Living in a world defined by increasingly complex problems necessitate creative solutions attainable by providing opportunities to pupils within their imaginative years. Such awareness explains the urgency to nurture creativity in the twenty-first-century classrooms. Today, teachers, academics, and governments show dissatisfaction with prescriptive education to propose the dynamic curriculum that impacts creativity in pupils. Surprisingly only a few primary schools describe themselves as impacting creativity in the pupils. Perhaps, such emerges from their explanations tied to arts-based models, playing the musical instrument, painting, artistic writing, acts in plays and debates. Instead, powers of creative thinking extend beyond the co-curricular activities to sparkle imaginations above the easy laissez-faire option in passing tests. Primary schools should replace the prescriptive education that stifles imaginations pulse and willingness to take risks with the dynamic curriculum that instill creativity in girls.
Annual inquiries on creativity levels in primary school girls shows prescriptive education hampers the powers of creativity. The obsession with rigid schedules in primary schools to allocate forty minutes for every lesson immediately interrupts creativity flow in starters. The approach only serves to justify the separate subjects' idea, itself countering dynamism principle in education (Reppa & Theodorakou, 2015). Teachers and administrators prioritize the knowledge of single right answer hence align the primary school girls to embrace the multiple-choice tests. Such emphasis compels most primary schools to stick to the separate subjects' idea, losing out on the opportunity to convey the fertile idea of creativity to pupils (Davies, 2015). They overlook opportunities to impact creativity through a fluid and dynamic curriculum that broadens the girls' knowledge beyond the single-right answer. Academics need to embrace the initiative by Grange primary school located in Derbyshire that established a fictional town hosting a radio station, cafe, TV station, and newspaper along with a craft shop. The learning atmosphere acknowledges learning in the girls' minds and souls to impact creativity rather than providing prescribed doses for passing tests. A similar approach exists in Merion Elementary School in Pennsylvania that offers a gifted and talented program alongside the opportunity to nurture skills under the DreamBox forum at home (Best Schools, 2018). The exposure allows the girls raise thousands of pounds in the food supply to Philabundance Charity to feed the needy.
Accomplishing classroom creativity requires filtering and implementing the idea beyond paying lip-service to conceal behind extracurricular activities. Many schools cite creativity by allocating a day-off to arts, sports, and music. It becomes mythical to consider that creative learning. Instead, impacting creativity in girls mandate embedding the fertile idea of disciplines into the everyday learning and teaching beyond the classroom arena demonstrated by Merion Elementary and Grange primary schools. Nevertheless, the majority of the school system lacks understanding of the creative concept leaving them to reward conformity (Jaussi & Randel, 2014). Their platforms avoid exposing the girls to risk-taking opportunities hence ill-prepare them to cope with the unfolding world. Creativity initiatives should mirror the fantastic example set by Caol primary school located near Fort William in Scotland running a fully-owned art studio. The school places the girls under the creative partnership with professional artists (Robinson & Robertson, 2009). The partnership allows them to buy art materials they use to nurture their talents channeled to run the business in the locality. The breakthrough of the girls shows a need to eliminate lethargy in the present system characterized by high-stakes testing and academic drilling. Such leaves little time for child-directed activities to test their creativity.
Promoting creativity in girls mandates replacing the existing curriculum that emphasizes rote learning without addressing the imaginations in young minds to take risks. It erodes suitability in the current education to nurture creativity in the girls even when all stakeholders concur in their quest to deliver good results to the young minds. Nevertheless, their development appears limited by the education system that only conveys a shallow collection of knowledge without the creative ingredients needed to lead productive adulthood. The challenge emerges from the obsession in primary schools to meet targets hence coax the girls into learning to pass the tests (Kim, 2015). Schools freeing from the exam-obsessed chains, top-down and target-driven approach succeed in conveying resilient and creative ingredients in the pupil's characters. In Singapore, Haig Girls' School places innovation and creativity at the core of the projects that pupils use to nurture progressive thinking. Its system embraces the desired education outcomes orienting the pupils to critical and inventive thinking in their projects (Vincent-Lancrin, 2013). The school exposes the girls to innovative and enterprising platforms where they brainstorm multiple ways to engage in genuine innovations. The emphasis on inventive and enterprising activities mandates collective brainstorming. Such bore the inventive approach to close the umbrella faster by replacing the press-stud rolled around the umbrella fabric with a magnet to deliver a banded twist holding the fabric tight.
