In this blog post I
will begin to discuss and outline my beliefs regarding how creativity could
potentially impact on primary education. People never use to understand creativity
or see it as a purpose ‘’creativity has come to be understood by many as an
innate human feature. Unlike language which is considered something we learn
(Pinker, 1995). However, it is characterised as an elusive, magical or god-like
quality; only to be found in rare and unusual people. This emphasis on the rare
inspired individual has been termed the elite view of creativity’’ (NACCCE,
1999). Theorists have many different views on defining what creativity is
however, many agree with Sharp (2004, p.5) terms of what creativity includes:
1. Imagination
2. Originality (the ability to come up with ideas and
products that are new and unusual)
3. Productivity (the ability to generate a variety of
different ideas through divergent thinking)
4. Problem solving (application of knowledge and
imagination to a given situation)
5. Producing an outcome of value or worth
However, Koestler (1964) holds the view that creativity
is ‘’the ability to make connections between previously unconnected ideas’’
(Koestler 1964, p.95). NACCCE (1999) found differences with his view on
creativity, he believes creativity as: ‘’imaginative activity fashioned so as
to produce outcomes that are both original and of value’’ (NACCCE 1999, p.30).
As a student studying primary education I acknowledge the importance that
creativity has within education it is an essential role of primary education.
However, the school curriculum today is narrowed there are certain subjects to
study and learn which only sets out what children will succeed to do, this
being shown with standardise testing education system is ‘’predicated on the
idea of academic ability’’, rather than the important aspect which is
creativity (Robinson 2006). Educating primary school children should be a
creative process teaching a child to read and write, ‘’Instead, many teachers
transform these experiences, into something without emotions, without
invention, without creativity- but with repetition’’ (Freire 1985, p.79).
Despite this Freire (1985) believes that ‘’many teachers work bureaucratically
when they should work artistically’’ (Freire, 1985, p.79). Practitioners are in
a mindset that these standardise tests are for the interest of the economy
however, this is very ironic because businesses need people who are creative
and are capable to think for themselves. Who can also work in teams and
communicate, underpinning all essential aspects which are not being taught to
full potential in schools “education should be about helping
children and young people understand the talents that lie within them, and
about helping them become fulfilled individuals and compassionate productive
citizens,” (Robinson 2015 (cited in education
creativity & personalisation not standardisation). This is demonstrated in
an IBM document from ‘The Enterprise of the Future’ (2008) which comments on
the benefits of having new creative thinkers into their work place. In the
document they state their five key traits with what they look for in
recruiters:
1.
Hungry for
change
2.
Innovative
background customer imagination
3.
Globally
integrated
4.
Disruptive by
nature
5.
Genuine, not
just generous
They also state the problems
that keep them awake at night are recruiting and re-training the right talent,
need to recruit people with new skills. While conforming from this document how
important it is to teach creativity within education due to it being a major
part with how people run businesses, systematically from creative thinking and
creative achievement and innovation. However, the key problem with students
from school who have not been taught or encouraged to use creative thinking can
find themselves struggling with a certain job that obtains the use of creative
thinking ‘’creativity is developed and is used in everyday life/problem
solving’’ (NACCCE 1999). The economic imperative for teaching creative
systematically has never been more important, this then develops into a
transformation with how schools work as they are not equipped to teach
creativity in their curriculum which results in the curriculum being re-design
to benefit creative thinking, ‘’everyone can be creative if the conditions are
right and they have gained the skills and knowledge’’ (NACCCE 1999). We should
encourage and enhance this idea of creative thinking through their education
and everyday life. In
Ken Robison Ted talk in (2006) he addresses the weaknesses of the education
system but defines how to transform the nations troubled education back to
allowing children and young people to benefit from their ‘creative capacities’
within education. He also states how all education systems have the same
‘’hierarchy subjects’’, math’s and language are considered priority while art
is ranked least priority within education (Robison 2006). However, according to
Duffy (2006) there is tension along creativity in primary education, teachers
limiting the creativity in classrooms only allowing children to have certain
time ‘’restrict creativity to being
only related to the arts e.g. painting, music;’’ (Duffy 2006, p.16).
Furthermore, nations stereotyping creativity due to this image they have which
results in carrying the belief that specific individuals are naturally creative
(Duffy 2006).
The world is becoming more
challenging, more connecting, cultural and environmental problems are surfacing
which is a task for education but with enabling creativity we are allowing
‘’the ability to live with uncertainty and deal with complex is essential’’
(Grainger & Barnes 2006) this view displaying how the world is accepting
creativity.
To conclude, creativity in
primary education is a crucial part of a child development, it is about finding
fulfilment in their own lives. To have a purpose and meaning, helping them find
their course in life. Creativity should not be an option it should be a
necessity.
References:
Duffy, B
(2006) Supporting creativity and imagination in the early years. 2nd
Edn. Berkshire: Open University Press.
Freire, Paulo. (1996). Pedagogy of
the oppressed. Penguin. London Freire and Macedo (1987). Reading the Word and
the World. Routledge. London.
Grainger, T.
and Barnes, J. (2006) ‘Creativity in the Primary Curriculum’ in J. Arthur, T. Grainger
and D. Wray. (eds.) Learning to Teach in the Primary School London:
Routledge.pp.209-225.
IBM (2008) The Enterprise of
The Future. Available at:
https://www-935.ibm.com/services/us/gbs/bus/pdf/gbe03080-usen-ceo-ls.pdf
(Accessed: 10th of October 2017).
Koestler, A.
(1964) The act of creation. London:
Hutchinson & Co.
N.A.C.C.E
(1999) All our futures: creativity, culture and education. London: DfEE.
Pinker, S. (1995) The Language Instinct,
London: Penguin.
Robinson,
K. (2006) ‘Do schools kill creativity?’. Available at: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
(Accessed: 12th of November 2017).
Robinson, K. (2015). ‘Education
about creativity and personalisation not standardisation’. Available at: https://will.illinois.edu/longerlisten/story/education-about-creativity-and-personalization-not-standardization-says-sir
(Accessed: 5th of November 2017).
Sharp, C. (2004)
Developing young children’s creativity: what can we learn from research? Topic
(32) pp.5-12.
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