The Impact of Creative Movement in the Academic Classroom
Creative movement is a common term for dance classes, but has recently been applied within the academic classroom. There has been complications with implementing creativity and kinesthetic movement in academic classes due to the heavy focus on standardized testing scores. Incorporation of creative movement is imperative because it allows teachers to promote and foster individual growth. The use of creativity and kinesthetic movement in academics also teaches students to learn with the brain in mind and develop awareness of bodily movements.
Statement of the Research Question
The problem of this study was to determine the impact of creative movement within the academic classroom. Two
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Kinesthetic refers to the combination of sensory input and motor output in balance. Artistic expression refers to the responsibility of individuals to develop their creative imagination.
Review of Literature
The literature review in this study focused on two areas: how creative movement differs with interpretation based on gender and achievement and how level of education affects inclusion of creative movement.
Gender
Scholes and Nagel (2012) conducted a mixed methods study (survey and grounded theory) to determine how a curriculum can engage and enhance learning for all students, but mainly boys who are at risk of failing. The chosen design is appropriate since it provides a clear understanding of research based on attitudes and learning significance. There were 297 participants who were from seven different schools, in which age ranged from eight to 10 years old. A follow-up interview was completed by 34 students. The instrumentation for this study was the Likert Scale (which tested students’ responses based on individual attitudes), the survey, and the semi-structured interviews. The statistical significance from the study was the determination that socioeconomic background heavily affects how masculinities is formed by different groups of boys. The practical significance is to implement human creativity within the classroom to engage the students who are most
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Another key definition was gender studies, which was defined as an area of study that focuses on gender, identity of the students, and diversity within the classroom. A strength from this study was the acknowledgement of limitation with students’ socioeconomic categories, which eliminated the potential internal threat. A weakness from this study was the researcher’s use of outdated references.
An internal threat to validity was data collector bias since both researchers work closely with gender, creativity, and neuropsychological studies within the education system. This was seen as a potential threat because the researchers could design their study a specific way to receive the outcomes they expected. An external threat to validity was population generalizability because the researchers developed a generalized understanding from the follow-up interview. The 34 students represented the whole student body with personal opinion, which presents a potential
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.
Teaching using creative methods can help develop the whole child. It can make learning experiences more exciting, more relevant, create different contexts for learning, al...
In the text, Becoming a Teacher, the author reflects on why gender is included as a dimension of multicultural education, which is defined by Parkay (2016), “multicultural education is committed to the goal of providing all students – regardless of socioeconomic status; gender; sexual orientation; or ethnic, racial, or cultural backgrounds – with equal opportunities to learn in school” (p. 291). These cultural dissimilarities between the genders are created by the expectations society stereotypes them to follow. As Parkay explained in the text, “through sex role stereotyping, families, the media, the school, and other powerful social forces condition boys and girls to act in certain ways regardless of ability or interests” (2016, p. 296). According to this, students are categorized by society standards, which
In this study 491 twelve-year-old children were asked to complete surveys that would allow researchers to measure variations in creativity. Of these 491 students, 53% were female, 34% were African American, and 66% were Caucasian American. Due to this variation in population researchers were testing they were able to get an ov...
The American system of education is considered to be one of the most progressive in the world. One of the surveys on attitudes toward teaching around the world found that the United States is unique in its strong emphasis on "good teaching." My experience at State College has helped me to understand better how this system works, and what methods and techniques American teachers use to motivate their students for creative and active learning. However, I can also see that this system doesn’t work perfectly in every classroom. Reading Ernest Boyer’s article “Creativity in the Classroom” helped me with my understanding of the main problem that nowadays exists with the American college education system. According to the author, the problem is that teachers and students don’t see each other as one team doing the same business; therefore, in most classrooms the process of learning becomes a boring procedure instead of being mind-blowing. Moreover, reading this article, I could analyze the reasons of this problem that the author identifies through my own experiences at State College.
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.
Sending a child to a gender based school, is a very big decision to make. The decision is so big, that looking at what research has to say about the topic could alter one’s decision to send their child to a gender based school. “Educators must apply different approaches in teaching make, and female students” (Gurian). This is said by Gurian, because he also believes that boys and girls learn differently. “Social pressures can be gentler and your child can learn at his own pace” (Kennedy).
