The biggest challenge is the structure of schooling (still in an industrial model) and end point assessments which measure limited transferable skill. Students themselves also need to carry their own learning experiences, have an interdependence of goal. Parents need to see that creativity is not only equated to the arts (although they are supremely important) but that science, technology and industry require a degree of “what if?” and “why not” thinking.
Maybe part of the problem is that learning is separated into subjects, which is not indicative of the real world. Everything in life is inter-meshed, which is why there is a growing interest in teaching by problem based learning. The difficulty is reforming the current education model to one that fits current times better, and who has the time, the money and the investment to make that happen?
Good point Naomi,
I noticed that there has been considerable widening of scope across subject areas and year levels during Covid 19. There has been ‘talk’ of integrating learning across siblings within families, Revolutionary some would suggest.
I agree that the school structure prevents too much change in any respect, but that’s what we have we have and that’s what we work with until there is a massive change.
Alex Lau
3 years ago
I think teaching and fostering originality and creativity in students is a challenge for educators. How do we inspire and draw out a students inner creativity? How do we challenge individuals who don’t see themselves as ‘creative’ and ‘original’ to develop some of the skills. As more students become distracted by different factors including technology, students have less capacity to engage with their surroundings and risk becoming a ‘me’ society where they see the world through a screen.
Hi Alex
Agreed that we need to provide learning environments in schools which foster originality but we also need to look at how these learning experiences are also fostered in all the aspects of a students life. Schools need to reflect our society and in this sense we all need to place an emphasis on the importance of creativity.
Erin
3 years ago
I believe the biggest barriers is people reverting to tradition and what we have always done. My role is to look at new ways to engage students and get them thinking and creativity is not always highly regarded by some staff and parents. It is seen as the easy or non important stuff.
I agree with Erin, some parents don’t place much value on creativity and see it as a filler of no particular worth. More emphasis placed on the traditional skills of literacy and numeracy is important but don’t necessarily encompass ways of fostering creativity is the challenge.
How would it be if students were given time to just stand? Most would say that it was a waste of time, yet at camp, the children’s silent, magic spot is one of their favourite times.
Yes Erin – creativity seems to be coming less important in this modern age especially for parents
Raylene
3 years ago
Creativity and imagination are integral to my teaching area – TAS. It is interesting then that the TAS area and other creative areas such as CAPA are seen as the easy option, the subjects for those who struggle academically. It would be an interesting time if equal importance were placed on these areas as is placed on the CORE areas – English, Maths. Science etc.
Been living this story for 30 years. The lack of understanding of the embedded skills and thought process as well as creativity and imagination in TAS and CAPA subjects is greatly underestimated.
Warren Stanley
3 years ago
Having been a teacher of Ancient and Modern History I have struggled against the perception of them as softer options against Science and Maths. This is particularly prevalent in selective high schools where ATAR chasers are their in large numbers. Many of these students lack higher order thinking, problem solving or creative writing ability.However, the students who have taken my subjects often remember years later many of the lessons learnt in History that have served them well.
The possibility of the historical studies to ignite creativity and imagination is immense. The flow on of designs from historical perspectives into modern items gives them an incredible link through time. wonderful subjects.
Heidi Speers
3 years ago
This was an interesting session. Creativity and originality in some schools are supported with ‘low regard’. TAS and CAPA are often seen as not being a ‘real subject’ and are often the first subjects to be taken from for many whole school initiatives. Would be great to see the shift change.
Without a doubt. I’ve had this experience with my daughter in Year 10. Fails every maths test because it gives her anxiety to sit in an exam and regurgitate facts that she can’t connect to anything tangible. Came first in the year in woodwork. She was offered a life skills program. She does not have a disability. She is just creative.
Lesleycarbert
3 years ago
Having to assess students against the ‘norm’ to see if they have achieved stifles the creativity of a child. Our schooling has become very much ticking boxes and being accountable for them fitting into a set system. The system needs to be fluid to allow students to build on their own creativity and as teachers we must not have direct outcomes for their creativity.
Unfortunately universities don’t consider creativity essential. I believe that literacy and numeracy should be priorities for primary education but there should be less importance placed on the other subjects so students get more time to just play – both physically and creatively. Its interesting that students no longer have much time to colour in yet it is seen as a useful tool to help adults calm and be mindful.
Laura Peters
3 years ago
I think the emphasis on ticking boxes and a focus on assessment hinders creativity. There is so much importance placed on ensuring that all our i’s are dotted and our t’s crossed that it can often be hard to find the time to encourage originality and creativity in our students.
A crowed curriculum where we have to cover and assess limits creativity. It is definitely a challenge making sure our students get opportunities to showcase their creativity is certainly limited with the amount of content we need to cover and matched by the administration.
David Warburton
3 years ago
Crammed syllabus, systems with ticks and balances, pressure to push required information through to get to the next. Even when students have sometimes gone creatively off the prescribed content there is pressure to keep them to where you can assess because that is the indicators that need to be meet.
It is a difficult thing balancing the requirements of NESA with the interests and needs of the student. A constant juggling act where it is often the creative endeavors which must be set aside.
You’ve got it in one David. Too much focus on providing paper evidence of the job done rather than into the solving of how we can allow students to think even more broadly.
I agree that the syllabus is crammed with not important “stuff”. Kids need a solid foundation to set themselves for life long learning.
Nigel Reece
3 years ago
Cramped syllabi, lack of real world connection, and a lack of supportive resources for staff. A celebration of creative and critical thinking needs to have the support of the community, which sees the creativity and originality as an essential skill, equal to other “academically rigorous pursuits. Educators know the ability to explore, create and refine make meaningful and deep learning; however, the non-teachers who believe they know education better dampen our spirits, and that of our learners.
Mick
3 years ago
Usually we structure lessons with too many set criteria which prevents our students from thinking creatively.
Too much unimportant stuff that doesn’t engage the students and doesn’t matter for their future.
Steven Castles
4 years ago
I find the creative students are the most rewarding in my subject area. If a student can design and build an original idea, they get a lot more satisfaction and often complete the project with more precision.
Yes, our students often gain life long hobbies, passions, careers and optimism.
Jowen
4 years ago
Not allowing students freedom of choice, interdependence of goal and time to fail. Students choose the path of least resistance rather than the one of persistence because they have too many moments of quick gratification (and if they can’t find it in the classroom they look for it elsewhere).
Hi Jowen, I agree with you that they always seem to look for easy solutions which they can easily find on the internet. Before the internet we were forced to think and create solutions and we were quite successful.
Oscar Watson-Sutherland
4 years ago
The greatest barrier to creativity and originality is what he said abut boredom. The brain naturally has to be doing something, it can’t help that, but if you just stop, and don’t give it something to do, it will come up with something on its own.
Agree, students need practice on how to cope when bored. I see simple things such as assemblies and lining up as a class as important school routines in learning to cope with boredom.
Fiona Corcoran
4 years ago
Creativity, Literacy and Numeracy. There it is. The core skills. Wouldn’t that be so wonderful. And if the first was “assessed” through practical means, not a test. One day…
I agree. There is not too much need to assess the many different levels, if the kids are fully engaged and participating to the full extent of their capabilities.
