An interesting quote

All-
Just read this in Out of Our Minds:

Producing works of art often doesn't count as appropriate intellectual work in an arts department: yet the equivalent in a science department, doing physics or chemistry does. So why is it that in universities writing about novels is thought to be a higher intellectual calling than writing novels; or rather if writing novels is not thought to be intellectually valid why is writing about them (66)

Not that I think we should have students in English classes focues solely on writing novels, but it does make a good point for a variety of written work to be assigned in any classroom, especially if the author is then required to reflect on his/her work and explain what elements of the craft of writing they intentionally utilized. It also makes the case for the intellectual vaildity of creatve writing classes.

Josh

Initial Thoughts

Not to be a downer, but I have to say that I'm a bit disappointed with the book in the early going. The first chapter seems like a lot of preaching, and since I'm already in the choir I don't see the need. I'd like a little more application and a little less "whys" & "wherefores." Robinson is pretty funny in spots, however.

Hi fellow bloggers,
Even though I have not read Ken Robinson's book yet, I studied an excerpt from Amazon.com and I would like to comment on one idea that he has that creativity issues in the business place are a downstream product of inflexible schooling which deadens creativity in young people.

My daughter, Samantha is completing her first year as a teacher aide in Newton's public elementary schools. She has worked in many of the grades, but has focused most of her time in fourth grade. She is assigned usually to work with those kids who have trouble in math and she is really creative at helping them grasp the concept in the worksheets. Her observation, after one year of working in this setting, is that the schools have deadened the students' interest, individuality, creativity and curiosity with a highly structured, repetitive schedule that is focused on passing the MCAS tests. She, for example, has requested of the teacher and of the principal, permission to introduce a natural science unit to the students, an origami unit, a journal writing project, a renaissance unit--all to a resounding "no"--we cannot give you even 30 minutes a week to do such a thing. She has become a champion for the gifted students in her class who are shamelessly ignored and understimulated in the classroom. She has worked with them during lunch and recess and other moments she can steal from the day.

I find this perhaps a typical indictment by the idealistic 23 year old, but it is worth examining in the context of stifling creativity and enthusiasm for learning that Robinson raises in his intro.
NNR

Nancy checking in

Hi Josh and all. I finally found the time and the gumption to try a blog for the first time. I still have not purchased the book, but I will this weekend and look it over.

By the way, I am playing in the Waltham Philharmonic Orchestra this Sunday at 3:00 if anyone wants to spend an afternoon with long-hairs. (McDevitt Middle School)

Talk to you soon. Nancy

Just checking

Just checking to see that folks are signed up and able to comment. Could folks reply to this when they sign up so we know who's on board?
Thanks,
Josh