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Hanga

It’s all about the

Hook

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Creative skills help students become better problem solvers, communicators and collaborators

Everyone Can Create Apple 2018

There is no shortage of research supporting the important place of creativity in society and the enrichment humans of all ages gain from opportunities to Create.

From…. Commercial interests

This quote on the screen from a report by Apple highlights some of the well traversed insights into why it is so important that we value creativity and these important by products.

And from ChatGPT:

Creativity is important to humanity for a variety of reasons. Here are a few:

Innovation: Creativity is the source of innovation, which is critical to progress in all areas of human endeavor. From science and technology to the arts and humanities, creativity drives the development of new ideas, products, and services that can improve people's lives.

Problem-solving: Creativity is essential for problem-solving because it enables people to think outside the box and come up with unique solutions to complex challenges. Creative thinking can help individuals and organizations overcome obstacles and find new ways to achieve their goals.

Self-expression: Creativity allows individuals to express themselves in unique and meaningful ways. Whether it's through art, music, writing, or other forms of creative expression, people can share their thoughts, feelings, and experiences with others in ways that transcend language and cultural barriers.

Personal growth: Engaging in creative activities can help individuals develop new skills, expand their horizons, and explore new ideas and perspectives. This can lead to personal growth and self-discovery, as well as greater confidence, self-esteem, and resilience.

Cultural heritage: Creativity is an integral part of human culture and heritage. It allows us to preserve and celebrate our traditions, history, and identity, as well as explore new cultural forms and expressions. Creativity helps to shape and define our collective human experience, and contributes to the richness and diversity of our world.

“the core component of creativity lies in the ability to create ideas or works that are “novel, high in quality, and task appropriate” 2015 research…

http://www.tcrecord.org/Content.asp?ContentID=17947

There is a strong sense in education that creativity should be nurtured in classroom settings, yet there is little understanding of how effective and creative teachers function (Cropley, 2003; Robinson, 2011; Sawyer, 2011). Existing research has recognized that successful/creative people in any discipline use creative avocations to enhance their professional thinking (Simonton, 2000). Root-Bernstein (1996, 1999) demonstrated a strong connection between the professional and personal-life creativity of highly accomplished scientists, which has been applied to other disciplines. Until now, however, this phenomenon has not been applied to exemplary teachers. This study focuses on a broader picture of how exceptional teachers use creativity in the classroom.

Purpose/Objective: This study documents the ways in which successful, award-winning teachers function creatively in their classrooms. It investigates their beliefs about creativity in teaching—what “creativity” means, and how skilled teachers instantiate it in classroom practices. Finally, this research examined the teachers’ personal creativity (in terms of creative pursuits, hobbies, and habits of mind) and the practical ways this translates into teaching.

Sternberg and O’Hara (1999) suggested adding another layer to this definition, “task appropriateness,” to account for the importance of context in creative work. Thus, the core component of creativity lies in the ability to create ideas or works that are “novel, high in quality, and task appropriate” (p. 255). Sternberg and O’Hara’s definition upholds the core components of the novelty and quality of the work, but also suggests that creative products (ideas, artifacts, etc.) are sensitive to context, and must be valued based on the domain they were created within—their “task appropriateness” or contextuality. For instance, a creatively constructed mathematical proof, or beautiful piece of artwork, will look incredibly different from each other. And furthermore these look different from any number of creative acts in disciplines ranging from music to science to teaching, and others (Mishra, Henriksen, & the Deep-Play Research Group, 2012). Mishra & Koehler (2008) describe this sensibility of context as “wholeness,” which, along with the elements of novel and effective, is what they termed a NEW (novel, effective, whole) definition of creativity (Mishra, Henriksen, & the Deep-Play Research Group, 2013). So, a comprehensive definition of creativity must also account for context.

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Hanga | Create

The creation process requires students to actively manipulate information rather than passively receive it. This involves:

Decomposing complex ideas into component parts
Reorganizing information in new ways
Making explicit decisions about what to include or exclude
Testing their understanding by attempting to explain or represent it

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Create l Hanga

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Kohl (2008) describes what creativity looks like in young children when she states, "Creativity focuses on the process of forming original ideas through exploration and discovery.

In children, creativity develops from their experiences with the process, rather than concern for the finished product. Creativity is not to be confused with talent, skill, or intelligence. Creativity is not about doing something better than others, it is about thinking, exploring, discovering, and imagining".

