content top

Creativity and Critical Thinking: An Unlikely Comparison?

Sir Ken Robinson and Steve Martin

As I began sorting through the idea of creativity and critical thinking, I remembered watching Steve Martin’s biography. In 1993, Martin wrote a play called Picasso at the Lapin Agile in which he creates a fictional encounter between Picasso and Einstein in the year 1904. In Martin’s words, “the play attempts to explain, in a light-hearted way, the similarity of the creative process involved in great leaps of imagination in art and science.” Picasso brags about his artistic ability, commenting that it is all in the wrist and the wrist starts in the head. He says, “If I think it, I can draw it.” Einstein confesses that he works “the same way” and makes “beautiful things with a pencil.”

I started thinking about Picasso at the Lapin Agile after reading this statement by Sir Ken Robinson:

A big part of being creative is looking for new ways of doing things within whatever activity you’re involved in. 

Einstein and Picasso did this.

Robinson also states that you “can be creative in math, science, music, dance, cuisine, teaching, running a family or engineering. Because creativity is a process of having original ideas that have value.”

Martin understands that the creative process applies to any activity (as well he should, since he is an art collector, musician, comedian, actor, author, director and playwright).

If you are interested, watch part of Charleston Stage’s version of Picasso at the Lapin Agile (a little explicit language at the beginning). If you cue the video to 8:35 you will see Picasso and Einstein compete to make something beautiful with their pencils. When they are done they argue.

Picasso: Mine touches the heart

Einstein: Mine touches the head

Picasso: Mine will change the future

Einstein: And mine won’t?

Photo by: / CC BY-NC 2.0

Read More

Exploring the Relationship Between Creativity and Critical Thinking

One of the problems that I face in my job as a curriculum co-ordinator is making sense of large amounts of new information and research, particularly if the new information pushes against some of my previously held beliefs and understandings. I am also challenged to turn a sea of information into a clear picture or message I can share with others. If I exposed my process for sorting through information, you would see that I take a lot of tangents, engage people in conversations that help me verbalize my thoughts, and make connections to texts that provide examples, or non examples, to help me clarify my thinking.

Over the next few posts, I am going to expose my thinking as I try to sort through something that Sir Ken Robinson said about creativity and critical thinking in his a September interview for ASCD’s Educational Leadership. He stated that “people see creativity and critical thinking as being opposed.” I am guilty of this. When I think of critical thinking, I think of analyzing and deconstructing, questioning and challenging. When I think of creativity I see inspiration and the formulation or making of something. I agree with Robinson when he says, “you can’t be creative if you don’t do something” and I also agree when he goes on to explain how creativity applies to any subject or activity. In this particular interview, however, he alludes to the idea that creativity and critical thinking are not opposites, but he doesn’t help me reconcile my definitions of creativity and critical thinking. Add to this all of the reading I have been doing about 21st century skills (including creativity and critical thinking) and my thinking is muddy.

If you want to wade through the mud with me, click here to listen to an excerpt of Why Creativity Now? A Conversation with Sir Ken Robinson or click here for the full interview.

Photo by: / CC BY-NC 2.0

Read More

Wordle – Key Words from all 2009 Open School Network Posts

To Reflect on our work in 2009, I created a wordle from all 2009 Open School Network posts. I simply pasted the text from all 2009 posts into wordle. The more frequently a word occurs, the larger the word appears in the image. I think that this wordle image speaks to our focus on improving student writing in the Avon Maitland DSB. It is also interesting that the word “students” ended up at the centre, since students are at the centre of all that we do in education.

Click on the image for a closer look and try playing with wordle yourself. Many teachers are using it in the classroom to help students edit for overused words or to create poetry.  How could you use wordle?

Image by

Read More

Big Ideas: Character, Environmental Education and Equity should include conversations about Technology

Beginning last spring, a group of board consultants, administrators and curriculum resource teachers, met to explore how we would implement the big ideas coming forward in many of the Ontario Ministry of Education documents. Our guiding question for our work is: What are the skills, knowledge, and principles needed to live and to work for sustainable development? Although technology does not have its own ministry document and receives remarkably little attention in any of the ministry materials, we felt it was crucial to our conversations about sustainability. My sense is that if the ministry is rolling out documents around character education, environmental education and equity, to name a few, the internet should be a significant part of these conversations.

