools gives
people an opportunity to discover talents and strengths for what their passion
may be. It keeps a student’s mind set to influence involvement from real
challenges of life.
However, most people believe that students
are not losing focus from narrow assignments, and a standardized curriculum
should be the expectation of success for a student. People feel students in
school should still be taught by the 19th century model assessments.
In other words, schools have nothing to do with creativity levels within
individual students. Many schools are taught on the 19 century curriculum
that’s gives nothing but success for students. A creative person has to let it
come naturally with experiences they have seen, it can’t be expressed or taught
in schools by teachers, it’s something students just have to let come
naturally. Creativity is the key to education in its fullest sense and to the solution
of mankind’s most serious problems. (Fasko 320). To avoid any problems in the future, we should
take into consideration the importance of expanding a creative process for
students in school.
A
primary goal for schools is to help clarify meanings that are associated with
the term of creativity. All across the
world, collective definitions and perceptions about the myths of creativity
have yet produced an uneven understanding of what it means to be a creative
person. To help identify some observable
processes for creativity is associated with the problems in our current
educational context. The term creativity is so ill- defined, and fuzzy that no
common agreement exists into its meaning. Creativity remains as an elusive
concept, where discussion or expressions of the term may come from the
understanding as a thought. Society needs to give students, all ages a balanced
rounded education that prepares them for their future success. Only a few people will be able to earn a
living by relying on arts, and children need to understand this, but it’s more
about doing something someone enjoys than being miserable. Only a handful of people make a decent living
from arts, but they are essential into becoming more well-rounded human beings,
that are capable of enjoying life, rather than being a robot machine. (Fasko
320).
Understandably,
a major problem about creativity is the organization of education in countries.
The industrial economy is built to develop the needs of individuals that have
simply not suited the 21st century. Whether students are in the UK,
Europe, USA, or Asia school systems consistently fail to cultivate creativity. They acknowledgement of creativity gives
multiple types of intelligence, causing people to be out of step with the real
life challenges. People are facing an ever-changing world that has been
transformed by digital technology, which has taken away from the creative part
of life. Education assessment systems need an overhaul because most are based
on tests and numerical grades, which are rooted in the idea of standardization.
It must be recognized that success of a school comes down to great teaching. Many
teachers have become discouraged because their own creativity is being stressed
by the standard curriculum they have to follow. According to author Ken
Robinson, he points out arts are vitally important to education, and it doesn’t
just define creativity as artistic terms. It is the process of having an
original idea that has value. Creativity gives people the essential future
success of people, companies and communities in the 21st
century.
However,
schools should not nurture creativity and other skills for intelligence. There
are a number of countries who don’t fostering creativity and critical thinking as
the next education challenge. Traditional grades and creativity may no longer
sacrifice the workforce with skills that are needed to fuel the economic
growth. Many schools have teachers under pressure to get so much work
completed, and taught to a student in such a little amount of time. Teachers
really don’t have enough time to stimulate creativity, or have contact with
each student individually. Formal education is helping students develop
abilities for work and creative thinking in many ways that actually already
suppresses creativity. Nothing more should be pushed as an issue or concern
about creativity in schools for students because the standardized curriculum is
the right way for students to learn by. It has been around for many generations
that have ages of production to increases successfully, therefore nothing has
to be a concern about creativity in schools for the students.
Creativity
is more important in schools than ever before in history. Students will be able
to learn a deeper structure of knowledge linking everything together in a
creative way. To let the mind go beyond existence to transfer new situations
that never existed before, is a sustained positive impact for students to have
future success, in the workforce and school around the world. Experience with
discovery learning enhances creative performance by forcing the learner to
manipulate the environment and produce new ideas. (Lancrin 5). Creativity is
the key to education in its fullest sense, and to the solution of man kind’s
most serious problems. (Lancrin 5).
