There is difficulty integrating creative learning into the American educational system which has become so insensitively micro-managing in terms of curriculum, standards and lesson plans.
There is the bigger issue of being able to assess creative learning on a standardized national, state-wide and even district-wide scale. The assumed inability to assess students’ creativity has deterred educators from creating activities of this type.
Based on the work of Maud Hickey, professor of music education at Northwestern University, I have developed a cross curricular project to have students write poetry as a response to hearing various pieces of music.
Hickey stresses the need for clear guidelines within which the student should express their creative process. She advocates the use of rubrics which are either developed with the assistance or clear understanding of the students.
Length Student’s poem is less than four lines Student’s poem is four lines long. Student’s poem is more than four lines. Musical Connection The student’s poem is not connected to anything discussed about the music. Student’s poem is connected to discussions about the music. Student’s poem makes strong connections to the music and the discussions had among the class. Rhyme Student does not have any rhyming in the poem. Student has made a clear effort at rhyming in the poem. Student has used strong rhyming throughout. Word Choice Students use very basic vocabulary. Students use some interesting vocabulary. Students use interesting vocabulary throughout.