Creativity Myths

Sir Ken Robinson has been on the forefront of school change initiatives.  He is a prolific writer, has numerous popular YouTube videos, and his TEDTalk has had over 32,000,000 views.  He argues that the current school model was developed 100s of years ago for the needs of a very different world than the one in which we live today.  He says that if your great, great grandparents visited us today, the only thing they might recognize in society is the typical classroom.

I love the clock, the Wizard of Oz painting, and the "Smart Board."

That is a bit of a stretch, but it might hit closer to home than we want.  His most recent publication is called Creative Schools.  At the risk of writing about a book I haven’t read, I want to share parts of shorter article on the same topic (and I’ll add his book to my summer reading list).

Robinson on creativity:

It’s sometimes said that creativity cannot be defined.  I think it can.  Here’s my definition: Creativity is the process of having original ideas that have value.

In schools, creativity is essential for both students and teachers.  Robinson says there are obstacles that get in our way of bringing creativity into schools.  He calls them “myths.” These myths keep us from teaching and including creativity in all aspects of school: It is a myth that only a few special people are creative.  It is a myth that creativity is about the arts only.  It is a myth that creativity cannot be taught.  It is a myth that creativity is about uninhibited expression.

Sir Ken Robinson

Creativity is not about having wild ideas and letting imagination run wild.  Rather, says Robinson, creativity is about fresh thinking.  It involves refining, testing, focusing, and making critical judgments about the work in process.  In his words:

Creativity is not the opposite of discipline and control.  On the contrary, creativity in any field may involve deep factual knowledge and high levels of practical skill.  Cultivating creativity is one of the most interesting challenges for any teacher.  It involves understanding the real dynamics of creative work.

Read that again, and then consider that Robinson advocates incorporating the creative process from the very beginning of learning.  Students don’t need mastery before the creative work can begin.  In fact, focusing on skills and content in isolation may actually disengage the learner.

The real driver of creativity is the appetite for discovery and a passion for the work itself.  When students are motivated to learn, they naturally acquire the skills they need to get the work done.  Their mastery of them grows as their creative ambitions expand.

Does this sound familiar?  It should.  Robinson’s approach places creativity at the intersection of best practice engagement strategies.  Creativity is part and parcel of a rock solid UbD performance task.  Creativity is at the heart of inquiry learning.  Creativity is built into Genius Hour or any student-centered learning activity.  Creativity is essential in the design process.

In other words, creativity is another name for our HSE21 initiative.  And this, HSE, puts us firmly in the camp of Creative Schools about which Robinson writes.  Now that’s an original idea of incredible value.

I hope your week is full of joy, full of good work, and full of creativity.

Phil

Want more from Robinson?  Click this link to his TedTalk.