Creativity+and+Imagination+in+Education+in+the+Twenty+First+Century

/Page started 1st March 2012

2nd March 2012. Summary &Comments on reading: Flew, T., & Cunningham, S. (2010) Creative Industries after the first decade of debate. The Information Society,26(2), 113-123.

The concept of Creative Industries began as a policy discourse in the 1990's (by Tony Blair's govt UK). It was received with much interest and animated debate. There have been ongoing issues with the definition of Creative Industries, some countries preferring terms such as Cultural Industries, or Cultural Sectors (EU), and Creative Economy or the Experience Economy (Scandinavia). The article points out that in spite of the difficulties involved in achieving a globally accepted definition of, not only what Creative Industries are, but also their usefulness and impact on economies and cultures around the world, there has been a general consensus that Creative Industries: Are about goods and services that use creativity and "intellectual capital" as major contributors. That they are "knowledge-based", and while leaning towards the arts, Include other areas that may create "revenues from trade and and intellectual property rights." Should have "creative content, economic value, and market objectives" in both the intangible (intellectual or artistic) and tangible(products) produced
 * What are Creative Industries?**

Related to the debate about creative industries is the consensus that has been reached regarding what should be included in cultural statistics modeling. These are: The Arts (performing), music, the film industry, including photography and video, Television and radio, music, publishing and literature,visual arts and crafts, Design (including fashion), museums, galleries, and libraries, Interactive media (Web, games mobile etc.

Many other possible inclusions are still being debated. These include software, architecture, festivals, intangible cultural heritage, sport and other leisure activities.

The importance of this general consensus is that it has enabled the global organisations to develop some common ground for creating frameworks from which reliable data can be compared between countries and analysed over time. This is how the above definition of creative Industries was developed in the first place. (Not finished yet) Maz The importance of this general consensus is that it has enabled global organisations to develop some common ground for creating frameworks from which reliable data can be compared between countries and analysed over time. Many other possible inclusions are still being debated. These include software, architecture, festivals, intangible cultural heritage, sport and other leisure activities. 6th March12 (Maz) Concept developed in 1990's-early 2000's - related to globalization and the growth of multinationals and other organisations that promote free market operations, and big business. The term has been used much in recent times but exactly what critics mean when they use the word "neoliberalism" is sometimes vague creating a lack of clarity about exactly what the critics of Neoliberalism are opposed to. The article goes on at length about the perceived negative implications of neoliberalism for Creative Industries, it points out that .."a positive correlation between the development of culture and the creative industries and economic growth and innovation, rather than seeing cultural provision as a rent extracted from the'real' or 'productive' economy on the basis of social or cultural value rationales alone, we can begin to think about such cultural institution as public-sector social innovation incubators".
 * Neoliberalism**:

**Implications for Creativity and Imagination in Education in the 21st Century**
Education systems will need to provide well planned and structured scaffolding to empower young people to avoid the negative aspects of the use of interactive media, the web etc.
 * Since Creative industries include "goods and services that use 'creativity' and intellectual capital as major contributors it is clear that our education systems will need to adapt accordingly.
 * Employers will be looking for people who can think clearly, with the ability to multi-task and to solve problems on their feet.
 * Currently our education systems are in "transition", moving from the traditional modes of teaching to experimenting with more innovative methods of educating our young people.
 * The information revolution and the increasing reliance on digital media in the workforce, together with higher expectations of employers, means that young people will need to be educated to ask questions about their world and how it works, and after reflection to take decisions that reflect imaginative and creative minds.
 * Whatever criticisms scholars make about globalization (and neoliberalism) there is no stopping their growing influence in almost every society and culture.
 * Education systems will turn to more personalized learning and will allow their students to "choose" their learning within well structured frameworks (scaffolding).
 * There will be greater emphasis given to studying and reflecting on the cultural aspects societies and countries, as the world is becoming more and more a "global village".
 * The use of information technology will mean that communication between learners will increase and with that it is hoped understanding and tolerance.

