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https://spaces.makerspace.com

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Play and creativity are crucially important to the development of children.  Many problems that manifest in middle school are due to lack of access to play!

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Play and creativity are crucially important to the development of children.  Many problems that manifest in middle school are due to lack of access to play!

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https://www.tes.com/news/school-news/breaking-views/too-many-schools-have-forgotten-fun-crucially-importanthttps://www.tes.com/news/school-news/breaking-views/too-many-schools-have-forgotten-fun-crucially-important

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An appreciative lens of a genuinely creative mind. This podcast episode highlights Paul Simon's career as a life-long process of consciously unrestrained creativity.

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Listen to Meet the Composer episodes free, on demand. Meet the Composer is a Peabody Award-winning podcast that takes listeners into the minds of the composers making some of the most innovative and breathtakingly beautiful music today. Listen to over 65,000+ radio shows, podcasts and live radio stations for free on your iPhone, iPad, Android and PC.

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Great Animated Short!!! Try not to cry...It shows ways in which society can inhibit creativity. 

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Great Animated Short!!! Try not to cry...It shows ways in which society can inhibit creativity. 

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CGI Animated Short Film HD "Alike " by Daniel Martínez Lara & Rafa Cano Méndez | CGMeetup

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Great writing about process v. Product for supporting creativity in the classroom. 

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Great writing about process v. Product for supporting creativity in the classroom. 

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https://medium.com/@johnechurchville/teaching-creativity-process-vs-product-dc316b2b97bdhttps://medium.com/@johnechurchville/teaching-creativity-process-vs-product-dc316b2b97bd

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Divergent and Creative thinking in kindergarten :) 

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Divergent and Creative thinking in kindergarten :) 

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Using Technology to Unlock Musical Creativity

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Using Technology to Unlock Musical Creativity

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Focus on project-based learning and providing students with opportunities to create music that is relevant to them.

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Dr. Scott Watson has been incorporating technology into his music teaching for many years and takes a project-based learning approach when it comes to creative music assignments with his elective students. He also uses technology on a daily basis for his own composition work. Scott and I talk about how he got started with technology and how he accidentally ended up incorporating key education learning trends such as blended learning, flipped classrooms and project-based learning into his teaching.
Listen to the episode here (or on your favourite podcast app):
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Midnight Music Community: special rate for MTT podcast listeners

The Midnight Music Community (MMC) is an online space for music teachers interested in learning more about music technology. There are online courses, lesson plans and lots of other resources for Chromebooks, iPads, Macs and PCs. Professional development certificates are available for all training undertaken by MMC members and I am in the Community everyday, personally answering questions and offering advice to members.

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﻿MTT36: Using Technology To Unlock Musical Creativity with Dr. Scott Watson

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Dr. Scott Watson has been incorporating technology into his music teaching for many years and takes a project-based learning approach when it comes to creative music assignments with his elective students. He also uses technology on a daily basis for his own composition work.

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The Great Oliver Sacks on the incubation period in Big-C Creativity

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The Great Oliver Sacks on the incubation period in Big-C Creativity

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/https://www.brainpickings.org/2017/11/09/oliver-sacks-the-river-of-consciousness-the-creative-self/

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Improvise in the competition (continue) - Gift

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Improvise in the competition (continue) - Gift

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The boy who improvised on the 2nd round won the first prize at the 5th international Franz Liszt piano competition for young pianists in Weimar (Germany).

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Improvisation on the 24th caprice of N.Paganini | Simon Buerki

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Simon Buerki performing his own improvisation on the 24 caprice of N.Paganini, at the 5th international Franz Liszt piano competition for young pianists in Weimar (Germany).

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A great example of the third space: a collaborative office for groups who support literacy in some way in their mission.

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A great example of the third space: a collaborative office for groups who support literacy in some way in their mission.

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Literacenter | Chicago Literacy Alliance

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Prodigy from the UK- Even NU Professors agree!