Creativity in schools gives students advantages to learn with a better
understanding. Students with restless minds and bodies are far from being
cultivated with energy and curiosity; because of ignored sacrifices that fall
behind them later on. There are important ideas and solutions that can show
growth between students learning with creativity that’s has helped improved
sacrfices towards this matter. That’s why it doesn’t matter what side a person
may or may not agree with, because it’s up to the students and schools to push
forward creative skills. Authors believe
there is a need for creativity courses in teacher’s education programs. In
fact, Hennessey and Amabile found that extrinsic constraints, which are factors
external to the specific task, could deserve intrinsic motivation and thus
decrease creativity. ( Fasko 11). We’re
not just here to earn a living, obviously we need to do that, but we also need
to have a life too, and we need lives with purpose and meaning. To me that
mean’s discovering what your strengths are and talents are and what your
passion may be. (Robinson 8).
Schools
are not killing the creativity levels within students. Schools do not need to
let students mind go beyond imagination. The level of achievements comes from
true experiences within a person. Creativity can’t just be turned into a
curriculum study, because no other generation seen it as a major issue. The creativity in schools is not being killed
for students because; the standardized education curriculum is helping develop people’s
ability for work and real life skills. Education in this generation is being
suppressed by a transformed world of technology, which makes the creativeness
from a person’s mind expand into new knowledge they didn’t know before.
Schools
systems are facing an ever- changing revolution that has been transformed
cultivatable in many ways. A person’s mind and creativity level is a valuable
education option that someone may or may not agree with. It’s up to a person to decide for themselves,
if the creativity skills and abilities in important in the education programs
as it is to the students. Every person
is educated in a different way around the world. Creativity emerges when people
generate many different possible answers rather than rushing to the one right
answer. (Sawyer 3).
A
student’s path for creativity is built from hard work and effort towards a
situation. Each individual, school, or teacher will find their own way to
stimulate creativity. The curriculum should be strict, and not consist of
creative thinking skills towards solving a problem in school. A teacher that is under pressure will find a
way back to the surface alone, teaching useful learning tools for a student’s
future success. The thinking creative process is more than important enough to
take into consideration about. The creative process connects new skills, and
lets the mind go beyond existing knowledge. If school becomes unexcited it will
cause students to lose sight, and motivation towards their dreams or goals.
Procedures
of steps to enforce creativity awareness will be provided from schools around
the world. A speech and television ads
so people can get different views on why creativity is so important within
students. Behaviors in classrooms will be recorded and compared to see if the
results improve within students. Some
producers agreed to advertise creativity for students within schools worldwide.
Creativity doesn’t need to be ignored because that will just cause more
terrible consequences for the students within these schools. Including
creativity and other skills for innovation in national curriculum is a helpful
starting point for them to be taken seriously in school. (Lancrin 2).
The
schools that kill creativity rather than enforce it are not a good way to
maintain levels of achievements for a student. Meanwhile, schools can establish
how important creativity is and take action to focus on the future. All schools
and board of education will come together as a team, to hold a meeting concerning
useful methods to teach creativity within work ethics. One teacher and principal
from each school worldwide will be holding a meeting with concerns for creative
styles. Teachers and principals are coming together from other countries
worldwide to settle compromises towards a solution for student’s creativity.
Creativity within a student should not be ignored for any particular reason. Any
information should be gathered on students in classrooms whose behavior may
change from the stimulation of creative thinking. The students with restless
minds and bodies are the ones who never become cultivated and make creativity
seem less dull. Advertisements and news channels are willing to help provide support
for the idea of creativity to make schools become brighter, and give opportunities
to students for better success in the field of economy growth. Several events
will bring about the change that demonstrates creativity in school for
students. The challenge and journey
ahead is very long encouraging many schools to take action for students
learning process throughout the years.
Work
Cited
Fasko,
Daniel. “Education and Creativity.” Creativity
Research Journal 13 (2000-2001): 317-327. Print.