__//** 13/3/12 (Maz) **//__ Further research regarding Neoliberalisnm: From: Bakan, J., (2011), __//**Childhood Under Siege: How Big Business Ruthlessly Targets Children**//__, The Bodley Head, London,

According to Bakan, Neoliberalism's central idea is that "free markets are he surest ways to achieve the greatest good for individuals and society". He says that this goes against the ideology of child reform policies which are designed to protect children from exploitation. The resulting conflict has left children vulnerable to manipulation, especially from ruthless media and advertising corporations.(pp9-11) Bakan cites two marketing experts (Bogusky and Lindstorm) who themselves have voiced concern over the unethical and aggressive targeting of children to make large amounts of money and which according to Lindstorm " also destroys children's imaginations and creative capacities", and, "One of the biggest scares in the future is going to be lack of creative people"(pp51,52). __//** 16/3/2012Maz **//__ Research carried out in the US shows that it is "a sad and alarming truth that for each successive generation, children carry more and greater amounts of industrial chemicals in their bodies than do their parents (Balkan 2011 pp 102-103) He cites conditions such as autism (rose by 1000per cent), mental, learning and behavioral problems also increased among children. All this has occurred over the last "several decades" (Balkan2005, p.102) Balkan also cites evidence regarding the abuse of prescription drugs by children and young adolescents (Balkan 2005 p92) . One of these in particular OxyContin, which creates euphoric effects has caused many deaths through overdose.

14/3/12 Hi Maz - when researching my topic I came acros this website, thought it might be helpful to you - Jan [|http://www.cfsd16.org/public/_century/centMain.a]

__//**Comment by Maz 16/3/12**//__
 * The Catalina Foothills School District has created a website to explain its commitment to preparing their students for the 21century.
 * Through consultation between business leaders, entrepreneurs, university staff, parents and teachers the schools developed a model for education in the 21st century
 * They identified seven area of teaching/learning where students need to become proficient in order to adapt and function successfully in the 21 century as a "global citizen".( __//**Catalina Foothills School District 21st Century Learning [online] 21st Century Learning Overview.**//__) These are:
 * 1. Creative and Critical thinking;
 * 2. Self Direction;
 * 3. Systems Thinking;
 * 4. Teamwork;
 * 5. Communication;
 * 6. Leadership;
 * 7. Cultural Competencies.
 * I don't think that all of these are necessarily "new skills". Perhaps it wasn't stated explicitly but I believe that educators have always desired most of the above outcomes for their students, but with the rapid rise of the information age,where research leans towards knowledge based cultures and societies, it has become an imperative for educators to adapt accordingly.

__//**16/3/12 Maz**//__ thanks for the link Jan, was able to obtain a relevant article: Daggett, W.R.(2005), __//**Preparing Students for their Future [Online],**//__ Main points: Comment:
 * __//**Education is vital in keeping the "cultural and structural stability of society". But he points out society is fluid, so education systems that want to be effective must adapt to change. (Baggett 2005, p.1)**//__
 * Studies show that the USA is falling behind other nations in Maths and Science Study (Baggett 2005, p.1) being overtaken by nations like India and China
 * He points out that while it is relatively easy to talk about adapting our education practices to 21st century criteria, it is much more difficult to make these adaptations a reality (Baggett 2005,p.2)
 * He cites four important developments that are impacting on the USA ( and our world) that must be explored in order to provide an education system that will prepare students for the life in the 21century.
 * **1. Globalization:** Growth of a middle class in Russian, China, India and Eastern Europe. these nations have worked hard to create a middle class whilst in the USA people tend to view their middle class lifestyle as a "birthright"; (Baggett 2005 p.2) **2.Demographics** (aging populations, governments won't be able to afford the billions of dollars owed to retirees, thus people will have to stay in the workforce longer than anticipated **3.Technology:** rapid growth of technology from lap-tops to nanotechnology ( a nano is a computer chip that is 1/1000th the width of a human hair). He makes the point that, __**//"as technology//** //**continues to** **get smaller it becomes more and more an extension of our being**//__"(Baggett 2005 p4); **4. Changing Values and Attitudes:** Baggett cites Howe and Strauss, experts in generation studies (Baggett 2005 p6) that each generation tries to improve on what it perceives as the negative aspects of the previous generation. So today the "Millennials" (children of gen.X) want much more say in school policy and are much more assertive in challenging what schools and teachers say and do.
 * Millenials are not necessarily anti-establishment; they are big spenders but not much of this money is actually theirs.
 * __//**Conclusion of article is that education is the key to the US (and other like nations) to adapting successfully to all the changes that have and will occur during the**//__ __//**21stcentury.**//__
 * The complexities involved in adapting our educations systems to the 21st Century seem overwhelming.
 * The shift from the West to Asia as the centre of technology means we have to adapt or miss out on the opportunities availed by technological advances.
 * It is no longer about children being passive learners who soak up a whole lot of facts and then apply them to their world view. __//**In the 21st century it is about learners who are active participants in the process of what, when, how and why they learn.**//__