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Prodigy from the UK- Even NU Professors agree!

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https://www.cbsnews.com/videos/alma-deutscher/

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Alma Deutscher was playing piano and violin by the time she was 3 years old and wrote her first opera at 10. For her, making music seems as natural as breathing. Scott Pelley reports.

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Mindful Music Listening as a Potential Treatment for Depression

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Mindful Music Listening as a Potential Treatment for Depression

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Study from the Journal of Creativity in Mental Health:
“Research on the use of music listening and mindfulness practice shows each to be effective in treating depression. The authors propose a combined intervention called Mindful Music Listening, during which clients with depression use mindfulness skills while listening to music to notice, label, discuss, and learn to manage their emotions. Possible advantages include greater client self-awareness and emotional regulation as well as a strengthened counselor–client relationship.”

http://www.tandfonline.com/doi/abs/10.1080/15401383.2012.685020?src=recsys&journalCode=wcmh20

(Heather)

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"How to infuse creativity in the classroom" - in higher ed

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"How to infuse creativity in the classroom" - in higher ed

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http://www.chronicle.com/article/How-to-Infuse-Creativity-in/241650?cid=at&utm_source=at&utm_medium=en&elqTrackId=3b9ef8b3d51e4ba7837bf7105566d6bf&elq=3eb1498a68d34f59b58989173f8bba89&elqaid=16460&elqat=1&elqCampaignId=7121

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This podcast talks about the importance of play for not only children, but adults.  We've discussed how this is an important aspect of creative development- could more play for adults and kids reshape the creative development slumps we've read about?  (sidenote: the podcast begins with a discussion of empathy which is also very interesting!)

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In this episode, TED speakers describe how all forms of amusement - from tossing a ball to video games - can make us smarter, saner and more collaborative. (Original broadcast date: March 27, 2015)

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"When it comes to creativity, DePauw is one of the leaders."  Yo Yo Ma

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"When it comes to creativity, DePauw is one of the leaders."  Yo Yo Ma

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Their 21CM program is getting major press these days.

https://music.depauw.edu/21cm/

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Maker Space in a high school. to promote creativity

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Maker Space in a high school. to promote creativity

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http://www.presspubs.com/white_bear/news/article_dba79b34-b9a0-11e7-aeae-f7475c64ff6e.html

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At the 5th International Franz Liszt Competition for Young pianists 2017, contestant were given 3 choices for the 2nd round:

1. play a compulsory piano trio

2. Play their own composition

3. Improvise on a melody (given to you 15 mins before performance)

Less than 14% of the contestants choose to do improvs and play their own compositions. The majority choose to play a piano trio.

https://www.youtube.com/watch?v=BNIjPChr-yg

More detail
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Why do children have highly creative responses to everyday questions about how the world works?

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Opinion | What Happens to Creativity as We Age? (Published 2017)

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When we’re older, we know more. But that’s not always an advantage.

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Abstract art created by humans is compared to art created by machines. When determining how creative the machines should be, AI researchers thought, "Too little arousal potential is considered boring, and too much activates the aversion system, which results in negative response...".

Can machines really be creative?

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Creativity is one of the great challenges for machine intelligence. There is no shortage of evidence showing how machines can match and even outperform humans in vast areas of endeavor, such as face and object recognition, doodling, image synthesis, language translation, a vast variety of games such as chess and Go, and so on. But when it comes to creativity, the machines lag well behind.

Not through lack of effort. For example, machines have learned to recognize artistic style, separate it from the content of an image, and then apply it to other images. That makes it possible to convert any photograph into the style of Van Gogh's Starry Night, for instance. But while this and other work provides important insight into the nature of artistic style, it doesn't count as creativity. So the challenge remains to find ways of exploiting machine intelligence for creative purposes.

Today, we get some insight into progress in this area thanks to the work of Ahmed Elgammal at the Art & AI Laboratory at Rutgers University in New Jersey, along with colleagues at Facebook's AI labs and elsewhere.

