nz creativity challenge - bruce hammonds

7/30/2019 NZ Creativity Challenge - Bruce Hammonds

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Lessons from the Masters

Bruce Hammonds


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5 Main messages

Why isnt creativitycentral to all our lives? Isit just for the gifted?

Why is creativityimportant?

What blocks creativity?

What can we learn fromthe masters.

What is the creative

process?


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New thinking is urgent because we areleaving a failing Industrial Age

and entering an evolutionaryworld.

Of unpredictability

interconnections

and continual creation.

Darwin started all this!


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What future attributes will weneed?

Is our education system up to it?

Short answer no!

The big question for us all-

what is the purpose of life?

Artist Peter Sidell


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Today we still use rear vision thinkinglooking to the

past for security (National Standards)

Henry Ford

still rules!


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Measure, classify, graph and gather best evidence.

We can Blame Newton or Blakes God forthe mess we are in!

I have agood idea!


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Time to leave age of

science and rationality.

They only observe and

measure only what theyare looking for.

(i.e. National Standards)


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We have to change!!

Currently we still fail 20% of all learners

One size never fitted all :We need a new story

Theseare thecitizensweneed

little boxes


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National Standards will limit the creativeexperiences of our students.


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New thinking breaks all the rules

The Fosbury Flop.

Not best practice which becomes fixed practice

What we really need is new thinking


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It is the end of anEra.

The captain andofficers should godown with theship.

A lot of current

change is akin torearranging thedeck chairs on theTitanic.

This is notwhat weplanned


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We all need to be

Be prepared to abandon everything Peter Drucker


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Are we ready for the future?

Are we ready for an Age of creativity orwhat some are calling The SecondRenaissance?

Can we escape past thinking or structures?


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Some say we are enteringAnAge Of Creativity

or aSecond Renaissance.

What will students need to thrive?


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Attributes of a creative mind to

thrive in an ambiguous world?

Knowing what to do when you

dont know what to do? PiagetHow act when the world turns

to custard. ( David Lange)How to make decisions and

choices without enough data!


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New Beliefs:

1. Everyone hascreative capacities

2. These capacitiesare our greatest

resource3. Developing

creative capacitiesrequires thecreation of aculture ofinnovation

Why do so many adults thinkthey are not creative?What are your thoughts?


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An age of self invention.

Perpetual 2yr olds , scientist, artists ,explorers ..questioning everything!

Schools need to be about tappingand amplifying students creativity.

All progress depends on the crazyones the unreasonable ones the

mavericks.


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We need thebeyonders

Our society needs people whogo beyond expectations

John Britain

Columbus

Darwin

And creative teachersmost of all!!


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Educations newtask:


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We havesuccessfullydomesticated

our studentsignoring theirnatural gifts.

We havetrained them to

be fed withoutgoing on thehunt.

Sit!Heel!Fetch

!


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Lets ensure our students retain their birthright tobe natural learnerswolves of learning.

By institutionalizinglearning we have takensomething precious

from our learners.Natural curiosity hasbeen replaced by our

curriculums.Our agenda not theirs

We need to create conditions to foster the thrill of learning


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Our revised 2007 curriculum requires creativethinking.

All students confident life longlearners.

All students to beseekers, userand creators of their ownknowledge.

Intellectual curiosity is at theheart of learning.

Importance of keycompetencies.

Now side-lined by National Standards

Fi t


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Software for the brain we have the power

to amplify or restrictour students learning.

Humans are allborn to learn but even

before five some have lost the habit!

Unlimitedpotential ourplastic brains

First yearsvital up

until 7


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What are my unique giftsand talents?


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Elwyn Richardson

developed his schoolas a community ofartists and scientistsin the 50s.

Still an inspiration for creativeteachers.

Elwyn knew.


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I reach a hand intothe mind of the child

and bring out ahandful of the stuff Ifind there and use it.

The first books

should be madeout of the richexperiences of a

child's life.

Another pioneer. Sylvia Ashton Warner. 1950s

Sylvia Knew!


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Our rooms ought tobe full of thestudents voices their questions,thoughts and

ideas.

Our curriculumshouldemergefrom theirconcerns.


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We now need todevelop an image ofa future learnerand then developthe conditions to

ensure all learnersdevelop theirunique gifts and

talents to be lifelong learners.

Kids with the future in their bones!


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We have to create the conditions ( orculture) to help all students developtheir gifts and talents.

To be seekers, users and creators of their own

knowledge NZC 2007


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Discover the talents of all your students

and amplify them.

We are what we can do!