Lancrin,
Stephan V. “Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January
2013
Louv, Richard. Last Child In The Woods Saving Our Children
From Nature- Deficit Disorder. North Carolina: Thomas Allen, 2005. Print.
Robinson, Ken.
“Education Today.” Do schools really kill
creativity? 13 (2005): 16+ Minnis
Journals Pty. Ltd. Web. 24 March 2013.
Sawyer, Keith R.
“Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013
Wednesday, May 1, 2013
Final Draft for Annotated Bibliography
Fasko, Daniel. “Education and Creativity.” Creativity Research Journal 13
(2000-2001): 317-327. Print.
http://deved.org/library/sites/default/files/library/education_and_creativity.pdf
In this article Education and
Creativity, it represents many factors to the meaning of creativity, and how it
used to stimulate an individual’s motivation in school. Insights on learning theories,
motivation, achievement, and developing creativity are all main factors in this
article. Studies were shown through an important factor called metacognition.
Metacognition is the research that’s more important information, on how
creativity is increased from a student. The article represents theories that
have influenced the understanding to ten different relations of academic
achievement. Individuals develop creativity from twenty five different styles
and techniques throughout different schools. Students that go to school should
be provided with opportunities to engage in the ideal acts to better their
leaning skills. From year to year students, who demonstrate the ability to cope
with real life situations, show the most improvement of academic creative
performance. Effective resources and studies have been shown towards important enhancements
from creativity.
The author Daniel
Fasko Jr, discussed the major issues of thinking skills, and styles of
different theories for creative thinking. The attitudes of teacher’s concerns
can make a difference towards a students learning experience with creativity.
Many programs offered in school can stimulate creativity and creative thinking
for students. The main question that arises is, whether there should be a need
for courses with creativity from teaching education programs. Teachers already
have so much to teach and get done, with a little amount of time. Students need
to be able to develop an original idea that corresponds with creative analysis
process. The author covered everything in this article from learning theories,
motivation, developing creative thinking, and the evaluations of creativity within
education.
This article will be used in my
work, to show vivid examples, methods of different learning styles, and
theories about students and schools creativity. This article gave more ideas
for my topic to evaluate schools, and students. Any student in school deserves,
and should be provided with opportunities to engage creative skills. The
learner, teacher, and curriculum help raise important ideas in school for
creativity. I agree with the author Daniel Fasko Jr, because he left me no
questions that need to be answered. He has covered everything in this article,
there could possibly be on about education and creativity. The learning and
creative process gives an insight to the relations, and development towards creative
students within any education system.
· “A creative act is an instance of learning…[and that] a
comprehensive learning theory must take into account both insight and creative
activity.”
· “Experience with discovery learning enhances creative
performance by forcing the learner to manipulate the environment and produce
new ideas. “
· “Creativity is the key to education in its
fullest sense and to the solution of mankind’s most serious problems.
Lancrin, Stephan V.
“Creativity in schools: What countries do or could do.” Education Today OCED. Web. 30 January 2013
http://oecdeducationtoday.blogspot.fr/2013/01/creativity-in-schools-what-countries-do.html?goback=%2Egmp_4343370%2Egde_4343370_member_209648074
This article is about the education
challenges for schools in other countries around the world. Twelve different
countries shared experience’s based on designed methods. The author talked about
fostering creative learning, and critical thinking. Students in these schools
recently started projects about creativity, which helps students focus more on
their studies. Teachers have decided to monitor their students’ progress with
critical, creative, and venture thinking. In national curriculum including
creativity, and other important skills for innovation, it can be a helpful
starting point, so it can be taken seriously in school. Creativity skills are
being considered as a useful idea so it can be used more serious for students
to enhance their learning styles in school.
The challenge and journey ahead is
still very long, encouraging many countries to take action in this process of
creativity. In this article the author’s main arguments was to explain, twelve
different countries experience’s based on designed methods for students. Having
experience and sharing tools, research, and lessons eventually will make more
students, or teachers reach the promise land of success. When students develop
creativity it becomes a better understanding of materials for students and
teachers. A major step to increase and help other countries is to raise the
awareness of skills, thinking, and creativity to see the importance of learning
in school. The teachers in other countries pay close attention to the students,
to help enhance their collective creative minds.