Majority of primary schools miss out on broadening the pupils' knowledge from their reluctance to cease operating conventionally as exam factories. The emphasis on target-driven approach makes them limit exposure to creative learning till satisfied with test scores. Their atmosphere becomes directed, hence denies creative learning that challenges the girls to address the opportunities unfolding in the world before them. Most primary schools girls miss out on creative learning when provided little opportunity (Robinson, 2013). The administrators, governance, and teachers fail to acknowledge that impacting creativity does not involve a linear process. Instead, creativity involves a highly personalized process that appreciates the diversity to understand things differently. Even in the few illustrations captured earlier in the text, fail to acknowledge that raising creativity achievement for girls is beyond prescribing the pupils to the standardized steeplechase (Davies, 2015). However, a majority of primary schools miss out on such understanding and compel the girls like everyone to complete their learning in a similar manner and time. Hawk Ridge Elementary provides an opportunity to participate in parent-sponsored platforms including movie making, fishing cub events, instrumentation, theater and sports broadcasting. Again, Hawk Ridge uses the seven-habit curriculum that enables the girls to list their creative technology solutions on its website (Best Schools, 2018). Doing so satisfies the creative pulse of the pupils rather than compel them to engage in endless rote tasks.
Impacting creativity involves more than linear processes that place if conditions on children to satisfy the test scores. A classic example is a demand by school administrators and teachers for students to conform to the allocated schedules before engaging in co-curricular activities. They fail to inspire them into the new beauty of creativity. Although such activities only satisfy a narrow element of creativity, it makes no sense to relegate creativity as a linear process second to test scores (Robinson & Robertson, 2009). Similarly, broadening the subjects to foster mastery of skills in artistic and musical subjects does not impact creativity enough transitioned to adulthood. Instead, it replicates the traditional pattern where pupils abandon musical instrument even after spending years of practicing to pass the examinations (Garner, 2014). Present situation shows the inadequacy of real creativity driver in primary schools capable of impacting an appetite for discovery similar to the Singapore and Korean commitment to innovative and enterprise learning. The discovery of creativity in girls is only possible in a system motivating and nurturing their skills to expand their ambitions beyond the exams-factory platform. Recalling the Haig Girls' School illustration shows evidence of creativity possible by relinquishing the prescriptive program (Vincent-Lancrin, 2013). The provision of too much prescription gives a hand in the death of creative pulse that primary school girls have. Revisions in the national curriculum to fit in performance-related platforms, music competitions and debates are not enough. Instead, the public primary schools need positive engagement to eliminate a system that intimidates the child's creative pulse rather than nurture it.
The dominance of prescriptive education approach has not hindered the place for primary schools committed to nurturing the creativity pulse in the girls. An illustration of such is the Aukamm Elementary School that acknowledges walking the girls to realize life-changing experiences and shape a creative impression in their everyday engagement. The school located in Wiesbaden Air Base offers single grade classes allowing the pupils participate actively in physical education, technology instruction, art, media center and foreign language sessions (Best Schools, 2018). The exposure orients the girls to cultural instruction initiatives and opportunities to acquire foreign language skills. It partners with 102nd Signal Brigade volunteers who mentor the girls within a large portfolio of interest in sewing, art club, gardening, drama, music, cooking and crafting. The approach in this school distances itself from the creative learning myths evident where passing the tests is a priority to guarantee participation in co-curricular activities. Such cases reflect a mismatch between the school's actions and the surging interest in creative learning initiatives dominating the educationists' talks. Impacting the language of creativity in pupils mandates building character that shapes the pulse rather than stifles imaginations. That is evident in Marion Cross School that parallels creativity initiatives with a regular academic course. It utilizes a learning environment that emphasizes experiential education program allowing the pupils complete outdoor projects. Girls in fourth and fifth grade participate in innovative art projects that one should complete throughout the year (Best Schools, 2018). It offers environmental, health and technology sessions to pupils besides the traditional exposure in art and music fetes. The school integrates creative art and innovative projects within the core subjects and display such on its special art and project website to celebrate creativity and talent.
In conclusion, impacting creativity appears a lengthy journey despite the resources allocated in the trendsetting initiatives in most primary schools. Many teachers and administrators are still paying lip-service to the creative efforts, thereby denying pupils opportunities to shape their creative pulse. The situation shows the mythical response to the creativity agenda in the majority of schools still stuck to a system that rewards conformity to exam factories. Impacting creativity involves moving beyond the linear process of high-stakes testing in exam factories to challenge imaginative and curiosity in the pupils, thereby broadening their horizons. The real driver of creativity in girls rests upon shaping their appetite for discovery that aligns to the imagination pulses. A lot remains for primary schools to impact creativity...
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