Do Schools Really Kill Creativity Questions And Answers | Do Schools Really Kill Creativity
Do Schools Really Kill Creativity Questions And Answers | Do Schools Really Kill Creativity
Question - 1. Observe the given figure and complete the activities that follow:
[a] Replace the ‘main idea’ by any other thought or title of your own.
[b] Add three supporting ideas to the main idea as their branches.
[c] Add two ideas to one of the branches that explains the meaning of the branch.
Solutions :
Question - 2. Complete the given blank spaces/balloons with your ideas in the figure that describes your basic preparation for the HSC Board Examination. Also complete the activities that follows:
Solutions :
Activity:
Complete a similar type of detailed graphical figure in your own style showing the thoughts/ ideas/concepts that keep on generating in your mind and then you choose a particular style/design or a graphical representation to describe the same idea/facts/situations – then this type of presentation can be called ‘Mind – Mapping.’
Use different shapes, arrows, lines, connectors, balloons, boxes, curved arrows, callouts, scribbles, scrolls, explosions, etc. to describe your point of view.
For example:
[A1] Do Schools Really Kill Creativity Questions And Answers
Question - 1. Study the tabular column given on page 141 of the Textbook. In pairs, tell your partner the importance of each one: [The first one is given here as an example. Students may attempt 2 to 8 on their own in a manner akin to the one given below.] Enhance activities with Mind-Mapping
Solutions :
Student A: How does mind – mapping help us?
Student B: It helps us see an overall picture.
Student A: Would you kindly explain it a bit more?
Student B: See, as one would expect, mind – mapping conveys the whole idea through hierarchy and relationships.
Student A: By the way, what is ‘hierarchy’?
Student B: Hierarchy is a system in which classes, status, authority, etc. are ranked one above the other.
Student A: I think I’ve got it. With the help of mind – mapping we ‘maps out’ the points beginning from the more important ones and going on to the less important ones.
Student B: Exactly! It is a sort of branching out. What I find exciting is that the ‘mapping out’ originates from our brain quite spontaneously.
Student A: Being the creators we grasp it fully, don’t we?
Student B: Yes, we do. Now you got it fully right!
[A2] Do Schools Really Kill Creativity Questions And Answers
Question - 1. Given below is a ‘Mind – Mapping’ template. Use your ideas/thoughts/concepts to illustrate/develop them. [Develop your ideas in the form of main branch, sub-branches and tertiary branches respectively].
Also, write a paragraph on the mind map you have completed.
Solutions :
The above given figure is my Mind Map about infectious diseases. The four main ideas are the Spread, Precautions, Treatment and Containment of such infectious diseases. The best way to check the spread of infection is the practice of personal hygiene and social distancing. Maintenance of proper civic sense is called upon from each citizen. Containing the disease becomes a challenge when diseases like COVID-19 breaks out. Lack of vaccine or specific medicine makes the situation very grave. Self-isolation, quarantine, and in extreme situations, Lockdown, etc. are practised to curtail the community spread of the contagion.
A sudden spike in the cases put great strain on the health care system. Authorities try to circumvent the spike by flattening the curve of the spike. Whenever there is a pandemic, it is the duty of the citizens to help the authorities by obeying all the directives.