Showing examples of enhancing
creativity will make arguments in my work stronger. Vivid developments of
Singapore and Korea are great examples to show the character building of
creativity in schools between different countries. Student’s curriculum is
important in all schools even in different countries. I agree with this author,
and I will use this article towards my research, to bring more information
that’s useful about other countries. Why haven’t other countries stimulate the
creativity within teachers and students? An increasing number of countries see
creativity that is not equipped in the workforce field need to fuel economic
growth around the world. But most countries take into consideration the growth
of student’s academic success of creativity levels that are pushed such as,
creative work, presentations, and thinking skills to go beyond the minds of
students.
· “Students also asses themselves and their peers by answering
questions such as I am able to brainstorm multiple ways to research a solution,
I am able to connect ideas in an interesting and creative manner to create a
unique idea.”
· “In the United States we are slowly embracing the 21 century
skills that require students to be taught creativity and innovation.
· “Including creativity and other skills for
innovation in national curricula is a helpful starting point for them to be
taken seriously in school.”
Sawyer, Keith R. “Schools That Foster
Creativity.” N.P., 8 December 2012. Web. 21 March 2013
http://www.huffingtonpost.com/dr-r-keith-sawyer/teaching
creativity_b_2258239.html
This article explains how creativity
is more important than ever before in history. Schools today have a problem
with fostering creativity, and doing a good job at it. Society will never reach
its limit without schools. Students are living from schools in the past,
instead of focusing on their future. That’s why the path of creativity for
students needs to be brightened. Schools need to focus on having creativity
mixed with problem solving. Creativity forms thought out years, that’s why it’s
important for schools to base their latest understanding on creativity and
learning. The schools we have today don’t do a good job, fostering creativity
for students. Students need to learn a deep understanding that underlies
successful creativity.
The author had stated many arguments
about creativity. How will children learn to properly apply problem solving
skills along with creativity, when they are discouraged or unmotivated to keep
on going? The author stated, schools are designed based on the latest science,
of learning without any hard work. Schools will guide a better path of
understanding creativity, thinking and problem solving. Are schools really
killing creativity, or is it individual’s not using knowledge beyond existence?
According to the author, researchers have demonstrated that without any hard
work, skill, and dedication there will be no creativity.
I will use this article in my work
to show how creativity should be just as important as education literacy. The
world needs a variety of people’s creativity, because without it the world
would be simple and plain. New schools visions are focused on learning, the
environments to maximize student’s creativity. I agree with the author, because
I was left with no questions after reading this article. Students will learn
structure of knowledge, connecting, and linking old problems into new ways they
haven’t seen before. The author shows ideas that contain new information
students will use to improve their creativity skills.
· “The path to the creative society of the future goes straight
through the classroom. But not the memorize and regurgitate classrooms we have
today—instead, classrooms that give student a deeper understanding of the
material.”
· “Creativity researchers speak of a “ten year rule”—because
significant new ideas only come to a person after they already invested ten
years of work mastering the domain.”
· “Creativity emerges when people generate many
different possible answers rather than rushing to the one right answer.”
Louv, Richard. Last Child In The Woods Saving Our Children From Nature- Deficit
Disorder. North Carolina: Thomas Allen, 2005. Print.
This book is about linking the lacks
of nature in the lives of today’s generation. This books intention is to bring
together cutting edge research, showing that direct exposure to nature is
essential for healthy development such as; physical, emotional, creational, and
spiritual. The environment based education improves, scores, develops skills,
critical thinking, and most important decision making. The creativity
throughout a person is stimulated by childhood experiences from nature. Schools
assign more and more work to do, and less and less time for a person to access
natural resources. The parents, educators, and any other adults or
institutions, can make the culture itself. So many of our actions we make, and
messages we send out can depend on the person or child itself.
