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Show page 2 , Spring 2004 Classes for Creativity? BY RUBY WANG PHOTOS BY MARIE HENDRICKSEN Is one's intelligence merely measured by his or her verbal and mathematical abilities? Should intelligence also be determined by one's aptitude for creativity? Why is school no longer fun? What has happened to education since kindergarten and grade school? Neil Postman, chair of the department of culture and communication and professor of media ecology at New York University, said, "Children enter school as question marks and leave as periods." Children awake each morning looking forward to going to school, eager to find out what new things they will learn. They ask questions continually, impatient to know the answer. At the end of the day, they come home excited to share their experiences with their family and anxious for tomorrow's activities. In stark contrast, young adults awake each morning dreading school, hoping to find classes cancelled due to weather conditions or a teacher's absence. According to Cheryl Wright, associate professor in the family and consumer studies department and director of the child and family development center, "We are trying to reignite the desire for learning and excitement that used to take place during early childhood." Wright's dilemma is that there is a minimal level of learning at the college level due to a lack of interest on the student's part and the necessity of creativity from the teacher. Wright's class, Creativity and Cognition in Young Children, was designed to examine the early learning environments of young children. Originally developed by Wright, this class breaks away from traditional classroom models and uses more hands-on activities. "This class is a new approach to teaching as it draws students into the field of learning," Wright stated. "I find that students always enjoy more interaction than lecture because we must try different things since it's never fun to just sit and listen to presentations." Students enrolled in the class are encouraged to enhance and explore creative teaching curriculum. Rather than constant lecturing, Wright stimulates creative thinking through numerous interactive experiences, such as observing young children in a classroom setting, group activities, creative projects, and kinesthetic learning. Because creative cognition is a vital element to learning Elizabeth DeWitte, adjunct professor in the art department, believes each class is different because of the unique dynamic of her students. |