Category Archives: 2.3 Pedagogical Theories & Practice

Can you teach creativity?

This is a question I have begun to ask myself after reading Elisabeth Gilbert’s (the author of Eat, Pray, Love) 11 ways to think smartly about creativity (2015). Creativity is an area which I personally want to develop within myself which is why I initially began reading this article. However, it sparked this question about how to enhance creativity in my classroom. I believe that encouraging children’s creativity is an exceptionally important aspect of education as it is all too easy for teachers to destroy this and something which children may never get back.

Gilbert (2015) believes that “if you’re alive, you’re a creative person.” Through coming to university and encouraging myself to try new things (such as blogging) I agree with this statement, you just need to find the medium of creativity for you. Although, as a child I may not have agreed with Gilbert like I didn’t agree with my music teacher who believes everyone can sing (though I certainly can’t). However, as a teacher I have said very similar things to kids in my class about their creative work.

My thought process through doing this, as every time I say this I think back to my music teacher, is that I am trying to maintain a positive belief in every child about their own work. Although I know that not all creative mediums may be a child’s forte I think it is important to encourage them to look positively on their work and maintain an attitude of trying.

Colin Barras (2014) concludes his article discussing creativity by stating that “everyone accepts you can’t teach genius” so suggesting that you can’t teach creativity either as amazing art skills are innate within certain people and you can’t create this. However, he believes that developing creativity is more about encouraging day-to-day creative thinking in all aspects of life. Thus suggesting that creativity should factor into every lesson in my class and not be confined to a set lesson time such as art class.

Gilbert (2015) continues this argument to suggest that we need to remove the idea that creativity needs to be perfect and that we need to move away from the anxiety created when thinking that something needs to be perfect and that creativity is something that only ‘gifted people’ have. Ken Robinson (2006) believes that f you are not prepared to be wrong you will never come up with anything original.

This encourages me to develop an ethos in my class which encourages mistakes as I believe mistakes are as influential in learning as getting things right. Although, this is possibly an outlook on life I have developed over time as I have made ‘mistakes’ through my own education. However, as a child all I could see were the people in my class always getting it right, and this discouraged me from making mistakes as I felt that mistakes meant that I was wrong and less able than the others in my class.

Gilbert (2015) further suggests that creativity should be encouraged through curiosity as all creativity begins with an interest in something. She develops this argument to say that inspiration isn’t created within you but actually comes to you, and this is possible through being curious and exploring new avenues.

Education Scotland (No date) have launched a ‘Creative Learning Plan’ developing creativity skills in every child, as this is to prepare them for life and work. They encourage 4 main skills which are applied across Curriculum for Excellence to encourage creativity; curiosity, open mindedness, imagination and problem solving. So suggesting the many avenues which a classroom teacher can use to encourage creative thinking and to change the idea that you either are or aren’t creative.

At the same time, there is an argument suggesting that schools are killing creativity within their classrooms. Barras (2014) suggests that this is due to standardised testing as they encourage children to conform rather than to value thinking differently. Back in 2006, Ken Robinson argued that schools do in fact kill creative spirit. He believes that creativity is as important in education as literacy is, as it is becoming an important skill to have in the work place. Further supporting the argument that creativity should be a core aspect of any school day and curriculum, as children should be allowed to explore their imagination and the different mediums to do this.

Robinson (2006) goes on to state how every curriculum has the same hierarchy of subjects, maths and languages at the top and arts at the bottom. This suggests how creativity can be seen as a less important skill to develop within education as there is not the same emphasis of it in any curriculum model. In some ways it can be seen as a less academically challenging choice to choose art or something similar as an exam subject. Further supporting the argument that testing ruins creativity in pupils as there is more focus on the ‘academic’ subjects to pass at an exam level and entry into further education courses. Maybe this idea about creative subjects is initially developed in the primary school though?

In conclusion, I feel that schools need to nurture children’s creativity through giving them ample opportunity and a variety of ways to express themselves in the classroom and core curriculum. I also feel that an ethos of making mistakes needs to be created within the classroom to encourage risk taking and using a variety of methods to achieve a goal. From this research I would also like to encourage an ethos of doing something for enjoyment than necessarily for the future academic benefit in order to help creativity thrive.

References:

Barras, C (2014), Can you learn to be creative?, (Accessed at: http://www.bbc.com/future/story/20140314-learn-to-be-creative) (Accessed on: 2/04/16)

Education Scotland (No date), (Accessed at: http://www.educationscotland.gov.uk/learningandteaching/approaches/creativity/about/index.asp) (Accessed on: 2/04/2016)

Gilbert, E, (2015), Fear is boring, and other tips for living a creative life, (Accessed at: http://ideas.ted.com/fear-is-boring-and-other-tips-for-living-a-creative-life/?utm_campaign=social&utm_medium=referral&utm_source=t.co&utm_content=ideas-blog&utm_term=humanities) (Accessed on: 2/04/16)

Robinson, K (2006), Do schools kills creativity?. Available at: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?language=en#t-1138279 (Accessed on: 2/04/16)

Too much pressure on children?

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With the introduction of standardised testing in Scotland are we further removing children from their childhood and just instilling the pressure of education earlier. The belief is that these tests will increase attainment in schools. The results of these test will also be published to create league tables for primary schools. However, I feel this will just increase the pressure of achieving and progress for both schools and more importantly children and remove the enjoyment of education for all.

