Creativity

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Mantle of the expert

What is Mantle of the Expert?

The Mantle of the Expert is a dramatic-inquiry based approach to teaching and learning which was invented in the 1980’s by Professor Dorothy Heathcote. She creatively came up with an theory that children would learn curriculum through a dram based approach.

As the children are working through the curriculum they are acting as if they are experts in particular path of work. For example a manager of a store. Throughout this learning theory the classroom dynamic changes from its original construction, children take a more active role in their learning so the teacher is relying on the children instead of the children relying on the teacher. The teachers’ role in this theory is step back and guide the children through the given task stated.

Why use Mantle of the Expert?

When using the mantle of the expert, by treating the pupils as experts it can raise their confidence and engagement in learning. It can benefit the pupil by:

       ² Increasing communication skills

   ²  Increasing teamwork

   ² Increasing decision making

   ² Increasing  critical thinking – independent thinking

     ²   Encouraging creativity 

Overtime the children learn responsibility, the appropriate language and social behaviour skills to use, which helps them to adapt their role as an expert.

This technique can allow schools to address problems and issues which currently happening outside of the school environment, which will help pupils gain an understanding.

By using the technique the teacher can incorporate more than one subject into the activity rather than learning one subject at a time. It’s a creative way to blend more than one aspect of the learning curriculum into one.

Experience

I got to experience using this teaching and learning technique on as a part of one of the modules on my university course. We were split up into 4 different groups, each were running our own construction company and requested design and build a bridge for the council.  Within our groups we were given individual roles and had to work together successfully to produce our end product.

We chosen to build a suspension bridge but on the day of building the bridge our end product didn't turn out the way we planned.  

Personally, I enjoyed using this technique; however I didn't really like the task given. This could suggest that there could be a gender difference in performance and involvement when given a particular task using this technique.

 In my experience, the boys really got stuck into the task and enjoyed their role, upon the day of building the bridge they really excelled and got creative; using the saws, hammer and nails. However, if the scenario was different and we had to run our supermarket I’m not quite sure they would've been as interested.

References and Links

http://www.mantleoftheexpert.com/ 

Techniquest

About...

Know as one of the longest established science centres in the United Kingdom, techniquest offers a range of scientific exhibits to its visitors. It was first built/open in 1985 by Professor John BeetleStone from Cardiff University. Any exhibits the centre has used, is built at their own workshops and has also been known for building and selling exhibits to other science centres worldwide. 

How do techniquest relate to education?

The centre offers a wide range of exhibits for the children to explore and experiment. Techniquest bases their exhibits on child centred learning which can support students through their education even secondary phase and now even visit schools. Exhibits and  programmes are designed and advised particularly to appropriately suit the age of the students visiting. The centre ranges it's exhibits to offer students a unique experience in subjects such as science, technology, engineering and mathematics. 

Secondary

Adapted to relate maths with the 21st century and technology being used by the youth of today. Looks into statistics and binary code, explores mathematics in ways you haven't thought about. As well as younger visitors, secondary students get to explore the planetarium and science theatre, these are adapted to suit an higher education. The science experiment would be based on chemistry, where as the planetarium would use higher level of understanding and knowledge.

Science Theatre 

Viewers get a front row seat on a scientific or mathematical experiment which will get you thinking through the task or problem by producing ideas and solutions. Interaction, is main part of this show, the professor gets the viewers involved by discussion and participation. To show that viewers have fully understood what they just experienced, they are encouraged to reflect upon the knowledge their just achieved, by filling out question/information sheets and participating in a group summary discussion.

Planetarium

Modified to suit the ability, knowledge and age of the viewer, planetarium is a new feature at the centre which will educate students and young visitors on the stars, planet and galaxies. The video will intrigue its viewers as it gives an insight on astronomy and cosmology, learning about constellations and myths which are behind them, a subject which is not well know about.  

Experience

As a child, at least one of my lower primary school trips a year were spent at Techniquest, I remember feeling as if I was in a giant playground with interesting yet sometimes confusing puzzles which left me amazed and intrigued. My favourite being the shadow box. On my last visit with the school, I got to experience the science theatre, I remember being given a questionnaire on the way in and feeling as if I had to listen intently to every word the professor said otherwise I wouldn't be able to answer it. 

Returning now Im older, I still felt amazed by some of the exhibits but not so confused.

 Techniquest is a great way of learning through exploration using thought processes, problem solving and ideas to understand the science behind the exhibits. whatever the age and no matter how old some of the exhibits Techniquest still excite and intrigue you despite how many times you visit.

References

http://www.techniquest.org

Creativity is being used in schools and education

Ben Mill - Guest Lecturer

                                                                                                                        Schools Climbing Wall

Teacher at Ashgrove school, a specialist provision school for children aged 3-19 years old with Autistic Spectrum Disorder (ASD).

How do the school create an Environment that fosters creativity?

« Freedom  - to experiment and make mistakes

« Time to think

« Space - to make a mess and to able to move freely

« Opportunities - debates and discussions

« Access to a wealth of media on multitude subjects

« Access to resources - ensure they are taught to use them effectively

« Relaxed and friendly staff

The school uses creativity to create a fun and stimulating learning environment. One important point which Ben expressed numerous times throughout the presentation was the children were given the choice. E.g. Christmas concerts, choice of media. The children are given the authority to have a say in what they learn and how their work is presented, this degree of freedom of choice is one of the reason their choice of how to run a classroom is successful. 

