We are innately programmed to be creative. Our brains are bored with the status quo and we constantly search to find new ways to entertain ourselves. Babies repeat the same motion until they master it and then strive for new intriguing pathways. People get tired of their clothes, shoes, hairstyles, etc. and look for new ways to express themselves.
But, can creativity be taught? The simple answer, yes.
I'm picturing my love of ceramics. I started the class in high school and have continued taking classes off and on for the past twenty years. I'm by no means an expert, but I love to dabble. I love the feeling of the clay in my hands, kneading it, and bending it to my will. My instructors have always given us the basics. We all need a little structure to form our piece, don't we? The beginning stages are always: make a coil pot. But, how will that pot take shape? Where will a skinny neck blend into a wide body? Will I cut pieces out of it? Add a handle? Decorate it? What kind of glaze? That's all up to me and my inspiration.
Creativity can be taught when we have the inspiration to move ourselves into unknown territory. I'm so glad I was inspired to stand up and start walking. Crawling could've become quite a drag at 37. Can inspiration be taught? Nyeh, I'm not so sure of that. But, come to think of it, people's energy, enthusiasm and spirit can inspire, too. I would have never tried salsa dancing if I didn't have my colleague's infectious and enthusiastic love of salsa infused into our daily conversations. There again, I learned the basics that led me to dance creatively. I use the structure of the dance and its steps, but I choose how I'll sway to the music, when I'll turn and when my hand will fly into the air with a resounding flick of the wrist. Sometimes I fight the system and my husband's style and go Cuban...swirling around him, hips get to flare, steps are wide...everything bigger and wilder.
So, how does this relate to our classrooms? What inspiring questions, activities, lessons can I provide so that creativity is sure to follow? When can you show me you know the material in a varied manner versus the traditional approach? Where, how and when will I fight the system and "Go Cuban" in my own classroom? The key is to balance the structure of the steps with the opportunity to "Go Cuban". If we didn't allow for creativity, the students would maintain the same status quo. Likewise, I'm riding the inspiration and infectious desire for changes that you all provide, so that I can stretch and grow my own abilities. I must say, the first step has definitely been....blogging.
As we move through this program, and address both the gaps in education and learning, as well as possible technological solutions or tools to fill those gaps, I feel myself moving toward greater comprehension of what that bigger picture looks like. I've been a solid educator (well, maybe not the first few years) and my students have had successes within my classroom and as they move to the next grade level. But, the picture of education is rapidly changing and how we approach it must follow. Prior to entering Touro's Master's program, it seemed as if I had the general feeling of the puzzle pieces---the parts to the new picture. I could suss out the general shapes of the pieces, but didn't feel as if I could adequately piece them together to make a full picture. Parts to whole. Now, as we are not only simply given the "website/tool/modality" but actually apply it to our own educational pursuits, I am able to look down at the puzzle piece in my hand and see a clearer picture of its role and use in education. The timing is right, too. At the full height of "No Child Left Behind," teachers' voices were drown-out, over political desires to fix a "broken" system. The regimented, lock-step approach has loosened. The reevaluation of "standards" (i.e. common core) and what and how information should be measured has also played a part in these changes. Now, we teachers find our voices again in the creativity of using a new modality (technology) to address education again. We're presented a new puzzle picture that includes the same parts: experiential learning that includes motivation, clear goals, collaboration through and after the process and frequent feedback. Dr. Gee ended his lecture explaining that good teaching comes from a strong design of experience. I let out a long exhale. The "seasoned" teachers always explained that the "pendulum always swings back". I quickly bring in a sharp intake of breath, as I realize that the pendulum has swung back, but not at the same angle it once came from. We have a new angle. And with it, brings new and deeper learning for all: educators, students and parents. As we proceed through our first semester at Touro, I see a hazy picture of what my individual puzzle pieces will design. And, it looks pretty vibrant. Our most basic common link is that we all inhabit this planet. We all breathe the same air. We all cherish our children's future. And we are all mortal.John F. Kennedy
Case Study #4 Response and link to video04/01/2013 0 Comments Analyze one more video from the point of view of: A. What is the nature of the case? Students worked in an eighth-grade classroom on a PBL project where they constructed a PSA. They integrated reading, writing, revision, and the standards during the whole process. Additionally, the structure of the PBL offered enhancing their skills in technology, research and collaboration. B. Share some descriptive details: Students worked together and independently to construct this PSA. The expectations for their project were very clearly planned out and clarified to them on a step-by-step basis. They were given planning packets and met with the teacher and students to “pitch” their ideas and later presented their project to an editing team, too. C. What new and useful information did you learn? This lesson really helped shape how technology could be integrated into an eighth grade language arts classroom to enhance learning. It clarifies the differences between understanding the theory of a PBL classroom and how it is applied to both a standard and real-world application. D. Could you potentially use this lesson? I not only could use this lesson, but will plan one for next year. I’m concerned about the use of the Imovie since our school doesn’t have Apple computers. Rate the film experience 1 – 5: Score 5—useful, clear and applicable. Trying to figure out how to embed this Quicktime video, check it out here: http://fcit.usf.edu/matrix/gradelevel.php, under "Middle School Adaptation" and PSAs.
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