Fostering Creativity Today
Organized music, dance, visual art, theatre, and other artistic programs are supposed to be places where creativity can and should flourish. Unfortunately, that is not always the case. Often times the reverse occurs. Those who exhibit creative proclivities are often shut down. For example, students are taught at an early age that they must color within the lines. While it is important there parameters are established, there should also be opportunities in classes that involve the arts for students to have an opportunity NOT to color within the lines
Think about this for just a moment. From the time a student is engaged in organized art programs, the teacher or instructors are the ones who make all of the artistic and logistical decisions. If it is a music or theater ensemble, the director chooses the repertoire. They rehearse the ensemble or cast. They determine the concert date and location. They handle all of the marketing of the concert. The students simply show up and perform well for that particular artistic presentation. The same process occurs again five to six weeks later. This wash-and-rinse cycle starts in grade schools. It continues in middle school, high school, and even in college.
As students near graduation, it becomes apparent to them that they are ready to transition into a professional career. For their entire academic careers, they have been proverbial “sidemen and women” for the school ensembles. That means they have been basically re-creating works that already exist. While there is tremendous value in those experiences, it does not nurture the creative process. Basically from day one, students have had their artistic training wheels on for practically all of their artistic experiences.
Hopefully, they have performed quality works of art in the school ensembles which may have inspired some students to take a crack at creating something of their own. Unfortunately, that is not the norm. For most students, the thought of creating a work of art of their own is a thought that probably never crosses their minds.
From a logistical position, students wonder how was the venue reserved. How was the concert marketed? How did people know when to show up for the concert? Were there tickets sold? If so, how much did we charge? These are not rocket science skills, but these are necessary skills for anyone who desires a career in the arts. For those who “make it,” you will eventually have someone else handling the logistical side of things, but the creative side should always be a part of how you function as an artist. That part of your creative life should never waver.
Now that we have offered a few insights on how organized art programs in schools tend to operate, please allow us to offer a few suggestions to teachers on how to employ and foster a more creative space in the classroom. We are not suggesting that any educator abandon organizing and planning performances for the school ensembles. We are advocating that you expand and activate the creative juices all students possess. For example:
- When performing a work of art, explain the time period or provide context for the piece that was created.
- Discuss the culture, and history of the people, places, or things that are involved in the work performed.
- Have open discussions with the class about what life was like during the time period the piece of art was created. Have students imagine living in that time frame.
- Have the students compare and contrast their lives versus the lives of those who lived during the period the artistic presentation was created.
- Have the students create a story that correlates with one of the works performed
- In music, have the students attempt to write a melody that would reflect the emotions based on their stories.
- Most importantly, have the class perform these compositions by the students
Notice how much “imagination” is employed in each exercise. That is the key ingredient for engaging in any creative endeavor. We want to remove the “training wheels” and eliminate the side man’s (woman) mentality for our artistic programs. Not everyone will embrace this expanded modality in the classroom, but some will. Those who do will help reshape a culture where creativity is the norm.
Good luck!