What if creativity = literacy? (Deconstruction)

Most schools focus on the standard hierarchy of subjects, which includes science and humanities. Classes such as arts, dancing, singing, etc. are given a secondary role. After watching the Ken Robinson’s speech on creativity, I asked myself, “What if creativity and literacy will have an equal status in schools?”.

Spending an equal amount of time for creative and academic subjects has interested the famous education adviser Ken Robinson. He claimed that nowadays “we don’t grow into creativity, we grow out of it”. By claiming this, he gave an example that if a child sings or dances well, the ability he or she has is not taken into account by the education system. This reminded me the pluralistic view, which is in support of sustaining diversity. For me, diversity here means the right of keeping a balance between creativity and literacy. Giving a priority to a standard hierarchy of subjects opposes the concept of diversity. Arts, humanities, sciences, and languages should have an equal role in a child’s education. Children are different. For instance, there is no a complete certainty of any child becoming science or language professionals. Some of them have that unique talent which schools representatives might never find out or even found out. The sense of creativity exists in every child. The issue is to what extent we can develop it. Shepherd (2009) gave a great example of how creativity took place in Grange primary school in Long Eaton, UK. The principal wanted children to learn to do things than learning information just to pass exams. The school created a fictional town, where they had their own cafe, radio and TV stations. This story represents the best example of how creativity can take place in schools.

To sum up, I would say that creativity is an individual’s inner world that guides him or her to a passion for doing things in the future. Would I be a different person if I had a chance of being involved in the world of creativity? Who knows…

Reference

 Photo credits to http://www.make-music-better.com/definition-of-creativity.html

Shepherd, J. (2009, February 10). Fertile minds need feeding. The Guardian. Retrieved from https://www.theguardian.com/education/2009/feb/10/teaching-sats

 

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3 thoughts on “What if creativity = literacy? (Deconstruction)

  1. Dear maira1291, your blog has a new call to the whole education system of Kazakhstan. As the schools in our country mostly favor the traditional way of education that minimizes the role of creativity. I posit the view that this system still contains many elements of the Soviet education system’s legacy and needs to be adapted towards rapidly changing global world. Even if there is no a complete certainty of any child becoming science or language professionals the schools system is set in that way, and schools actually are responsible to satisfy the needs of a country. Singers, actors and artists have never been the main needs of a country but the scientists, language professionals and labor force were always in trend. That is another part of a coin. So, what if creativity ≠ literacy?

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  2. Maira, thanks for your thoughtful post (5/5). Ken Robinson is a great educational thinker, and an inspiring lecturer (even though he speaks quite fast for students to follow sometimes!). Yasawi raises an important question, as Robinson’s ideas tend to be broad and idealistic, and therefore difficult to implement. Do you think the type of change that you (and he) are suggesting is possible without some major societal shift to support and value the arts?

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  3. Dear Yasawi859 and Davidphilip,

    First of all, thanks for raising this interesting question. Personally, I believe that every child has a right to choose a direction of his or her desire. The problem is that schools do not provide much freedom of shifting to art emphasizing the literacy. I have seen a lot of students, who studied in “prestigious” majors, however, work totally in a different direction.These directions tend to be from the category of arts. This will definitely require a societal shift. Schools, teachers, administrators should understand that forcing a child is not a good decision-making strategy. It would be good to focus on different directions combining both literacy and art to solve the problem of lacking specializations such as creative designer, event planner, etc. One of my students eventually left the school after 9th grade to the Academy of Arts. He was not bad in other subjects such as mathematics and language classes. He is a Laureate Winner among European young artists. The another side of coin is that what will happen to those schools who will lose their best students good at arts and literacy?

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