 * //__16/3/12 Maz__//**

Warner, S.A., and Myers, K.L.(Dec 2009/Jan 2010) **//__The Creative Classroom: The Role of Space and Place Towward Facilitating Creativity__//** Technology Teacher, Vol. 69 Issue 4, p28-34

Main points relevant to CIE in the 21st C
 * creativity is crucial to life in the conceptual age
 * students need to be taught how to use creativity now
 * teachers are encouraged to find a place for creativity in their curricula and programs
 * Natural lighting is seen as a aid to student learning as fluorescent lights can cause agitation in students.
 * __//**Major shift from Industrial Mode of teaching/learning w**//__here among other things, learners are passive, knowledge is revealed, is explicit and discrete; where there is single assessment and single intelligence; where content is the focus and learning is seen as linear and planned //__**to**__//:-
 * __//**A knowledge based Economy**//__ which among other things includes learners as active and where knowledge is discovered; where there are multiple intelligence and technology is ubiquitous (don't know what this means?); where learning is about content and process and where is is planned and Chaotic.

17/03/2012 Jan Hi Maz - I just read through your notes again. There is a lot of talk about technology in there -is there much promoting C&I through technology? As we all need to embrace and stay abreast of technology in this century, is there room to also be creative with it, especially as teachers? Apologies if this isn't the line of thinking you were aiming for, it's just where I was lead after reading the notes.... 18/3/2012 Jan Hi Maz - have you worked out a structure for the podcast? I was hoping to go with something along the lines of can you assess C&I? why assess C&I? and then some methods of assessment. I sent you a message via the wiki but I'm not sure where it goes to, did you get it? It was a couple of days ago. I'm hoping it will be enough to refer to 4 or 5 readings. What do you think? I'm not sure how long it will be or how long the podcast should be, I'll just keep going until I've covered all what I want to cover I guess. Jan

Hi Jan 18/3 Thanks for your insights, yes I think I need to broaden my view, probably I'm focusing on some underlying issues that will impact on how we teach CIE in 21C. I think uses of technology in teaching/learning of C&I are of course already there, and maybe in the not so distant future we will be looking at global classrooms where children from different cultures around the world will be able to interact and share their experiences rather than just looking up information on google. I can see the value in using the kinds of forums for learning that we're using in this course - wikis, podcasts, videos, and so on in very creative and imaginative ways I've got some relevant information from Ken Robinson which I'll add as he believes that our education systems don't need reforming, we've been doing that over and over, but rather we need to transform them. And the first thing he thinks that should be transformed is our curriculum.

No, I haven't thought of the structure of the podcast, my thinking was still around the this first step, summarizing data, reflecting on it for a while then synthesizing it. It takes time for me to work out my ideas and to arrange them, usually I am surrounded by "organised chaos". I like your suggested structure, covers the pertinent points. I'll begin planning my part tomorrow. Maybe it will look something like this: I think that 4-5 readings is plenty, I have a pile of readings from the internet that I haven't even looked yet, but time is running out so perhaps I'll do one or two more and that's it. Maybe aim for Tuesday evening to start the podcast transcript or should it be sooner do you think? We have to submit a final group transcript of our podcast episodes. 1000 words or equivalent. Referencing not included. Talk soon, Maz
 * What are creativity and Imagination-
 * What is happening in education today - current education systems stifling children's capacities for creative thinking and are therefore not preparing them for the challenges of 21Cent. living.
 * What/how can educ. systems do to give children the necessary flexibility and adaptability to be successful in the workplace and also with a sense of "balance" in their lives.
 * Some examples of creative education practices

19/3 Jan thanks for the info re: podcast. I'm glad you are still a bit vague about the structure, it makes make feel better about my own notes so far.. I can see the end beginning to take shape so that is great.

