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Importance of art to society
Importance of art to society
Importance of art to society
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In Sir Ken Robinson’s Ted Talk video, he had many major points that relate to the definition and importance of creativity. A major point how creativity is as important in education as literacy. According to Sir Ken Robinson, “we should treat it with the same status. He explains is that education is used to prepare use for the future, but the future is unpredictable.”.
A second major point in his speech is trying to show people how important creativity is and how people need to motivate children to keep doing it. He begins telling a story about a little girl that was involved in a drawing lesson, but the girl hardly paid attention in class. He showing how motivated the little girl and had a creative mind that wanted to be expressed.
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He opened my eyes to really think about how the education system is taking away children’s creativity. School systems are so focused on being college and career ready, they decapitating the creative capacities students have. I have observed personally how teachers will stigmatize mistakes. When observing a classroom and student does an art project, but the teacher takes points away because it was not what they imagined what the picture should be of. At schools today, math and language are offered at least an hour every day, but students are lucky to get an art or music class for thirty minutes each week. I think that all the tests put on teachers to prepare students has caused the breaking away from creativity even more. Teachers are so worried about getting the mandatory information to the class that they forget about the creative side of teaching. Ken Roberson explains it in a way that gets people engaged and listening about this situation without them realizing at what extent. Just like Sir Ken Roberson, I believe it is our job to educate all parts of a person to help impact the future. It is my duty to find ways to motivate my students in the classroom to be creative and create a future of people that is gaining more than head
In this speech he expresses the significance of creating comics for children and how comic books have evolved into a much more sophisticated nonrelation to children industry. This is where producers and illustrators can express themselves through art and other near adult expressions. The gory and dark themes of today comics appeal themselves to a more adult audience However, in this process the audience for children has resulted in a loss. He wants the comic industry to bring it back to the children. His solution is this: to give children stories to hold on to. To let the imagination of children, soar to new heights with stories
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. Van Hoose, W.H. (1980).
“The role of a creative leader is not to have all the ideas; it's to create a culture where everyone can have ideas and feel that they're valued” (Ken Robinson). From the vast and varying array of “TED Talks,” situated on multiple topics, Kenneth Robinson’s speech explores and questions an argument understandable to students in an everyday educational environment. More in depth, English author, speaker, and advisor on education, Sir Kenneth Robinson confronts and challenges the modern day academic school system killing creativity. Robinson argues that; hence, “We are educating people out of their creativity” (Ken Robinson). Kenneth questions whether students, or in other words, future leaders and world changers are being subject to guidelines and rules put in
The way he emphasizes the difference between acquisition and learning, brings a whole new level to education. Using this knowledge, we can develop an education system that will help our youth stay on track and understand what they’re learning and why they’re learning it. This could be particularly helpful with elementary education, when the children are still developing what it means to learn. By redefining the education system, we’ll be able to help our children reach their real potential. If we understand how to teach, it will be a million times easier to connect with the children. We can help our next generation become properly educated about the world that they’re
In this notable Ted Talk video "Do schools kill creativity?", Sir Ken Robinson discusses how public education systems demolish creativity because they believe it is essential to the academic growth and success of students. Robinson created a broad arrange of arguments to persuade the viewers to take action on this highly ignored issue, and he primarily focuses on how important creativity is. There are classes within schools that help utilize creativity, but they are not taken seriously by adults in society. Therefore, the value of creative knowledge decreases. Robinson uses an unusual combination of pathos and ethos to make an enjoyable dispute for implementing an education system that nurtures rather than eats away at creativity.
