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Encouraging Creativity - Exercise

Creativity In Education The Five Steps What is Creativity? Is it the same as an aptitude for art? Are activities such as art, craft, theatre, music sufficient to develop creativity in children? What other means can the teacher use to make his / her classroom a creative learning environment and to foster creativity in children? The following views Creativity as essentially : A Power to give shape to something new A Power to create something beautiful A power to create something that adds a new meaning to oneself/life... A power that is required in all fields of life and goes beyond the domain of the artist alone. To develop such a faculty in our students, the article suggests 5 basic steps, based on readings from Sri Aurobindo and The Mother. Step 1 : Vision When an artist begins to create a form in colour, clay, sound or movement; when a scientist gives shape to an invention; when a leader puts forth an action before his people; when a parent takes up the guidance of her children... in any creative endeavour, the starting point is the Vision... being in touch with something that takes you beyond the present, beyond the limits; something that ennobles, enlarges, that puts you in touch with a larger truth, a vaster canvas. Natural resource :The children have a spontaneous faith in the future and hope and confidence. This is a natural resource for a teacher to begin with and nurture further. The children also have a keen power of Imagination - this too the teacher can use to put the child in touch with the deeper truth of things, to gain an insight into the life and heart of the subject, the matter in hand, rather than engage in mere superficies. Some methods to develop the Vision : Silence (meditation : establishing peace in the mind). Visualisation of the future. Widening the mind (outgrowing the limits of one's perceptions, opinions, assumptions, judgments). Widening the mind through : Thesis - Antithesis - Synthesis : Looking equally at 2 completely opposite points of view and then rising one step above in consciousness, to be able to view the entire gamut in the light of a synthesis that goes beyond the contradiction, and presents a view that takes the essential truth of both points, yet presents a larger picture which is more than just the sum total or a compromise. This may be applied in - evaluating events, scientific hypothesis, geometrical theorems, literary criticism, study of civics/sociology, moral values. Approaching the same concept through different roads : Eg. studying a Tree from the botanical angle, environmental angle, historical angle, artistic perspective, mathematical angle, language and so on. Meditation. Through debates, discussions, sharing, identification with the other (the other's point of view or state of being or emotion). Step 2 : Independent, Original Thinking Once the vision is there, then begins the journey of putting it into a shape that is original not so much in the sense of reinventing the wheel, but of grasping the heart of things, grasping their meaning instead of stopping short at existing interpretations - not being influenced by one's own opinions (preconceived ideas) or other people's, and to form independent/objective opinions. This will be the foundation for fresh attempts and the courage to make mistakes. To step boldly forward and to try out something that might never have been done. It implies : Freedom to experiment, make mistakes. Freedom to be different. Freedom to question. Freedom from sacrosanct opinions or judgments. In the classroom : Accept different answers from the child. Encourage him/her to tink and respond (rather than just mug up). Ask 'Why'. Encourage questions. Encourage them to ask 'why'. Encourage difference of opinion (and synthesis). Give a chance to try out. Do not impose yourself, your answers, your ways. Explain 'why'. Allow individual variation. Can be developed through : Group work. Presentations. Contrast - comparison - leading to judgement. Subjective question papers. Essays. Step 3 : Resourcefulness Making the best use of what is available - for a larger vision. In the words of Sri Aurobindo : "The past is our foundation, the present our material, the future our aim and summit." Resourcefulness and creativity do not imply breaking away from the past or discarding what exists - often a fear in our minds that stops us from encouraging creativity. First the new must be developed in a way that it is better than what exists. For this a through analysis of that which exists is essential - not with contempt but with a view to create something even better. With the Students : Teach them to see the truth behind what exists. To analyse objectively its demerits. To experiment with something better. To put it into practice. Eg.: The classroom's physical environment (dust, cobwebs...) cab be easily made better with a torn piece of cloth and 1-minute of dusting before the lesson begins. Examination system too can be used for developing the mental faculties and skills of time management. Everything can become a resource rather than an imposition and a threat, if the truth behind the activity or structure is grasped. Yet one must not lose sight of the shortcomings, but use them still to one's advantage - at the service of the larger vision. Step 4 : Discipline The organised ability to execute. Involves clear thinking, planning, skill, inner quietude and focus. Putting the vision into action. (Is clearly different from imposing constrained behavior on the students or forcing them to behave in a certain fashion.) Essentially the ability to gather all one's energies together to put into practice one's vision and aspiration. In the process one may impose a certain psychological and outer rule upon oneself. This element is extremely important for the fruition of Creativity. The prevailing tendency has been to disassociate Creativity from any kind of pragmatism. Creative genius is supposed to be dreamy and somewhat confused. Nothing like that. Creativity demands organisation and discipline - not as a mental rule but as an out flowering of the heart and soul into forms that express best the vision. Some questions to ask yourself : What is your aim as a teacher? What is your vision (after 5 years how will you be)? Five steps to put it into action. (What attitudes, skills do you needs to develop?) What generally comes in the way? How will you overcome it? Discipline can be developed through : Physical Education Project work (combine classes, i.e.subjects or combine periods) Experiments. Outings (if students are involved in planning for it and organishing it as well). Attitudes to focus on : Perseverance. Taking responsibility. Planning in detail. Step 5 : Appreciation of Beauty, Of thoughts, emotions, actions, environment. It implies : Instinctive dislike of vulgarity. Nobility of thoughts, emotions, grace in the physical, strength, health, order in the material - physical. As the Mother says, ‘each thing in its right place'. Can be developed through : Painting. Music. Exposure to the best. School and learning environment (beauty in the material - physical). Appearance of the teacher (neat). Voice of the teacher (an expression of harmony, beauty). Questions to think about : What is Creativity? Why was India creative in the ancient times? How is creativity used/required in daily life? The Awakening Ray