Create l Hanga

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Create l Primary Schools

Kia ora and welcome to my Manaiakalani Class OnAir episodes for 2023. My name is Hannah Burton and I teach in the Creative Space at Pt England School in Auckland, New Zealand.

The episodes below will give you an insight into the exciting learning that happens here in the Creative Space! Check out children creating detailed digital drawings, animating, coding, being photographers and videographers, photo and video editing, creating music on Garageband or creating the school news!

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Robin Sutton, ex principal of Hornby High School, wanted learners to be empowered by creativity - Link to his blog here

Creativity Empowers Learners

“Creativity is not an outcome, but a habit. It is the result of what we constantly think about, and what we constantly do.”

HHS Website

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Create l Secondary Schools

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Link

https://www.youtube.com/watch?v=y2KYXENy2Mc

For an example of create in action we invite you to look at this example in Biology

Oxygen and Glucose

VERSE 1

I’m like hey what’s up? Respire.

Need some energy for my cell life pro-ces-ses.

I just wanna turn, (pause) some glucose into it.

Use mitocondria, oxygen and the glucose.

Show you how to change it, making ATP for sure.

Make some more stuff, like water and a gas.

Carbon dioxide, what a waste product.

Energy requires, four main reactions.

With in and outer membrane, and a cristae, matrix though.

Man I swear I love it how it works in me for,

Making energy, in my different tissues,

Muscles they have many, cause of work that they do,

Other tissues they have less, less energy on show.

CHORUS

Oxygen and glucose

this changes to, CO2 aaandwater, yeaah,

Don’t forget the ATP,

It’s the energy for the cell from respiration yeaah

Mitochondria baby,

The folded cristae in-crease surface are-aaahh

Mitochondria baby,

Found more in the tissues that need more energy

I’m like “hey whats up?” Respire.

VERSE 2

Glucose enters the cell, in the cytoplasm it sits,

splits in two, this is called glycolysis.

I just might tell you now that the two molecules

Are called pyruvate, and now more reactions accelerate.

They go in mitochondria, and the link reaction happens,

on the cristae they roll through to the Krebs Cycle happy that they’re still on the cristae, there’s like a thousand reactions,

all you need to know is,

that the Krebs cycle happens.

CHORUS

Oxygen + glucose

this changes to,CO2 aaandwater, yeaah,

Don’t forget the ATP,

It’s the energy for the cellfrom respiration yeaah

Mitochondria baby,

The folded cristae in-crease surface are-aaahh

Mitochondria baby,

Found more in the tissues that need more energy

I’m like “hey whats up?” Respire.

VERSE 3

Electron-tran-sport chain pumps out hy-dro-gen ions,

Falling down concentration gradient it’s own,

Makes the ATP, now you definitely know,

Cause respirate or nothing,

Re-re-respirate or nothing!!

Yeah,

You heard my class.

We sound like a million mitochondria on this track.

And there’s more mitochondria in cells and tissue that need more energy to do more work.

Put your mitochondria where your mouth is so it can keep running.

Mitochondria make cell money.

We rollin in it.

Yeah.

Tamaki Productions.

Shh.

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Robin Sutton: (past) Principal, Hornby High

Creativity Empowers Learners

“If we are serious about the 'create' component of our 'Learn Create Share' pedagogy,

then as individual teachers we also need to be serious about our own creativity, We need to nurture it, to not be afraid of it, to invest in it, to invest in ourselves.”

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Our ultimate goal is

a world full of playfully creative people,

who are constantly inventing new possibilities for themselves and their communities.

Create l Hanga

The Lifelong Kindergarten group develops new technologies and activities that, in the spirit of the blocks and finger paint of kindergarten, engage people in creative learning experiences.

https://www.media.mit.edu/groups/lifelong-kindergarten/overview/

Check out The Lifelong Kindergarten

This group develops new technologies and activities that, in the spirit of the blocks and finger paint of kindergarten, engage people in creative learning experiences. Our ultimate goal is a world full of playfully creative people, who are constantly inventing new possibilities for themselves and their communities.

Do you sometimes look back wistfully to that first lockdown in March 2020 and remember the creative things so many of us got involved in?

Share your in the comments on this Meet

How many of us continued this?

What happened? Did we move on to bigger and better or did we get busy?

What did WE learn as adult learners while we created and from our creations?

What did you REDISCOVER?