The author’s main argument is for
every individual to have contact with nature to make a child or adults
developments healthier throughout life. In society many communities are
teaching people to avoid experiences with direct nature, which is killing a
person’s touch with life and creativity. The relationship with nature can make
a person’s thought go beyond recognition. The nature is a healing part for a
person; it can serve a blank slate to draw reinterprets of fantasies beyond the
mind. Nature inspires creativity in a child by demanding visualization and the
full use of senses. Children no longer direct experience on how to interact
creatively with the seasonal transformations of the planet. People need to be
able to be complex, and work around school to still become creative in outside
activities of nature.
I will use this source in my work to
show what nature can do to stimulate creativity beyond a person’s reach. The
author gives many explanations and examples on how children and adults react to
creativity based on the environments that are around them. Every time I read
this book, I always have new ideas to write down because it’s so useful. I
agree with this author, and I understand the connections that are made through
nature, and outside activities we engage ourselves in. I am left with no
questions from this book because I continue to read for more new information
from the author. Computers, television and video games are killing creativity,
and nature talents, which increase difficulty going beyond existence.
· “A child said what is the grass? Fetching it to me with full
hands; how could I answer the child? I do not know what it is any more than
he.” (283).
· “A rich, open environment will continuously present alternative
choices for creative engagement. A rich, bland environment will limit healthy
growth and development of the individual or the group.” (199).
· “Children need Nature for the healthy
development of their senses, and therefore, for learning and creativity. (54).
Robinson, Ken. “Education Today.” Do schools really kill creativity? 13
(2005): 16+ Minnis Journals Pty. Ltd.
Web. 24 March 2013.
http://www.minnisjournals.com.au/_images/articles/pdf/article-pdf-0488.pdf
This article is about
how education is not helping develop young people’s ability for creative work
and creative thinking. The author is set that creativity is based on many ideas
and abilities that are important for this generation. He doesn’t believe that
creativity has to come from just artistic terms, but it can also be an original
idea that has a lot of value. According to the author, Ken Robison states “He
sees creativity as a necessary set of skills, competence, and attitudes, which
are all essential to the future success of our children, companies, and
communities in the 21stcentury. (7). Children are growing up in a
world of communication through technology, which is access to find new
information in a variety of ways.
The authors main
argument in this article would be the students with restless minds and bodies,
are far from being cultivated with energy and curiosity, instead they are being
ignored, with consequences that later on falls right behind. A major problem
would be that education is not individual teachers, or schools, or principals,
it is a systemic worldwide view of problems. People are locked into the 19th
century model of intelligence, when schools need to be looking forward for the
future of intelligence and creativity.
I would use this
source in my work to show proven facts to why schools should be taking the
fault for killing creativity. I will show acknowledgments, in which doctors and
researchers who believe in some people. This article raise important ideas and
very strong arguments that can support my main topic, Is schools killing
creativity. Also, I will show the organizations in which humanities, math,
science are still very important in curriculum, but at the same time not
enforcing talents, or creative minds. As I was reading the author covered a
lot, which left me with no questions, instead just gave me brighter ideas
towards my work. The importance of new technologies and new economic reality is
really irresponsible and backward looking.
· “I increasingly ask politicians to defend why
they are handling education in the 1950’s model when it blatantly isn’t
working. (9)
· “Children who start school this year will
retire in about 2070. I don’t know anybody and I know many well-regarded
futurists. Who have the faintest idea what the world will look like in 2025,
let alone next year.” (9).