Which of these images were generated by a machine? *Answer below

These guys have trained a machine to generate images that are recognizably similar to human art and yet different in measurable ways. What's more, they've carried out a kind of Turing test for creativity by asking humans whether they can tell the difference between human art and this machine-generated art. They also asked humans which kind of art they prefer, with results that are somewhat unexpected.

The approach is relatively straightforward. It relies on a machine called a generative adversarial network. This consists of two neural networks that together bootstrap the learning process.

One of these networks is a traditional machine-vision algorithm that learns to recognize images of a specific type. Elgammal and co trained it using the WikiArt database, which consists of over 80,000 paintings by more than 1,000 artists dating from the 15th century to the 20th century.

Each image is tagged with its artistic style. So the database contains over 13,000 Impressionist paintings, 2,000 Cubist paintings, over 1,000 early Renaissance paintings, and so on. The machine learns to recognize each of these styles.

The next stage is for another network to generate random images and show them to the trained network, which either recognizes them as representing a particular artistic style or rejects them. By producing lots of images, this second network learns what the first network recognizes as art by a process of trial and error. And after many iterations, it learns to produce images that match specific styles.

However, the team does not consider these images creative because they are simply copying known styles in art. By contrast, a human artist would push the boundaries by producing something new.

There are plenty of hypotheses from art historians and psychologists about the creative process that leads to new art. For example, a well-known idea is that new artistic work has to be firmly rooted in an artistic tradition. In other words, it has to be different, but not too different.

In particular, theorists say that art must stimulate the viewer in specific ways. "The most significant arousal-raising properties for aesthetics are novelty, surprisingness, complexity, ambiguity, and puzzlingness," say Elgammal and co.

" Novelty refers to the degree a stimulus differs from what an observer has seen/experienced before. Surprisingness refers to the degree a stimulus disagrees with expectation. Surprisingness is not necessarily correlated with novelty, for example it can stem from lack of novelty. Unlike novelty and surprisingness, which rely on inter-stimulus comparisons of similarity and differences, complexity is an intra-stimulus property that increases as the number of independent elements in a stimulus grows. Ambiguity refers to the conflict between the semantic and syntactic information in a stimulus. Puzzlingness refers to the ambiguity due to multiple, potentially inconsistent, meanings."

But whatever the effect, the level of arousal it generates must be moderate rather than extreme. "Too little arousal potential is considered boring, and too much activates the aversion system, which results in negative response," say Elgammal and co.

That has important implications for the way their generative adversarial network, or agent, is set up. "The agent's goal is to generate art with increased levels of arousal potential in a constrained way without activating the aversion system," they say. "In other words, the agent tries to generate art that is novel, but not too novel."

The researchers say they have found a way to make their generative adversarial network do this. Having learned to reproduce certain artistic styles, the machine is set up to produce images that fall within accepted limits of art as a whole but maximize the difference from known styles. "The agent tries to explore the creative space by deviating from the established style norms and thereby generates new art," say Elgammal and co. They call this machine a creative adversarial network.

The acid test, of course, is how humans react to this machine-generated art. To find out, Elgammal and co showed a range of images-both human- and machine-generated-to human workers on Mechanical Turk, an online crowdsourcing service.

The human-generated images included those from the WikiArt database of Abstract Expressionism as well as a selection of images from a flagship contemporary-art fair held in Basel, Switzerland, in 2016. These images represent the pinnacle of modern art. The reason for choosing Abstract Expressionism was to largely remove images of people and objects that clearly help distinguish machine art from human art.

Some of the machine-generated images were produced by the creative adversarial network, but others were produced by the generative adversarial network that simply reproduces artistic styles it has learned.

The researchers asked each person to rate the images in various ways, such as how much they liked each one, how novel it seemed, and whether it was created by a human or a machine. They also asked whether participants could sense the artist's intention, whether they could see a structure emerging in the picture, and whether the image inspired them.

