think about the box

We are taught to think inside the box. Then we are taught to think outside the box. What I want us to ask is, Who put the box there?¬† — Ellen Langer “On Becoming an Artist”, 2006

"Shipping Containers" Some rights reserved by racoles on flickr

Lateral and divergent thinking¬†foster the conditions¬†that facilitate creativity, to be sure.¬† But the old cliche of “thinking outside the box” is getting tired and I wonder if it doesn’t need some rest.¬† Besides, can you ever truly think outside the box?¬†

Wouldn’t it be more productive to think differently about the box — to acknowledge but¬†query the constraints?¬† Take an ecological perspective — think about the role we play in creating and defining those constraints, both for ourselves and for others.¬†

In “Developing Leaders for a World of Uncertainty (Rotman Magazine, Fall 2010), Andrew Day and Kevin Power explore Ecological vs. Analytical Thinking:

  • Ecological thinking looks for patterns and interdependencies, while analytical thinking values historical data and analysis and identifies problems and solutions.¬†
  • Ecological thinking assumes complex, non-linear relationships as opposed to analytical thinking, which assumes cause, effect and linear relationships.¬†
  • The focus in on description rather than explanation with ecological thinking.¬† Analytical thinking reduces the phenomena down to individual issues.
  • Ecological thinking values curiosity, insight and intuition while analytical thinking seeks to restore or improve on the status quo.
  • Ecological thinking works creatively with paradox, uncertainty and contradiction, while analytical thinking seeks certainty and stability.
  • With ecological thinking, the focus is on WHAT, while the analytical perspective is focused on WHY.

I think that the ecological approach is one that offers our students greater opportunities to develop the skills and mindset necessary to thrive in our complex world.  What about you?

a new mindset

Shannon's Freedom by Louise Martin

Shannon's Freedom by Louise Martin

One myth is that only special people are creative.¬† This is not true.¬† Everyone is born with tremendous capacities for creativity.¬† The trick is to develop these capacities.¬† Creativity is very much like literacy.¬† We take it for granted that nearly everybody can learn to read and write.¬† If a person can’t read or write, you don’t assume that this person is incapable of it, just that he or she hasn’t learned how to do it.¬† The same is true of creativity.¬† When people say they aren’t creative, it’s often because they don’t know what’s involved or how creativity works in practice.¬†¬† —¬†Sir Ken Robinson

In an earlier post, “Did you play today?”, I discussed an article from last spring’s issue of the Rotman Magazine (Rotman School of Management).¬† Here I am going to share thoughts related to another article from the same issue — “Aesthetic Intelligence:¬† What businesses can learn from the arts”, by Constance Goodwin and Rochelle Mucha.¬† Although the authors are concerned with businesses in general, my focus will be on what the article offers to those of us in the field of education.

Aesthetic Intelligence (AI)

If they want to produce students equipped with the skills they will need to navigate the information-rich world we currently live in, schools will need to become places where inquiry, creativity and innovation are expected and encouraged. ¬† Suggesting we have much to learn from the arts, where improvisation, flexibility, collaboration and play are integral processes, Goodwin and Mucha propose an artistic mindset, “Aesthetic Intelligence”, in response to the complex, technology-saturated world in which we live.¬† Aesthetic Intelligence includes the following elements: Presence, Auhenticity and Synthesis. ¬†For the purposes of this post, I will focus on the concept of “presence”, but the entire Rotman article is well worth a read.

Think, Feel, See

Being present entails a capacity to be available to engage, to be ready for accidents and for the unexpected.¬† Being present means being conscious of self, others and the environment.¬† — Goodwin and Mucha

When the pace becomes frenetic, being¬†mindful and staying in the moment at all times can become a challenge.¬† Feeling pulled in myriad different directions can create a situation in which we flip to autopilot to get through the day, essentially removing ourselves from the activities and people around us.¬† Working with students, we need to attune ourselves to their needs to be fully present to them throughout the day.¬† Students know when we are there for them — they feel cared for and valued.