Melanie
4 years ago
Teaching to a wide ranging syllabus does stifle creativity as we have very limited time to teach ‘outside the box.’ This is frustrating.
Yes, I agree – It is the time constraints that get in the way. We are so busy trying to cover all the content that there is rarely time to take a breather and just allow kids to be creative! One of my favourite things to do in my Kindergarten class is dress up time. The games and ideas the students come up with are just wonderful to watch!
I agree with this. Children must have time to be bored, not have every second filled for them.
Allison Alliston
4 years ago
As most teachers are driven by syllabus outcomes and ticking boxes, they don’t feel they have the licence to stray from the prescription of a program. I would and do encourage teachers to take risks in their T&L Program, collaborate with colleagues to develop PBL units of work and give student voice and choice to their learning. We have seen how effective this has been in our Year 7 Learning Pods and in a number of other classes. be creative I say!!!
Some of my most satisfying lessons are when students think out of the box and design and create a project i have not seen before.
Barton Johnston
4 years ago
I think that one of the biggest barriers is the pressure to achieve mandated outcomes, some of which may be selected purely because they are easier to recognise and reward. It is perhaps harder and more subjective to ‘assess’ creativity in a meaningful way, meaning it doesn’t produice as much ‘data’ to measure performance.
So many of the issues raised in these videos seem to blame children for systemic and historic social failures. Smartphones, games, youtube etc. are specifically designed to be addictive and reward obsessive behaviour, yet instead of holding the billionaire tech giants accountable we blame children for becoming victims of this reality. If I could carry a fully immersive 3D experience with me everywhere I went as a student, with literally endless distractions, I would have found it difficult to focus on learning syllabus content or to think creatively and innovatively too.
Well considered response. Interestingly all outcomes need to be covered yet not all need to be assessed- we need to be really mindful of embedding critical creativity, fun, risk taking and joy into T&L
Kelsey Wilson
4 years ago
Honestly, I think it’s that they rarely let their imaginations wander. If they’re bored, even for a fraction of a second, the cell phone comes out. It’s almost like daydreaming is a thing of the past. In class I used to look out the window and make up stories in my mind. If I had had a cellphone, there is no doubt that I would have been playing a game, or looking at pictures, or doing something that is limited, instead of the unlimited possibilities of my imagination.
I agree, as soon as anyone has a free second nowadays, the phone comes out. I catch myself doing it far more often than I’d like too. When I was at school I would always have a novel with me for when I had spare time, or a book to scribble stories in when I inished my work, but if I’d had a smartphone then I probably would have just had that.
Barton, I agree…even as we age, we are doing the same as the kids, responding to every alert on our phones, posting happy snaps of the food we are eating etc…to get affirmation in most cases…we need to set ourselves boundaries on the “distractors”. Turn off , not take them to bed, tell people your plans and they will respect that, I hope.
Barton, you are a commendable maverick! I can introduce you to some student unicorns who are still carrying novels and scribble story books with them in Term 2 but I suspect you will find them yourself soon enough!
I agree. It’s funny, but some people get annoyed if I don’t answer my phone / SMS whatever within a couple of hours. I’m busy at work or enjoying time when I don’t have a device strapped to me. Look out the window I say and dream. I wish our students were able to do more of that.
Kelsey, I remember staring out the window in year 9 biology and watching the train go by. I would wonder where all the people were going, think about where I would go… invent situations in my mind! I feel sorry that young people today don’t get the opportunity to exercise that part of their brain. If you ask me, every person who has contributed to the rise of technology and social media in society has a lot to answer for. It has literally shifted the entire way our world functions and not in a particularly positive way, I think!
Jenny Nylund
4 years ago
I think the biggest barriers to fostering creativity and imagination in students is the way it is devalued in terms of the curriculum emphasis on teaching to tests such as NAPLAN. This is content driven rather than fostering original thinking and creative response. How can wriiting in NAPLAN be marked by a computer unless it the complete antithises of creativity i.e. formualic and marked in a tick-box style. The truly creative kids often score far less than the “in the box” thinkers.
Kerrie O'Brien
4 years ago
I feel our biggest barriers are what we are expected to teach the children. Our curriculum! So many boxes to ‘tick and check’. NAPLAN, HSC, reporting proformas etc. And worse still, computers mark the writing component and how is imagination and creativity valued and marked??
Devices constantly distract the students as they aimlessly scroll through endless mind numbing videos and images.
steven.foxwell
4 years ago
Over stimulation and a complete lack of boredom. These kids need to sit in the back of a car for six hours without any devices. They will learn to look out the window, ask questions and be creative to pass time.
Yes!! I used to make up stories sitting in the back of the car. I totally agree with you. In fact, I find that my friends will often not want to drive, so that when we go somewhere they can use their phone, instead of looking around or engaging in conversation. This is truly upsetting when you see babies and toddlers with a phone shoved in their face, instead of trying to understand the universe around them!
I fully agree. The children have little time for imaginative play as they are being told it’s time for all the extra curricula activities, homework, etc. All set and ordered.
Tony Chamberlain
4 years ago
I believe that the level of distractedness is the most significant factor stifling creativity in Generation Yers. This of course is due to their near constant use of online devices. The other two factors, i.e. the low regard of creativity & the demotion of imagination are attitudes that have been subsumed into many educational institutions for many decades now.
Definitely distractedness is a problem for this generation, but I also think our society could value creativity more. We definitely have a systemic low regard for creativity when mobile phones and social media are an accepted part of modern lives, and meanwhile funding for the arts/creative industries and the CSIRO goes down.
So disappointing that such a creative organisation like the CSIRO who tries to solve problems had their funding cut. Creativity isn’t just painting a picture.
Lily
4 years ago
I believe one of the biggest barriers to fostering originality and creativity in students is the ‘systematic low regard’. Creativity and expression is simply not a valued in the same regard as subjects such as English and Mathematics. Although ‘distractedness’ is increasingly evident in students today, I do not believe it to be the main concern within a school setting. When students are given clear guidelines and the opportunity to engage in authentic creative experiences, students are not bored (aka distracted). Perhaps creating space for creativity in schools could be a strategy fostered to combat the issue of distractedness.
Carla, how wonderful is it to see kids taking control, creating something wonderful and sharing it with others…gives them a great sense of pride and it challenges them.
When students are motivated and involved in creative experiences there simply is no distraction. I like your idea of creating space for creativity. There is a reason so many younger kids love playing with an empty box and not the toy that came with it. Valuing and continuing our school through the eyes of the younger learners may be the answer.
Agree -this is way subjects like Drama are of such value. The allow the freedom to invent, create and imagine. This does not mean they should be taught in an unstructured way, but that taking on roles can provided perspectives, empathy, a window into another world where what seems impossible might be possible. You can see the link between this type of imaginative thinking and the creation of future technologies and inventions.
Couldn’t agree more. As a society we still value sport and sportspeople above all else. Until we get sick that is.
Joshua Smyth
4 years ago
Being present is so important and I feel I have to improve on that. It feels so much better to experience the world and is good for the mind. That is definitely what I need to improve at home and also in the classroom where you might not always be in the moment.
