Book contents
- Frontmatter
- Dedication
- Contents
- Preface
- Acknowledgments
- PART I VOICES FROM THE FIELD
- PART II VOICES FROM THE RESEARCH
- 5 Developing Creativity Across All Areas of the Curriculum
- 6 Accountability, the Common Core, and Creativity
- 7 Ever-Broadening Conceptions of Creativity in the Classroom
- 8 Creativity in Mathematics Teaching: A Chinese Perspective (An Update)
- 9 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 10 The Five Core Attitudes and Seven I's of the Creative Process
- 11 Creativity Embedded into K–12 Teacher Preparation and Beyond
- 12 Attitude Change as the Precursor to Creativity Enhancement
- 13 Nurturing Creativity in the Engineering Classroom
- 14 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 15 Learning for Creativity
- 16 Creativity and Prosocial Values: Nurturing Cooperation within the Classroom
- 17 How Social-Emotional Imagination Facilitates Deep Learning and Creativity in the Classroom
- 18 Four Faces of Creativity at School
- 19 Teaching for Creativity
- 20 A Coda for Creativity in the Classroom: Take-Home Points and Final Insights
- Index
- References
15 - Learning for Creativity
from PART II - VOICES FROM THE RESEARCH
Published online by Cambridge University Press: 24 November 2016
Book contents
- Frontmatter
- Dedication
- Contents
- Preface
- Acknowledgments
- PART I VOICES FROM THE FIELD
- PART II VOICES FROM THE RESEARCH
- 5 Developing Creativity Across All Areas of the Curriculum
- 6 Accountability, the Common Core, and Creativity
- 7 Ever-Broadening Conceptions of Creativity in the Classroom
- 8 Creativity in Mathematics Teaching: A Chinese Perspective (An Update)
- 9 Roads Not Taken, New Roads to Take: Looking for Creativity in the Classroom
- 10 The Five Core Attitudes and Seven I's of the Creative Process
- 11 Creativity Embedded into K–12 Teacher Preparation and Beyond
- 12 Attitude Change as the Precursor to Creativity Enhancement
- 13 Nurturing Creativity in the Engineering Classroom
- 14 Intrinsic Motivation and Creativity in the Classroom: Have We Come Full Circle?
- 15 Learning for Creativity
- 16 Creativity and Prosocial Values: Nurturing Cooperation within the Classroom
- 17 How Social-Emotional Imagination Facilitates Deep Learning and Creativity in the Classroom
- 18 Four Faces of Creativity at School
- 19 Teaching for Creativity
- 20 A Coda for Creativity in the Classroom: Take-Home Points and Final Insights
- Index
- References
Summary
Most educators believe that creativity and the arts should be an important part of the school day. But the arts have been struggling to hold their place in the curriculum. The No Child Left Behind Act, with its mandatory annual testing on math and reading, has increased pressure on schools to demonstrate that their students are proficient in math and reading. Low math and reading scores in some school districts have led to an increasing emphasis on teaching these basic skills. When these pressures are combined with tight budgets, as is often the case in districts with high percentages of underprivileged students, administrators often choose to dedicate a larger percentage of the budget to math and literacy instruction. In exchange, the amount invested in arts education is reduced or removed completely.
It is ironic that the arts are losing their place in school curricula at the same time that creativity is increasingly in demand around the globe. In the last several decades many of the world's most developed countries have shifted from an industrial economy to a knowledge economy (e.g., Bell, 1973; Drucker, 1993). Scholars of the knowledge age have argued that creativity, innovation, and ingenuity are today more important than ever before. Florida (2002) argued that “we now have an economy powered by human creativity” (pp. 5–6) and that human creativity is “the defining feature of economic life” (p. 21). Several best-selling books have extended Florida's argument to the international arena. Dan Pink, in A Whole New Mind (2005), argued that any activity that does not involve creativity will someday be automated; ultimately, the only jobs remaining will be those requiring creativity. Tom Friedman, in The World is Flat (2005), argued that creativity is becoming increasingly important due to increasing global competitiveness. And Tony Wagner, in Creating Innovators (2012), argued that schools need to change to better educate young people to become innovators.
Early in this new century, educators began to realize that if the economy was no longer an industrial-age factory economy, then our schools were designed for a quickly vanishing world (Bereiter, 2002; Hargreaves, 2003; Sawyer, 2006b).
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- Nurturing Creativity in the Classroom , pp. 265 - 286Publisher: Cambridge University PressPrint publication year: 2016
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