Survey Results from "Learning about Teaching" Tripod Survey

Survey Results from "Learning about Teaching" Tripod Survey

In the recently released, “Learning about Teaching: Initial Findings of the Measures of Effective Teaching Project” funded by the Gates Foundation, students were shown to know the factors that led to effective teaching.¬† Not surprisingly, students who scored in the 75th percentile on assessments of math, science and agreed with statements such as “My teacher in this class makes me feel¬†that s/he¬†really cares about me”, “My teacher really tries to undestand how students feel about things” and “My teacher respects my ideas and suggestions”.¬† Being present requires us to be flexible in our thinking, open to experiencing the unexpected and learning from our mistakes.¬† When students see us being present with them — thinking, feeling and seeing through interacting with them, they will feel safer to take risks, experiment with new ideas and learn through making mistakes. ¬†Likewise, when we are present with our colleagues, we make possible greater collaboration and risk-taking to expand our teaching practices.

Throughout the day, I am always conscious of ‘fazing out” or tuning out for a bit, usually in the mid-afternoon. ¬†There are many things that I can do to address this:

  • Ensure that I eat something healthy at appropriate times, instead of allowing my body to crash because I got too busy earlier in the day to eat.
  • Schedule myself a “check-out” break so that I have a few minutes to faze out and shut down to rest and refresh. ¬†I blogged recently about the importance of play at work, and a bit of diversion in the late afternoon, which coincides with our second nutrition break, is a welcome break.
  • Get into the classrooms when I am noticing myself checking out. ¬†I always find it refreshing to step into the classroom or out onto the yard to interact with kids. ¬†Without even noticing it, I find myself re-energized and ready to be more fully present afterwards.

Next time you are slipping into robotic response mode, find out what it is that helps you re-connect and become more fully present at work.  Through being present with each other, responding authentically and taking risks, we create an environment for students, staff and ourselves to develop our creative capacities.

a note regarding the image: ¬†This painting is the work of Louise Martin, who teaches primary French Immersion at a school in Ottawa’s west end. ¬†When I worked with Louise, she reminded me of the importance of being present with students and staff. ¬†We had many wonderful conversations and she created this painting, which my husband bought for me for Christmas 2 years ago.

Travel Knowingly: The journey towards discovering your organization’s Element

In November a group from the Ottawa Carleton District School Board attended the Creativity World Forum (#cwf2010) in Oklahoma. ¬†The OCDSB’s “Lead the Way” initiative is concerned with rethinking notions leadership in order to recognize, celebrate and encourage creativity and leadership on a grass-roots level, thus creating the conditions for greater creativity and innovation across our District. ¬†While in Oklahoma, we heard from¬†Sir Ken Robinson (a livescribe recording of one session is here). I wanted to share a recent @sirkenrobinson response to a question posed using the hashtag #askSKR on twitter because it made me reflect on the “Lead the Way” project and the most enduring and sustaining connections made during our trip to Oklahoma — those made amongst the OCDSB group members as we got to know each other better during the forum.¬† Have a view (4 minutes well-spent):

In this short video, Sir Ken offers us plenty to ponder with respect to our own journey to finding our element, and I also found myself thinking about “Lead the Way” as a collective journey to finding our District’s element.

A District Wide Element – Some Navigational Tools

Its really a two-way journey, as I see it. ¬†The first is, its an inward journey. ¬†If you are interested in finding your element, you have to spend time with yourself. ¬†You have to reflect, you have to look inward …. ¬†You have to spend time with your own dreams …. ¬†Whatever process aids your reflection, that’s a key part of this journey to your element — it is to look inward and to be with yourself and to find time to reflect on your own interests, your own passions… the times when perhaps you felt most centred… ¬† ¬† ¬† ¬† – Sir Ken Robinson, askSKR#6