The results make for interesting reading. Humans were pretty good at spotting Abstract Expressionist images created by a human and those created by a machine. But in the case of the art from Basel, humans viewers had a hard time telling the difference.

The humans also rated the images created by the creative adversarial network more highly than the human-generated art shown at Basel. They identified with it more closely and found it more inspiring.

It is tempting to interpret this as a damning indictment of the state of modern art and the level of creativity it engenders. But Elgammal and co avoid a knee-jerk reaction. "We leave open how to interpret the human subjects' responses that ranked the CAN art better than the Art Basel samples in different aspects," they say diplomatically.

The bigger question is whether the process that Elgammal and co have used to make their images can truly be thought of as creative. Another interpretation is that it is a purely algorithmic process that has learned to exploit humanity's emotional vulnerabilities. If so, perhaps a future definition of art will have to include the stipulation that it must be created by a human.

Either way, this kind of work is set to push the boundaries of art and creativity just a little bit further.

Ref: arxiv.org/abs/1706.07068 : CAN: Creative Adversarial Networks Generating "Art" by Learning About Styles and Deviating from Style Norms

*Answer: all of them

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Can this computer-generated art pass the Turing test?

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Creativity is one of the great challenges for machine intelligence. There is no shortage of evidence showing how machines can match and even outperform humans in vast areas of endeavor, such as face and object recognition, doodling, image synthesis, language translation, a vast variety of games such as chess and Go, and so on.

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What If Kids Avoid or Struggle with Creativity? - By Joanne Foster, EdD

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What If Kids Avoid or Struggle with Creativity? - By Joanne Foster, EdD

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http://www.creativitypost.com/education/what_if_kids_avoid_or_struggle_with_creativity

8 suggestions to encourage kids to be creative:

1. Use what you know
2. Share ideas
3. Tap resources
4. Communicate
5. Be adventurous
6. Co-create a comfort-zone
7. Think in purposeful directions
8. What is exciting

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Creative in presentation as well as content!

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RSA ANIMATE: Drive: The surprising truth about what motivates us

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The video didn't pop up, but it is there if you click on it!  https://youtu.be/Pb5oIIPO62g

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http://www.classicfm.com/discover-music/humour/duet-french-horn-chair/

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...Creative Thinking is considered a "core competency"

https://mitpress.mit.edu/books/building-intentional-university

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Creative Ability Development classes now incorporated into Suzuki curric

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Creative Ability Development classes now incorporated into Suzuki curric

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New courses are being offered to develop the creative abilities present in every child through improvisation.

https://www.wsste.com/single-post/2017/10/13/Creative-Ability-Development-CAD-Improvisation-Classes

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Creative People Must Be Stopped: 6 Ways We Kill Innovation (Without Even Trying)

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Creative People Must Be Stopped: 6 Ways We Kill Innovation (Without Even Trying)

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Despite the attention-getting title, the book is actually about PROMOTING creativity in the workplace. It is not research-based (as far as I can see), but approaches the topic from the idea that a supervisor might say, "We need innovation so that we can compete, RIGHT NOW!" When employees don't deliver, the response is, "Why can't you just be creative?”

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Jazz Improvisers prefer unexpected chord changes according to EEG results.

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Jazz Improvisers prefer unexpected chord changes according to EEG results.

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http://www.sciencedirect.com/science/article/pii/S0278262617300994

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This study, in my opinion, speaks to the power of creative self-efficacy.

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GO PACKERS (sports and creativity - YAY!)

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GO PACKERS (sports and creativity - YAY!)

