Whilst the arguments for greater access to creative learning experiences in schools are clear and based upon countless sources of evidence, there will always be counter arguments, pitfalls and challengers for the attention of educators and establishment.
It is helpful to understand the reasons behind resistance to creativity in education and in strengthening the case further it is vital that educators are able to offer the thinking that might challenge this resistance.
This blog post will capture examples of resistance and counter-arguments and seek to explore them with a view to de-mistifying the discussion.
Why Teaching Creativity Hits the Wrong Note
In October 2014 a teacher in England set out his arguments against the teaching of creativity skills and creative learning in schools. The TESS article prompted a letter and article in the Herald from Ruth Wishart, Chair of the Creative Learning Plan Strategic Partnership which aim to offer answers and an alternative viewpoint:
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Ruth Wishart article in the Herald
Education secretary Nicky Morgan: ‘Arts subjects limit career choices’
In England a campaign to increase uptake of Maths and Physics at A’Level by 50% in 3 years, an ambition which will necessarily require strong actions and words, formed the background to the Education Secretary’s claim that
“the arts and humanities were what you chose… Because they were useful – we were told – for all kinds of jobs. Of course now we know that couldn’t be further from the truth.”
Some questions relating to the development of creativity skills might include the following:
Does it matter which subjects you choose when it comes to developing creativity skills, and if so, should it matter?
If arts subjects were to develop creativity skills better than other subjects at present, then is this an argument in favour of those choices?