I feel living through the lens is sadly the way of life now. So many concerts, children’s sporting matches and personal moments are for a photo opportunity. A place that stood out for me when I travelled was the World Trade Centre memorial and the amount of people smiling for a photo at what I thought would be a sombre place.
I love that being bored should be fostered and some more unstructured play should be for all primary school classes.
You are not alone, I feel many of us (myself included) could enhance our well being if we could somehow learn to distance ourselves from the phone which has become that of a second limb almost. I have found myself scrolling through social media on my phone while ‘watching’ TV. Are we ever truly present? I really resonated with the idea that it there is a blessing to be found in boredom. Allowing our thoughts, emotions and creative ideas to come through as a result of being bored, rather than pacifying ourselves and suppressing these notions through our relentless addiction to social media.
Yes! I always tell my students when we watch a video or a film: I want you to be present in mind AND body. So just sitting there is not enough. You need to be PRESENT. Good point about the war memorial.
Sarah Fabian
4 years ago
I think that the value that we place on creativity and originality has a big impact on how students behaviour and development. There is definitely a perception that some subjects and skills are more important than others, or represent intelligence and achievement. There is also a feeling that some things need to be done in a particular way, that there is a “right” way to do them and no other interpretation is permitted. We need to make opportunities for creative and original approaches in a whole range of areas.
Elizabeth
4 years ago
Unfortunately, I think one of the reasons is that creativity is often not efficient. When teachers a required to get through x amount of curriculum they are forced to push through content, without time to include the creativity they want to include. I think teachers are a pretty creative bunch, but the system pushes teaching in the opposite direction. #naplan
That is so perceptive, that creativity is not efficient. I think this applies in so many aspects of our lives, not just at school. When something seems to work we continue to do it the same way even if there might be a different way to do it. We get things done and we move on without thinking about it. This very much connects to that idea that schools are a reflection of society’s values.
So true Elizabeth! And we, as teachers, do not get enough time to delve really deep into topics and go with kids interests when they arise. However, this is QT to delve deep. Where has it all gone??
Definitely! The systemic pressure to tick boxes and achieve particular NAPLAN scores is hugely detrimental in this regard. It means that you feel like you have to justify making time for creativity, when being creative should be justification enough.
Nicely put, I have worked once in a school that had a naplan boot camp style of teaching just before naplan season to give their students the greatest chance of success. To benefit the students or the school…
It is also society that places such an importance on naplan, seeing it as the only way to compare schools.
Felicity Bolwell
4 years ago
I think levels of distractedness is a huge barrier. Students have trouble “sticking at” tasks for long periods and want instant gratification, then move on to the next. The process is just as important as the product.
I was shocked to hear the average adult attention span was only 8 seconds, and that it had reduced so much in just 15 years. I can’t imagine how children’s brains will be changed by the ever-increasing amount of stimuli they are exposed to in everyday life.
Absolutely. The media doesn’t help this with their 8 second sound bites on a topic either. It doesn’t allow us to practice deep learning on a topic. I guess no-one has the concentration ability these days…
Tara
4 years ago
I do believe that children are so creative and come up with some wonderful ideas. Sometimes I read my students creative writing and I am just so impressed. As we get older though many of us do become less creative or at least some of us don’t allow ourselves to be as creative. I agree with the point about how being bored can bring about creativity. Children nowadays are bombarded with things to do and technology. They need more stimulation and entertainment from external things rather than creating solutions to make their own fun and entertainment. Perhaps they are always looking for more and are less satisfied.
Sometimes this is just a change that takes place as we grow. We stop thinking about our imaginary world and want to operate more in the real world around us.
Georgia Huggett
4 years ago
I believe the biggest barriers holding students back from fostering their originality and creativity is their lack for creativity. Many students believe that creativity as a form of art. Creativity can be explored in a range of different KLA’s . Students need to be more open minded.
I agree Georgia and like your idea that students need to be more open minded. I think school and the pressure to get through everything can sometimes stifle that creativity sadly.
Ben
4 years ago
I think the biggest barrier to fostering originality in children is distractedness. Today, a large portion of children receive instant gratification through social media. It could be argued that children’s originality is hindered when they try to conform to what is currently on trend in social media.
I agree to a point. Do you still think this is the case at school when teachers have control over the learning environment? I know that when I am engaging in something creative (that I enjoy), I can put my phone away and not think about it for hours. However, I guess you could argue that the students who do not enjoy participating in ‘creativity’ will continue to be distracted?
Fiona Hargreaves
4 years ago
Moving from a K-2 context to 3-6, I am astounded by students’ fear of boredom! I think that the creativity that we see in younger students when they create new games, do drawings, make up songs and dances, comes from being given time to play independently or with a group, without structure.
Great points Fiona. I agree it amazing how often you hear students say i’m bored. It is so true some children struggle and do not know what to do in some social situations without some form of structure.
Sadly I think students need to be more bored at home and invent things! It is such an amazing and precious time to role play and create imaginative games and cubby houses, skits, pretend play, skills that lead to later life and being able to entertain yourself without a device…. but because of technology a lot of this is lost in the foundation years.
Good point Fiona. It’s so sad that they become almost embarrassed to be creative.
Sky
4 years ago
The biggest barriers to fostering creativity are the levels of distractedness. When children are given the time and opportunity to be creative, they are on their phones, games, and devices. They don’t handle being bored.
Great Sky. So lets bring back play for the younger years. Genius Friday afternoons etc!!
Jazmin Kilmore
4 years ago
The biggest barriers to fostering originality and creativity could be the lack of exposure to opportunities and experiences that promote imaginative processes. Fear and failure could also play a role in a students inability to foster new experiences, innovation and experimental behaviours.
I agree, I think there is definitely a fear of experimental behaviours. Particularly in older students (and of course adults as well!) a fear of looking silly or asking a “silly question” is definitely prevalent!​
Great points Jazmin. I think your point about fear of failure being a barrier for creativity and originality is very interesting.
Lisa Simon
4 years ago
Distractedness is huge these days. I find that I need that disconnected time, that time of “boredom”. I find it hard to relate to the obsession with devices. I would prefer to enjoy that sunrise, rather than post on Facebook or check my phone.
I agree Lisa. I can’t stand seeing children on their phones at the park!
Scott Leeson
4 years ago
Limitations are the key! Students are encouraged to express creativity in many prescriptive ways. To foster true originality students need to take a certain level of ownership rather so that they feel included in the decision making process. Not all original and creative tasks take a long time!
Yes and this ties in with the need for Gen Y to seek extrinsic feedback. How can they be creative if they are always trying to please someone else. To become truly creative they need to follow there own ideas and not be limited by others opinions so much, i.e. they need to become more intrinsically motivated.
Imogen Allen
4 years ago
I think a barrier to fostering originality and creativity in students would be to provide them with closed tasks. In order for students to be original and creative, they need to be given as many open ended tasks as possible.
I agree. All too often the tasks we ask students to complete are closed. Who knows where an open-ended task may lead thoughts and what the outcome may be.
Well said Imogen. I also believe they need more open ended tasks.
