PROFESSIONAL DEVELOPMENT Toni Redlingshafer, Director
The Creative Mind in the Classroom– Teacher and/or Student
I’ve been told all my life that I am very cre- ative. I’m not sure at what age I fully real- ized that others did not perceive the world as I, and that my reality was not necessarily that of everyone else. Tere may not have been one “a-ha” moment when it became clear to me and I accepted “me for me” but that acceptance of the “authentic me” from my family and teachers has fostered my desire to allow for the creative student to thrive in my classroom. I welcome students who display imagination and innovation for they motivate me to higher level thinking as an educator. ACCEPTANCE
I can’t remember the first time my creativity came to the forefront, but I remember a few times it came with negative consequences. In Art, Drama, Home Economics and Music Classes I found my creativity welcomed, but in math classes – not so much. When I got the correct answer but used the wrong meth- od, the teacher always asked, “how did you ‘work’ this problem?” When I got the wrong answer for a problem the question changed to, “how did you get THAT answer.” I would then proceed to explain my work and usually receive the proverbial lateral shaking head and sometimes even a sigh. When my classes advanced to multiplying, adding and subtract- ing numbers mixed with “x, y, and z” - I RE- ALLY got creative – but my teachers helped me to control myself and use the “other side of my brain” to succeed in their subject area while “saving” my creative juices for other classes. GUIDANCE
As an educator, the same creative streak has plagued me while collaborating with others in faculty or parent booster club meetings. I am often greeted with: “How do you come up with these ideas?” “You won’t be able to do that.” “You want to do WHAT?” and once, “Your mind doesn’t work like a ‘normal’ person.” Te topic could be the all-school thematic unit activities, the madrigal script, set piece designs, costumes, scenery, or some other “out there” idea. If the truth be told I don’t know where these ideas are born but I ponder them until I have the entire con- cept designed into a workable format and then verbalize my plan. What is a logical
progression of steps for me is not always the worlds’ logic, however. “Real world” logical things don’t always make sense to me and I am sure the actively creative students in my class- room at times feel that way, too. (For instance, I still wonder why the reflective line at the edge of the highway is white. You only really need to know where the edge of the road is when it is snowing. Wouldn’t neon pink, orange or green be a better color choice since snow is generally white?) TOLERANCE
I try to foster creativity in my classroom and although it occasionally initiates what I call “organized chaos” some of the most amaz- ing moments come when there is a “brain- storming” session planned during rehearsal. Prior to a major production I present the class with my “vision” for it and let them contribute to my “vision.” Tey expound on each others suggestions, they improve on their own initial concepts, and they take ownership. Of the hundreds of ideas from this one class period come several viable concepts from the students, and their cre- ativity, although harnessed a bit by reality, is allowed to be expressed. If the teacher creates the format and establishes a climate for positive use of their creativity it is a remarkable teaching
moment.MOTIVATION
Tis week as we were finishing the staging for one of our concert selections, Mr. Creative Mind age 13, put up his hand and said, “as we build that final chord, I think each part should turn from the diagonal to full front as they sing their note.” We’ll be doing that at the concert, not because he thought it would look “cool” to do that, but because musically, as the teacher explained, it will draw em- phasis on the entrance of each pitch and by facing full front the volume will crescendo to the end of the song and, oh, also because she thought it looked cool, too. Don’t always deny your students a creative moment by being a dictator in your classroom. Embrace their de- sire to express their ideas, use or modify them for use when you can, and reward those who sug- gest things that can not be used by giving them a viable reason why their idea isn’t feasible but might be adapted for use at another time or in
another
way.REINFORCEMENT
As I began to write this article I got side- tracked by the untimely death of Steve Jobs. After reading lists of his accomplishments and a myriad of his amazingly profound quotes I began to wonder: What must it have been like for him in a classroom? Did his teachers recognize his gift? Did they encourage him? Or was he forced to blend in and just “play the game” called school?
Whether you consider yourself to have a creative mind or not, you must be aware that there are children in your classroom that “think outside the box” or “don’t know that there EVEN is a box” and leave them enough space to “work”. Strong Class Management Skills are needed along with substantial doses of patience and tolerance to maintain order in a classroom laced with many creative minds but the results can be astounding and rewarding for all.
Here is a quote I found while researching mate- rial on the creative mind. It had a profound im- pact on me and therefore, I share it with you.
Creative minds have always been known to survive any kind of bad training.
Anna Freud
Illinois Music Education Conference 2012 Sessions of Interest
Certification 101, will be presented by Eliza- beth Crider-Olcott, Assistant Regional Su- perintendent of Schools for Peoria County #48. Te workshop will include current in- formation on all issues involving teaching certificates, the renewal process, adding en- dorsements and CPDU’s. Time will be left for a short Q and A session.
Oh, Tat’s How You Do It–Tings I Wish I know Before I Started Teaching: Trough one-on-one discussion with expe- rienced teachers, beginning music educators will have the unique opportunity to address aspects of teaching that are not typically covered in college classes.
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Illinois Music Educator | Volume 72 Number 1
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