General Henry Martyn Robert (1837–1923), saw a need for a standard of parliamentary procedure at local meetings of all kinds. Robert's Rules of Order, published in 1876 was loosely based on rules used in the United States House of Representatives. Robert’s pocket guide made parliamentary procedure simple and accessible for all. The invention of fire for heat and cooking led to modern inventions of cleaner indoor furnaces, stoves, gas grills, ovens, and microwave ovens. The telephone was pretty basic until Steve Jobs had the idea for the iPhone. The point is, these creative geniuses did not say, “I can’t do anything about that because someone else already created something.” Instead, they asked themselves, “I wonder if I could improve on that idea – make it better, safer, more versatile, easier to use, more accessible?” All of humanity benefits when creativity is employed, and this is why we need to teach our students that they too can be creative.
Anyone who has ever used their imagination has experienced the spark of creativity. Many people allow those sparks to die, while others write great works of fiction, poetry, tv series, plays, and movies. Still others, use that spark to solve a problem, reinterpret a design, or build something new. That act of creating, following through on an idea, is what creatives do. According to Jeffrey Kluger in his book, TIME Your Brain: A User’s Guide, “Not all creatives carry artistic glamour. The legislator who crafts a previously elusive compromise that solves an important problem has created something meaningful. The teacher who shapes a personalized study program for a student who is falling behind has created a curriculum that could change a life.” Creativity is about growth, utility, beauty, and meaning in all areas of our lives.
Creativity is a higher order thinking skill necessary in today’s (and tomorrow’s) job market. Parents will find a correlation between childhood creativity and adult accomplishment. Creativity is three times as strong a correlation as that between childhood IQ and adult accomplishment, according to Dr. Scott Barry Kaufman, author of Wired to Create: Unraveling the Mysteries of the Creative Mind. Kaufman says, “Creative people tend to have an extraordinary sensitivity but also are capable of staying true to their values, even in challenging environments.” They tend to grow after trauma, learning from experiences that might devastate non-creatives.
So, how do we encourage creativity in our students? First and foremost, allow them time to think through ideas. Creativity cannot be forced. As an artist, I often spent more time thinking about an idea for a painting I planned to work on than actually painting. The same is true for writing. When a child is sitting there apparently doing nothing, it may be that he is imagining. Ask what he is thinking about, rather than ordering to get back to work. Encourage him to write down those initial ideas. He can always edit later. What if a student is stuck? Sometimes a good night’s sleep, a break, or a snack will help him move forward in his assignment. Find time to allow students to pursue their own creative ideas - beyond your regular assignments. Ask what they are interested in, what they feel passionately about, and what they plan to do about it. Present problems, brainstorm solutions, and break into groups to develop several ideas. This should feel like play – allow the mind to wander, there are no bad ideas, it is about curiosity, exploration, trial, and error. Do not let perfectionism get in the way – experiment! Avoid judgements as a way to encourage students to get outside their comfort zone and try something new.
Sarah Begley, “How Parents Can Excite And Inspire,” TIME Magazine Special Edition: The Science of Creativity, 2018, suggests some do’s and don’ts to help you inspire kids.
Do's:
- Make Reading A Ritual – people get creative ideas from reading
- Let Freedom Ring – allow to pursue own interests
- Encourage Group Creativity – not all creativity happens in isolation. Collaboration can multiply ideas and solutions.
- Nurture Curiosity. Teach kids to wonder about things and ask open-ended questions
Don'ts:
- Don't pressure kids to get straight A's – childhood grades don't necessarily make for great thinking as an adult. Creative kids are more likely to have good grades in subjects that interest them but not in those that don't interest them.
- Don't pressure kids to specialize in a particular interest too early. Allow for creative outlets and hobbies. A wide array of interests contributes to creativity.
- Don't have an abundance of rules. Too many rules leads kids to learn they have to always follow the lead of authority figures, as opposed to thinking for themselves.
- Don't try to shield children from grown-up arguments. Intellectual disagreements at the dinner table can be hugely beneficial. Creative adults come from homes where parents had genuine disagreements and debates. This helps you see more than one perspective.
Let go of your preconceived ideas about who or what kind of person is creative. The truth is everyone has some level of creativity. Creative thinking is intentional and goal oriented. It includes both logic and imagination. Some creatives are messy, some are neat. Some are methodical, some are spontaneous. Some appear eccentric, some appear average. Some are adaptors, improving and building on existing creations, while others are innovators, changing the way we do things. Appreciate all. We need all types, in all fields, in every aspect of our lives.
Specific questions and activities, which promote creativity in your lessons, are found in First Grade Story Comprehension: The Pringle Plan A Guide For Parents And Teachers Of First Grade Students, under Bloom’s Taxonomy and throughout the lesson samples. The above article is from a chapter in this book.
