Join us for an evening of problem solving, lightning talks and workshops.
The RSA’s key theme of Creative Learning and Development is about addressing creative inequality. We recognise that to for everyone to have the chance to lead a creative life, we first need to develop the creative capacities of learners, educators, institutions and systems.
So, how can we encourage educators to experiment and innovate? How can we assess creative capacities?
RSA Hacks wants your answers to these questions. Come along not only to be inspired by talks from RSA Fellows already working to answer these questions, but to make your innovations and ideas part of the discussion. The ideas collected on the evening will be featured on the RSA website as well as across our social media platforms.
If you have an idea for how our education system could be more creative or just want to come along and be inspired, this is the event for you.
Drinks will be available on arrival. This event is free to attend, but advance registration is required.
Any questions, please email Mark Hall: mark.hall@rsa.org.uk
Location: The Great Room, RSA, 8 John Adam Street, London WC2N 6EZ
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Last night I attended a Diwali event in Croydon with some of our outstanding international musicians and dancers. It was a display of mastery of creative skills at the highest level; there were also many displays by students from 7 years of age upwards each who was working diligently to achieve a high level of skills in art and creativity.
The vast majority of the people attending the event took for granted that:
* the Arts and creativity are at the heart of all learning and personal development;
* That mastery takes many years and progress and cannot be seen instantly
* through developing mastery in the Arts academic skills would naturally follow at a high level.
Current neurological research supports this view that the body and movement significantly affects the quality of cognition (Bellock 2015).
Our target driven obsession is driving children at an early age into longer hours at a desk in the name of numeracy and literacy and yet they are developmentally not yet ready to be spending hours sitting until at least 7 years of age. This in turn means that our teachers are spending an increasing number of hours all the way through the education system implementing coping strategies for each individual child - that is just an impossible situation to be in and must squeeze out any creativity in the teachers. The teachers are caught in an impossible noose of getting students through targets or they themselves are failed as "bad" teachers.... Thus individuals can make it up the UK education system with considerable processing difficulties right through to University and no one checks whether the learners are efficient learners; and if not how we make them efficient.
In order to have the space and time to be creative our learners, teachers and most importantly our politicians must be efficient leaners themselves. They must be able to control their motor skills; their visual and auditory processing. http://www.tedxwarwick.com/talks/talk.php?year=2014&id=6
Some teachers are great at relieving the boredom of presenting the same curriculum year in year out, to save their sanity, but it is all extra work.
There is so much to pack I wonder is there much time to sit and think for pupils so idea can emerge. How much freedom is given to pupils in creative subjects art classes or design and technoloy drama.
Maybe this is something for outside the classroom - really creative saturday schools , weekend workshops, holiday activity breaks