19/3 Maz thanks Jan, it's down to the nitty gritty now. All the best!!

Comments on Robinson, K., __//**The Element, How Finding your Passion Changes Everything**//__, (2009) Penguin Group, NY

Main points relevant to CIE in the 21 Century.
 * we're all born with a depth of natural talents that we gradually lose touch with as we grow, and one of the reasons for this (says Robinson) is our education systems. (Robinson 2009 p.xi Introduction)
 * Many people do not connect with their latent talents so they do not know what they are capable of achieving (Robinson 2009 p.xi)
 * We need to think about CIE in the 21Cent and therefore we must think about HOW we are educating children and HOW we are running our institutions.
 * Helping children connect with their "passion" will allow them to think and behave in more creative ways, using their imaginations to create something original, and useful for themselves and or for the community/wider world.
 * We live in a world that is changing at such a rapid rate we and need to create schools where each child is inspired to grow creatively. (xiii)
 * School systems tend to be caught up with particular kinds of critical analysis and reasoning and especially with a hierarchy of subjects i.e Maths, Science and then the arts and subsequent to this an unbalanced reliance on standardised testing for assessing children's progress.
 * Robinson gives a detailed account of the reasons for current state of our education systems - reasons of culture and history and he ends this section by saying that our current systems of education are "stifling" children's opportunities for creative thinking and are therefore not preparing children for the challenges of the 21 century (Robinson 2009, p12)
 * He goes so far as to say that in some ways our current education systems are draining the creativity out of our children (Robinson, 2009 p.16) and killing our children's motivation to learn.(p.16)
 * a lot of successful people were failures in the school system. Why?
 * According to Robinson many governments think that by producing school/college graduates who can get a job so that economic growth and competitiveness can flourish is the essential purpose of education, but he says our education systems actually suppress the creative and imaginative qualities that students will need to be successful.(p.16)
 * It's not just about "getting a job" it's about having a new generation of people who are creative and can think independently and just as importantly who will also find meaning, purpose and balance in their lives. Human beings are not just a body - we are body, mind, and spirit. and all of these must be nurtured so that young people become truly human with a "sense of balance" about their values, behaviours and attitudes to the world. They will need to be flexible and adaptable as they have to face the prospect of having to change careers several times during their working life (p21)
 * Two major drivers of change in the world : technology and demography (population) p.17)
 * Rise of China, Russia India and Brazil as economic powers
 * Robinson points that if we we don't prepare our children by giving them the scaffolding to become creative thinkers and to explore their potential what will they do when they find themselves out of a job and/ or they can't get a job at all. (p.20) what will children do if we keep preparing them for life based on the old industrial
 * model of education?
 * The Western (& much of the eastern) view of intelligence is narrow and static which we try to measure using pencil and paper tests. This view feeds a multi-billion dollar testing industry. At the heart of this view is belief in a hierarchy of subjects, academic ability and a static view of IQ.(p.36)
 * Robinson talks about Gk philosophers, Enlightenment "I think... therefore I am", emphasis on logical analysis and the inferior status given to feelings and emotions.(p37)
 * Development of Eugenics(p39)
 * Standardized tests only measure a certain kind of intelligence, makes huge assumptions about the ability of young people to learn at a higher level from data collected in an impersonal way. Standardized testing squeezes children into an artificial conformity which is suffocating to many and excludes children who do not fit into the "box". (These are more often than not the children who become very successful by using their natural creativity and imagination once they leave the school system. (e.g Richard Branson, Paul McCartney,( he didn't like music lessons at school!, Alan Bond),
 * There are more than one way to be intelligent - cites research which gives different theories - H.Gardner - multiple intelligences, R.Sternberg 3 types of intelligence, D.Goleman -- emotional and social intelligences, R Cooper (I like this one!) talks about' heart' brain and 'gut' brain. (p.34-44
 * Features of intelligence: Diversity, Dynamism, Distinctiveness and these features correspond directly to how we should transform our education systems.
 * Robinson believes that if we go back to basics (i.e back to the natural creative base in our children) we will no longer teach in a linear way but will move towards schools that provide interdisciplinary, fluid approaches to learning.( p.248,249)
 * Curricula need to be personalized "learning happens in the minds and souls of individuals not in databases of multiple choice tests". (p.248)
 * Einstein never succeeded with rote learning...but by using imagination and creativity. (p50)
 * "Intellectual growth and creativity come through embracing the dynamic nature of intelligence"
 * "No person is an intellectual score on a linear scale". (p51)
 * Can't leave this one out it's powerful: Faith Ringgold: (on children's art, I would add that maybe we could apply this to other areas of learning): "**It is expressive; it is wonderful. This is the kind of magic that children have. Children do not see anything so strange and different about art. They accept it; they understand it; they love it....whereas adults...think there are some messages there they do not get, they are supposed to have something to say or do in relation to these works of art... [But] children just accept it...until.....we start picking them apart. (p54)** The message here seems to be beware of overburdening children with too much critical appraisal of art and I would add of literacy and anything else in life. We do not want to destroy the "magic" of being a child. There is a saying that goes something likes this, The more you look at the tree the more it will speak to you. I think this means that it is in the act of being present to what we are looking at (experiencing) and by suspending our judgment about it that we will go beyond the form of what we see, to its essence and true meaning. A young woman being interviewed (Sixty Minutes 18 march 2012) said that her mother's suffering had taught her not only to listen but to hear people. There is much more to everything we see than its form. This is especially so with humans and anything in the created world. Teaching children to connect with themselves in ways that go beyond the superficial is going to be essential in 21 century education. Especially when we consider that there is an overwhelming emphasis on the material, external, superficial and digital aspects of living. These are wonderful tools for living but they are only means to an end, the end being women and men who find out what they are good at and who do it with a passion. That's what creativity and imagination in education in the 21 century should be about. More meditation and dedication, more reflection and dialogue, more passion and fun are needed in our schools! (When we are using our intelligence to think and act creatively we go into another time zone - there isn't any. That's because the present moment becomes all and we're totally in it. How creative is that!

