Creative Thinking In The Classroom

Creative thinking in the classroom By Dan Hunter and Dan Bosley | February 23, 2008 ALL THE third-graders at Chase Street School in Somerset were on the floor under their desks painting. They had been studying the Renaissance and the works of Michelangelo. And now the children were painting their own vision, Michelangelo-style. Years from now, will they remember the facts of the Renaissance, facts that can be measured by a standardized test? Or will they remember how it felt to be in Michelangelo's skin and the challenge of articulating their individual vision? They are likely to remember the art of creativity, something that is not measured on today's standardized tests. Standardized tests use individual student performances to provide one measure of school achievement. This is valuable. But, because the tests are the only public measure of school success, schools have an incentive to "teach to the test" and to educate children to be test takers. Is this all children need to learn? Are we adequately preparing them for the future? We have moved into an economy driven by ideas and innovation. Are we giving students the opportunity to develop creativity - the ability to generate ideas and then to critically evaluate potential? According to a coalition of researchers, 81 percent of corporate leaders in America say that "creativity is an essential skill for the 21st-century workforce." In addition to creativity, these business leaders look for such skills as collaboration, problem solving, critical thinking, and oral communication. We have proposed a bill that creates a new measure of accountability for schools in Massachusetts. With the Creative Challenge Index, a commission - comprising legislators, and business and community leaders working with the Department of Education and education leaders - would establish an index to measure how many opportunities schools provide for students to engage in the practice of creative work - taking a project from inspiration to revision to fruition. Through the index, schools can be rewarded for creative opportunities. Schools that provide opportunities for creative work in the arts, music, drama, and dance would rise in the Index. So would schools that engage students in a broad range of creative activities, such as science fair projects, debate club, fashion design, filmmaking, or architecture. The Creative Challenge Index would establish incentives for schools to foster creative skills through arts education and other innovative educational opportunities.

Students need this practice not only to succeed in our new economy, but to realize their potential as human beings. Indeed, many citizens value arts education and the practice of creativity. "Coming from a technical job function, creativity is part of the essence of what we have our employee performance reviews based upon," said Nancy L. Barnes a logistics engineering technical manager. "The concept of 'creativity' stems from being able to explore in an art medium at a younger age and continuing to foster those skills throughout a child's 12 years in school." Stephen McNulty, a Boston police officer, said, "All the aspects of music performance have transferred as critical skills. It also gave me the adaptability and confidence to succeed in this very different career. Everyone should have such an opportunity. Who would have thought that my choir director and music teacher would have such a profound effect on my life?" John Langton of Waltham said, "I'm a computer scientist and work in R & D. Many of the skills necessary in the workforce require the ability to think creatively and constructively. The ability to write well and perform creative problem solving is indispensable in the real world, and intrinsically artistic." Creativity is indispensable in today's world. Children need to practice creative skills in schools to become the source of innovation to drive the economy in the future. The Legislature should pass the Creative Challenge Index. To be creative means asking, "How do you see the world and how do you see it in a way that no one else does?" Those questions lead to innovation - whether you are Michelangelo working under the ceiling of the Sistine Chapel or a Somerset third-grader painting under your desk. Dan Hunter is executive director of the Massachusetts Advocates for the Arts, Sciences & Humanities. Representative Dan Bosley is chairman of the Joint Committee on Economic Development & Emerging Technologies.