Belinda Butler
4 years ago
I feel that the biggest barrier to fostering originality and creativity in students is the immense lack of value placed upon this by school systems, structures and hierarchies, and dare I say, even by some teachers . It is often not perceived as an important part of the curriculum, far below literacy and mathematics. For example activities such as music/drama are often relegated to be “fitted in” when the more important learning has occurred & is frequently left to specialist teachers.
So true. Even in these times of COVID-19 you hear of students being brought back into school for English and Maths, but what about those creative subjects where practical opportunities are so important to experiment and discover new things.
Tania
4 years ago
I believe that the biggest barriers to fostering originality and creativity in students come down to: time and an individuals lack of motivation. Allowing for lessons to be creative and foster originality, it takes a lot of time and preparation, often steering away from other important KLA’s and the objective of those lessons. An individual spending so much time doing other things, like connecting on social media or gaming can take so much time away from being creative and fostering originality. It can steer students in a direction which enables them to neglect the idea of creativity and originality. As teachers it is important that we promote and encourage the idea that in order to do well in the world, we must all be creative and original.
Time is definitely a huge impacting factor Tania, especially in our already overcrowded curriculum. Students need time away from distractions to discover themselves & to be creative. Somehow we need to make time and space to be innovative integrated throughout the day in all areas of learning.
Good point about writing Imogen. It seems we don’t do any free writing, and the formulas for text types are like mathematical algorithms. Even with drawing now, we often follow step by step instructions from a YouTube clip.
rhonda farley
4 years ago
Subjects that promote Creativity and imagination are very undervalued in comparison to the core subjects of English Maths and Science. I have found students have a fear of not being the best artist, musician, dancer etc. Youtube has become a platform for expressing creativity with their peers or ‘followers’ but this is also blurred by the pursuit of perfectionism. Photoshopping, dubbing , re-doing before the final product is uploaded in all its perfection.
Yes, as a maths teacher, I find that there is too much emphasis on rigid learning. The best students I have seen are the ones that see every problem as a challenge and are not affraid to tackle a problem and make a mistake for the sake of learning. Often they solve problems in unconventional ways and that makes it even more interesting. Using both hemispheres of the grey matter can only increase creativity.
Sally
4 years ago
Lack of time and the rush to complete units of work usually doesn’t allow for time to just be still, reflect, quiten the body and mind. It’s a fast paced digital world we are now living in, whereas originality and creativity can take time, awareness and mindfulness to develop.
I am always amazed by the number of students who take part in a number of activities after school – many who complete more than one each day. There is no time for stillness or quiet mindfulness. ​
Matthew Pasternatsky
4 years ago
My biggest barrier for fostering creativity would be working within the time limits given to me. As educators we are expected to get through a certain amount of work which should be done in a certain way. This means that students are fundamentally learning to do things in a very similar way. I enjoy giving opportunities for self expression without a finished product in mind. It allows students the freedom to think differently and makes the classroom an enjoyable place to be.
I agree Matt! Having the flexibility as a teacher to make those decisions on needs based process rather than time based would surely lead to greater teaching learning.
Agree Matt. The expectations of teachers is huge. We are taught to foster diversity and creativity, however, the limitations of the curriculum leaves us restricted time to teach or give students an abundance of experiences surrounding creativity and innovation.
I definitely agree the time constraints on us are preventing so much of it. The joy of art and saying it is your artwork so why not give it a go and do it your way. The most enjoyable writing lessons are when students are given freedom to show their creativity and where “Good ideas rarely interrupt us.” I feel it is sometimes the easy way to manage students and just get the work done.
Liz A
4 years ago
The majority of barriers that hold students back from using their own creativity is their disregard for creativity itself. Children often only see creativity as an art form and not as a fay to day life exercise. Creativity can be explored in a range of teaching avenues and can give students a chance to be driven where they can usually lack. Creativity can be explored through English and math forms where students can see through the direct answers and see the creative design behind it.
So true Liz! Teachers need to change their perception that creativity is predominantly expressed through the CAPA subjects. There are so many valuable opportunities to express student creativity in maths,science, English and more. I personally love exploring this in writing, poetry and reading/performing scripts with students.
Rachael Scott
4 years ago
Time.
I think some teachers believe that if learning tasks are to be creative and foster originality, that they are largely time consuming and require a lot of planning and preparation for the classroom. Teachers can feel this style of learning steals from teaching English and mathematics outcomes which are deemed as superior KLAs.
Good point Rachel! Some of the most creative activities I have ever taught have been spontaneous and driven from the discussion we have had as a class.
Absolutely. As 21st century teachers we are limited with time. We are expected to prioritise certain areas of the curriculum before we can give children creative and innovative experiences.
Katherine Hristofski
4 years ago
I think the biggest barriers that hinder the ability to foster originality and creativity in students are the regulatory and institutional barriers, such as time constraints, curriculum content, lack of resources, timetables and bells. Schools are based on order and structure in order to function but these restrictions makes it hard to foster originality and creativity in students. Fostering originality and creativity may involve stepping outside of your comfort zone and taking risks. With this comes the need for a high degree of confidence and the readiness to face an and they are what make a school function but it is these factor unpredictable outcome.
We used to get in trouble in class for day dreaming. Do students even do this to amuse themselves anymore? We now use mindmaps and y charts to help them plan. Have millennials lost the art of creative and imaginative thinking?
I believe that stopping learning and having them be alone with their thoughts is vital for students to not only learn creativity but also patience. There is going to be times in their lives where they are forced to be quiet and still and use their imagination to keep them occupied. Why not utilise this ability in the classroom and get students to get creative.
Exactly. It was mentioned that students need to stop and listen/think in a quiet space for their creativity to be sparks. Some children these days do not like to be alone with their own thoughts and imagination. They fill this will games and reading. A quiet 15 minutes could unleash a world of creativity that they could explore. This needs to be pushed further with younger children.
Chris Collier
4 years ago
The biggest barriers to fostering originality and creativity in students is the high level of distraction offered by their mobile phones as well as the emphasis and value of some subjects being considered more important than others.
I accept and embrace the use of technology in the classroom and there is definitely a place for it in our modern learning setting but the social media lure and gaming is too much for students to resist. Until schools find a uniform way of controlling/limiting this distraction, education will remain second on the priority list of students.
Valid points there Chris. I believe that a high level of distraction is a barrier for fostering originality and creativity. In saying this, students often engage their time playing games or connecting on social media. This definitely takes away their time from being creative and original.
Richard
4 years ago
The distractions that mobile phones are causing in our student groups have created a culture of being “not present”, and they are missing most of the beautiful things that are right in front of their faces. They look for excitement vicariously through their devices, and this has reduced their ability to create their own excitement.
Totally agree Richard. Students are becoming more disengaged than ever due to the increase availability of mobile phones. Just one sound of an incoming email, msg or update and all students immediately reach for their phones.
Agreed Richard. The large amount of time spent on devices doesn’t allow for time to just be still, ponder, wonder. Sitting and engaging in social media on a device is far removed from taking in a natural view for example or letting the mind be in awe of what may be around them which may help spark creativity.
What a great comment , some of the skills are lessons for life and it would be great if the students where there to work and learn,leaving their sometimes minor baggage at the door.