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http://www.packers.com/news-and-events/article-daily-news-story/article-1/Packers-letting-creativity-fly-with-TD-celebrations/021f3ab9-9113-46bb-a936-351d2ccc9269

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I am curious if Consensual Assessment Technique can be applied to Youtube. The following video was posted six days ago and has over a million hits. Can 1 million Youtube viewers be considered experts? https://www.youtube.com/watch?v=RIz3klPET3o

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"Just like gradually building your physical fitness (and then staying in good shape), developing creativity and the ability to be innovative cannot be done overnight. It is a journey. It requires daily practice. You cannot build your physical fitness by spending only one week a year running. Similarly, you will never be able to build an innovative organization by having a dedicated “innovation week” or a one-time workshop. You gradually have to re-program your organizational muscles for being creative. And this takes practice and time."

I like the mindset with this- just as most of us don't get up and run a race without practice (some are lucky and do), we also don't become creative stars right out of the gate. How can we encourage this kind of creative perseverance in our students and ourselves?

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Synopsis

Innovation is like a 5K run. Achieving it requires practice and patience. The benefit is priceless!

The easiest way to complete a 5K run is to take a taxi!

I'm serious. If all you need to do is to get to your specific destination in the fastest way possible - take a car. If you even don't want to drive - have someone do the driving for you. It is not only legitimate; it is your best option... if you just need to get there already.

There is another way, though. It requires much more effort and discipline. It requires patience. It will certainly not get you to the 5K finish line faster. And yet, many decide to take this path, which can take weeks and even months to accomplish. For some strange reason, they have decided to invest in being able to complete a 5K run by themselves.

Yes, some people get up in the morning and practice! They seek to develop their skills and capabilities. They want to get in shape. Completing a 5K run might seem like the goal, or maybe just an interim milestone, but it is having a better physical fitness that is the real goal of these strange people. They know that for the long run it will have many more benefits.

Being a creative and innovative organization is just like that. If you are looking for one-time innovation - to come up with one creative idea which might be the next big thing - you can probably get a taxi. You can hire someone to guide you through the process of coming up with an innovative idea and implementing it. You can even hire someone to do that entirely for you. It is a valid option, and it might even work. What it won't do, however, is build your organizational capability.

Just like gradually building your physical fitness (and then staying in good shape), developing creativity and the ability to be innovative cannot be done overnight. It is a journey. It requires daily practice. You cannot build your physical fitness by spending only one week a year running. Similarly, you will never be able to build an innovative organization by having a dedicated "innovation week" or a one-time workshop. You gradually have to re-program your organizational muscles for being creative. And this takes practice and time.

But what's the benefit in taking this longer route? Why not settle for the easier solution and just get someone to help us come up with the next big idea? Well, it can work for a very focused goal and only for the short term, but the downside is you will never know what you are missing.

Innovation is not just about coming up with the next big product. It is not just about coming up with a new killer feature. Creativity is not a skill required only in the creative department. Imagination is not just used for creating a vision. Any challenge your organization face can turn into an opportunity with a creative mindset. A truly innovative organization is one that lives and breathes innovation 24/7 in all aspects of its operation. Innovation has to be practiced holistically. Focusing only on one aspect will rarely be groundbreaking.

To be holistically innovative, you have to develop the core skills shared by all creative people: observation and imagination. You cannot have only a small number of creative people. You have to build a creative mass within your organization.

The good news is that this is not only feasible, but it is also very much within reach. Just like everyone can improve their physical fitness, developing personal and organizational creativity starts with defining it as an important goal and doing the first step as soon as today!

Lidor Wyssocky (@LidorWyssocky, @seempli) is a fine-art photographer and the creator of seempli - a revolutionary platform for igniting creativity and imagination in everything you do.

Using seempli Lidor works with individuals, teams, and organizations seeking to develop, master, and apply creativity.

Tags: business, creativity, innovation, lidor wyssocky, organizational development

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Innovation is like a 5K run. Achieving it requires practice and patience. The benefit is priceless! The easiest way to complete a 5K run is to take a taxi! I'm serious. If all you need to do is to get to your specific destination in the fastest way possible - take a car.

