cReAtIvItY post (post 1)

somethingoutofnothing(Figure 1)

Understanding creativity is acknowledging the fact that it brings excitement and interest to a certain way of living (Berc, 2015). It is branded by the power to recognise things in new and different ways – creative people lean to being more open and inquisitive whilst taking less of an impact from already existing constraints (Penman, 2015). Penman also says that it is like attempting to explain a spectacular view or a stunning picture – it is possible to do, but only at a fraction of the real thing (2016).

Money can be an issue for stimulating creativity, it doesn’t stop it but it often doesn’t help situations (Amabile, 1988).

Jaffe explains that, according to the research of the Journal of Environmental Psychology, “Apparently, darkness triggers a chain of interrelated processes, including a cognitive processing style, which is beneficial to creativity” (2013). This is kind of contradicting the way the world sleeps at night in darkness, when the mind could be potentially working at its best creative ability.

Ken Robinson speaking on ‘Ted Talks’ states that creativity is as important in education as literacy, and it should be treated with the same status (Ted Talks, 2007). He also says that “all children are born artists, the problem is to remain an artist as we grow up”, “we don’t grow into creativity, we grow out of it, or rather we get educated out of it”(Ted Talks 2007). This is a bold statement, as it implies that schools are killing creativity. Children remain in school as they’re growing up, therefore they are battling with schools to keep their creativity. It is interesting because according to Adams, the government have been trying to push the arts subjects out of secondary schools (2017). But on the contrary to that, Adams also states that findings show that more arts GCSE subjects had been taken in 2015/16 than years before in 2011/12 – which was shortly after the governments attempts to encourage otherwise core subjects (2017). Another really interesting statement by Robinson is “There isn’t an education system on the planet that teaches dance everyday to children, the way we teach them mathematics.. Why? Why not?”(Ted Talks 2007).

The way it is seen from a personal perspective is the education system is based on academic ability. Schools all around the world are in competition to get the best results from their pupils.  This is all well and good but it isn’t putting their pupils first. An A* in Maths looks better than an A* in Drama or Music, which is a really sad thing to say, and this alone is killing creativity in pupils year on year.

“The arts play a powerful role in shaping young lives. And the struggle for some to achieve academic excellence and a positive, imaginative sense of one’s place in the world without the benefit of the arts is a form of impoverishment” (Kohl, 2012).



Adams. R (7 February 2017) Study challenges view of arts subjects being pushed out of education, The Guardian [online] available at: <; [accessed on 17 March]

Amabile. T (1998) HOW TO KILL CREATIVITY, Havard Business Review, pg 79 available at: <[accessed on 6 February]

Berc. S (11 September 2015) Creativity in Everyday Life, The Creativity Workshop [online] available at: <> [accessed on 6 February]

Create something out of nothing (N.D) [online image] available from: <; [accessed on 10th March] figure 1

Jaffe. E (11 April 2013) Why Creativity Thrives In The Dark, Fast Code Design [online] available at: <> [accessed on 6 February]

Kohl, Herbert R, and Tom Oppenheim. The Muses Go To School. 1st ed. (2012) Print.

Penman, (6 October 2015) What exactly is creativity?, Mindfulness: Finding peace in a Frantic World, Frantic World[online] available at: <> [accessed on 6 February]

Ted Talks (2007) Do Schools Kill Creativity? | Sir Ken Robinson [online video], (6 January). Available from: <; [accessed on 17 March].



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