How do the school use technology creatively? 

« Devote the majority of lesson time to experimentation

« Use technology which is an appropriate level for age

« Use technology which is cheap and open source

« Use technology which is engaging and fun

« Teach skills - including teaching how to use these skills

One of the big things the school is known for is its use of technology with their education. The school uses a variation of technology and media to promote and put to test the children's creativity and imagination. The technology and media is not only used in the children's lesson time but can be used if chosen and deemed to be useful in the annual school Christmas concerts or events. 

This is one of things I found interesting about the school is it's use of technology incorporated into every subject and it's use of new technology which I didn't know existed. 

Scratch

Designed specially for 8-16 years but is being used by many around the world. Scratch is an online community where children can use their imagination to create stories, games and animations by programming. This programme helps children to "think creatively, work collaboratively, and reason systematically".

Makey Makey

Created by two graduate students, the Makey Makey can be used by anyone. An invention kit for the 21st century, which turns everyday objects (which can conduct electricity) into touch pads. The kits include a Makey Makey, alligator clips and an USB Cable and needs internet to work. 

I believe the use of this level of technology in education is an fun and effective way of engaging children, and incorporating and promoting creativity into the curriculum. This can help implant the basis of skills and knowledge which will be needed by them in their future due to ever evolving world of technology.

References

scratch.mit.edu

www.makeymakey.com

Pic:    http://illustrateproject.com/ashgrove-school-cardiff/

Education Killing Creativity?

Ken Robinson

Well known as an education leader in the development of education, creativity and innovation. 

Here in this video, Sir Ken Robinson, an creativity expert, argues that education today is draining children of creativity.  He challenges the way in which Creativity is being approached through the education system .  ‘Creativity', in which he defines as "the process of having original ideas that have value", he believes is as important in education as literacy, and we should treat it with the same status.

Does education and schools kill creativity?

We’re sent into education and the classroom so us individuals can learn and gain the essential knowledge and skills for our development and to prepare us for later life. What kind of education is needed for this to be possible? Is this possible?

Robinson argues that our education are limiting us, we all born with creativity but our education suppress it, but it’s important culturally, economically and personally that we fight this. 

People and organizations everywhere can see that current systems of education are failing to meet the challenges we now all face and they're working furiously to create alternatives.- Sir Ken Robinson

Education is evolving and changing constantly but the curriculum and schools are not. He believes the education system has a standard curriculum which is set for all to abide by. He points out that they are missing the fact that every individual is unique and ‘diverse’ so this standard curriculum could be ‘narrowing their intelligence.’ They expect students to abide follow the guidelines which deprives them from using imagination and creativity. So by  adapting the system Robison believes is essential for the pupils ‘personal fulfillment and the world we are creating’ 

Personally, I found this argument quite interesting and can definitely relate to his views on the argument. Throughout primary school art and crafts was usually taught in a afternoon, looking back you could say it was often used as a treat if other subjects work was fully completed for that week. E.g. English, Maths or History.  For a long time and still today education and schools focus on the core subjects such English, maths and science which is classed as important for the child's future, and discard other topics as they not seen as such as high priority. Is this right? Are these the most important subjects?

Today schools seem to be concentrating on adapting the curriculum so arts and craft subjects, which is classed and based around creativity, are given more time. However, schools should focus on how they can include creativity into their classrooms and teaching no matter what subject is being taught.

References
http://sirkenrobinson.com/
http://www.huffingtonpost.com/sir-ken-robinson/do-schools-kill-creativity_b_2252942.html
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?embed=true

What is creativity?

What is creativity? Is creativity in everyone? Can creativity be taught? 

What is Creativity?

“...to raise new questions, new possibilities,  to regard  old problems from a new angle...”

Albert Einstein

“creativity takes courage”

Henri Matisse

“Creativity is intelligence having fun”

Albert Einstein

What is creativity for you?

It seems the definition of creativity today is undefined and that its different for each individual. Why is this? Could it be due to the fact that today creativity is seen as an skill that can be learnt through education and instruction.  To me, creativity involves two processes: thinking and producing. Creativity is evolving a solution to a problem through an open thought process by using our imagination to produce new possibilities.

Why is creativity important?

It’s clear that creativity is not only important to education but globally as well.

In education creativity  helps improve the pupils:

•      self esteem

•       achievement

•       motivation

This helps pupils:

•      Gain their own perspective of the world

•       problem solving

•       discovery through ; exploration, curiosity , play

Creativity in Education

Is there enough creativity being used in the education system today?

“…creative education involves a balance between teaching knowledge, skills and encouraging innovation..”  NACCCE,1999

The release of the ‘Plowden Report’ in 1967 saw changes in the perspective chidren were being taught.  One of the most important of their recommendations were how children were learning, they highlighted the significance of children learning through discovery and children being an active role in the curriculum. Play and exploration was then given a central role to their education, as creativity was seen as an important step in their development. However, is that the case today? Do children still have this input?

References

Craft.A et al.(2001) Creativity in Education. Bloomsbury Publishing

Craft.A(2002) Creativity and Early Years Education: A Lifewide Foundation
Continuum Studies in Lifelong Learning Bloomsbury Publishing

National Advisory Committee on Creative & Cultural Education (NACCCE), (1999)  All Our Futures: Creativity, Culture and Education. London: DfEE/DCMS.