The biggest challenge is the structure of schooling (still in an industrial model) and end point assessments which measure limited transferable skill. Students themselves also need to carry their own learning experiences, have an interdependence of goal. Parents need to see that creativity is not only equated to the arts (although they are supremely important) but that science, technology and industry require a degree of “what if?” and “why not” thinking.
Maybe part of the problem is that learning is separated into subjects, which is not indicative of the real world. Everything in life is inter-meshed, which is why there is a growing interest in teaching by problem based learning. The difficulty is reforming the current education model to one that fits current times better, and who has the time, the money and the investment to make that happen?
Good point Naomi,
I noticed that there has been considerable widening of scope across subject areas and year levels during Covid 19. There has been ‘talk’ of integrating learning across siblings within families, Revolutionary some would suggest.
I agree that the school structure prevents too much change in any respect, but that’s what we have we have and that’s what we work with until there is a massive change.
I think teaching and fostering originality and creativity in students is a challenge for educators. How do we inspire and draw out a students inner creativity? How do we challenge individuals who don’t see themselves as ‘creative’ and ‘original’ to develop some of the skills. As more students become distracted by different factors including technology, students have less capacity to engage with their surroundings and risk becoming a ‘me’ society where they see the world through a screen.
Hi Alex
Agreed that we need to provide learning environments in schools which foster originality but we also need to look at how these learning experiences are also fostered in all the aspects of a students life. Schools need to reflect our society and in this sense we all need to place an emphasis on the importance of creativity.
I believe the biggest barriers is people reverting to tradition and what we have always done. My role is to look at new ways to engage students and get them thinking and creativity is not always highly regarded by some staff and parents. It is seen as the easy or non important stuff.
I agree with Erin, some parents don’t place much value on creativity and see it as a filler of no particular worth. More emphasis placed on the traditional skills of literacy and numeracy is important but don’t necessarily encompass ways of fostering creativity is the challenge.
How would it be if students were given time to just stand? Most would say that it was a waste of time, yet at camp, the children’s silent, magic spot is one of their favourite times.
Yes Erin – creativity seems to be coming less important in this modern age especially for parents
Creativity and imagination are integral to my teaching area – TAS. It is interesting then that the TAS area and other creative areas such as CAPA are seen as the easy option, the subjects for those who struggle academically. It would be an interesting time if equal importance were placed on these areas as is placed on the CORE areas – English, Maths. Science etc.
Been living this story for 30 years. The lack of understanding of the embedded skills and thought process as well as creativity and imagination in TAS and CAPA subjects is greatly underestimated.
Having been a teacher of Ancient and Modern History I have struggled against the perception of them as softer options against Science and Maths. This is particularly prevalent in selective high schools where ATAR chasers are their in large numbers. Many of these students lack higher order thinking, problem solving or creative writing ability.However, the students who have taken my subjects often remember years later many of the lessons learnt in History that have served them well.
The possibility of the historical studies to ignite creativity and imagination is immense. The flow on of designs from historical perspectives into modern items gives them an incredible link through time. wonderful subjects.
This was an interesting session. Creativity and originality in some schools are supported with ‘low regard’. TAS and CAPA are often seen as not being a ‘real subject’ and are often the first subjects to be taken from for many whole school initiatives. Would be great to see the shift change.
I agree Heidi that TAS and CAPA are often not seen as ‘real subjects’. Wouldn’t it be great if there was a shift in thinking re this.
100% agree! The are so important and all faculties can learn from great TAS and Capa teachers.
100% agree guys – you are the way of the future
Without a doubt. I’ve had this experience with my daughter in Year 10. Fails every maths test because it gives her anxiety to sit in an exam and regurgitate facts that she can’t connect to anything tangible. Came first in the year in woodwork. She was offered a life skills program. She does not have a disability. She is just creative.
Having to assess students against the ‘norm’ to see if they have achieved stifles the creativity of a child. Our schooling has become very much ticking boxes and being accountable for them fitting into a set system. The system needs to be fluid to allow students to build on their own creativity and as teachers we must not have direct outcomes for their creativity.
I agree
As do I
Unfortunately universities don’t consider creativity essential. I believe that literacy and numeracy should be priorities for primary education but there should be less importance placed on the other subjects so students get more time to just play – both physically and creatively. Its interesting that students no longer have much time to colour in yet it is seen as a useful tool to help adults calm and be mindful.
I think the emphasis on ticking boxes and a focus on assessment hinders creativity. There is so much importance placed on ensuring that all our i’s are dotted and our t’s crossed that it can often be hard to find the time to encourage originality and creativity in our students.
A crowed curriculum where we have to cover and assess limits creativity. It is definitely a challenge making sure our students get opportunities to showcase their creativity is certainly limited with the amount of content we need to cover and matched by the administration.
Crammed syllabus, systems with ticks and balances, pressure to push required information through to get to the next. Even when students have sometimes gone creatively off the prescribed content there is pressure to keep them to where you can assess because that is the indicators that need to be meet.
It is a difficult thing balancing the requirements of NESA with the interests and needs of the student. A constant juggling act where it is often the creative endeavors which must be set aside.
Such a juggling act when we are a system based on content and ticking the boxes!
Speaking of ticking boxes …..
You’ve got it in one David. Too much focus on providing paper evidence of the job done rather than into the solving of how we can allow students to think even more broadly.
I agree that the syllabus is crammed with not important “stuff”. Kids need a solid foundation to set themselves for life long learning.
Cramped syllabi, lack of real world connection, and a lack of supportive resources for staff. A celebration of creative and critical thinking needs to have the support of the community, which sees the creativity and originality as an essential skill, equal to other “academically rigorous pursuits. Educators know the ability to explore, create and refine make meaningful and deep learning; however, the non-teachers who believe they know education better dampen our spirits, and that of our learners.
Usually we structure lessons with too many set criteria which prevents our students from thinking creatively.
too much content will stifle creativity
Too much unimportant stuff that doesn’t engage the students and doesn’t matter for their future.
I find the creative students are the most rewarding in my subject area. If a student can design and build an original idea, they get a lot more satisfaction and often complete the project with more precision.
Yes, our students often gain life long hobbies, passions, careers and optimism.
Not allowing students freedom of choice, interdependence of goal and time to fail. Students choose the path of least resistance rather than the one of persistence because they have too many moments of quick gratification (and if they can’t find it in the classroom they look for it elsewhere).
I agree
Hi Jowen, I agree with you that they always seem to look for easy solutions which they can easily find on the internet. Before the internet we were forced to think and create solutions and we were quite successful.
The greatest barrier to creativity and originality is what he said abut boredom. The brain naturally has to be doing something, it can’t help that, but if you just stop, and don’t give it something to do, it will come up with something on its own.
Well said Oscar!
Agree, students need practice on how to cope when bored. I see simple things such as assemblies and lining up as a class as important school routines in learning to cope with boredom.
Creativity, Literacy and Numeracy. There it is. The core skills. Wouldn’t that be so wonderful. And if the first was “assessed” through practical means, not a test. One day…
I love this idea, that would be awesome, and like he said, not to have a KLA based approach, but to weave it into all aspects.
I agree. There is not too much need to assess the many different levels, if the kids are fully engaged and participating to the full extent of their capabilities.
Teaching to a wide ranging syllabus does stifle creativity as we have very limited time to teach ‘outside the box.’ This is frustrating.
