What do you think? Is it about assessing it but not grading it? Creating particular opportunities that inspire kids to be creative? What do you think of the rubric?
There's an instinctive umbrage that wells in me when we try to standardize anything that has to do with creativity. The true goal of an aspiring creator is to defy categorization, and the most creative among us have a process unique to themselves. Creative work may not rely on multiple sources, or require a myriad of incongruent ideas fit together in a "high quality, original" manner. There's a certain magic to it all and Hogwarts we ain't. That said, it is ungenerous not to admire the attempt to define and parse the characteristics of a kind of thinking/work we all cherish. The proposed rubric could work with certain modifications. I have found that the most "creative" (synonyms that I use beyond original are unexpected, surprising, unique, and, of course, out-of-the-box) work I receive is often born of a interesting merger between form and content. I think of a "Bill of Writes" response that offered sound rules on a giant (10' by 8') combination of poster boards written in graffiti style. (I still have it in my garage). That element of creativity, the relationship between what and how something is presented should be reflected in any attempt to assess. My last thought in this overblown reaction is that eliciting creativity is not usually the result of any one assignment. It comes from creating a culture in the classroom that welcomes experimentation and risk-taking. Establishing an atmosphere that welcomes serious play, as Dan Pink would call it, is absolutely essential.
The assessment of the creative process, honestly, is, subjectively, very difficult in that for me, as a teacher and a poet, I don't want to squash anyone's imagination with a grade or even an overly critical comment. Developmentally, at this level (I teach 11th and 12th graders) students respond very well to positive critiques/comments. I do everything in my power to find a line, a phrase, a paragraph, a sentence that is authentic, and then to really praise that moment. I have found that if I focus on what is good that student will try and incorporate that 'style' more in later pieces. But there is a balance and I want them to become 'better' writers so while praising, I do it in context. I show the student why this moment, in contrast to one that does not have the same 'pop', works better and why. It's a dialogue and a conversation and, honestly, if the kids are doing the work in a creatively based class/assignment, are committed, involved, engaged, they will get the A/A-. Ethically, I can't give them anything lower. My responses are both verbal and written and they are honest and extensive.
There's an instinctive umbrage that wells in me when we try to standardize anything that has to do with creativity. The true goal of an aspiring creator is to defy categorization, and the most creative among us have a process unique to themselves. Creative work may not rely on multiple sources, or require a myriad of incongruent ideas fit together in a "high quality, original" manner. There's a certain magic to it all and Hogwarts we ain't.
ReplyDeleteThat said, it is ungenerous not to admire the attempt to define and parse the characteristics of a kind of thinking/work we all cherish. The proposed rubric could work with certain modifications. I have found that the most "creative" (synonyms that I use beyond original are unexpected, surprising, unique, and, of course, out-of-the-box) work I receive is often born of a interesting merger between form and content. I think of a "Bill of Writes" response that offered sound rules on a giant (10' by 8') combination of poster boards written in graffiti style. (I still have it in my garage). That element of creativity, the relationship between what and how something is presented should be reflected in any attempt to assess.
My last thought in this overblown reaction is that eliciting creativity is not usually the result of any one assignment. It comes from creating a culture in the classroom that welcomes experimentation and risk-taking. Establishing an atmosphere that welcomes serious play, as Dan Pink would call it, is absolutely essential.
The assessment of the creative process, honestly, is, subjectively, very difficult in that for me, as a teacher and a poet, I don't want to squash anyone's imagination with a grade or even an overly critical comment. Developmentally, at this level (I teach 11th and 12th graders) students respond very well to positive critiques/comments. I do everything in my power to find a line, a phrase, a paragraph, a sentence that is authentic, and then to really praise that moment. I have found that if I focus on what is good that student will try and incorporate that 'style' more in later pieces. But there is a balance and I want them to become 'better' writers so while praising, I do it in context. I show the student why this moment, in contrast to one that does not have the same 'pop', works better and why. It's a dialogue and a conversation and, honestly, if the kids are doing the work in a creatively based class/assignment, are committed, involved, engaged, they will get the A/A-. Ethically, I can't give them anything lower. My responses are both verbal and written and they are honest and extensive.
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