Creative Spark

Creative Spark Talk Analysis
Luciana Shaw
University of Phoenix
PHL/458
June 2, 2015
Prof. Ángel L. Durán
Creative Spark Talk Analysis: How schools kill creativity
The belief that public education standards are suppressing the creativeness of children, thus society as whole, is gaining widespread acceptance. It is imposed a great pressure to students in programs of science, technology, engineering and mathematics (STEM). This pressure causes that they have little time for the commitment of creative programs, such as music, theater, dance, film and visual arts. Society today places more value on science and math, a holdover from the Industrial Revolution and Manufacturing in the United States after World War II.
How the Robinson talk's content illuminates some of the stages of creativity?
In his discussion at the Technology, Entertainment, and Design (TED) Conference in Monterey, CA February 2006, author and educator Sir Ken Robinson presented the argument that "We have been educated to become good workers, rather than creative thinkers." (Robinson, 2006). Parents have been "indoctrinated" by the same education system that now strives to quell the creative spark in today's new generation. The emphasis of STEM in the education process removes emphasis from creative programs. Children are turnover to the education system for seven to nine hours a day. Teachers don't want a child to be a dancer, musician, or writer and push academic achievement in STEM classes as an extrinsic motivator. For example, Doing well in math and science will put on the path to a scholarship at a great school! We have all heard it. Conversely, we have also heard that music and dance will leave you broke and hungry. There are no jobs for musicians and dancers! Until the mid-19th century musicians, philosophers, sculptures and other artists were revered. Parents hoped their children would be one of the great artists or writers. Now parents hope the children grow up to be CEO’s and politicians. This push has greatly diminished our ability to think creatively and critically forcing companies to sponsor training for employees to bring back the abilities that were stifled during childhood.
Creativity is required now more than ever. With dwindling natural resources and threats from all corners, creativity is the future of all of us. Creativity begets innovation, pushes the develop of what is normal. It has given us the ability to survive and achieve greatness since the beginning of time. By stifling creativity in our schools how can we be expected to adapt to the future, to flourish. As we continue our transition from a manufacturing-based society to a service based one the emphasis will need to shift from stifling creativity to embracing and even elevating it to the same level as STEM.
How does Robinson’s talk relate to the concepts of imagination and curiosity? Robinson's talk was almost entirely related to imagination and curiosity. Robinson declares that today's education system has a hierarchy that is to produce children to compete academically in the world. This hierarchy places the most value on math and science but places little value in the arts. Robinson contends that by education children in this manner, we are squashing all of their creativity. We do not have time for children to ask why. Robinson believes we educate children from the waste up for a while then move only to the head. By not focusing on the entire body, educators are missing the mark. Imagination and creativity are not encouraged (Robinson, 2006).
Everyone learns differently. There are several different learning styles that have been identified. Learning is not a one size fits all arrangement, even though that is how it seems to be addressed in public education today. It is where common core fails. It does not address the needs of the learner; it focuses on the need for an "easy button" to satisfy ourselves that every student is learning the same thing at the same time. It removes creative and critical thinking and focuses on a common standard.
How do some of the points made in the talk apply to my personal experience and benefits society as a whole?
As a child, I remember being forced into math and science classes where I was at a complete disadvantage. In the fourth grade, my math teacher used to smack me or pull me from my chair if I did not understand the math lesson of the day. I would sit in my chair and cry afraid that I was going to be hit. I never gained a confidence in math. In fact, I developed a fear of math.
Fortunately, I was educated in an era when arts were considered important. As a student, I excelled in dance and drama; these classes were a release for me and allowed me to use my imagination and curiosity. To this day, I am wildly curious about many things and am grateful to the Google geniuses that give me instant gratification. Robinson's points regarding society's views toward education are very valid. Education today seems to be about pushing our kids to excel in areas that other countries are superior. The homework kids have today requires hours of work every day, and parents often have to help. In fact, an area where children have the opportunity to be creative is the science fair. However, the assignments are so difficult that the parents end up doing it for their child. Giving children a way to express themselves creatively will only produce good critical thinkers in the future.
In conclusion, Sir Kenneth Robinson makes a great case for radically changing procedures in the public school system. By only educating children in the cerebral parts of education, our children are missing out on the joys of creativity and imagination. Hindering children's creativity will not help our society; it will only stagnate our future thinkers.

References
Robinson, K. (2006, June). How schools kill creativity [Video file]. Retrieved from Creative Spark website: https://www.ted.com/talks/ken_robinson_says_schools_kill_creativity
Ruggiero, Vincent R. (2012). The Art of Thinking: A Guide to Critical and Creative Thought (10th ed.). : Pearson Education.