The Marx Brothers
In his book entitled Creating Minds, Howard Gardner (1993) engaged in a thorough study of creativity. He did this by studying the lives of exceptional creators in seven different domains in search of trends that could be readily identified and, perhaps, even help to paint a clearer picture of what the ingredients for creativity are. After examining these creators' lives he came to some conclusions based on the trends he identified and formed a model of creativity. In order to test both his model and his findings, it is necessary to extend the search (and study) beyond his initial seven great creators. In doing this it becomes possible to refute or add credence to his conclusions. This extension also allows for further questions to be asked.
During the reading of Creating Minds I happened upon an interesting thought: Could Gardner's model for creative individuals be applied to the study of a creative group? Furthermore, would a group show similar trends in their creative development?
If I was going to attempt to answer this question I decided I would have to qualify what a creative group was. I defined a creative group as a group of individuals producing a single creative work. The creativity of this work must be a result of the combination of the individuals' strengths being pooled (as equally as possible) to produce an output that could not have been produced by any of the individuals on their own. The group would be analogous to Gardner's individual creator, and the group's combination of mental talents would parallel the individual creator's personal array of intellectual strengths.
Having defined what a creative group was, it became necessary to ask perhaps an even more important question: Could such a group exist? If so, could an example be found? The answer to both questions, I decided, was yes. But who? My ponderings on this subject invariably brought me to the Marx Brothers, kings of comedy.
My Method
In his study Gardner had followed the lives of his chosen creators and examined the progression of their works as a function of the creator and his or her surroundings. It would be difficult to treat the progression of a group in precisely the same manner. If I chose to treat the group as a single unit and reported on its progress and surroundings, the workings of its component creators could be lost.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
After the bombing of Pearl Harbor, Japanese Americans were regarded as a threat to the U.S. President Roosevelt issued Executive Order 9066, also know as the Exclusion Order. This Order stated that any descendents or immigrants from enemy nations who might be a threat to U.S. security will report to assembly centers for Internment. There were no trials or hearings. They were forced to evacuate and many lost their homes and their businesses. Fred Korematsu refused to go. He was a U.S. citizen. Fred Korematsu was grabbed by police, handcuffed, and taken to jail. His crime -- defying President Franklin Roosevelt's order that American citizens of Japanese descent report to internment camps
Chief Bromden’s character development is extremely limited in the movie adaptation, because director Milos Forman took out one of the most crucial details of the novel: Bromden’s first person narration. The movie lacked in any references to Bromden’s philosophy of society and had nothing about his back-story, an important aspect of what made him the person he was at the beginning of the movie. Of course, it would’ve been a pain to film an entire movie from one person’s point of view, much less include narrations and backgrounds. Overall, despite the film’s outstanding ability to match the novel’s original storyline, Ken Kesey does not depict Chief Bromden’s growth in a successful, accurate, and admirable way.
"’Except the bad thing is, the real humdinger, see, is that I tried for CO status, being a Christian and all. And weird things happened. And…well…I didn’t get it." Page 358
In my seemingly never-ending quest to fill in the glut of blind spots in moviegoing history, I tackled my first Marx Brothers’ film, 1933’s “Duck Soup.” As some of you may have realized, comedy isn’t my favorite genre simply because it frequently fails to make me laugh. Nevertheless, I continue to watch supposedly rib-tickling films in an effort to develop more of a taste for the genre. While I did find “Duck Soup” amusing, I cannot say I found it funny.
Upon expansion of the Roman Empire, lie trials and tribulations for the government to rule the foreign lands and keep the population in check. The Gracchi brothers grew up during a time when the Roman Empire was still under civil unrest. The Roman people were divided, lands were unevenly distributed, the government was disorderly, patriotism ceased to exist, and slave labor made it harder for citizens to uproot themselves from poverty. Tiberius, the elder brother, was the first to bring up the agrarian laws, and was followed after his death by his younger brother, Gaius Gracchus. The brothers knew of the significance of winning the side of the commoners to assert their power over the empire. By ways of the agrarian laws, and other reforms, the two brothers were able to win control of the masses, leaving the senate to fear what could happen if these two rise in power. According to Gaius Gracchus, “in a certain pamphlet, has written that as Tiberius was passing through Tuscany on his way to Numantia, and observed the dearth of inhabitants in the country, and that those who tilled its soil or tended its flocks there were imported barbarian slaves, he then first conceived the public policy which was the cause of countless ills to the two brothers.” (Plutarch, Tiberius Gracchus 8.7)
In his Creating Minds, Howard Gardner states the purpose of his book as an examination of the "...often peculiar intellectual capacities, personality configurations, social arrangements, and creative agendas, struggles, and accomplishments" (6). In this paper I will examine the life and creativity of John Jerome Garcia from the framework and theories provided by Gardner, from the perspective of aptness in the musical intelligence.
Gardner describes the creative individual as follows: “The creative individual is a person who regularly solves problems, fashions products, or defines new questions in a domain in a way that is initially considered novel but that ultimately becomes accepted in a particular cultural setting” (Gardner, 1993, p. 35). As I understand this, a creative individual is one who seeks out problems and states or solves them in a way that no one else has previously. Such inno...
Klinkowitz, Jerome. "John Gardner's Grendel." John Gardner: Critical Perspectives. Ed. Robert A. Morace and Kathryn Van Spackeren. Carbondale: Southern Illinois UP, 1982. 62-67.
In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
TUCKMAN, B. 1965. Developmental Sequences in Small Groups. Psychological Bulletin 63, p 384 – 99. cited in DOEL, M. and SAWDON, C. (2001). The Essential Group Worker: Teaching and Learning Creative Group Work. London: J Kingsley.
Tierney, P., Farmer, T.M. and Graen, G.B. (1999), An examination of leadership and employee creativity: the relevance of traits and relationships, Personnel Psychology, Vol. 52, 591-620.
In conclusion to some up this essay the term ‘creativity’ will always cause a debate in the educational system as. There will always be difficulty defining it as many use the term too loosely to have a definitive meaning. It requires risk taking, it is difficult to portray creativity when schools are so obsessed with right or wrong answers for ways of doing things. Society teaches us the risks are bad because the government and its policies interfere with our own choices and decisions.
What exactly is creativity? To be creative is to understand and connect the small details of our experiences, both good and bad (creative something). Creativity involves a person using his or her original ideas to create something. Artists such as poets, writers, painters, designers, and more use creativity on a regular basis. They use creativity to come up with new ideas and create original works of art. A poet would use his or her creative abilities to write and produce a poem just like a painter would use creativity to paint a painting.
...f skills and abilities that form different beliefs and opinions among its members. These diverse views lead to an increase in creativity. An increase in creativity allows the organization the flexibility to adjust to new situations.