Work Shop

Exploratory Proposal

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

BOOK

edUCATION

Day Book

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 19^th 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 21^st 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 21^st 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

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 21^stcentury. (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 19^th 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.