Towson University - Tower Echoes Yearbook (Towson, MD)

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THE TOWER LIGHT 7 Too many of us have only dried withered stalks. Why? Perhaps it is because we have had a stereotyped instruction, restrictive and oppressive school life, and an unfavorable environment. However, in the child there is a joyous freeness, an abundance of ideas and a desire to express these. In analyzing the problem thus far these two questions arise: What are the factors which make for the development of the cre- ative? How can a teacher economically secure these factors in the classroom? In answering the first question I find four factorsg these are: 1. stimulation of desire for expression 2. enrichment of ideas 3. skill in use of tools 4. realization of favorable environment. . In answering the second question I wish to point out ways and means of securing these four factors in the classroom. To stimulate a desire for expression the teacher must know: what the child wants to do, what his idea is. How the teacher may discover the idea without modifying it or substituting any other idea seems to suggest the realm of the supernatural. The most practical and scientific reply would be: To know the child's interest for his grade and according to his age, supplemented by the teacher's knowl- edge of his particular group of children and of their particular en- vironment. When the teacher knows the child's interests, he may select materials which appeal to those interests. fFor instance, the universal interests of third grade children are: imaginative peoples' lands etc., humor, and nature-animals, etc. In the selecting of ma- terials, the teacher has these interests in mind.j ,With a knowledge of children's interests as a guide the children may be stimulated by: a. personal story told by child or teacher b. discussion of some thing or idea initiated by the child or teacher c. reading or telling of stories, poems on same topic d. music-records, etc., having same theme e. pictures-masterpieces or excellent child contributions having similar theme f. teacher participation-reading to class his own story or poem on this theme. With a knowledge of children's interests as a guide the children's ideas may be enriched by clarifying past experiences, intensifying

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6 THE TOWER LIGHT timber, or ideasjf' Thorndike lists the creative activity under the heading of .The Instinct of Mnltiform Mental Activity. The ex- pression of ideas and emotions is a natural or inborn tendency of every one -this statement is found in the Phychology for Teachers fBenson, Lough, Skinner, Westj. However our psychologists may define and classify these characteristics of creativeness, they do agree as to their universal existence as potent forces. Universality of Language The self may use various media for expression: Music, dance, architecture, sculpture, painting. Only relatively few find these means natural ones for expression. The universal mode of expres- sion is through language. Language as a tool is within the reach of all. There is no known tribe or people so low in the scale of life that it does not possess some form of language. fjuddj Because of the universality of the use of language, it becomes a perfect me- dium for expression. Experiments A What use, then, can teachers make of the creative impulse? It might seem from the foregoing statements of the psychologists that the teacher's responsibility would be merely to let the children alone and they would create, the children's instincts and emotions serving as complete and adequate driving forces. Education has only re- cently learned to use the natural creative impulses 5 it is at present experimenting, and the results are good. The experimenters have found the let-alone attitude on the part of the teacher to be of value, to have a place in the scheme of things, and must be skilfully han- dled, however, it is by no means the all inclusive technic for devel- oping the creative. The experimenters say: School life should be free from arro- gant authorities, teachers should be guides rather than instructors, and these should be learning about children rather than certain about children, and that the school environment should be rich in suggest- ing material for the creative impulses. CMearnsj The idea must be the child's, that is certain, but will he unaided be stimulated to express himself? Mangravite says of the teacher, He must gain the child's confidence and establish within the child the desire to create, or he will not do anything. It would seem then that the teacher must be a kind of clairvoyant who can penetrate the mind and soul of the child and comprehend what he wants to do, he must by subtle means stimulate the desire to express that thing, and estab- lish a favorable school environment. The creative impulse is like a delicate fiower which, that it may grow and unfold in all its beauty needs the sunshine, rain, and air.

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.8 THE TOWER LIGHT present experiences, and searching for vital new experiences. This may be accomplished by: a. reading of literature b. personal reactions of class c. actual experiencing material such as: hearing music touching silks, etc., frost on window, etc. seeing pictures, statuary d. personal experiences related by class and teacher Complete freedom of expression is gained through a certain mas- tery of the tools. The skill in the handling of language is gained as is skill in the manipulation of any tool-through use. As language is used, the need for new words, arrangement of words, arrange- ment of sentences grow. By presentation of models, explanation of forms by teacher, personal research by children in their own litera- ture, and by use of hand books of writing or standards of writing as set up by teacher and class, or by observing, a skill in use of lan- guage may be secured. A child must feel complete freedom in his composition writing. He desires that the class and teacher shall be eager to know of any idea which is of interest to him, and that the teacher be a competent, sympathetic guide to whom he may turn for help and encouragement. The teacher's greatest responsibility is, I believe, that of establishing a favorable' environment by: giving plenty of uninterrupted time for the thinking or creating in the class, providing finest selections of ma,- terials for classroom, and creating atmosphere of joyful industry. 5, ,g 11,0 ' h .sc 21144 , ,. .,. ,,A'52:?Qyf'6,g 1- gb 'r If :f -.4 - rd -, Q 'L ...v , - -.,,, -f,.3- nf, . ,- 'fazeggesie' rx- 4 bu