In some earlier posts, I¬†reflected on my experiences at the Creativity World Forum¬†—¬†“the future is unwritten”¬†, Creativity World Forum and Sitting on the edge of a paradigm shift.¬† All of these are examples of my own inward journey. ¬†In many ways, the “Lead the Way” initiative at the OCDSB began as an inward journey, and continues to have that quality too. ¬†Five years ago a survey was conducted to determine a new leadership narrative for the District. ¬†The survey revealed that there were many employee groups within the District who felt that their experiences were not reflected in our old articulation of leadership. ¬†Clearly it was time to “change the conversation” in order to uncover the conditions within which our District might find its element. ¬†Our new leadership narrative followed the survey:
Leadership is exemplified by people who are able to impact those around them in a positive way.  Our leaders are energetic, empathetic, motivated, trustworthy, knowledgeable and good communicators.  Our leaders share a common vision in their commitment to all students.  Our leaders understand that their role is one of support.  They lead by example, they seek input, and they listen.  As an organization, we encourage and foster these qualities.  In challenging and prosperous times, we are defined by the relationships we build.

Last spring the OCDSB hosted an appreciative inquiry event — “Make a Positive Impact” — another part of our inward journey. ¬†We sent individuals, including parents, community partners, and staff from a variety of employee groups from across the District out on buses to visit sites and schools looking for what it is that we are already doing really well to support learning. ¬†I truly believe that adopting an appreciative inquiry lens enables us to get to know the best of what we are as a District, especially as it pertains to discovering our District’s element.
In his short video, Sir Ken also discusses the other side of the journey towards finding your element:

The second part of the journey is an outward journey. ¬†I don’t mean this is sequential … but the second part of the journey is outward. ¬†It is to try things that you didn’t try before. ¬†If there are things you always wanted to do, then what are they and what would prevent you from doing that? ¬†And its not just to try things at random, but to travel knowingly — to try new experiences, but to evaluate them and to reflect on them at the same time. ¬† ¬† — Sir Ken Robinson, askSRK#6

I am really excited by some of the “outward journey” things happening within the OCDSB recently. ¬†Each “Lead the Way” event evolves slightly so that we are constantly experimenting with format, space, content and participants. ¬†The most recent event last night, designed to celebrate Administration and Support Staff (Office Administrators, Educational Assistants, Custodians, Library Technicians, etc…) was a huge success with over 200 participants coming together in a festive atmosphere to share stories, learn about creative initiatives from across the District, and to catch up with old friends. ¬†Above all, the evening was about relationships — the foundational piece of our organization.

The “Lead the Way” events are also an integral part of our outward journey as an organization because the key components of the events are the displays and presentations highlighting creative and innovative practices from all across the District. ¬†They reveal individuals and groups moving us forward by trying new things — new approaches to encourage learning at its very best. ¬†As participants in the events hear about these practices, a field of possibilities is opened up and we are asked to consider, (to echo Sir Ken’s words) “what would prevent you from doing that?”

And that process of looking outward and looking inward, I believe, has the elements that are needed to discover your element. ¬†— Sir Ken Robinson, askSKR#6

Did you play today?

Creativity requires taking and switching between different perspectives, and play facilitates exploring different perspectives, creating alternate worlds, assuming different roles, enacting different identities, and also taking all these, and the players themselves, out of the cognitive contexts in which they normally operate.¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬† ¬†¬†¬†¬†¬†¬†¬†¬†¬†¬†¬† — Mainemelis and Ronson, 2010

image cc by Wootang01 on flickr

If you are like me at this time of year, you are more than ready for the winter break.  With less than two weeks to go, I am mindful of feeling emotionally and intellectually drained.  I am also amazed at how, despite feeling caput, I am energized when I step into the classroom and immerse myself in a fun lesson or activity with students.

Engaging through play

In the Spring, 2010 issue of the Rotman Magazine, Charalampos Mainemelis and Sarah Ronson discuss notions of play, creativity and engagement in their article, “Ideas are Born in Fields of Play:¬† Creativity & Play in Organizations”.¬† They suggest that play manifests itself in our busy work environments in two ways:

1.  Play as diversion.  This is when employees check out periodically to engage in diversionary activities such as catching up on Facebook.  Rather than being a waste of time, the authors argue that this type of play is beneficial:

Such play provides mental breaks, which are important for incubation — the stage of the creative process that involves unconscious processing and the free recombination of ideas….¬† In addition, a moment of fun with colleagues helps team members break down hierarchical boundaries and relate to one another in a personal way.

