30th April
30/04/09 05:39
Worries about time, European year of Creativity and Innovation - making bids for funding, creativity and inclusivity, thoughts on the nature of creativity and young people.
Thursday, 30 April and nearly May time is running out only five weeks left and I realised in the tutorial on Tuesday looking at what other folks have done beginning by feeling a bit smug because I was feeling that I have probably done a lot then realising when I was showing the website right at the end that in fact an awful lot of what I have done is not as yet been precipitated for real and there is still a huge amount of work to do to get across the stuff that I have done and when do I find the time but I will because it happens time passes things get done to whatever level
Two threads this morning thinking about particularly about the implications of the European year of creativity and innovation and how the rhetoric and the speechmaking that is coming out of the European Parliament at the moment and how that might inform what I am doing and in fact also to go back to seeing if we can make a bid of some sort next year the European funding to see if there is any avenue for that or maybe not next year maybe the bid would be to the following year next year making the bid and laying the foundations with various partners is what the work is about built on part exchange and about getting people involved in finding the programmers who will give their skills or finding the money to pay programmers so that the project can succeed because it’s not all resting on my shoulders I am providing the framework and enthusiasm this comes out of something that Caroline said an unthinking also about some of the stuff that I have been reading particularly the rhetoric I suppose about creativity in education encouraging every student to find their creative impulses and sort of democratising creativity working from a students point of view working with their creativity rather than imposing structure all the things that I have been thinking about and do passionately believe in the stuff that comes from me but the other side of the coin is that there will obviously be a few that rise to the top who are particularly keen to take it up and are exceptionally good and there will be those artists and musicians who learn the craft and get better than their teachers very quickly where does that innate creativity come from and in offering a creativity to all do we not do our best by those people I guess I am thinking particularly of classical music classical painting I guess and structure within the classroom and how do we structure the skills in so that we are inclusive without putting off those who feel they haven’t got the skills and feel that they are not creative feel that they can’t draw hard we work with those in was individual creativity fit in with group work how does the whole thing fit together I was reading an article by Claire Fox is it the metal think tank I think and she is obviously highly capable highly academic and she was sort of lampooning and de-riding a lot of the rhetoric coming out of government circles around creativity and she cited the playing of classical music on the escalators in the tube not in an attempt to calm and entertain but in an attempt to stop loutish behaviour because it is thought that the louts won’t want to be around classical music and yet how do you through education inculcate that love of classical music and the inspiration and indeed not just the love of it but a huge amount of time and work that it takes to learn to play an instrument how the parents parenting fit in with that how does role model fit in with that where do the role models come from thinking particularly in School of the Korean girls Korean girls in particular being forced to have such high expectations of themselves often the most amazing musicians but not necessarily with feeling and what I am doing which is sort of the opposite I guess where the feeling is more important if you get the feeling or the need and the creativity then the craft may well follow but the inspiration the fire is what comes first with the Korean girls the fire is often parental expectation and it can work maybe or it can just burn you out as with Jo possibly.
Two threads this morning thinking about particularly about the implications of the European year of creativity and innovation and how the rhetoric and the speechmaking that is coming out of the European Parliament at the moment and how that might inform what I am doing and in fact also to go back to seeing if we can make a bid of some sort next year the European funding to see if there is any avenue for that or maybe not next year maybe the bid would be to the following year next year making the bid and laying the foundations with various partners is what the work is about built on part exchange and about getting people involved in finding the programmers who will give their skills or finding the money to pay programmers so that the project can succeed because it’s not all resting on my shoulders I am providing the framework and enthusiasm this comes out of something that Caroline said an unthinking also about some of the stuff that I have been reading particularly the rhetoric I suppose about creativity in education encouraging every student to find their creative impulses and sort of democratising creativity working from a students point of view working with their creativity rather than imposing structure all the things that I have been thinking about and do passionately believe in the stuff that comes from me but the other side of the coin is that there will obviously be a few that rise to the top who are particularly keen to take it up and are exceptionally good and there will be those artists and musicians who learn the craft and get better than their teachers very quickly where does that innate creativity come from and in offering a creativity to all do we not do our best by those people I guess I am thinking particularly of classical music classical painting I guess and structure within the classroom and how do we structure the skills in so that we are inclusive without putting off those who feel they haven’t got the skills and feel that they are not creative feel that they can’t draw hard we work with those in was individual creativity fit in with group work how does the whole thing fit together I was reading an article by Claire Fox is it the metal think tank I think and she is obviously highly capable highly academic and she was sort of lampooning and de-riding a lot of the rhetoric coming out of government circles around creativity and she cited the playing of classical music on the escalators in the tube not in an attempt to calm and entertain but in an attempt to stop loutish behaviour because it is thought that the louts won’t want to be around classical music and yet how do you through education inculcate that love of classical music and the inspiration and indeed not just the love of it but a huge amount of time and work that it takes to learn to play an instrument how the parents parenting fit in with that how does role model fit in with that where do the role models come from thinking particularly in School of the Korean girls Korean girls in particular being forced to have such high expectations of themselves often the most amazing musicians but not necessarily with feeling and what I am doing which is sort of the opposite I guess where the feeling is more important if you get the feeling or the need and the creativity then the craft may well follow but the inspiration the fire is what comes first with the Korean girls the fire is often parental expectation and it can work maybe or it can just burn you out as with Jo possibly.