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The Creative Classroom: The Role of Space and Place Toward Facilitating Creativity by ProQuest

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According to Pink, We are moving from an economy and society built on the logical, linear, computerlike capabilities of the Information Age to an economy and a society built on the inventive, empathie, big-picture capabilities of what's rising in its place, the Conceptual Age (pp. 1-2). Moon (1975) perhaps best summarized this recognition by stating that industrial arts facilities "should be designed to provide a learning environment in which the understandings and applications of the principal commonalities [wood, metal, drafting] can be implemented with all materials, processes and energies of technologies" (p. 18).

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									    The Creative Classroom:
    The Role of Space and Place
    Toward Facilitating Creativity
                                                                  We are moving from an economy and society built
    By Scott A. Warner and Kerri L. Myers                         on the logical, linear, computerlike capabilities of the
                                                                  Information Age to an economy and a society built
                                                                  on the inventive, empathic, big-picture capabilities of
                                                                  what’s rising in its place, the Conceptual Age (pp. 1-2).
    All teachers, including
                                                             The people who control and oversee this conceptual age will
    technology educators, should                             be those who are able to “detect patterns and opportunities,
                                                             to create artistic beauty, to craft a satisfying narrative, and
    examine what is being taught,                            to combine seemingly unrelated ideas into something new”
                                                             (pp. 2-3). They will also be those who are able to “empathize
    how it is being taught, and how                          with others” (p. 3), find joy for themselves and bring it out
                                                             in others, and pursue activities that provide purpose and
    the development and growth                               meaning to their lives and the lives of others. In describing
                                                             the types of individuals who will hold the keys to the
    of creativity should be woven                            conceptual age, Pink stated,

    into the educational fabric of                                The future belongs to a very different kind of person
                                                                  with a very different kind of mind-creators and
    teaching and learning.                                        empathizers, pattern recognizers, and meaning


                                                             From an Industrial Economy         To a Knowledge Economy
                                                             • Passive Learners                 • Active Learners
                                                             • Directed Learning                • Facilitated Learning
                                                             • Knowledge Revealed               • Knowledge Discovered
Introduction: The Emerging Paradigm of Teaching              • Explicit Knowledge               • Explicit and Tacit
and Learning                                                 • Knowledge is Discrete            • Knowledge is Embedded
As we become more sophisticated in our understanding of      • Single Assessment                • Multiple Assessments
                                                             • Single Intelligence              • Multiple Intelligence
the workings of the human mind, it becomes increasingly
                                                             • Instructor Technology            • Ubiquitous Technology
clear that the processes of teaching and learning are        • Alone                            • Alone and Together
more complex and subtle than was once thought. Models        • Just in Case                     • Just in Time
of education that were appropriate in the past are now       • Content                          • Content and Process
obsolete. Cornell (2002) proposed an emerging paradigm       • Linear and Planned               • Planned and Chaotic
of teaching and learning that moves from the model for
                                                             Figure 1: The emerging paradigm of teaching and learning as
an industrial economy to one that is appropriate for a       defined by Cornell. The paradigm shift is from an industrial
knowledge economy. (See Figure 1.) Pink (2005) shifted the   economy to on
								
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