I'd like to have a chat about creativity. This somewhat mystical, somewhat scientific essence of human innovation. Our histories, developments, technologies, cultures and future have depended on it, and yet replicating true inspiration remains challenging and elusive... especially for our students.
This week I learned about the major brain centers and processes that are required for creative/innovative output. We begin with the pre-frontal cortex, where ideas are born. While I sincerely value creativity personally, my lens as you are aware is as a Grade 7 teacher. Which is developmentally problematic as the pre-frontal centers do not fully develop until 25. But we'll put a pin in that issue for now.
The second critical space for creativity to occur is the hippocampus. Here past memories and experiences are retrieved and manipulated to support the idea, improve it and grow into action. This, however, takes time. Firmly takes time, and without it you cannot utilize your cognitive creative processes. In fact, expecting our students to create over and over again without giving them time to ruminate will lead to idea fatigue a mental block where innovative juices go to die.
So, let's talk about our Educational System and how it is diametrically opposed to creation.
First, "creativity, innovation, engagement and problem-solving" are found in every single curriculum. From core to content the expectation is that we as Educators are inspiring creativity daily. We understand that the deepest growth is earned within these processes, and that authentic learning and inspiration are hand in hand. But the system we work within, was not designed to support this.
When we began educating our masses, the purpose of education was boiled down to creating competent citizens. That meant humans who could function in a workplace where factories and rote work dictated futures. Over time this lens and our understanding of how kiddos actually learn, has changed so significantly, it is almost unrecognizable. Literate humans still stand at the forefront of our priorities, but their futures and possible vocations are undefined. I would argue, undefinable.
Our definitions for "literate" have also expanded. But the structure and expectations of our system has not. We work within a rigid timetable. Content is shuffled through regardless of ideal conditions for learning, or opportunities for deeper more meaningful education. (Or if kiddos have even actually embedded the learning!) We do not give our students time to process between assessments, because our system expects that Educators check off a ridiculous number of outcomes by the end of the year.
We continue to be guided by lists and expectations instead of prioritizing the experiences and growth of our students. We communicate with home and school a set number of times, at a specific time (regardless of how things are moving in the class). We send home report cards filled with language that cues other Educators but offers no meaning to students or families.
These two singular aspects, our timetable and reporting are small examples of how we work against the creative process. How our system creates bias towards innovation and creativity. We do not allow time for creativity to physically occur in the brain. We expect the brain to constantly be creative despite the inevitable burnout, and we take away feedback cycles that are equally as fundamental to innovation and improvement. Creative is novel, and our system continues to maintain historical roots that value replication and consistency. Both of which kill joy, curiosity, engagement and innovation!
So, you're thinking. You're a teacher, what is the solution? How are you fixing this? You can see it's a problem; you understand their brains and how this is working against what you believe in. Against creation, which you are required to inspire. Well friends, I don't have the answers. But I am a warrior for creativity working within the system. Engagement has been a 4 year long focus for me and hyper-engaging Middle School brains is one of my deepest passions.
Can it be done? Yes, and I'm doing it, and their growth is my proof. Is it ideal, absolutely not, but it can be done. So, stay with me a little bit. I promise this space will be filled with all of my tips and tricks. All of the work I've been doing for these years and the actual lessons and opportunities I've created. Because the only way we can change this, is to work together.
References:
Starko, Alane J. (2018) Chapter 2: Creativity in the Classroom: Schools of Curious Delight. Sixth Edition. Pgs 29-50
Innovation Lab Link: blog/powerful-creative-thinking-exercises-unlock-innovation-potential
Mueller, Jennifer, and Melwani, Shimul, and Goncalo, Jack. (2011) The Bias Against Creativity: Why People Reject Creative Ideas. Volume 23, Issue 1