Evaluating Choice, Rhetoric, and Practices, author Amber Jones address the issues concerning the education of the African American and Latino male in the United States and explores the possibility single-sex charter school as a remedy to increase the graduation rate of minority male students. The author supports W.E.B. Du Bois premises that it is impossible for white America to educate the Negro man properly because white America lacks the ability to connect with the obstacles that minority men in crisis face from a cultural, social, emotional, psychological, and physical standpoint. African American and Latino males are more likely to be ostracized in the classroom due to discipline infractions and placed in special education classes more than any segment of the classroom population. The author believes loving teachers, a safe classroom climate, and high expectations, are essential elements that nurture knowledge and academic progression. Single gender charter schools emphasize cultural acceptance, rites of passage experiences, human development, healthy self-expression, and mentorship programs. However, the author believes educators in all learning institutions can embrace minority males by helping them discover their identity as a person and assist them in their quest to be the best that they can
This time I work with PK students who display shyness and little less enthusiasm compared to my last class. This assignment became more difficult compared to the first as I tried to solve moments of dead silence by improvising. This was actually a good skill to develop because sometimes when your plan does not work out, having the skill to come with a quick solution is invaluable. Connecting to my OT class, it almost felt like I was showing signs of spontaneous creativity because I was coming up with solutions in the process. Since the students in my class were much younger, we incorporate more movement in our lesson plans: acting, dancing, painting, making beats, etc. The lesson plans were more deviated from crafts, but it still emphasize creativity as the main
Anna Quindlen writes about how to foster creativity in children, and by extension adults by doing nothing and allowing their minds to foster creativity during this time, free time. She expresses her thoughts in “Doing nothing is something” a short essay. Quindlen proposes that kids are too busy and do not have enough free time. In this down time or free time they make their own adventures and form their own ideas. She presents the idea that to even start the creative process to create literature, music, and art one must have free time to let the mind wonder and create. On a moment’s reflection, the thesis that Quindlen presents looks sound but she does not allow for a person can think creatively without down time.
... teachers to believe that boys are more intelligent than girls. Scantlebury found that teachers who do believe boys are more proficient than girls in mathematics, are more likely to reframe and breakdown questions “into a series of simpler questions” in an effort to assist the student to attain the answer. No such luxury is given to females in math classes. Teachers are more likely to restate the question and ask another student to answer; typically the student teachers selected to answer the question was a boy (Scantlebury). It’s clear that in classes which are perceived to be male oriented, teachers are willing to work more in-depth with males. Interestingly, Scantlebury found the opposite to be true in “subjects perceived as feminine.” Teachers spend more time with female students than with male students in subjects that the teachers believe are female oriented.
Using creativity in the classroom will create strong students and help better them for the future. Now, students are just being taught to what is on the test. They do not learn how to be leaders, how to work in groups, people skills, or how to use their mind that is not just for memorizing the information. “The challenge now is to transform education systems into something better suited to the real needs of the 21st century. At the heart of this transformation there has to be a radically different view of human intelligence and of creativity” (Robinson K., 2011, p. 14). Using creativity and technology will allow the students to enjoy learning more. I noticed in my final project, that other students who weren’t education majors, saw this problem too. Many of them did not see creativity in a classroom, they felt that the school system was creating them into robots that taught them all how to think a certain way. Ken Robinson feels that, “we don’t grow into creativity; we grow out of it. Often we are educated out of it.” (2011, p. 49). Teachers should be teaching students how to be creative, and how to think on their own, so students will be able to go far in the future and succeed in any job they
Vincent, B., 2013. Top Reasons Why Schools Kill Creativity In Students - All Voices. [Online]
To begin with Sir Ken Robinson states that “creativity is the greatest gift of human intelligence” and therefore the education system should help children to realise their creative potential, unfortunately many are being displaced from their own true talents. Formal instructions and inquiry based learning are essential for creative education. There are some times when it is appropriate for the teacher to give formal instruction in skills a...
There are many people who believe and consider that creativity is affected by culture, the way that ideas, how concepts are introduced, and developed into a reality. In today’s market, creativity is linked to innovation, which is an appreciated and sought after skill to have in todays changing world. I agree with this statement and declaration with four reasons. The first reason is if we did not let people think of ways to be improve items, then we would not be currently in a place in society with the advancement of technology and new ideas that come out everyday from the people of the world. Secondly, the believed notion that “More Energy is equaled to Better Moods”, which is appropriately true about how creativity is affected by culture. Another reason why creativity is affected by culture is allowing the possibilities and opportunities created by creative minds of our culture. The final reason why creativity is affected by culture is one learns persistence and dedication from the journey they take to be unique and creative; while they create and find new answers that they never knew before using creativity to