In a recent lecture at university, my lecturer mentioned UpStart, “A campaign to introduce a kindergarten stage for children 3 to 7”. This prompted me to look further into this as our module this year has covered comparative education and in particular we discussed Sweden who have a similar model to that proposed by UpStart. (Upstart Website: http://www.upstart.scot)

Sweden has a different approach to early education than the UK. Primarily their primary education doesn’t start until the age of 7 and instead they have a pre-school stage for 6 year olds. The children also address the staff by their first name, and the staff sit down with the pupils to eat lunch together in a homely environment. I think this promotes inclusion in the classroom as the teacher has the chance to get to know all their pupils, build a class community and a trusting bond together. These are all important aspects of education today and I hope to be able to build into my practice.

Additionally, their classrooms accommodate for children’s play by incorporating a large area in the classroom just for the children to explore through play. I feel that UK nurseries should incorporate this more as it is important to allow children to discover their own learning and interests and be free to be creative and learn through their mistakes in a supportive environment.

This is what UpStart proposes, to build children’s social skills, language and a solid foundation to then build on in school. At the same time, they suggest that a later start to education can close the achievement gap that standardised testing may increase. In fact Maggie Dent, in her article shows that Australia, who in their previous government introduced formal testing and school rankings, are 5th in the recent OECD rankings for basic literacy and 13th for numeracy. Whereas Finland, who leads this kindergarten approach of starting formal education at the age of 7 and no standardised testing, are at the top of this league table.

These statistics show the potential educational benefits of this system, as children build a strong foundation in which to develop and confident in their abilities before being introduced into formal education. It can also create a lasting enjoyment for education as their is no pressure to develop at a prescribed speed but at one which suits each individual learner.

Furthermore, I agree with her point that as teachers we need to see children as learners and explorers than a statistic and percentage for a particular ranking. Unfortunately this is not particularly possible in our education system today due to the hierarchy of schools to ensure standards of education, from the government to headteachers. This is an important factor to ensure standards of education and to make sure every child is being supported through their development. However, I feel that we may lose sight of what is important due to the accountability aspect of teachers.

Additionally, Dent suggests that giving formal work to young children just increases their stress and so builds early anxiety in the children. Thus potentially further hindering their education as they are given work which they may be unable to achieve and so pressurising the children to achieve rather than allowing them to enjoy their learning. This can also make them very result orientated as we are with exams in higher education thus creating doubt and failure in pupils at an early age and so demotivate them from challenging themselves later on.

I am looking forward to looking further into this idea and finding out more about UpStart’s campaign in Scotland and especially in Dundee.

References:

Heard Article about Standardised Testing: http://www.heraldscotland.com/news/homenews/13610810.Nicola_Sturgeon_announces_standardised_testing_for_primary_pupils/

Upstart Website: http://www.upstart.scot

UpStart Article by Maggie Dent: http://www.maggiedent.com/sites/default/files/articles/TeachersMatter_StopStealingChildhood.pdf

¡Hablando y escuchando en una clase de lengua moderna!

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Copy right of Education Scotland http://www.educationscotland.gov.uk/resources/0to9/a1plus2approachtolanguagelearning/introduction.asp

Modern language teaching has become a very important aspect of education today. This is particularly seen in the Curriculum for Excellence’s 1+2 approach to modern language teaching in todays classrooms. This approach allows for schools to teach a variety of languages from German and Spanish to Chinese and Gaelic, depending on their resources and teacher availability.

I feel this is a great opportunity for teaching children an additional language at a young age. Although like anything there are potential problems with any scheme. Some of these problems occur through the variety of schools, through size and location, which Scotland has. For example, as highlighted in the video below, one school in the centre of Edinburgh had one teacher who could come into school to provide one hour a week of language teaching whereas in the rural school in Aberdeen the teacher was able to manipulate her timetable as she wished to provide more hours of languages.

Screen shot of the video http://my.dundee.ac.uk/bbcswebdav/pid-4364503-dt-content-rid-2420553_2/xid-2420553_2

http://my.dundee.ac.uk/bbcswebdav/pid-4364503-dt-content-rid-2420553_2/xid-2420553_2

Throughout my personal education I haven grown to love languages and can not wait to be able to pass on this passion to my pupils. I was first introduced to foreign languages in primary school however I did not particularly enjoy the teaching methods of my teacher and in fact she made me quite scared to try and speak in the foreign language. This has influenced me to not create this similar environment in my own classroom and instead foster an atmosphere which encourages pupils to enjoy their learning of a foreign language.

Last week we had our first input in modern language teaching, I specifically went to the Spanish input, where we discussed methods of enhancing talking and listening skills in the classroom. This was supported through my reading of Teaching Foreign Languages in the Primary School by Kirsch (2008). This reading supported the input through the methods we can use to create a confidence in our learners to speak and listen in a foreign language. The main methods we discussed were presenting, practising, drilling and finally producing the target language.

One of the main aspects that I took away from this input was that a teacher should not introduced the visual word to the pupils until they are able to confidently reproduce this word. This is because when the pupils see the word for the first time they try and apply British pronunciation of the sounds to the word.

Finally, through my reading and the discussions in the input I have learnt ways to present the target language, but also to allow the pupils to practice it in confidence. This will help the pupils to build their confidence of using the target language pronunciation methods as if they make a mistake they are the only ones who know. Some of these methods are using a puppet or introducing the vocabulary through a familiar story or song.

From this experience I am looking forward to further inputs on modern languages.

References:

http://www.educationscotland.gov.uk/images/LearningInTwoPlusLanguages_tcm4-306089.pdf

Kirsch, C, (2008), Teaching Foreign Languages in the Primary School, London, Continuum International Pub

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