Pricilla Mosiello
Megan Keaton
English 112
21 April 2013
Creativity
in Schools
In
every field of the 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 a school curriculum. Many people believe it’s the
individual teachers, schools, or principals that are causing the problems for
students to have less creativity. We need to change the views from people in
society about creativity in schools. Years later researchers and doctors had
come to conclusion that students are growing up in a transformed world. In the
eyes of most people, believe that students are not losing focus from narrow
assignments, and a standardized curriculum should be the exaptation of success
for a student. They also feel students in school should still be taught by the
19th century model assessments. However, 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. What will the
world like look in 2025 without any creativity? 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. To avoid this problem we should take into consideration the
importance of expanding a creative process for students in school.
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. A primary goal for schools is to help clarify meanings that
are associated with the broad term of creativity. Also to help identify some observable processes
that is associated with the problems in our current educational context. Is the
term creativity so ill- defined and fuzzy that no common agreement exists into
its meaning? Creativity remains as an elusive concept where discussion and
expressions of the term may come from the understanding as a thought. Society
needs to give students of all ages a balanced rounded education that prepares
them for their future success. 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,
one of the problems is that the organization of education in most countries was
developed to meet the needs of an industrial economy and that’s simply not
suited to the 21st century. Whether students are in the UK, Europe,
USA, or Asia’s schools systems consistently fail to cultivate creativity and
acknowledge multiple types of intelligence and are very out of step with the
real challenges. People are facing am ever-changing world that has been
transformed by digital technology which has taken away from the creative part.
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, and many
teachers have become discouraged because their own creativity is being stressed
by the standard curriculum they have to follow. And as Ken Robinson 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.
Schools
should nurture creativity and other skills for intelligence. There are a number
of countries fostering creativity and critical thinking as the next education
challenge; but traditional grades and creativity may no longer sacrifice the
workforce with skills that are needs to furl 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. Formal education is
helping students develop ability for creative 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.
Creativity
is more important 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 an advantage in learning 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 with survive consequences. There are important ideas and solutions that can
show growth between students learning with creativity. 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).
Schools
are killing the creativity within students, but not letting their mind expand
beyond imagination. Schools are killing
the creativity in schools for students because; the education curriculum is not
helping develop any people’s ability for creative work, or creative thinking. Education in this generation is being
suppressed by a transformed world of technology, which takes away the
creativeness from a person’s mind. 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,
and schools systems are facing an ever- changing world that has been transformed
cultivatable in many ways. Creativity emerges when people generate many
different possible answers rather than rushing to the one right answer. (Sawyer
3).
So
some schools should consider possible compromises, to let each school worry
about the opportunities students have for a creative process. 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 shouldn’t be so strict, and should 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.
The
schools will provide more meetings and comparisons of success; will be provided
within a speech, 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. However, schools can establish
how important creativity is and take action to focus on the future. All schools
and boards should come together in a big meeting once schools out over the
summer to gather useful methods. Teachers and principals come together from
other countries to compromise a solution towards 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
Sawyer, Keith R.
“Schools That Foster Creativity.” N.P., 8 December 2012. Web. 21 March 2013
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