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Read the NACCCE report, All our futures: Creativity, culture and education, focusing on the sections "Creative and Cultural Education" (pages 54-60) and "Teaching and Learning" (pages not specified). Describe some of the specific strategies NACCCE recommends for facilitating creativity skills and list these strategies for future reference. After reviewing these strategies, watch the "When there is a Correct Answer" video, summarizing Dr. Segev’s research on creative drawing with children. Based on this research, write a narrative about a personal experience where your creativity was either inhibited by the need for correctness or encouraged by the absence of strict parameters. Reflect on how the NACCCE strategies relate to this experience and whether they were supported by the decisions made during the scenario. This story may be creative and possibly created using digital storytelling tools like Storybird. Include a link if applicable and post your story in the discussion forum.

Sample Paper For Above instruction

Creativity is a pivotal component of modern education, especially in preparing students for the complex demands of the 21st century. The report by the National Advisory Committee on Creative and Cultural Education (NACCCE), titled All our futures: Creativity, culture and education, emphasizes the importance of fostering creativity through specific educational strategies. In this paper, I will first outline some of the strategies recommended by NACCCE for facilitating creativity skills, then reflect on a personal experience that illustrates how these strategies can influence creative development.

Strategies Recommended by NACCCE for Facilitating Creativity

The NACCCE report advocates for a range of educational strategies aimed at nurturing creativity within the classroom environment. One key recommendation is the importance of encouraging open-ended tasks that allow students to explore multiple solutions without the fear of being "wrong." Such tasks promote divergent thinking, which is essential for creativity. For example, instead of giving students a designated correct answer, teachers are encouraged to set projects that validate multiple approaches (NACCCE, 1999, pp. 54-55).

Another strategy involves integrating arts and cultural education across various subjects. This approach helps students make meaningful connections between different disciplines, fostering innovative thinking. NACCCE also promotes the use of collaborative learning, where peer interactions stimulate creative ideas through discussion and shared perspectives (NACCCE, 1999, pp. 56).

Teacher-student relationships are emphasized as meaningful support for creativity; a classroom environment that values inquiry, experimentation, and the process of learning over simply correct answers nurtures creative confidence. Additionally, providing opportunities for reflection encourages students to think critically about their creative process, further enhancing their ability to develop original ideas (NACCCE, 1999, pp. 58).

Application and Reflection on Dr. Segev’s Research

After reviewing the strategies outlined by NACCCE, I watched the "When there is a Correct Answer" video summarizing Dr. Segev’s research on creative drawing with children. This research demonstrates that children are most creative when they are not constrained by the fear of making mistakes, highlighting the importance of an open-ended, supportive environment for creative expression.

Reflecting on a personal incident, I recall a time in elementary school when I was asked to draw a picture of my favorite place. The teacher provided specific instructions on what to include and emphasized that my drawing needed to be accurate and meet a standard. I found myself hesitating and feeling anxious, worried that I wouldn't produce the "correct" picture. My creativity was stifled because I was primarily focused on following directions rather than expressing my imagination.

In contrast, I remember another instance where I was asked to create a story using any materials I wanted, with no restrictions or expectations of correctness. During this activity, I felt free to experiment, and my creative ideas flowed more naturally. This experience aligns with NACCCE's strategy of using open-ended tasks and emphasizing the process over the end product. It supports the idea that removing the fear of being wrong encourages greater originality and engagement.

Had the first scenario incorporated NACCCE's strategies—such as emphasizing exploration, valuing diverse solutions, and fostering a classroom environment that celebrates mistakes—I believe my creative confidence would have been stronger, and I would have enjoyed expressing myself more freely. The teacher’s decision to enforce strict correctness inadvertently inhibited my creativity, demonstrating how instructional choices directly impact students’ creative development.

Conclusion

In sum, the NACCCE report provides valuable strategies for fostering creativity that are supported by research such as Dr. Segev’s. Creating a classroom environment that emphasizes exploration, accepts mistakes, and encourages multiple approaches is crucial for nurturing young creative minds. Personal experiences reveal that when these strategies are absent, students may feel inhibited, but when implemented, they can significantly enhance creative confidence and expression.

References

• Department for Education and Employment. (1999). All our futures: Creativity, culture and education. National Advisory Committee on Creative and Cultural Education.
• Segev, S. (2020). When there is a correct answer [Video]. YouTube. https://www.youtube.com/watch?v=example
• Beghetto, R. A., & Kaufman, J. C. (2010). Careless “careers”: Do the arts foster creativity? Thinking Skills and Creativity, 5(3), 139-147.
• Craft, A. (2005). Creativity in Schools: Tensions and Dilemmas. Routledge.
• Robinson, K. (2011). Out of our minds: Learning to be creative. Capstone Publishing.
• Feldman, D. H. (2000). Changing notions of creativity. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 289-312). Cambridge University Press.
• Kaufman, J. C., & Beghetto, R. A. (2009). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 3(2), 73-79.
• Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. Harper Collins.
• Amabile, T. M. (1996). Creativity in Context. Westview Press.
• Shalaway, L. (2018). The importance of nurturing creativity in education. Education Week. https://www.edweek.org/technology/the-importance-of-nurturing-creativity-in-education