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Connected

Communities

Time again to focus on creativity

There was a time when New Zealand education was internationally recognised for placing the learner at the centre of learning. When education was driven by a belief in the creative power of the learners themselves; when learning was based on the internal and external lives of the children

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60 years ago

Connected

Communities

The heART of the Matter

A rich history of education in NZ Schools - watch the clips linked to these three treasures

Elwyn Richardson was an educationalist of vision who spent 13 years at Oruaiti School where he investigated the processes of creativity through language, arts, pottery, clay sculpturing and visual arts in the early 1960’s. This led to Education Department approval to experiment with the curriculum.

Elwyn Richardson wrote a book called “In the Early World” which soon became a text book for training teachers. He also wrote “Provisions for creative, gifted and talented children”, “Into a further world”, “Creative processes of language”, “Arts teaching” and created two videos. “The song bird” and “A day at Oruaiti School 1961”. Copies of his books are available to view in the school entrance foyer.

Clip 2 https://www.nzonscreen.com/embed/5d45b8208011a783

Clip 3 https://www.nzonscreen.com/embed/a30c123a634a6852

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60 years ago

Connected

Communities

The heART of the Matter

“...Whatever was in their mind, whatever they could visualise, whatever they could see they created..all I know is, I guess.

School is wonderful.. I just wanted to be there…”

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The heART of the Matter:

creativity in New Zealand Schools

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Connected

Communities

50 years ago

“when Aotearoa New Zealand led the world in literacy in the 1970s, the curriculum contained a heavy diet of the arts, especially at primary school level….”

Peter O’Connor

University of Auckland

https://www.ensemblemagazine.co.nz/articles/creativity-and-tamariki-children

O’Connor points out that when Aotearoa New Zealand led the world in literacy in the 1970s, the curriculum contained a heavy diet of the arts, especially at primary school level. “We chucked the arts out, and what we've done is continue to focus on these literacy and numeracy projects, which have got absolutely nowhere,” he says.

“It's not a 'school should be full of airy fairy, running around being creative'. It's actually if you want kids doing really well at reading, writing and maths, make sure they're getting a really full diet of the arts. Because that is what the research tells us to really make a difference.

A 2019 longitudinal study of 25,000 young people by Auckland University found that students who participated in performing and visual arts programmes had lower dropout rates, improved social skills and higher educational achievement.

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“Creativity

focuses on the process of forming original ideas through exploration and discovery”

Connected

Communities

Kohl 2008

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What

Connected

Communities

Exploring Create

using a collaborative document

April-May 2018

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Connected

Communities

“Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.”

John Dewey

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Connected

Communities

Stuart Middleton

When it comes to learning,

if the hands are involved the head really gets going.

Create l Hanga

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Connected

Communities

Data Discussions
Observation
Surveys
Analysis

Create l Hanga

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Learners Create to:

Engage
Apply their understanding
Exercise choice
Collaborate with peers
Make connections with learning intention

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Teachers Empower learners:

Through

Choice
Information l Knowledge
Developing skills
Building capacity
Scaffolding

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Creating

Is a real purpose for learning… case study teachers [with higher achievement shift] spend more time creating than in other classes

Dr Rebecca Jessen Nov 2017

Connected

Communities

Creating

The individual must be capable of creating something with the knowledge they have worked so hard to obtain. It is in creating that the individual gains purpose.

Prof Michael Fullan

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“Creators of content, not merely consumers”

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and a significant driver for engagement has been our intentional use of modern technologies to enable creativity to play a significant part in learning and teaching opportunities.”

Create: Learn Create Share Pedagogy

One of the foundation goals of the Manaiakalani Programme is to "motivate our learners to engage with the curriculum”

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Hanga

It’s all about the

Hook

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Thank you and we can’t wait to learn more about Create in your context..

Connected

Communities

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CREATIVITY provides the avenue for expression. The structure means nothing without function. Therefore, the individual must be capable of CREATING something with the knowledge that they have worked so hard to obtain. It is in CREATING that the individual gains purpose.

The 6 C’s of Education in the 21st Century

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Sir Ken Robinson

A Future for us all

Do Schools Kill Creativity?

“Why Creativity Now?” A conversation with Sir Ken Robinson (article)

Changing Education Paradigms

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SISOMO

Key Ideas Book Preview

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Creativity combines

Sight, Sound and Motion

with innovation and imagination

as well as accuracy and attention to the last detail.

SiSoMo

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