When we step outside our traditional work roles and engage in interactions not typical of our work, we engage in play.¬† The challenge is to maintain the benefit of these playful, diversionary moments after they are finished and we are back to our ‘real work’. ¬†This holds true for education. ¬†We can use play to engage both students and colleagues, but what can we do to maintain the atmosphere of trust engendered by instances of playfulness?

2.¬† Play as engagement.¬† This is the type of play that is part of the everyday work you do.¬† For instance, musicians play when they work together to write music — they mix sounds and experiment with combinations, using imagination and creativity.

Within the context of education, where are there opportunities for harnessing diversionary play and introducing more play as engagement, in our classrooms and our learning experiences?

Playing with Creativity

Mainemelis and Ronson explore the cognitive processes that engender creativity through playful experiences  Four of the processes they discuss relate directly to learning and education:

  • Problem Framing: Reframing problems to allow for multiple possible solutions is a¬†basis for creative activity.¬† In play, as in improvisation in musical composition or dramatic performance, problems are reframed in many unique ways, allowing for the proliferation of creative responses.
  • Divergent Thinking: Through play space is created for shifts in perspective, another condition for creativity.
  • Mental Transformations: When the way we think is flexible and open to change, we open a door to creativity.¬† In play, we take risks and open ourselves to imagining new possibilities.
  • Experimentation: When risk is lowered through play, the ideal conditions for experimentation and improvisation come into existence.

Think about the types of learning experiences we offer our students.  How many of them include these elements?  Below are a few examples of activities through which students (and teaching staff) might unleash their creative capacities:

  • providing legos or other building materials for students to explore and construct models of things, events or processes, such as a model of the economic process (raw materials to your dinner plate, for instance) ¬†Here is a link to a student interviewed by Wes Fryer regarding Lego and Creativity
  • providing truly open-ended questions in math class (For instance, “how much candy gets distributed at Halloween?”) and allowing students to struggle with determining which variables are important and relevant.
  • encouraging students to assume the role of detective or when approaching a problem in science (or any other) class (“What happened here?”)
  • making time in the computer lab for students to pursue creative interests (blogging, animation, recording music, etc…)

What other activities have you tried or seen that would qualify as playful and therefore open to creative approaches?

your brain on grade 8

Not everything that matters can be measured, and not everything that can be measured matters.¬†¬†¬†¬† —¬† Elliot Eisner

Last Friday at W. Erskine Johnston PS we spent the day engaged in professional development around our School Improvement Plan. ¬†Although we did devote a small part of our morning session to examining our latest EQAO scores, most of the day was spent looking at skills and aptitudes less easily measured, especially on a standardized test. ¬†See my earlier post “nothing wrong with stilts” for a synopsis of the morning session for our Intermediate team.

After lunch we again divided up into our divisional teams for an activity around identifying those critical skills that we want all of our students to have by the time they reach the exit point for each division: ¬†Grade 3 for primary, Grade 6 for junior and Grade 8 for intermediate. ¬†After some initial brainstorming the teams split up and created “mind maps” to display our thinking. ¬†Jen and I modeled one for the critical skills and aptitudes required for the Principal and Vice Principal role, and I will certainly post about that process in the future. ¬†For now though, here is a short video highlighting some of the key skills the Intermediate division identified as crucial for our students heading to grade 9:

(Thanks to the kind folks at Thomas Tallis School (Tallis Labs) for the graphic organizer)

The process was fun and messy, with lots of play and energy. It was interesting to work together deciding which skills went where on the brain. We chose colours depending on a general feeling about the skill (purple for integrity, for example) and used plasticine and pipe cleaners to link related skills. As we wrapped up and prepared to join the other groups we all stepped back to look at our work and realized that we had not mentioned any specifically content-curriculum pieces. One of our team members reflected:

The curriculum isn’t really the important piece … ¬†It is a means to this end.