[A3] Do Schools Really Kill Creativity Questions And Answers
Question - 1. Develop a ‘Mind – Mapping’ frame/design to show the development in your personality seen with yourself in the last 5 years. You can take the help of the following points in order to develop each of them into further branches:
[Development in Physique, Self-learning Process, Communication Skills, Social Awareness, Family Responsibility]
Solutions :
| Development in physique | Self-learning process | Communication skills | Social awareness | Family responsibility |
| A sense of parting with childhood | Began to assess the children around me critically | An awareness of what I speak and how I speak | Still confined to my small world of family and friends | Took everything for granted and never bothered about the resources of my family |
| An earnest desire to join the club of grown-ups | A great quest to know more about the world around me | Censure of incorrect and impolite utterances | Exposure to print and electronic media opened up a ne w world | Slow realisation of the hardships of my parents in educating me |
| A surge in physical energy | An enhanced sense of body ownership | An earnest desire to impress others with my speech | Exploration of the world around me and my place in it | Sibling rivalry to my younger sister gave way to a sense of protective care |
| Interest in sports which are aggressive and dangerous | A sense of bonding with society | Started diary writing and found my skills wanting | Realization that I am not an island floating in the ocean of humanity | Resolved to do well in academics |
| Realization of the passing of adolescence and being an adult | A yearning to invent or discover something new | Level-headed effort to improve my speaking and writing skills |
[A4] Do Schools Really Kill Creativity Questions And Answers
Question - 1. Develop a ‘Mind – Mapping’ frame/design to show the ‘Benefits of games and sports’ to the students. You can take the help of the following points in order to develop each of them into further branches:
[Fitness and stamina, team spirit and sportsmanship, group behaviour, killer’s instinct, will to win]
Solutions :
[A5] Do Schools Really Kill Creativity Questions And Answers
Browse the internet to know the following:
Question - 1. Different Frames/Designs on Mind – Mapping :
[One example is given below. Students may browse the internet to find more.]
Solutions :
Spidergram.
Question - 2. Benefits of Mind – Mapping:
Solutions :
Mind – Mapping is an effective tool that helps us capture the logical thinking process that goes on in our mind. It enables us to put pieces of information in the proper slots. The gathered pieces of information then assume a compact and condensed format which can be committed to memory with vividness and clarity. Mind – Mapping also helps generate a stream of creative ideas. The speed and spontaneity of Mind – Mapping proves to be a great advantage during brainstorming sessions.
Question - 3. Uses of Mind – Mapping in note-taking:
Solutions :
Mind – Mapping is a creative way of note-taking. We do not remain just passive listeners noting down points mechanically. On the contrary, Mind – Mapping helps us put our creative selves in the process. Thus, we become the co-producers of the information. Using Mind – Mapping in note-taking also enables us to structure the information to suit our natural inclinations of arrangement.
Question - 4. Difference between Mind – Mapping and Concept Mapping:
Solutions :
A Concept map is a diagram that shows the suggested relationships among concepts. Concept maps, unlike the Mind maps, allow more divergence due to their multiple hubs and clusters. Mind maps are often restricted to radial hierarchies and tree structures. Another feature that distinguishes Mind map from a Concept map is that in a Mind map the basic idea is embodied in the centre image and the main themes radiate from the centre as branches. This, then branches off further as twigs.
Do Schools Really Kill Creativity Questions And Answers | Do Schools Really Kill Creativity
Activity:
Complete a similar type of detailed graphical figure in your own style showing
the thoughts/ideas/concepts that keep on generating in your mind and then you
choose a particular style/design or a graphical representation to describe the same
idea/facts/situations-then this type of presentation can be called 'Mind Mapping.'
Use different shapes, arrows, lines, connectors, balloons, boxes, curved arrows,
callouts, scribbles, scrolls, explosions etc. to describe your point of view.
For example :
Julian Astle is the Director of Education at the RSA. Previously, he worked
in No. 10, Downing Street as Deputy Director of the British Prime Minister's
Policy Unit and Senior Policy Advisor to Deputy Prime Minister, Nick Clegg.
Previously, he was the Director of Centre Forum, a Westminster-based think tank.
He has also worked as a Post-Conflict Advisor to the British Government
in Whitehall, and to the United Nations in Bosnia and Kosovo.
In the most watched TED talk of all times, educationalist Sir Ken Robinson
FRSA claims that “schools kill creativity”, arguing that “we don’t grow into
creativity, we grow out of it. Or rather we get educated out of it”. Yet to Robinson,
“creativity is as important as literacy and we should afford it the same status”.
“True creativity”, is based on knowledge which in turn is based on literacy”.