Teachers can show films such as Ma Vie En Rose (My Life in Pink) about a seven-year-old boy who is bullied by the kids and adults in society because he identifies as a girl. This movie can lead to discussion that challenges a student’s understanding of concepts such as identity and the priority of being yourself over conforming to the expectations of others around you. Students might finally realize the ways society limits acceptance and imagination. Although creativity may seem of concern to only the youth of our population, artist Pablo Picasso once said, “Every child is an artist, the problem is staying an artist when you grow up.” Children will grow up to be become the working class of their generation, but without creativity to guide them and society constantly dragging them further away from their creative childhood, the world will decay into mundaneness rather than blossom with
According to him, curriculum is not a “thing” people need and need to learn. It is something communicated to children through a teacher. It should be conceived as a dynamic aspect. It should be tailored to children’s individual needs and interests making it more fascinating and meaningful to them. Keeping track on students’ progress and further development is another important aspect that a teacher should do. But how should teachers manage this? Ayers, like Ken Robinson had been criticizing standardized tests. They, and I for one, firmly believe that standardized tests play biases and do not really measure one’s skills, abilities, emotions and creativity. It kills students’ creative ideas. Ayers belief is that to reform education for the better, we must go in the exact opposite direction, away from standardization of curricula, teaching, and assessment. Educators should have thought differently about education, allowing students to tap into the motivation of students to raise student achievement and honor the diversity of students. Instead, a different sort of education, one that harnesses the intrinsic motivation and creativity of students is
There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the Creative Curriculum framework, as well as the philosophies, theories, and research behind its foundation.
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.
Firstly, he uses humor to begin his TED talk while also grasping the audience’s attention. One story that he told in the beginning, is about a six-year-old girl who never payed attention in drawing class but one day she decided she would. The teacher shocked at the site of this, goes over to ask the young girl what she was illustrating and the girl replied and said, “I’m drawing a picture of God.” The teacher tells her that no one knows what God looks like but the girl opposes to this and says, “They will in a minute.” He then goes on to tell the story of when he was a college professor and what he observed, regarding creativity, during his career. Robinson passionately believes that “we don’t grow into creativity; we grow out of it. Or rather, we get educated out of it (Do Schools Kill Creativity).” Therefore, while working as a professor at the university, he noticed that many professors are one sided by placing all their focus on one perspective of a subject without seeing it any other way. Robinson asserts this claim when he states, “There 's something curious about professors in my experience -- not all of them, but typically, they live in their heads. They live up there, and slightly to one side (Do Schools Kill Creativity).” It is humorous to think that professors, metaphorically, “live in their heads” yet, it patently reveals the fact that public education systems tend to be one sided when creating a standard curriculum. Students who have outstanding creativity skills will never be recognized for their talent because teachers and professors fear that changing the system will diminish the academic success of students. Through his use of pathos, he persuades the audience of how educators act in regards to the implementation of creativity in public school
... goal is for children to become productive citizens in the world. With this being said, it is easy to see why creativity in the classroom is essential to the development of the young child.
To get better education, thinking and learning power comes from our hearts and minds. As Ho says in the article “We Should Cherish Our Children Freedom to Think,” American schools provide opportunities to students and a path to achieve their creativity, which “people tend to dismiss or take for granted” (2007, p.113). Moreover, he also raised a question if American education system is so wretchedly lower in merit, “why is it that this is still the country of innovation” (Ho, P.113)? Kie Ho believes that creativity and freedom to think is the essential part in American education system. If students use critical thinking skill to develop creativity, they can better understand the material and evaluate their own behavior and characteristics. In many other countries, education inhibited the children’s freedom to think and that repressed the development of students’ activities.
Herein lies the problem. The children that we are educated are and will be faced with new challenges that current education systems all over the world have been failing to meet. It would seem that structures of mass domain education suppress the innately imprinted creativity found in every living person and widely known specialist on the subject, Sir Ken Robinson, goes as far as saying that we are, “educating people out of their creativity” (Giang, 2013). But if the school system is to make adjustments to explore and cultivate creativity more how are they to do so without losing total structure? Robinson acknowledges this by saying that, “in every creative approach some of the things we’re looking for are hard, if not impossible to quantify. But that doesn’t mean that they don’t matter.”
Creative Arts in early childhood education refers to children’s participation in a variety of activities that engage their minds, bodies and senses (Sinclair, Jeanneret & O’Toole, 2012; Kearns, 2017); to inspire all children with the opportunity for creative and imaginative expression. Duffy (2006) and Sinclair et al. (2012) state that creativity is the process where children use their imagination to problem solve, develop new ideas, independence and flexibility to accomplish tasks. Furthermore, when educators foster creativity, they are assisting children in making meaning through play and developing their growing capacity to communicate, collaborate and think critically to meet the demands of life in the 21st century (Duffy, 2006; Korn-Bursztyn, 2012; Sinclair et al., 2012).
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