· “The problem in education is not individual
teachers, or schools or principals, although it sometimes is: it is a systemic-
wide problem.” (8)
Final Draft for Visual Analysis
Pricilla Mosiello
Megan Keaton
English 112
5 May 2013
Visual
Analysis
Student’s
creativity is being killed within schools worldwide. Most people believe that certain aspects
within in teachers, schools, and standardized curriculums are killing the creativity
for students. In this generation, schools are not producing enough creative people
for society. Instead, schools are making students feel like a high degree with
a well-paying job is success for a person. It’s more important for an
individual to be recognized as different with unique creative skills, then to
be repeated robots that follow each other in similar ways. Creativity is viewed
as having necessary skills with attitudes and minds that are essential for
future success, with a passion that’s truly within a person’s heart to do. Society is killing the schools ability to encourage
future creativity for a student. On the other hand, other people believe
schools have nothing to do with creativity levels within individual students. Schools
have been taught on the 19 century curriculum that’s gives nothing but success
for students. People believe that students are not losing focus from narrow standardized
assignments. Creativity shouldn’t be expressed within schools, it should be left
for an individual to bring out creativeness themselves. Discovering talents,
and letting minds go beyond imagination is unnecessary to have students well
successful in life. A creative person has to let it come naturally with
experiences they have seen, it can’t be expressed or taught in schools by teachers,
it’s something students just have to let come naturally.
In
my first picture relating to creativity in schools, would be a setting with
colored words, and creative props lying around the picture. The picture is
painted on to a white canvas, propped along the brown varnish. The words across
the top painted in blue saying “Schools kill creativity.” Under that would be Ken
Robinson in green lettering, he is a major professor who took a stand on creativity
in schools. Along that would be blobs of paint in blue, representing bullet
points with words such as Bio, Problem, and last solution. When you look at
this picture you only see the painting, words, and props in color. The back ground
is light gray with black dimmed marks all around the page. I think it’s trying
to state a stage theme where creativity has the spot light on bright. Hanging
over the picture is a set of pink ballerina shoes, and on the left bottom side
there is a set of two drums and wooden sticks, representing creative aspects
for people. On the bottom right there are four colorful books, in green, blue,
yellow, and red. The books represent different books for different people,
instead of similar books with the same ideas. The picture is a setting of an
idea that creativity is more important to be creative then all directed in the
same way. Ken Robison’s name is on this picture, so people can look him up and
read more information on schools killing creativity. Creativity needs to be
shown within schools for students to better achieve in something that makes
them unique and different is the message that came over to me when I first look
at this picture.
In the second picture for people who don’t support the
ideal image of creativity would happen to be an old black and white picture. There
are white words across the picture that say’s our education system was designed
by the Victorians for an age of mass production. These words are on top of the
old classroom setting in the background. Some desks are turned upside down on
top of other desks. There is an image on the floor that looks like an old
school textbook. The picture has a very old classroom setting in the background
to show how important it is to stick the standard old model assessments for
students. There is no physical people in this picture expect for words and old
desks. Victorian was chosen as a word to
show an old historic period time in education. Students weren’t based on creativity
back in the day, to cause a mass production in the world, causing people to
believe it’s not important for students to have within their education. The colors
of this picture were vintage and dark to make this image seem from back in the
day of education. People need to continue learning by the Victorian age of
life, to continue the large mass production in the world.
The features for both of these pictures are very
important for people who do and don’t have concerns on creativity within
students. In the first picture it gives an idea image, that music, dance, and
books are all an important matter combined together to make an importance on creativity
in schools. The main focus was to put it on a an artwork frame to show creativity
is important for people to have, that schools are killing with problem solving,
and the same solution skills. To be a creative person doesn’t mean you’re
strictly involved in art, it simply means you can dance, read books, and even
play music to be creative. Ken Robinson has a major role on how creativity in schools
is being killed, that’s why his name is right under the words schools are
killing creativity in the artwork. In the second picture, pertaining to not caring
about creativity in schools shows that the strict Victorian method was designed
to create a large production in the work force field from school. Back in the
day creativity was never a problem so why should it be now a days, students
learn just fine the way they do now without creativity enforced into curriculum
programs. If students were taught the old fashioned style, and produced a large
enough mass force, then nothing should be in the way to stopping this
generations of production. The creativity in schools no matter what category, a
person may see is right or wrong will just continue to kill hopes, dreams, and desires
for students. The standard way of teaching will just continue to help give
students success the way it always has way before creativity was ever an issue.
