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Creativity in secondary school
Pages 6 (1506 words)
In this practice different parts of the brain communicate with each other, and learning depends on this interaction. The visual, auditory and memory sections of the brain interact to understand and solve a problem. In simple terms the brain has two…
Implementing such a model where arts and creativity are used to overcome learning barriers can be used to help improve the learning process.
Parents and teachers can help students in devising thinking patterns and problem-solving skills by utilizing creativity. It includes giving the students the choice and the liberty to learn by trying and making as many mistakes as they safely can. It also implies that the teachers will have to drown their rigid normative thinking and respect the creative ways that the students pursue. It must be noted that this type of parental encouragement and education requires creative teaching processes as well, which is hard to practice in secondary schools considering their rigid subjects. The learned curriculum is everything that students learn in school (Fautley and Savage, 2010). The selection of words communicated in language and encouragement to experiment without the fear of failure are the two crucial aspects in achieving such a goal.
To use creativity the students have to look at a problem through various angles. It also implies that there cannot be a rigid solution to a problem. Artful activities have been proven to help students overcome learning barriers (Cochran, 1996). This is important because when a student comes up with a creative solution that doesnt not strictly match the predetermined result it can discourage him from further experimenting, especially when the result translates into bad grades. The teachers should be aware that this pattern can be incredibly negative that weeds out the creative process from their students’ psychology.
To encourage children to think creatively the teachers and parents should make efforts in asking them to observe their surroundings in a different way. An artist sees a way when there is an ‘aha!’ moment (Jalongo, 1999). Secondary schools education should be based around this principle where the students figure things out for themselves through their ‘aha!’ moment. ...
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