Yes, I agree – It is the time constraints that get in the way. We are so busy trying to cover all the content that there is rarely time to take a breather and just allow kids to be creative! One of my favourite things to do in my Kindergarten class is dress up time. The games and ideas the students come up with are just wonderful to watch!
I agree with this. Children must have time to be bored, not have every second filled for them.
As most teachers are driven by syllabus outcomes and ticking boxes, they don’t feel they have the licence to stray from the prescription of a program. I would and do encourage teachers to take risks in their T&L Program, collaborate with colleagues to develop PBL units of work and give student voice and choice to their learning. We have seen how effective this has been in our Year 7 Learning Pods and in a number of other classes. be creative I say!!!
Yes. Literacy, Numeracy and Creativity at the core! 🙂
Some of my most satisfying lessons are when students think out of the box and design and create a project i have not seen before.
I think that one of the biggest barriers is the pressure to achieve mandated outcomes, some of which may be selected purely because they are easier to recognise and reward. It is perhaps harder and more subjective to ‘assess’ creativity in a meaningful way, meaning it doesn’t produice as much ‘data’ to measure performance.
So many of the issues raised in these videos seem to blame children for systemic and historic social failures. Smartphones, games, youtube etc. are specifically designed to be addictive and reward obsessive behaviour, yet instead of holding the billionaire tech giants accountable we blame children for becoming victims of this reality. If I could carry a fully immersive 3D experience with me everywhere I went as a student, with literally endless distractions, I would have found it difficult to focus on learning syllabus content or to think creatively and innovatively too.
Well considered response. Interestingly all outcomes need to be covered yet not all need to be assessed- we need to be really mindful of embedding critical creativity, fun, risk taking and joy into T&L
Honestly, I think it’s that they rarely let their imaginations wander. If they’re bored, even for a fraction of a second, the cell phone comes out. It’s almost like daydreaming is a thing of the past. In class I used to look out the window and make up stories in my mind. If I had had a cellphone, there is no doubt that I would have been playing a game, or looking at pictures, or doing something that is limited, instead of the unlimited possibilities of my imagination.
I agree, as soon as anyone has a free second nowadays, the phone comes out. I catch myself doing it far more often than I’d like too. When I was at school I would always have a novel with me for when I had spare time, or a book to scribble stories in when I inished my work, but if I’d had a smartphone then I probably would have just had that.
Barton, I agree…even as we age, we are doing the same as the kids, responding to every alert on our phones, posting happy snaps of the food we are eating etc…to get affirmation in most cases…we need to set ourselves boundaries on the “distractors”. Turn off , not take them to bed, tell people your plans and they will respect that, I hope.
Barton, you are a commendable maverick! I can introduce you to some student unicorns who are still carrying novels and scribble story books with them in Term 2 but I suspect you will find them yourself soon enough!
I agree. It’s funny, but some people get annoyed if I don’t answer my phone / SMS whatever within a couple of hours. I’m busy at work or enjoying time when I don’t have a device strapped to me. Look out the window I say and dream. I wish our students were able to do more of that.
Yes and don’t just Google everything. Have conversations. Ask questions. Think about things… (This is good advice for myself!)
Kelsey, I remember staring out the window in year 9 biology and watching the train go by. I would wonder where all the people were going, think about where I would go… invent situations in my mind! I feel sorry that young people today don’t get the opportunity to exercise that part of their brain. If you ask me, every person who has contributed to the rise of technology and social media in society has a lot to answer for. It has literally shifted the entire way our world functions and not in a particularly positive way, I think!
I think the biggest barriers to fostering creativity and imagination in students is the way it is devalued in terms of the curriculum emphasis on teaching to tests such as NAPLAN. This is content driven rather than fostering original thinking and creative response. How can wriiting in NAPLAN be marked by a computer unless it the complete antithises of creativity i.e. formualic and marked in a tick-box style. The truly creative kids often score far less than the “in the box” thinkers.
I feel our biggest barriers are what we are expected to teach the children. Our curriculum! So many boxes to ‘tick and check’. NAPLAN, HSC, reporting proformas etc. And worse still, computers mark the writing component and how is imagination and creativity valued and marked??
Devices constantly distract the students as they aimlessly scroll through endless mind numbing videos and images.
Over stimulation and a complete lack of boredom. These kids need to sit in the back of a car for six hours without any devices. They will learn to look out the window, ask questions and be creative to pass time.
Yes!! I used to make up stories sitting in the back of the car. I totally agree with you. In fact, I find that my friends will often not want to drive, so that when we go somewhere they can use their phone, instead of looking around or engaging in conversation. This is truly upsetting when you see babies and toddlers with a phone shoved in their face, instead of trying to understand the universe around them!
I fully agree. The children have little time for imaginative play as they are being told it’s time for all the extra curricula activities, homework, etc. All set and ordered.
I believe that the level of distractedness is the most significant factor stifling creativity in Generation Yers. This of course is due to their near constant use of online devices. The other two factors, i.e. the low regard of creativity & the demotion of imagination are attitudes that have been subsumed into many educational institutions for many decades now.
You’re right, like he said, people love to point fingers at schools, but schools are a representation of society.
I agree
Definitely distractedness is a problem for this generation, but I also think our society could value creativity more. We definitely have a systemic low regard for creativity when mobile phones and social media are an accepted part of modern lives, and meanwhile funding for the arts/creative industries and the CSIRO goes down.
So disappointing that such a creative organisation like the CSIRO who tries to solve problems had their funding cut. Creativity isn’t just painting a picture.
I believe one of the biggest barriers to fostering originality and creativity in students is the ‘systematic low regard’. Creativity and expression is simply not a valued in the same regard as subjects such as English and Mathematics. Although ‘distractedness’ is increasingly evident in students today, I do not believe it to be the main concern within a school setting. When students are given clear guidelines and the opportunity to engage in authentic creative experiences, students are not bored (aka distracted). Perhaps creating space for creativity in schools could be a strategy fostered to combat the issue of distractedness.
I agree Lily, imagine the possibilities if we let all the young creative “geniuses” loose with ideas
Carla, how wonderful is it to see kids taking control, creating something wonderful and sharing it with others…gives them a great sense of pride and it challenges them.
When students are motivated and involved in creative experiences there simply is no distraction. I like your idea of creating space for creativity. There is a reason so many younger kids love playing with an empty box and not the toy that came with it. Valuing and continuing our school through the eyes of the younger learners may be the answer.
Agree -this is way subjects like Drama are of such value. The allow the freedom to invent, create and imagine. This does not mean they should be taught in an unstructured way, but that taking on roles can provided perspectives, empathy, a window into another world where what seems impossible might be possible. You can see the link between this type of imaginative thinking and the creation of future technologies and inventions.
Couldn’t agree more. As a society we still value sport and sportspeople above all else. Until we get sick that is.
Being present is so important and I feel I have to improve on that. It feels so much better to experience the world and is good for the mind. That is definitely what I need to improve at home and also in the classroom where you might not always be in the moment.
I feel living through the lens is sadly the way of life now. So many concerts, children’s sporting matches and personal moments are for a photo opportunity. A place that stood out for me when I travelled was the World Trade Centre memorial and the amount of people smiling for a photo at what I thought would be a sombre place.