Our schools, where children develop the literacy skills on which all further learning
depends, are therefore not killing creativity, but cultivating it by providing the
“foundations young people need to be properly creative”.
As evidence of how schools kill creativity,
Robinson cites the example of a
young girl called Gillian Lynne who, at the age of eight, was already viewed
as a problem student with a probable learning difficulty due to her inability to
sit still and concentrate. When her mother sought a medical explanation for
Gillian’s constant fidgeting and lack of focus, the doctor suggested they speak privately.
As the two adults got up to leave, the doctor turned on the radio. Left
alone in a music-filled room, young Gillian began to dance. Observing her through
the window, the doctor turned to her mother. “Gillian’s not sick”, he said, “she’s
a dancer”. Today, at the age of 92,
Gillian can look back on a long career in
ballet dance and musical theatre which saw her become one of the world’s most
successful choreographers, with hits like Andrew Lloyd-Webber’s Cats and
Phantom of the Opera among her many achievements. Yet her school had all but
written her off, mistaking her extraordinary talent for some form of behavioural
problem or cognitive impairment.
"A huge amount of research on skill acquisition has found that the skills
developed by training and practice are very rarely generalised to other areas and
are, in fact, very closely related to the specific training."
It is certainly unhelpful, and probably wrong, therefore, to talk about ‘critical
thinking skills’. Critical thinking is an important part of most disciplines, and if
you ask disciplinary experts to describe what they mean by critical thinking, you
may well find considerable similarities in the responses of mathematicians and
historians.
The temptation is then to think that they are describing the same thing,
but they are not.
The same is true for creativity. Creativity is not a single thing, but in fact
a whole collection of similar, but different, processes. Creativity in mathematics
is not the same as creativity in visual art.
If a student decides to be creative in
mathematics by deciding that 2 + 2 = 3, that is not being creative, it is just
silly since the student is no longer doing mathematic. Creativity involves being
at the edge of a field but still being within it.
Similar arguments can be made for other ‘21st Century Skills’ such as
problem-solving, communication and learning how to learn. There is some
evidence that students who learn to work well with others in one setting may be
more effective doing so in other settings, so some transfer is definitely possible
However, the really important message from the research in this area is that if
you want students to be creative in mathematics you have to teach this in
mathematics classrooms. If you want students to think critically in history, you
have to teach this in history.
“Mastering disciplines, learning to communicate effectively, engaging civically
in discussion and argument – these have been, and should remain, at the forefront
of all education.
The ancients talked about the importance of understanding what
is true (and what is not); what is beautiful (and what is not worth lingering
over); and what is good (in terms of being a worthy person, worker and citizen).
These educational goals should be perennial”.
The short answer is ‘no’, although they certainly can if they forget two
important lessons:
First, that if the maximum number of children are to be given the greatest
possible chance of realising their creative potential, schools need to provide rich
and broad curriculum that includes the so-called creative subjects that are the
visual and performing arts.
And second, that if they are serious about cultivating real creativity across
the curriculum, they need to remember that creativity describes a whole collection
of similar, but different processes. In other words, they need to understand the
central place of the disciplines in education, and take them as their starting point
in curriculum design.
Do Schools Really Kill Creativity Questions And Answers | Do Schools Really Kill Creativity
- Balbharti Yuvakbharati English 12th Digest Chapter 3.2 Do Schools Really Kill Creativity? [Mind-Mapping] Notes, Textbook Exercise Important Question -s and Answers.
- Maharashtra State Board Class 12 English Yuvakbharati Solutions Chapter 3.2 Do Schools Really Kill Creativity? [Mind-Mapping]
- 12th English Digest Chapter 3.2 Do Schools Really Kill Creativity? Textbook Question -s and Answers
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Do Schools Really Kill Creativity Questions And Answers | Do Schools Really Kill Creativity
| Appreciation Of Poem 12th Standard | 12th english all poem appreciation pdf |
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| 2.1 Song of the Open Road |
| 2.2 Indian Weavers |
| 2.3 The Inchcape Rock |
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