This link has been bookmarked by 88 people . It was first bookmarked on 06 Jan 2007, by Jason Polston.
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22 Jul 14
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07 Jul 14
ashley8401This is not like many other websites that give you ideas on what to do. This one in particular gives you ideas on what not to do in the hopes of not killing creativity in the classroom. Awesome resource to look back on and reflect upon my own teaching style.
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06 May 14
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I Kill Creativity if I Give an Answer instead of teaching Problem Solving experimentation methods.
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04 Apr 14
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any teachers still assume that creativity is innate and random.
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Will universal pubic schools fade away like shop classes at the end of industrial life, or will they transform themselves into a new life form to meet new needs? Through all this, education in the visual arts has developed and retained a subset of educators who have gone against the dominant current of predetermined concrete knowledge and skill standards. Art is a process. It is a search. Art depends more on questions than on answers. Therefore, we have paid attention to learning that molds the mind's thinking habits in the direction of creativity.
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Art is a process. It is a search. Art depends more on questions than on answers
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Most of what I learn in art and in teaching is direct result of mistakes I make.
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"Steal it--Don't borrow it. Make it your own."
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Assessment without rationale gives no useful information that helps a person be creative.
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Tell me and I might remember a little while - if I listen. Show me and I will remember a bit longer - if I pay attention. Have me do it - I learn it.
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I can sleep through a demonstration. I cannot sleep through a hands-on practice lesson.
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I Praise Neatness and Conformity more than Expressive Original work
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better for the students themselves to set the limits and the focus, so long as they understand that they go beyond simple repetition of a previous success.
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I Kill Creativity if I Give an Answer instead of teaching Problem Solving experimentation methods.
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Ten Classroom
Creativity Killers
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28 Jan 12
Christine ConnellyGreat article on ways you can kill creativity in the classroom. Perdect for this session in capstone
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18 Jan 12
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23 Nov 11
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18 Nov 11
alycia seidlA great site that identifies ways teachers kill creativity in the classroom.
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17 Nov 11
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03 Oct 11
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Real artwork is based on the child's own experience, memory, observation, and/or imagination. Real artwork is not borrowed from other children or other artists.
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Even thieves take ownership--they do not borrow. They do not intend to return what they take. Ideas cannot be patented or copyrighted. They are free in the vapor of our lives. I stole this idea from Nick Lindsay, a good friend and poet. He is the son of poet Vachel Lindsay. When I asked him if he was ever tempted to borrow from other poets, he said, "Steal it--Don't borrow it. Make it your own."
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Grades without rationale give no useful information that helps a person be creative.
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Sometimes grades punish instead of rewarding. If grading is used as punishment, it can motivate rebellion or passive resistance unless the student is unusually mature. When grading is needed in art, we can use an accumulation of positive points including credit for growth and improvement
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Snoopy dogs, hearts, smiley faces, stick figures, formulas for drawing trees or animals, ovals for people, and so on, are all evidence that I am killing creative thinking in my class. If I see a lot of Cliché drawing, it tells me that I have not established a classroom culture of creative thinking and a joy of learning to learn.
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open questions that encourage thinking
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practice doing experiments in order to have fun making discoveries
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Tell me and I might remember a little while - if I listen. Show me and I will remember a bit longer - if I pay attention. Have me do it - I learn it.
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Students need to do the demo for themselves. When I direct a practice session nearly everybody feels confident to do it again using their own ideas.
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In any list of grading criteria, originality must have more importance than neatness. Neatness is style--not substance. As a style, neatness can get some credit, but other styles that are well executed without showing neatness need to get just as much credit.
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If I ask students to do whatever they want to do, they often avoid risk by doing something they already have learned in the past. The amount of creative thinking may be zero. When there are limits, there is a better chance of having a challenging task. Limits can encourage new and creative problem solving.
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As art teachers, we also benefit from self-imposed limits that force us to try new approaches. If I have been routinely teaching something with a demonstration, it can be very creative for me to come up with a way for students to learn the same thing with hands-on experiences that I have them do as a warm-up or preliminary practice routine.
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Too often I am so glad I have what seems like an intelligent suggestion that I blurt it out without thinking. When I do this I am taking away several important things. I make my students less self-reliant and more dependent on me. I teach them not to think for themselves. Would it not be better to bite my tongue - to pause long enough to phrase a question or two that helps students realize that what they think is important.
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13 Sep 11
Mary CobbDiscovering Marvin Bartel's Ten Classroom Creativity Killers has significantly changed how I teach art. My students begin without studying the art of others, neither professional nor the work of other students. Students work first, discovering their own way. Only after completion, do they study the work of others while discovering what their pieces have in common and what aspects are different.
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18 Aug 11
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02 Aug 11
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18 Jul 11
Becky Hiatt"This is my confessional as a teacher. Most of what I learn in art and in teaching is direct result of mistakes I make. I become aware of problems after something happens. I get into habits that are hard to break. It is hard for me to see an issue until it presents itself in the form of failure. Every student is different, so teaching is never an exact science. I am tempted to be pleased if a few of my students do well."
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27 Jun 11
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Frank Curkovic"This is my confessional as a teacher. Most of what I learn in art and in teaching is direct result of mistakes I make. I become aware of problems after something happens. I get into habits that are hard to break. It is hard for me to see an issue until it presents itself in the form of failure. Every student is different, so teaching is never an exact science. I am tempted to be pleased if a few of my students do well."
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08 Feb 11
Lori ListerTen things that will kill creativity in your classroom and how to avoid them.
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19 Jan 11
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29 Dec 10
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27 Sep 10
Chris Gross-RhodeCitation: Bartels, M. (2010). Ten classroom creativity killers. Retrieved from http://www.goshen.edu/art/ed/creativitykillers.html
Summary: The author gives statements of ten ways that he as a teacher can kill creativity. Some examples are: 1) assigning -
23 Sep 10
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21 Sep 10
Meredith FickesCitation: Bartel, M. (2010). Ten classroom creativity killers. Retrieved from http://www.goshen.edu/art/ed/creativitykillers.html
Summary: There are many things we can do to encourage creativity in the classroom, but this site mentions only ten and explai -
Meredith FickesCitation: Bartel, M. (2010). Ten classroom creativity killers. Retrieved from http://www.goshen.edu/art/ed/creativitykillers.html
Summary: There are many things we can do to encourage creativity in the classroom, but this site mentions only ten and explai -
14 Jun 10
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29 Apr 10
nicci mangano10 Classroom Creativity Killers by Marvin Bartel
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19 Jan 08
Heather BurlesonSome neat explanations of what you do :) You certainly do not "kill" classroom creativity!
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