I love that being bored should be fostered and some more unstructured play should be for all primary school classes.
You are not alone, I feel many of us (myself included) could enhance our well being if we could somehow learn to distance ourselves from the phone which has become that of a second limb almost. I have found myself scrolling through social media on my phone while ‘watching’ TV. Are we ever truly present? I really resonated with the idea that it there is a blessing to be found in boredom. Allowing our thoughts, emotions and creative ideas to come through as a result of being bored, rather than pacifying ourselves and suppressing these notions through our relentless addiction to social media.
Yes! I always tell my students when we watch a video or a film: I want you to be present in mind AND body. So just sitting there is not enough. You need to be PRESENT. Good point about the war memorial.
I think that the value that we place on creativity and originality has a big impact on how students behaviour and development. There is definitely a perception that some subjects and skills are more important than others, or represent intelligence and achievement. There is also a feeling that some things need to be done in a particular way, that there is a “right” way to do them and no other interpretation is permitted. We need to make opportunities for creative and original approaches in a whole range of areas.
Unfortunately, I think one of the reasons is that creativity is often not efficient. When teachers a required to get through x amount of curriculum they are forced to push through content, without time to include the creativity they want to include. I think teachers are a pretty creative bunch, but the system pushes teaching in the opposite direction. #naplan
That is so perceptive, that creativity is not efficient. I think this applies in so many aspects of our lives, not just at school. When something seems to work we continue to do it the same way even if there might be a different way to do it. We get things done and we move on without thinking about it. This very much connects to that idea that schools are a reflection of society’s values.
So true Elizabeth! And we, as teachers, do not get enough time to delve really deep into topics and go with kids interests when they arise. However, this is QT to delve deep. Where has it all gone??
Definitely! The systemic pressure to tick boxes and achieve particular NAPLAN scores is hugely detrimental in this regard. It means that you feel like you have to justify making time for creativity, when being creative should be justification enough.
Nicely put, I have worked once in a school that had a naplan boot camp style of teaching just before naplan season to give their students the greatest chance of success. To benefit the students or the school…
It is also society that places such an importance on naplan, seeing it as the only way to compare schools.
I think levels of distractedness is a huge barrier. Students have trouble “sticking at” tasks for long periods and want instant gratification, then move on to the next. The process is just as important as the product.
I was shocked to hear the average adult attention span was only 8 seconds, and that it had reduced so much in just 15 years. I can’t imagine how children’s brains will be changed by the ever-increasing amount of stimuli they are exposed to in everyday life.
Absolutely. The media doesn’t help this with their 8 second sound bites on a topic either. It doesn’t allow us to practice deep learning on a topic. I guess no-one has the concentration ability these days…
I do believe that children are so creative and come up with some wonderful ideas. Sometimes I read my students creative writing and I am just so impressed. As we get older though many of us do become less creative or at least some of us don’t allow ourselves to be as creative. I agree with the point about how being bored can bring about creativity. Children nowadays are bombarded with things to do and technology. They need more stimulation and entertainment from external things rather than creating solutions to make their own fun and entertainment. Perhaps they are always looking for more and are less satisfied.
Sometimes this is just a change that takes place as we grow. We stop thinking about our imaginary world and want to operate more in the real world around us.
I believe the biggest barriers holding students back from fostering their originality and creativity is their lack for creativity. Many students believe that creativity as a form of art. Creativity can be explored in a range of different KLA’s . Students need to be more open minded.
I agree Georgia and like your idea that students need to be more open minded. I think school and the pressure to get through everything can sometimes stifle that creativity sadly.
I think the biggest barrier to fostering originality in children is distractedness. Today, a large portion of children receive instant gratification through social media. It could be argued that children’s originality is hindered when they try to conform to what is currently on trend in social media.
I agree to a point. Do you still think this is the case at school when teachers have control over the learning environment? I know that when I am engaging in something creative (that I enjoy), I can put my phone away and not think about it for hours. However, I guess you could argue that the students who do not enjoy participating in ‘creativity’ will continue to be distracted?
Moving from a K-2 context to 3-6, I am astounded by students’ fear of boredom! I think that the creativity that we see in younger students when they create new games, do drawings, make up songs and dances, comes from being given time to play independently or with a group, without structure.
Great points Fiona. I agree it amazing how often you hear students say i’m bored. It is so true some children struggle and do not know what to do in some social situations without some form of structure.
Sadly I think students need to be more bored at home and invent things! It is such an amazing and precious time to role play and create imaginative games and cubby houses, skits, pretend play, skills that lead to later life and being able to entertain yourself without a device…. but because of technology a lot of this is lost in the foundation years.
Good point Fiona. It’s so sad that they become almost embarrassed to be creative.
The biggest barriers to fostering creativity are the levels of distractedness. When children are given the time and opportunity to be creative, they are on their phones, games, and devices. They don’t handle being bored.
I agree with your there Sky. They don’t know the meaning of being bored.
Great point, Sky. They would rather choose to do a familiar activity on their device, rather than an unfamiliar creative activity.
Great Sky. So lets bring back play for the younger years. Genius Friday afternoons etc!!
The biggest barriers to fostering originality and creativity could be the lack of exposure to opportunities and experiences that promote imaginative processes. Fear and failure could also play a role in a students inability to foster new experiences, innovation and experimental behaviours.
Really good point, Jazmin. Children might fear being different and as a result, don’t want to appear to fail at something.
I agree, I think there is definitely a fear of experimental behaviours. Particularly in older students (and of course adults as well!) a fear of looking silly or asking a “silly question” is definitely prevalent!​
Great points Jazmin. I think your point about fear of failure being a barrier for creativity and originality is very interesting.
Distractedness is huge these days. I find that I need that disconnected time, that time of “boredom”. I find it hard to relate to the obsession with devices. I would prefer to enjoy that sunrise, rather than post on Facebook or check my phone.
I agree Lisa. I can’t stand seeing children on their phones at the park!
Limitations are the key! Students are encouraged to express creativity in many prescriptive ways. To foster true originality students need to take a certain level of ownership rather so that they feel included in the decision making process. Not all original and creative tasks take a long time!
Yes and this ties in with the need for Gen Y to seek extrinsic feedback. How can they be creative if they are always trying to please someone else. To become truly creative they need to follow there own ideas and not be limited by others opinions so much, i.e. they need to become more intrinsically motivated.
I think a barrier to fostering originality and creativity in students would be to provide them with closed tasks. In order for students to be original and creative, they need to be given as many open ended tasks as possible.
I agree. All too often the tasks we ask students to complete are closed. Who knows where an open-ended task may lead thoughts and what the outcome may be.
Yes Imogen, open ended tasks are great to foster creativity. They can be tricky to timetable but enjoyable to teach and observe.
Well said Imogen. I also believe they need more open ended tasks.
I feel that the biggest barrier to fostering originality and creativity in students is the immense lack of value placed upon this by school systems, structures and hierarchies, and dare I say, even by some teachers . It is often not perceived as an important part of the curriculum, far below literacy and mathematics. For example activities such as music/drama are often relegated to be “fitted in” when the more important learning has occurred & is frequently left to specialist teachers.