I think that we all agreed that the content areas, while they are important, are the means through which we model and teach the skills that we feel our students need to be successful as they leave us and head to high school: ¬†critical thinking skills, empathy, foresight, self-awareness and self-reflection, open-mindedness, etc… ¬†The second part of the discussion, where we brainstorm the types of learning activities we need to provide to develop these skills and aptitudes, will be continued…

We are doing the same activity with our Grade 8 students next week. They will each create their own brain map and it will be very interesting to see how theirs compare to the one we created.  What skills would you add?

nothing wrong with stilts

stiltsWhen the team at W. Erskine Johnston assembles to learn together, it can be a beautiful thing.  We kicked off our School Improvement Planning day with divisional meetings this morning and, as part of my role is to support the students in the Intermediate Division, I joined that discussion.  Shelley introduced her plan for students at risk, which involves a series of workshops aimed at developing skills these students will need as they transition to high school:  perseverance, resiliency, self-advocacy, to name a few.

As Shelley wrapped up her introduction to the plan, Dave asked why we couldn’t incorporate some of the activities she described into a program for all of our intermediate students.¬† Bang on!¬† An excellent question — Why not student success programming for all?¬† Why not?

The team’s response was so cool.¬† We started brainstorming a basic structure and some ideas for an initial half-day session, to take place in February.¬† What we came up with was this:

– half day where all intermediate students ( grades 7 and 8 ) would sign up for 3 activities of 50 minutes each.

– we will invite people from a broad cross-section of creative and interesting careers to come to the school to provide a hands-on, visually stimulating workshop for the groups of kids.¬† Some examples from our initial thinking:¬† workshop in our woodshop, computer animation or film-making¬†in the lab, circus workshop in the gym (quote of the morning:¬† “There is nothing wrong with stilts”), etc…

– workshops will be hands-on and students will be involved in doing or making something.

I love the energy that the team put into the initial brainstorming and I am really excited that we are going to focus on hands-on experiences where students will have an opportunity to play with something that is outside of the realm of our typical curriculum.  Stay tuned.  If you have any thoughts regarding the types of creative careers we should be inviting, please leave a comment!

image: “stilts” cc by Creativity + Timothy K. Hamilton

the future is unwritten

A run-down of the best moments of the World Creativity Forum #cwf2010

The #Popupschool

Poster from Claes Oldenburgs The Store

Poster from Claes Oldenburg's "The Store"

This was by far my favourite thing at the CWF. ¬†Taking their cue from a movement largely associated with the arts’ community, students from London, UK and Oklahoma, USA established a temporary learning environment at the CWF.

The Pop Up idea is not new, going back at least to the sixties when artists opened temporary shops to showcase and sell their pieces directly to the public, rather than dancing with inevitable bureaucracy involved with securing a showing through an established gallery. ¬†The Pop Up movement explores ideas of agency, creativity and community. ¬†By establishing temporary shops or galleries in unused retail spaces, artists take advantage of conditions brought about by recession and regenerate community by infusing it with culture. Click the poster advertising Claes Oldenburg’s “The Store” to visit the MOMA page discussing his popup shop established in December, 1961.

#PopUpSchool Magazine

#PopUpSchool Magazine

Tucked into a corner of the showcase area at CWF, The PopUpSchool stood in rather stark contrast to the decidedly corporate-flavoured neighbouring booths. ¬†The PopUpSchool is learner-driven, purposeful, participatory and connected. ¬†It disrupts traditional notions of school as bricks and mortar.¬† Along with the students‚Äô presentation to delegates on Wednesday morning, the PopUpSchool was, to me, the most imaginative and inspiring aspect of a Creativity World Forum that my colleagues and I dubbed, ‚Äú#whitemeninsuits‚ÄĚ. (I‚Äôll have to review my recording of David Pogue‚Äôs talk, but I am pretty sure that the preponderance of talks given by white men in suits with delegates sitting in rows consuming powerpoint presentations at a forum dedicated to celebrating creativity, imagination and innovation qualifies as irony)¬† Please take some time to navigate around the PopUpSchool‚Äôs online magazine, where students documented their experiences at the CWF. ¬†Super stuff, indeed!