Character Education

If teaching students about respect, citizenship and leadership is important in our brick and mortar spaces, it is just as important in our virtual spaces. I recently received a letter home from my daughter’s school explaining that someone had generated an email with a list of girls’ names (called a ‘hoe list’ note the spelling). This list had circulated online inviting students to add new names and ‘rank’ the girls. The students involved are in grade 7 and many were very upset. I am pleased to report that the school is treating this as a learning experience for the children and an opportunity to talk about character and online behaviour. Personally, I’m interested in how this event differs from a note being passed around the school. It isn’t quite the same thing. The action of passing the email version of a note takes place outside of school time. It would be interesting if the outcome saw these same students participate in a online activity to reinforce positive character attributes. Anytime, anywhere learning applies to the unwritten curriculum too. Environment: Our Ecological Footprint

This is not an area of strength for me. I rarely reflect on where my possessions ‘go to die’. Yet, in the past 8 years we, as a family, have gone through 1 Personal Computer, 3 laptops, a netbook, a number of cell phones, satellite radio devices, and much more if I move into what we did with our VCRs or the many MP3 players that were lost. So, there is an issue around materials consumption and waste when we make a connection between the environment and technology, but also around the energy required to operate home/office computers and data centres. Internet data centres require energy to operate and to run cooling systems. Bill St. Arnaud claims that the internet is the fastest growing source of CO2 to the atmosphere. This doesn’t mean that companies aren’t taking a green approach; many, such as google have developed zero-carbon policies.

Equity and Universal Access: Who gets access and how?

There are many logistical issues that impact internet access, such as limited bandwidth in remote areas (Northern Ontario is a local example). When we think globally, Africa is an example of a continent with limited internet access. According to the International Institute for Sustainable Development, “Africa’s only connection to the internet backbone is an undersea cable running from Portugal along Africa’s west coast.” Add to this that

  • monopolies held by telecommunications companies make internet access very expensive;
  • the hope of another fiber optics project was stalled for political reasons;
  • East Africa is primarily dependent on satellite connections for internet access;
  • “land-locked countries” such as Rwanda, “face a special challenge as they will only be able to access bandwidth via an intermediary country.”

When we talk about equity and internet access, we have to ask, “who gets what content and how?” Even when we reflect on recent events in Iran we recognize that this is an issue as countries develop different regulations around accessing content on the internet. Our schools are a microcosm of this issue when they block sites like YouTube. They are doing more than inconveniencing teachers and students, more than sending a message about internet safety and undesirable content. They are embodying the kind censorship that we fear and that we would not tolerate if imposed on a national level in Canada. They are preventing the students who need internet access the most from learning with and about the internet (I am referring to those students who may not have internet access at home, or may not have permission to use the home computer).

Other Equity Questions

  • In what languages is content available?
  • Will all countries be supportive of the free use of knowledge?

I want to mention that our Big Ideas group doesn’t focus on technology alone. We delve into ministry documents that we are expected to implement and topics like student voice, aboriginal education and inclusivity. The important part is that we are working at making connections and trying to incorporate these big ideas into our work with teachers, but we would be remiss if we did not make connections to technology. I welcome your thoughts on the big ideas and hope that you will push my thinking.

Compare internet world statistics

Read more about Internet access in Rwanda

Listen to Bill St. Arnaud on CBC Radio as he discusses how Canada’s broadband access compares to the rest of the world.

See how Google is reducing their footprint

Picture by / CC BY-SA 2.0

Read More

Avon Maitland Web 2.0 Experts at ECOO – Second String Steps-Up for PD Day

Tomorrow I’m giving a presentation on using Jing, Bitstrips, Google Apps and Glogster in the classroom. This wouldn’t be an issue if I felt confident about it. But, it’s a board PA day, our Web 2.0 experts (like @msjweir) are at the ECOO conference and teachers want PD that fits with 21st century learning (surprise). When I expressed my concern about the level of my knowledge with these programs I was told (by a few teachers) that teachers don’t want to hear from an ‘expert’. They want to hear from someone who is learning and closer to understanding the challenges that teachers face with using technology (the truth is, their choices are limited this week).

Is this true? I began thinking about the people whom I admire for their use of technology in the classroom and to generalize about their characteristics and teaching styles.

Our tech adopters are willing to take risks. They are reflective practitioners, so when something does not go as planned with their teaching, they are able to problem solve and try again without any major blows to their egos. They believe in the pedagogy behind 21st century learning and work for inquiry-based lessons; collaborative learning; and the analysis and creation of media. But they would never call themselves experts. They see themselves as continually learning and they have a genuine interest in doing so. If a challenge arises, they would use their Personal Learning Networks (PLN) to tap into or co-create the expertise required for a given question or situation. They use the internet to access people, and people, collectively, offer expertise.

So, in the spirit of the collective, my PD day audience and I will explore Jing, Bitstrips, Google Apps and Glogster together, using my fake class wiki, new netbooks and the wireless access now available in many of our high schools. Words of wisdom and student work samples are welcome @kimmcgill

Read More
content top