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Base all learning on developing multipleintelligences and valuing uniqueness

Bits of these talented adults exist in your

rooms? Name their intelligences

Assess your strength out of ten for each


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Assess your strength out of ten for eachand share with someone

Which onesdo schoolsoveremphasizeto thedetriment ofthe other

talents?


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The da Vinci CodeObserve

carefullyvaluethe senses

Question

everythingSee connections

Experiment,

draw, paint ,invent

Lets get our children ready for the 2nd Renaissance

an Age of Ideas and Creativity.

They wouldntlet me go toschool!


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And Elliot Eisner who writes about exploringour world with nets, or frameworks, to capture

and express meanings similar to multipleintelligences or traditional disciplines.

As anartist

As ascientist

As a

writer/poetA a historian

As a

mathematician

As a

builder

Orwhatever

Whatever your curriculum do fewer things


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Whatever your curriculum do fewer thingswell to develop deep learning.

Put the really important things in the firstbucket, important in the second and nice todo if time in the third then throw away thelast two buckets. ( from John Edwards)


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The role of the teacher :Good teachers have theDavid Factor.

I saw anangel in themarble andset it free!


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Give students time explore their creativity.

Horses developed by a delinquent over several months

17yearold

Anything worth doing is worth doing slowly Mae West


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The best metaphor for a teacher is acreative coach or learning adviser

Are we are killing creativity bytoo greater emphasis onadult expectations and too

heavy a feedback

Students work should reflecttheir personal styles.


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Learning how to

learn isimportant but sois

An appreciationof the

power ofpersonalmastery.

Goethe

Thinking is


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Thinking isabout seeing

patterns inonesexperience.

Do something.

What

happened?Why?

What will youdo next time.

What are


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We need torespect and value

students questions,ideas and theories

our rooms should

be full of theirprior ideasbefore we start to

help them.

theythinkingorfeeling?

Their questions are the beginning of ourinquiry programmes.


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Observation akey skill of all

masters

Draw on your prior

knowledge so asto challenge it

Inquiry begins with observing something thatcapture our attention.

What do you know about constructivism?

Durer


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Draw a spider?

After drawingcheck with those

near you andamend your ideas.

( power of

collaboration orwisdom of crowds)

?

Assess your effortswhat criteria make a spider?


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Most of you willaware of the

various thinkingmodels* around

I am

focusing on :artistry, depthof thought

and excellence

*To often Higher Order Thinking for thin learning?


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Lessons from

the masters1. Mastery takes time -

10000 hours along apprenticeship

2. Lots of observationof details, practice ,effort andfrustration.

3. With time intuitiveinsight and personalstyle/ability/ideasdevelop..


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We need to give students the opportunity to do something wellso they understand the importance of stickability effort,practice grit not first finished as best!


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Creative process from novice to expert is somewhat

messy -10000 hours!

1. Initial excitement

2. Being overwhelmed by task or frustrated by difficulty or lack

of skill ( many give up at this point)

3. Often a need to stand back solutions come unexpectedly

4. With time and success process becomes automatic/intuitive/

creative/ able to take advantage of serendipity


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All masters havewhat poet JohnKeats callednegativecapability- tobe able to cope

with uncertaintyand doubtwithout rushinginto premature

judgment.

To be open andlearn from anyexperience.


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Darwins visual metaphor


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We need to re-imagine everything.

Schools couldnot have beenbetter designed

to destroy thetalents ofstudents.

We need to re-imagine schools as


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We need to re imagine schools ascommunities of Inquiry

Imagination is more importantthan knowledge. To raise new

questions, new possibilities, toregard old problems from a newangle, requires creativeimagination and marks realadvance in science.


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Theliberation of geniusand goodness of allchildren, thecreation of new mindsfor thenew millennium, and creating learning

communities thatinvite and challenge thewonder and awe of the human spirit.

Is this the work you want to do?

StephaniePace Marshall Americaeducator and astronaut

W ld b th


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We could be thecreative country

if we developedall studentsimaginations

Who reaches a futuredown for us from the

high shelf of spiritualdaringAllan Curnow

We all do!Politicians are always wrong Michael Fullan


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So we have a choice..

Personalized creativeteaching to developall students gifts andtalents orstandardization ofteaching ( National

Standards)neglectingstudent creativity

No choice!!


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Most of all to drive your ownbus! Tell your own story!

Mike Smithers

Main messages again

1. Why isnt creativitycentral?

2. Why is creativity

important?

3. What blocks creativity?

4. What can we learn fromthe masters?

5. What is the creativeprocess?

nz creativity challenge - bruce hammonds

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