21/3 Maz 1st Draft Podcast Transcript Creativity and imagination are not the same but are intimately related. Imagination is the mental image or picture we create in our minds while creativity necessarily implies action __//**(Robinson,K., (2006)**//__ Thomas and Brown (2011) have a slightly different view as they believe imagination is the "literal building of a world around an idea" while creativity is the taking of something familiar and remaking it into something new or as they say "strange" __//**(Thomas, D and Brown J.S.,(2011) Cultivating the**// //**Imagination: Building Learning Environments for Innovation, Teachers college Record para.6 and 9)**//__. I think that we need to embrace both these views as vital to the nurturing of the growth of learning in the 21st century.

Our rapidly changing world has created questions about every aspect of our lives and especially about the way we are educating our young people. Research shows that these questions are being driven by several factors: globalization (including the controversial topic of neo-liberalism and its influence on young people (Balkan, J. 2011, Childhood Under Siege: How Big business Ruthlessly Targets Children,The Bodley Head, London); Demographics (population changes); Technology (digital revolution) and changing values and attitudes __//**(Daggett, W.R. 2005,**// //**Preparing Students for their Future International Center for Leadership in Education [online]**//__). Taking all these factors into consideration it is clear that in the 21st century education is about learners who are active participants in the process of what, when, how and why they learn. This means we need education systems where creativity and imagination are the focus of teaching and learning. In their article: __//**The Creative Classroom: The Role of Space and Place Towards Facilitating Creativity, Warner and Myers (2009/10)**//__ the authors cite creativity as crucial to life in the conceptual age and that students need to be taught how to use creativity now. They talk about the shift away from the industrial model of education where learners are passive recipients of knowledge and which is based upon an ideology of a single intelligence which can be measured using a single assessment, to a model which includes learners as active, and where knowledge is discovered, where there are multiple intelligences and technology is omnipresent. (290words)

As Ken Robinson states in his book //__**The Element: How Finding Your Passion Changes Everything, Penguin Group, NY, 2011,**__// we live in a world that is changing at such a rapid rate we need to create environments where each child is inspired to grow creatively (Introduction p.xiii). Robinson goes on in his book to explain that this will come about not through a reform of our education systems but rather through a transformation whereby creativity and imagination are integral elements in education systems that genuinely value each child and his or her diverse, dynamic and distinct intelligence (Robinson 2011 pp50-51). (381 words).