Wednesday, April 24, 2013
Self- Assessment Reflection for Argumentative Paper
1.
My goals for writing this paper would be to pick
one of my best dialogues and turn it into a good essay. I really wanted to make
sense and really stay on topic about the schools kill creativity. I think I did
a really good job meeting my goals and staying on topic for this paper. I
really felt like this was one of my best papers I wrote in a while.
2.
I used my time very wisely, when I had to develop
this paper. I use all class opportunities, and any helpful feedback from Mrs.
Keaton. Brainstorming in the class really helped me see and put together an
introduction, claim, reasons and so forth. The use of my time really meet my goals
because if I didn’t space myself out and really work hard then my paper would
have been just thrown together not making any sense what so ever.
3.
WOW ! My writing has changed a lot. It wasn’t until
this paper that made me recognize how my writing has improved much better as a writer.
At first my writing was always all over the place, and I knew what I was trying
to say just never could get it out enough to my readers as a I wrote, but now I
know how to do that. Any time my peers are willing to give helpful advice, I take
it into consideration which helps my writing a lot more than how it would be if
I was by myself writing. I work with my peers my talking about my paper as well
as theirs. We talk about what could be better and how we can change some things
to make it better which also helps a lot to. Not only do I see my writing
style, but I see theirs as well which helps me write better to.
4.
I would say of course my workshop group has
contributed success into my paper by their helpful advice. I wouldn’t be able
to do it without any of my sources from the web, books, and journals. My teacher for her help and patience with me
and my topic. She is always steering us in the right direction to take with our
paper. Those are the people and some of the roles on how they contributed to my
paper but most of all it was me who did all the work and research.
5.
I have learned about myself as a writer that
writer is patience and hard work. You have to put emotion and support in order
to become a good writer. I can’t just sit at the computer and expect to know
how to do everything perfect. First, second, third, there’s always going to be
more papers before you finally think it’s really good to turn in. I have
learned that others grow as they write. You grow with your writing the more experience
and work you put towards the writing part the more will come out of it for you
and the paper.
6.
This argumentative paper was not that hard to
write, but the only thing that I did find a little hard was turning this paper
into an essay from a dialogue. I had to pick a certain style Rogerian or
Toulmin. I picked Rogerian. I think the easiest part of this paper was taking
Mrs. Keaton’s advice and feedback from both dialogues to turn it into a paper.
And since we could bend the rules with the academic form a little bit to right
this paper was really easy. I took risks by showing both sides, adding quote’s,
and showing why the schools really do kill creativity with a supporting main
point.
7.
I think I’m proud of the whole paper. I proud of
the introduction, my body paragraphs, my conclusions, my quotes and supporting details.
The solutions. I am just all proud of this paper because I REALLY put a lot of
work into this paper. Writing is not easy for me.
8.
I do not think any parts of the paper really
need more improvement. I mean always a paper is going to need improvement from
a new set of eyes that’s just how writing goes. I feel like this because I have
edited it myself, and had 3 other people read them plus my sister. I feel like
I really tried to improve and add some more supporting quotes before I turned
my paper in.
9.
My brainstorming process from start to now would
be, having a dialogue completed and in a certain style. I then took that and my
sources and annotated bibi. Started just playing around putting some ideas
together. I brainstormed in class;
·
What will you need to add?
·
What will stay the same?
·
What will you need to delete/ not use?
·
What will you need to keep, but change a bit?
Had made in introduction with a move 1,2,3
Explained how creativity is killing schools, picked quotes, and use more
time at home and in class to brainstorm.
Put together ideas and then started writing, then typing.
Then
I edited it a few times, came to class had it edited quickly again and then
again and now that leads me up to here.
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