The Barefoot Water Walk

Wishing Well Barefoot Water Walk

Wishing Well Barefoot Water Walk

Organized through a facebook page, the Barefoot Water Walk was not part of the official CWF program. ¬†Wishing Well founder Ryan Groves and TOMS Shoes‘ founder Blake Mycoskie partnered to host the walk, whose participants were invited to stay and listen to the keynote address, thus expanding the walls of the CWF to include over 100 folks, mainly students, who otherwise might not have been part of the experience. ¬†I appreciated this especially because, although many of the keynote addresses focused on the role of education in supporting the development of creative capacities, the youth voice was largely unheard, apart from the #PopUpSchool and the Barefoot Water Walk. ¬†Disruptive!

Pranav Mistry

Of all the speakers at CWF, Pranav Mistry was the one who blew my mind. ¬†I had not viewed his TED Talk prior to arriving in Oklahoma, so the Sixth Sense technologies that he discussed were new to me. Aside from watching Mistry demonstrate things that I would never have imagined possible, I was impressed with his interest in making these technologies accessible to the general public. ¬†On his website there is a “coming soon” section that promises to include instructions for those DIYers who would like to make their own versions of the wearable gear. ¬†Below is a snippet of his talk at the Forum where he demonstrates Sparsh:

Connecting

Before heading to the CWF, I had the chance to chat with Haley Simons from Creative Alberta. ¬†We connected via twitter, where folks can follow @CreativeAlberta for developments in Haley’s quest to establish Alberta as an International District of Creativity. ¬†Haley is a passionate force to be reckoned with, to be sure. ¬†Our Ottawa Carleton District School Board team included Chair of the Board Cathy Curry, Superintendent of Instruction (a.k.a Noodling King and unofficial Minister of Creativity) Peter Gamwell, Chair of the Ottawa-Carleton Assembly of School Councils Anne Teutsch, and 8 others from a variety of departments across the District. ¬†Thursday before we departed for the CWF, we assembled to skype with Haley and some members of the Edmonton Public School Board. ¬†It felt like the beginning of an East-West partnership and I know that we will connect again very soon to continue the conversation.

Creative Tallis online

Creative Tallis online

I also connected with Jon Nicholls, from Thomas Tallis School in London, UK.  The students from his school were the driving force behind the #PopUpSchool and I was very interested in the partnership that had been established between Thomas Tallis and Howe High School in Oklahoma.  You can read about their partnership here.  Over lunch with Jon and his colleague Soren Hawes, we made plans to connect their students with our grade 8 classes at W. Erskine Johnston PS.  More on this as the project develops, but suffice it to say that I am excited for our students to expand their learning through a project that will be both fun and meaningful.

First Day Back

gamesI missed my hubby and my two kiddos, Dono and Violet, terribly over the 5 days I was in Oklahoma City for the CWF. ¬†It wasn’t until I returned to school on Friday that I realized I had also missed the staff and students at W Erskine. ¬†I was quite touched when students told me they had missed me and wanted to know all about the Forum. ¬†As exhausted as I was from the “go-go-go” of the CWF, I also felt energized by some of what I had seen. ¬†I found myself having a most incredible first day back. ¬†I joined a Grade 8 math class in the computer lab to play around with Geometer’s Sketchpad and yes, Dave, you did catch me smiling about MATHEMATICS. We then devoted our writing workshop to exploring games – brainstorming game genres, listing games we have played and then following up with a short writing assignment to explore the common features of games we like with one of the following prompts: ¬†“A game is great when …” or “The new game I would invent is …” ¬†This is the beginning step in our new partnership with the students at Thomas Tallis, but I haven’t told the students yet… shhh… They are going to eat it up, that much I know.

