Is it important to Learn Creativity before we Teach Creativity ?
Developing sharpen intuitiveness while active participation in the process of creativity is a natural. We all have intuition toward an ideal situation and the enrichment of practicing this ideal in a creative manner is very productive.
Dickson Adom , sharing this question for you also.
there is no communication about our colloborative work. pl.msg.
Better practice innovative ness in actions and teaching- learning process and think or learn creativity before our action.
If I don't know one thing, how can I teach it; creativity is more of a passion and it needs passion and longing to be creative and to be master trainer.
I suspect that one can distinguish two types of university teachers when it comes to introducing students to "creativity". One possibility is that the university teacher has a talent for creative work, both artistically and technically or in terms of creative thought processes. He reports about such creative processes as they occur with him and with other creative natures. And perhaps he can also encourage students to discover their own creativity in practical exercises. - The other type is an analyst, a scientist whose research field is "creativity". In this analytical function he also has a good overview of the history of creative processes and makes theoretical contributions to the topic of creativity, publishes essays and books, but does not produce any creative products, even from a cultural-comparative perspective. Both types are important and desirable.
I will add some sentences, as I have not yet answered the question. Creativity - depending on the definition of the term - cannot really be learned how to learn to read and write or to recite America's greatest rivers. Creativity certainly also has a strong genetic component, which favours learning processes through good environmental conditions. The scientific analysis of creativity, on the other hand, seems to me to be much easier to learn methods of research and analyzing through appropriate studies.
So the answer to the question is "no". Because even if there is a great creative talent, for example in the masterly mastery of a musical instrument, this does not mean that the artist has the will to teach this. Conversely, a good scientist is usually unable to learn artistic or cognitive creativity as an ability.
Thank you Hein Retter , for adding a convincing arguement in answer.
warm regards
Sandeep Sharma
Once it forms part of the overall curriculum goals, so that teachers would have to have training in how to teach "creativity." If it is not, it would be difficult to mandate that they learn or be trained first before teaching students how to be creative.
Best regards,
Debra
I think it is assumed that you cannot teach something you have not learned. Of course how can you learn something like creativity, which is broad as term. At least you need to know a few things about it I believe.
Yes, before we teach students anything we should learn first
Best Regards @Sandeep Savitaprakash Sharma
Developing sharpen intuitiveness while active participation in the process of creativity is a natural. We all have intuition toward an ideal situation and the enrichment of practicing this ideal in a creative manner is very productive.
YES!! I believe that the main function of a teacher or lecturer is “Learning and Teaching”. You can only give or impact someone with what you have. So, teaching Creativity means that you have mastered or learnt the act of Creativity, then you can now impact the knowledge.
Patricia Thompson , Boshra A Arnout , Emmanuel Emeka Okoro ,
Thank you for adding your perception about teaching and learning creativity in teachers.
Art Application classes were required for teacher certification in TN at the university where I was the Director of Art Education and had the opportunity for over 17 years to teach this class. These students were not art education majors but general education majors. A holistic-arts approach to learning was my methodology in practice. Very successful learning was observed/assessed within multiple disciplines thanks to the creative environment, supplies needed, technology needed and students' willingness to experiment within unknown self-skill abilities.
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