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Creativity and DNA research at Northwestern

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Creativity and DNA research at Northwestern

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https://news.northwestern.edu/stories/2017/october/titans-of-nanotechnology/
I was walking by the welcome center and the giant screens were flashing the word CREATIVITY. It is interesting to me how "creativity" is used as a university marketing tool. The article contains an interview where one of the researchers mentions creativity.

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I'm not a parent, but I think this would be a fun way to encourage my own kids to "play creatively." Here's a Forbes list of creative toys for kids + a board game that could be used with older children.

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https://www.kaganonline.com/catalog/management_and_discipline.php

This is what I was describing in class today! I think that after our conversation today in class about the kind of environment that encourages creativity, Kagan Cooperative Learning really relates. The school district I worked in right out of undergrad offered training workshops to become "Certified." I truly loved my experience and really saw a difference in my classroom environment after incorporating some of the techniques I learned. It's all about student engagement, and the various methods (both teaching related and non-teaching related) used to enhance this in the classroom. It's for all teachers, but I think music teachers especially can draw from this to create a "safer" environment for creativity. I'm attaching their "About Us" page... and after you get past the awful neon colors on the website, it might be interesting to explore. I honestly haven't looked at their website much, but I could bring in the book that I have!

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Thought of this today with the Pond article - we can really learn a lot from kids! :)

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Uploaded by FunnyChanel 2014 on 2014-06-05.

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(posted by Milo)

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Ken Robinson: Do schools kill creativity?

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Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.

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Weisberg's comments on the "10 year rule" reminded me of one of my favorite Ira Glass moments. It's a short clip from a much longer 4-part series call the Art of Storytelling (produced by This American Life) in which Glass speaks about the "gap" that everyone in a creative field experiences. Definitely worth a listen!

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I brought up “Capturing Kids’ Hearts” in class today, and wanted to share a link to more info. I can’t speak highly enough about this program and training and what it can do to foster positive relationships and freedom for creativity in the classroom environment.(Heather)

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I brought up “Capturing Kids’ Hearts” in class today, and wanted to share a link to more info. I can’t speak highly enough about this program and training and what it can do to foster positive relationships and freedom for creativity in the classroom environment.(Heather)

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https://flippengroup.com/education/capturing-kids-hearts-1/

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The Torrance Center for Creativity and Talent Development-University of Georgia

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The Torrance Center for Creativity and Talent Development-University of Georgia

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I e-mailed the Talented Program Director in my daughter’s public school district and asked about a.) whether or not they assess creativity and b.) what assessments they use.  Dr. Lange said he did not administer creativity tests, but was aware of the Torrance tests.  He shared the following link to the homepage of UGA’s Torrance Center for Creativity and Talent Development: https://coe.uga.edu/directory/units/torrance-center

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Setting the stage for the creative process!

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Setting the stage for the creative process!

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https://www.goodreads.com/book/show/254799.The_Creative_Habit

This book by dancer, Twyla Tharp is 100% process. She is all about the importance of establishing and committing to daily rituals to get and keep the creative juices flowing. Without ritual, the process can never happen. We create totally non creative, disciplined habits that feed right into what we are able to create.

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http://www.creativitypost.com/psychology/what_creativity_really_is_and_why_schools_need_it
This is written for teachers with more focus on the PROCESS of creativity than the product. In the end, the author offers 3 points:

1. Focus less on the reproduction of information and more on critical thinking and problem solving.

2. Curate activities that transcend traditional disciplinary boundaries, such as by painting murals that depict biological food chains, or acting out plays about historical events, or writing poems about the cosmos

3. Pose questions and challenges, and follow up with opportunities for solitude and reflection.

Hickey's millions dollar question: What does this process look like in a music classroom?

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My favorite creativity researcher at it again!

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My favorite creativity researcher at it again!

