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education
improves
concentration,
memory,
coordination,
that government does not earmark enough money in order to have a better
education system because of the economic crisis. In fact, administration
carried out several cutbacks - 10,000 millions of euros- in health, education
and social services in 2012. As a matter of fact, according to (HUFFINGTON
POST, 2014) (6) In Spain, the reduction in education spending in 2012 was
6.8%, while the average in the EU was 1.1%.
So, people can imagine that Spanish schools have not enough resources in
order to carry out creativity inside classroom in terms of research, creative
spaces, continuous training of teachers for using new pedagogies and
others alternatives for teaching relate with creativity.
In order to carry out creativity inside school, as Mellou, E. P.3 (1)
(1996) suggests "Young children can be nurtured through educational
settings in three respects: the creative environment, creative programmes
and creative teachers and ways of teaching":
Creative programmes: Mellou suggest in his article that not all art
activities serve to enhance creativity, in fact the problem is that there
is not enough research about other alternatives and other areas that
can help to foster creativity in the classroom apart from arts.
Creative teachers and ways of teaching: Mellou says in the article that
creative teachers and ways of teaching are key components for
students in order to carry out creativity because they can encourage
creativity by asking open-ended questions, tolerating ambiguity,
modeling
creative
thinking
and
behavior,
encouraging
enlightenment,
attention,
thirst,
involvement,
vigor
and
excellence.
The Camp Fire: This is a social learning space where students try
to solve their personal and academic problems with the rest of
children.
The Sandpit: Sandpits are places where young people can try out
new ideas and experiment without fear of failure. They can take risks
and ask the 'what if' questions, in a psychologically safe environment.
The Mountain Top: It is a place where young people can share their
work and ideas with other people. They can publish or broadcast
them in a public performance space, or use blogs, podcasts, videos
and other technology tools to share their content with their peers and
the world.
Also, other spaces inside school for stimulating creativity of students could
be: library area, music area, a planting area, a wildlife area, a quiet area
with seating and so on.
By contrast, the role and status of creativity in Reggio Emilia (Italy)
inside education is different because of role of creativity is one of the most
important parts of the educational curriculum. In fact, Reggio Emilia offers
one of the most successful pedagogies of the world, therefore, this model is
being adapted in many countries including Sweden, America, Denmark and
England. In particular, the pedagogy of Reggio Emilia is being adapted in
England to suit different pre-school settings and groups have formed across
the country to promote Malaguzzis philosophy. In fact, some British schools
are changing the classrooms, creating new spaces of learning which are
adapted to needs of children as well as fostering creativity through playing
and arts, among others.
As Carolina Rinaldi (2006) (10) p. 47 said in a book wrote by Vea
Vecchi Art and creativity in Reggio Emilia there are the hundred languages
that children use to put in practice in order to express their knowledge and
developing creativity: mathematical language, scientific language, visual
language and so on. In order to amplify and clarify this information, Claudia
Giudici- in the same book and page- Languages are sources of knowledge
of child which uses to represent, communicate and express his/her thoughts
in one or more languages.
In order to promote creativity, schools in Reggio Emilia use to
consider play as a central role in learning. So, activities like sculpture,
dramatic play, dancing, drawing activities, puppetry, shadow play, painting
music, ceramics and construction are considered as a play where children
On the other hand, teachers who are considered key components for
students- are not trained for designing activities and spaces to carry out
creativity. In fact, not all teachers are able to encourage creativity by asking
open-ended questions, tolerating ambiguity, modeling creative thinking and
behavior, encouraging experimentation and persistence, praising children
who provide unexpected answers and so on.
References:
1- Sharp, C. (2004). Developing young childrens creativity: what can we
learn
from
research?
Issue
32.
[Online].
http://www.nfer.ac.uk/publications/55502/55502.pdf).
(Accessed
(URL
13
January 2015)
2- Robinson, K (2013). To encourage creativity, Mr Gove, you must first
understand
what
it
is.
[Online].
(URL
M.
Where
is
creativity?
[Online].
(URL
http://www.cc.gatech.edu/classes/AY2013/cs7601_spring/papers/csiks
zentmihalyi-whereiscreativity.pdf). (Accessed 10 January 2015)
10
pasan a segundo plano Arts and philosophy are less important. [Online]. (URL
http://sociedad.elpais.com/sociedad/2013/11/26/actualidad/13854914
52_200770.html). (Accessed 16 January 2015)
budgets.
El
Huffington
post.
[Online].
(URL
(2012).
Creative
learning
spaces.
[Online].
11
(URL
(URL
http://celestra.ca/top-10-creativity-definitions/).
13-
[Online].
http://www.unfortu.net/~rafe/links/creativity.htm).
(URL
(Accessed
10
January 2015)
14-
De
Bono,
E.
BrainyQuote.
[Online]
http://www.brainyquote.com/quotes/keywords/creativity.html)
18 January 2015)
12
(URL
(Accesed