That’s right. Often we find ourselves teaching to a test when we should be fostering creativity.
So true. Even in these times of COVID-19 you hear of students being brought back into school for English and Maths, but what about those creative subjects where practical opportunities are so important to experiment and discover new things.
I believe that the biggest barriers to fostering originality and creativity in students come down to: time and an individuals lack of motivation. Allowing for lessons to be creative and foster originality, it takes a lot of time and preparation, often steering away from other important KLA’s and the objective of those lessons. An individual spending so much time doing other things, like connecting on social media or gaming can take so much time away from being creative and fostering originality. It can steer students in a direction which enables them to neglect the idea of creativity and originality. As teachers it is important that we promote and encourage the idea that in order to do well in the world, we must all be creative and original.
Time is definitely a huge impacting factor Tania, especially in our already overcrowded curriculum. Students need time away from distractions to discover themselves & to be creative. Somehow we need to make time and space to be innovative integrated throughout the day in all areas of learning.
We often don’t give our students enough time in the classroom to be creative, particularly during writing lessons.
Good point about writing Imogen. It seems we don’t do any free writing, and the formulas for text types are like mathematical algorithms. Even with drawing now, we often follow step by step instructions from a YouTube clip.
Subjects that promote Creativity and imagination are very undervalued in comparison to the core subjects of English Maths and Science. I have found students have a fear of not being the best artist, musician, dancer etc. Youtube has become a platform for expressing creativity with their peers or ‘followers’ but this is also blurred by the pursuit of perfectionism. Photoshopping, dubbing , re-doing before the final product is uploaded in all its perfection.
Yes, as a maths teacher, I find that there is too much emphasis on rigid learning. The best students I have seen are the ones that see every problem as a challenge and are not affraid to tackle a problem and make a mistake for the sake of learning. Often they solve problems in unconventional ways and that makes it even more interesting. Using both hemispheres of the grey matter can only increase creativity.
Lack of time and the rush to complete units of work usually doesn’t allow for time to just be still, reflect, quiten the body and mind. It’s a fast paced digital world we are now living in, whereas originality and creativity can take time, awareness and mindfulness to develop.
I am always amazed by the number of students who take part in a number of activities after school – many who complete more than one each day. There is no time for stillness or quiet mindfulness. ​
My biggest barrier for fostering creativity would be working within the time limits given to me. As educators we are expected to get through a certain amount of work which should be done in a certain way. This means that students are fundamentally learning to do things in a very similar way. I enjoy giving opportunities for self expression without a finished product in mind. It allows students the freedom to think differently and makes the classroom an enjoyable place to be.
I agree Matt! Having the flexibility as a teacher to make those decisions on needs based process rather than time based would surely lead to greater teaching learning.
Agree Matt. The expectations of teachers is huge. We are taught to foster diversity and creativity, however, the limitations of the curriculum leaves us restricted time to teach or give students an abundance of experiences surrounding creativity and innovation.
I definitely agree the time constraints on us are preventing so much of it. The joy of art and saying it is your artwork so why not give it a go and do it your way. The most enjoyable writing lessons are when students are given freedom to show their creativity and where “Good ideas rarely interrupt us.” I feel it is sometimes the easy way to manage students and just get the work done.
The majority of barriers that hold students back from using their own creativity is their disregard for creativity itself. Children often only see creativity as an art form and not as a fay to day life exercise. Creativity can be explored in a range of teaching avenues and can give students a chance to be driven where they can usually lack. Creativity can be explored through English and math forms where students can see through the direct answers and see the creative design behind it.
Very interesting take. Glad you brought it to my attention
Very interesting points there Liz. It is important that as teachers we make space for creativity in every subject area.
So true Liz! Teachers need to change their perception that creativity is predominantly expressed through the CAPA subjects. There are so many valuable opportunities to express student creativity in maths,science, English and more. I personally love exploring this in writing, poetry and reading/performing scripts with students.
Time.
I think some teachers believe that if learning tasks are to be creative and foster originality, that they are largely time consuming and require a lot of planning and preparation for the classroom. Teachers can feel this style of learning steals from teaching English and mathematics outcomes which are deemed as superior KLAs.
Good point Rachel! Some of the most creative activities I have ever taught have been spontaneous and driven from the discussion we have had as a class.
Absolutely. As 21st century teachers we are limited with time. We are expected to prioritise certain areas of the curriculum before we can give children creative and innovative experiences.
I think the biggest barriers that hinder the ability to foster originality and creativity in students are the regulatory and institutional barriers, such as time constraints, curriculum content, lack of resources, timetables and bells. Schools are based on order and structure in order to function but these restrictions makes it hard to foster originality and creativity in students. Fostering originality and creativity may involve stepping outside of your comfort zone and taking risks. With this comes the need for a high degree of confidence and the readiness to face an and they are what make a school function but it is these factor unpredictable outcome.
Spot on Kathy! You nailed it.
We used to get in trouble in class for day dreaming. Do students even do this to amuse themselves anymore? We now use mindmaps and y charts to help them plan. Have millennials lost the art of creative and imaginative thinking?
I believe that stopping learning and having them be alone with their thoughts is vital for students to not only learn creativity but also patience. There is going to be times in their lives where they are forced to be quiet and still and use their imagination to keep them occupied. Why not utilise this ability in the classroom and get students to get creative.
I agree. We are now having to teach creativity using graphic organisers. How is this teaching creativity?
Lack of interest in doing so.
Exactly. It was mentioned that students need to stop and listen/think in a quiet space for their creativity to be sparks. Some children these days do not like to be alone with their own thoughts and imagination. They fill this will games and reading. A quiet 15 minutes could unleash a world of creativity that they could explore. This needs to be pushed further with younger children.
The biggest barriers to fostering originality and creativity in students is the high level of distraction offered by their mobile phones as well as the emphasis and value of some subjects being considered more important than others.
I accept and embrace the use of technology in the classroom and there is definitely a place for it in our modern learning setting but the social media lure and gaming is too much for students to resist. Until schools find a uniform way of controlling/limiting this distraction, education will remain second on the priority list of students.
This is so true Chris
my son plays the xbox with a tablet for extra guidance or entertainment. Is this like Granny listening to the radio and knitting?
Valid points there Chris. I believe that a high level of distraction is a barrier for fostering originality and creativity. In saying this, students often engage their time playing games or connecting on social media. This definitely takes away their time from being creative and original.
The distractions that mobile phones are causing in our student groups have created a culture of being “not present”, and they are missing most of the beautiful things that are right in front of their faces. They look for excitement vicariously through their devices, and this has reduced their ability to create their own excitement.
Totally agree Richard. Students are becoming more disengaged than ever due to the increase availability of mobile phones. Just one sound of an incoming email, msg or update and all students immediately reach for their phones.
Agreed Richard. The large amount of time spent on devices doesn’t allow for time to just be still, ponder, wonder. Sitting and engaging in social media on a device is far removed from taking in a natural view for example or letting the mind be in awe of what may be around them which may help spark creativity.
What a great comment , some of the skills are lessons for life and it would be great if the students where there to work and learn,leaving their sometimes minor baggage at the door.