We wrapped up the day by viewing Pranav Mistry’s TED Talk together and it was a real thrill to watch them as they freaked out at exactly the same parts as I had when I watched his talk in Oklahoma! ¬†When the bell rang, I was swarmed by students wanting the URL for the website to find the talk. ¬†As one student wrote it down, others asked her to “facebook it” to them. ¬†Love it!

As Joe Strummer said, “the future is unwritten”. I think that summarizes what I am taking back from the Creativity World Forum in Oklahoma. A renewed sense of the possibilities that are out there if we seek them out. ¬†Oh, and I never did find Wayne Coyne — apparently touring in Japan. ¬†Dang!

Creativity World Forum #cwf2010

cwf2010This week I am fortunate to be part of an 11-member delegation from the Ottawa-Carleton District School Board (OCDSB) attending the Creativity World Forum (#cwf2010) in Oklahoma City.¬† The story of why we are here and the journey thus far is an interesting one.¬† You can read a bit about that journey and the Lead the Way campaign here.¬† At the heart of the Lead the Way project is the understanding that all individuals within our organization has¬†creative and unique¬†capacities and ideas that need to be recognized, valued and tapped into.¬† By encouraging individuals and groups to explore and expand those creative capacities, we create¬†a culture of engagement where people feel valued and engaged in ongoing learning.¬† The benefits to the organization are myriad and, although Lead the Way is now in its’ fifth year, we are really only at the beginning stages of realizing the potential for this approach.

What about Student Achievement?

As a public school board, the OCDSB is committed first and foremost to supporting student achievement across the District.¬† This is precisely the driving force behind the Lead the Way project.¬† As witnessed by the unanticipated interest — registration for the CWF is double what it was anticipated to be — people from across the globe and in a variety of industries are recognizing the critical role that creative and innovative thinking plays and will continue to play in this century.¬† Last spring, the Rotman School of Management at the University of Toronto explored the necessity of adopting an artistic mind-set for business leaders today, as well as the importance of developing that mind-set in leaders of tomorrow.¬† In the opening article, Rotman Dean Roger Martin discusses the role of an ‘artistic alternative’ in response to today’s complex world:

Effectively dealing with the challenges of the modern world — rather than with the narrow sub-segments of them — demands artistic capacity.¬† Without the explicit development of¬†qualititative thought, sophisticated mental operations like judgement in the face of uncertainty, coping with ambiguity, balancing consequences, and responding¬†effectively to surprise will remain ellusive.¬† No matter what we do for a living, we need to go beyond using our knowledge as a recipe and aim higher than crunching quantitative data to produce single point answers. (Rotman Magazine, Spring 2010, p. 7)

The point is simple.¬† In a complex world, the approach Martin coins as the ‘artistic alternative’ enables individuals to tap into their own perhaps previously undervalued capacities to understand, process and respond using a fuller set of senses.¬† The creative response is critical in the complex world.¬† If we, as an educational organization, are meant to support student achievement, we must cultivate the learning environment that will foster the artistic mind-set.

Not a top-down strategy

Rather than seeing this as an urgent call for another top-down initiative, our¬†project has been, and must continue to be, somewhat grassroots in its approach.¬†¬†Instead of¬†developing a creativity policy and an accompanying set of procedures, Lead the Way is constantly looking for avenues through which all individuals in our District — parents, teachers, educational assistants, custodians, principals, community partners, etc… — can tap into their own creative capacities.¬† Through recognizing current practices that model the creative approach, we hope that creative and innovative thinking will spread throughout the District, like a spark that catches and sets the whole place ablaze.¬† If individuals and groups across the District engage in creative approaches to the every day, our learning environments will be enriched and will provide the inspiration and motivation to keep the momentum going.¬† Students will benefit from seeing the adults with whom they work engaged in risk-taking through the use of innovative and unique approaches to learning.

Now, good morning, Oklahoma!¬† If I were Wayne Coyne, where would I be …