Your daily experiences should all be about curiosity, divergent thinking, creative self-expression, and life-long learning!
What did you think of my May blog-post “Lessons in Creativity” (part 1) on this subject? Did you review the sample opportunities to stimulate your brain, build your artistic sensitivity, and nurture your expressive soul… resources like the following?
If you have not read the first article in this series, please go back to https://paulkfoxusc.wordpress.com/2016/05/01/lessons-in-creativity/. For a survey of all blogs on this subject, click on the link (to the right) “Creativity and Education.”
My “soapbox” in this forum has always been that we need to do things in education intentionally – in the classrooms, written/posted weekly lesson targets, and curriculum. In school, we have spent an inordinate amount of time developing convergent thinking, a.k.a. one-answer-only principles/laws/inarguable facts.What is needed is MORE divergent thinking – multiple solutions or pathways to the resolution of a problem, open-ended “out-of-the-box” proposals – generating fresh views and novel solutions. Best practices in education would be a combination of both convergent and divergent thinking techniques – the ultimate role of our profession – mastery of the essential 21st century learning skill of critical thinking.
Here and in future blogs, “the plan” is to offer more ideas on becoming more creative – improving self-awareness, experimentation, and enjoyment of inventiveness, innovation, and flexibility/adaptability – openness to new and diverse perspectives.
This is a good place to post your opinions and perspective. Thanks for responding with comments to this blog series.
And now, the next bi-monthly installment of research, resources, and my own ramblings to consider….
I stumbled on a free ASCD webinar for July 28, 2016 that will “detail ways to foster student curiosity through novelty and play; questioning and critical thinking; and experimenting and problem solving.” Based on Dr. Wendy Ostroff’s book, Cultivating Curiosity in K–12 Classrooms: How to Promote and Sustain Deep Learning, the online session will dive into the concept of a structured, student-centered environment that allows for openness and surprise, where inquiry guides authentic learning. “When a classroom is grounded in curiosity, teachers have the unique opportunity to mine students’ deepest held wonder, making their engagement natural and effortless and allowing them to fully open up to learning.” For more information on the workshop, go to http://ascd.org/professional-development/webinars.aspx.
The book Cultivating Curiosity in K-12 Classrooms itself is an excellent find. Dr. Wendy Ostroff defines her rationale in support of curiosity as critical to student success in school:
- Curiosity jump-starts and sustains intrinsic motivation, allowing deep learning to happen with ease.
- Curiosity releases dopamine, which not only brings pleasure, but also improves observation and memory.
- Curious people exhibit enhanced cognitive skills.
The chapters layout a plan to foster student curiosity through exploration, novelty, and play; questioning and critical thinking; and experimenting and problem solving.
The Artist’s Way
The “power” of journal writing and brainstorming is so essential to the creative process. Author and educator Julia Cameron has written a series of books on the subject of “unblocking your inner artist.” The Artist’s Way, the title of one of her international best-sellers, has been transformed into a movement of artists helping other artists, a program she says is “used in hospitals, prisons, universities, human potential centers, and often among therapist doctors aids groups in battered woman’s programs, not to mention fine art studios, theological programs, and music conservatories.”
Her lessons included two fundamental tools, morning pages and artist date. Morning pages are three pages of daily longhand writing, strictly free stream-of-consciousness, a.k.a. “brain drain,” absent from any form of censorship or (as she calls it) “logic brain.” Her other tool, artist date, is “a block of time, perhaps two hours weekly, especially set aside and committed to nurturing your creative consciousness…” quality time spent alone with your “creative child.” For painters, 3D artists, writers, photographers, musicians, singers, and actors, I heartily recommend her tutorials The Artist’s Way and for retirees It’s Never Too Late to Begin Again: Discovering Creativity and Meaning at Midlife and Beyond.
More Best of Bonk!
One of my “heroes” on the subject of instructional strategies in creativity, critical thinking, motivation, and collaboration is Professor Curtis J. Bonk, Indiana University (Bloomington) School of Education and author of The World is Open: How Web Technology Is Revolutionizing Education. His course materials and creativity exercises are amazing, and he has been very generous in sharing the slide presentations of his classes. If you have not already done so, you should peruse his “Best of Bonk” website at http://www.indiana.edu/~bobweb/r546/index.html (click on the creativity module), and find out the meaning of these terms:
- Six hats
- Reverse brainstorming
- Wet ink
- Second best answer
- Pruning the tree
- Fish bowl
If these intrigue you, take a gander at Dr. Bonk’s blog TravelinEdMan where he reflects on his speaking experiences around the world, and posts articles, recommended reading lists, links to other bloggers/sites, etc. at http://travelinedman.blogspot.com/.
He also shared his book, 100+ Activities for Motivating and Retaining Learners Online, available as a free download from http://tec-variety.com/freestuff.php.
Two Ideas for Music Teachers
For school music directors, I would suggest to offer a weekly “create a warm-up” opportunity run by student conductors. Many well-intentioned “school maestros” are guilty of setting up the rigid format of a “benevolent dictatorship” (“my way or the highway”) and not allowing the individual participants to share any input in running practices or interpreting the music. For the first five minutes of the rehearsal, ask student volunteers to choose the articulation or key of a scale, and even create a drill from the challenging rhythmic motives introduced by the music in the folder. Variations on tempo and dynamics can be lead by the student leaders.
My mother had an elementary lesson of free association, “rapid writing” in response to looking at a large picture posted in the front of the classroom. Although probably not as valued by her unimaginative principal (to be fair, this was in the 60s, and phonetics drill was preferable over creative writing), her concept is much like the nonjudgmental practice of brainstorming… “do not stop to edit or evaluate what comes out of your head” and “there are no wrong answers or interpretations.” Save any proofreading and assessment of merit, categorizing, prioritizing, spellchecking, and fixing punctuation or grammar for later drafts. This artistic process can be adapted for singers or instrumentalists. Take two minutes out of a practice, post a giant photograph of just about any scene, and have the musicians express their feelings via random improvisations, communicating “on the spot” what they see, feel, and think about from their observation of the picture. Encourage the communication of their “views” using contrasts of the various musical elements: major/minor tonality, tempo, rhythms, articulations, dynamics, phrasing, etc.
Until next time…
As quoted on the back cover of the Cultivating Curiosity in K-12 Classrooms, “We learn by engaging and exploring, asking questions and testing out answers. Yet our classrooms are not always places where such curiosity is encouraged and supported.” As important as literacy and logic, how can we nurture creativity in the schools? For this forum, can you share your thoughts on additional lessons in creativity?
© 2016 Paul K. Fox
Other Blogs on Creativity in Education at This Site
- Creativity in education – Are we ready for a new paradigm shift?
- Creative teaching and teaching creativity – PART I – How creative are you?
- Creative teaching and teaching creativity – PART II – Definitions and rationale
- Creative teaching and teaching creativity – PART III – Creative techniques
- Arts advocacy
- 52 creative tips to “supercharge” the school musical
- Creativity in schools revisited
- More creativity resources
- If I were a school superintendent
- Lessons in creativity