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http://hbswk.hbs.edu/item/what-happens-when-ordinary-people-get-creative Teresa Amabile talks about the importance of "ordinary creativity" in this thought provoking article. Which also connects to the original piece she wrote: http://www.hbs.edu/faculty/Publication%20Files/18-002_ee708f75-293f-4494-bf93-df5cd96b48a6.pdf

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Connecting with creativity across the curriculum: SWI.

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Connecting with creativity across the curriculum: SWI.

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My daughter’s Kindergarten teacher recently sent an e-mail updating parents about the process by which they are introducing word and word-forming skills. The curriculum is motivated by inquiry as part of the SWI (Structured Word Inquiry), and emphasizes creativity
to “create” new words.  I see great potential in connecting this to teaching music composition, analysis, and improvisation!  How do you see this working in your classroom context?  Could this work for all age levels?  Check  out this basic description and introduction :0)

http://www.wordworkskingston.com/WordWorks/Structured_Word_Inquiry.html

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Must we all be creative and college educated?

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Must we all be creative and college educated?

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http://www.creativitypost.com/education/the_hands_that_serve

While this post doesn't specifically address creativity, the author aims to challenge society's bias against skilled laborers. He points to "educationalism" as the primary reason for this bias, but is it possible that we are biased because we see this jobs as less creative or innovative? Does society as a truly have a bias against skilled workers?

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Podcast:Mastering the Art of Creativity James Taylor (not the singer songwriter), Interview with comedian Bob Stromberg.  How to be more creative? GIT Grab, Interrogate, Transform.  Hmmmmm....simplified for the masses version of Torrence definition.

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Podcast:Mastering the Art of Creativity James Taylor (not the singer songwriter), Interview with comedian Bob Stromberg.  How to be more creative? GIT Grab, Interrogate, Transform.  Hmmmmm....simplified for the masses version of Torrence definition.

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https://www.jamestaylor.me/bob-stromberg/

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This book came up as  as an ad while I was perusing the creativity post!  It identifies 10 habits of highly creative minds and examines the lives of some highly creative people.  Habits that stuck out are imaginative play , daydreaming, and solitude.  I'm thinking about the lack of these 3 in a typical student's day (or discouragement of *cough* daydreaming).  How can we as music educators carve space for these in our rooms?  Acting out The Firebird with Kindergartners?  Facilitate solitary listening time with music for middle schoolers?  Other ideas?

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This book came up as  as an ad while I was perusing the creativity post!  It identifies 10 habits of highly creative minds and examines the lives of some highly creative people.  Habits that stuck out are imaginative play , daydreaming, and solitude.  I'm thinking about the lack of these 3 in a typical student's day (or discouragement of *cough* daydreaming).  How can we as music educators carve space for these in our rooms?  Acting out The Firebird with Kindergartners?  Facilitate solitary listening time with music for middle schoolers?  Other ideas?

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-Meg

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It must be good if it has 4.9 stars on Amazon, right? I am  not surprised by the overwhelming response to a book about helping teachers to inspire creativity - this would appear to be valid. I am, however, unsure about the portion of the subtitle, "unleash talent", because it reminds me of a kitschy self-help seminar at the local Holiday Inn.

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The effect of music listening on creative thinking

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The effect of music listening on creative thinking

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I like the idea that is in the conclusion,  it says "Demonstrating that the effect of music exposure is the result of an individual’s emotional reaction to musical stimuli helps to resolve a theoretically intriguing issue in the field, and it explains why some studies support the idea that listening to a piece of music composed by Mozart or other composers can enhance cognitive functioning when others cannot. Such findings imply that the pedagogical benefits of music depend more on the interactions between individual factors and the type or style of music. "

The choice of the piece of music to foster creative thinking of a person should be well determined, in a way that we treat it as a teaching material. Or, it should not be pre-determined, because listening to music is out of our conscience - we are listening to many kinds of sound/music in every minute we live, and truly they are influencing us.

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It doesn't surprise me that creativity is lacking in school. But what about the arts? (MUSIC?) is that a place it should thrive? does it?