Assessingcreativity

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Assessingcreativity

  1. 1. Assessing Creativity in Music Education in Music Education <ul><li>Eric D. Johnson </li></ul>
  2. 2. Creativity in education <ul><li>“ All children are born artists...they grow out of their artistry as they age.” </li></ul><ul><li>In his TED address in 2006, Sir Ken Robinson, an expert in innovation and human resources, said that public schools are squelching creativity in students internationally. </li></ul><ul><li>Watch. </li></ul>
  3. 3. Creativity in Education <ul><li>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. </li></ul><ul><li>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. </li></ul>
  4. 4. Creativity in Music Education <ul><li>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. </li></ul>
  5. 5. Assessing Creativity <ul><li>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. </li></ul><ul><li>cli </li></ul>
  6. 6. The Lesson
  7. 7. The Rubric (After M. Hickey) <ul><ul><ul><ul><ul><li>Component Needs work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Terrific! </li></ul></ul></ul></ul></ul>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.
  8. 8. The Lesson - Part One <ul><li>This video comes from the first 5th grade class that I worked with. This was the first part of the lesson - an introduction to thinking about the relationship between poetry and music. </li></ul>
  9. 9. Bibliography <ul><li>Craft, Anna. &quot;Limits of Creativity in Education.&quot; British Journal of Educational Studies . </li></ul><ul><li>51.2 (2003): 113-127. Print. </li></ul><ul><li>Hickey, Maud. &quot;Assessment Rubrics for Music Composition.&quot; Music Educators Journal . </li></ul><ul><li>85.4 (1999): 26-33. Print. </li></ul><ul><li>&quot;Ken Robinson says schools kill creativity.&quot; TED . Web. 27 Nov 2009. </li></ul><ul><li>< http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html >. </li></ul><ul><li>Kiehn, Mark. &quot;Development of Music Creativity Among Elementary School Students.&quot; </li></ul><ul><li>Journal of Research in Music Education . 51.4 (2003): 278-288. Print. </li></ul>

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