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Do Schools Kill Creativity Final

Sir Ken Robinson argues that schools stifle creativity in students. He cites the example of Gillian Lynne, who was considered a problematic student until a doctor realized she was actually a talented dancer. Lynne went on to have a successful career as a choreographer. Robinson stresses the importance of valuing subjects like dance and music equally with core academics. To foster students' creative potential, schools need a broad curriculum that does not leave out students with different abilities and allows them to discover their talents.

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169 views2 pages

Do Schools Kill Creativity Final

Sir Ken Robinson argues that schools stifle creativity in students. He cites the example of Gillian Lynne, who was considered a problematic student until a doctor realized she was actually a talented dancer. Lynne went on to have a successful career as a choreographer. Robinson stresses the importance of valuing subjects like dance and music equally with core academics. To foster students' creative potential, schools need a broad curriculum that does not leave out students with different abilities and allows them to discover their talents.

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Sandhya Senthilkumar; period 3 online

In his ted talk, Educationalist Sir Ken Robinson claims that schools kill creativity in

students. According to him, rather than growing into creativity, we educate or grow out

of it. Robinson cited a real-life example of how schools kill creativity: The story of a

young girl called Gillian Lynne. At the age of eight, she was perceived as a problematic

student with a plausible learning obstacle due her lack of ability to sit still and focus on

class. Her mother then sought for a medical explanation for Gillian’s act of fidgeting and

lack of concentration and the doctor advised they speak privately. The doctor turned on a

radio and the two left the room. After being left alone in a room filled with music, young

Gillian began to move her feet to the music and dance. Examining her through the

window, the doctor turned to her mother and said, “Gillian’s not sick,” “she’s a dancer.”

After this diagnosis, Gillian was sent to a dance school by her mother. Today, Gillian can

look back at a long career in ballet, dance, and musical theatre. She had become one of

the world’s most successful choreographers, with her successes like Andrew Lloyd-

Webber’s Cats and Phantom of the Opera among her many other accomplishments. She

had turned into a multimillionaire through the usage of her talent which her school had

mistakenly considered it to be some kind of cognitive impairment.

Robinson stressed the importance of placing value on all subjects equally. Dance

and music were as important as mathematics and science and needed to be taught like

other core subjects. In order to increase the chance of students realizing their creative
potential, schools have to provide a broad and rich curriculum with a lot of variety, so

that students having different abilities aren’t left out and have a chance to discover

themselves.

“We stigmatize mistakes in school, mistakes are the worst thing you can make. We are

educating our kids out of their creative capacities.” “If you're not prepared to be wrong,

you'll never come up with anything original.” (Robinson) Schools should ignite curiosity

in students and aid them in learning from their mistakes to realize their potential.

Academic ability was viewed as way to measure one’s intelligence and public education,

just like Robinson had said, prepare you to go to university. As a result, students having

different and rare talents get discouraged, thinking that they are not talented as their

abilities are not given as much importance as other useful subjects for work. Academic

ability shouldn’t be viewed as the only way to measure a person’s intelligence and

creativity. Education should divert from its direction of conformity to a path of interest,

curiosity and creativity.

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