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Monday 24th of February, 2020.

Key Elements of Drama:
>Contrast
>Space
>Tension
>Mood
>Time
>Symbol
>Focus

Today's Activities:

Zoom, Screech (Get's the brain working! Ideal start of the day activity to get student's listening & thinking).

Introductions (We listened to our partner & then we were asked to introduce them to the group. Great activity to promote active listening skills).

Rhythm Clapping & Recalling Peer Names (Memory game with a musical component, great to use this at the start of a new year or when there is a new student/s in the class. Another activity that is great for advancing active listening skills).

Walk Around the Room & FREEZE (Gets students on their feet & allows for them to explore their available SPACE).

North, South, East, West (We were asked to stand in the direction that you came from, your home is & where you'd like to be in 5 years. I felt like this activity created a safe space).

Postcards (Interactive & social activity that allowed us to be creative & to share our ideas with others).

Personal Reflection:
My most important personal realisation this week is that there is much more to drama-based activities than just 'fillers' to throw in throughout the school day.
This is my most important realisation because it is important to understand that the arts is just as valuable in education as the other big four categories in our curriculum; maths, languages, humanities & science. It is not just an activity to reward students with at the end of the day if they've been well-behaved. Historically, schools were designed to meet the needs of industrialism. However, now in the information technology era,  we require creative minds to go further.  As Sir Ken Robinson said in his TED Talk Do Schools Kill Creativity?, "learning need to be active & effortful"; this is exactly what the arts is about, especially our current focus which is drama. Students have the opportunity to think on their feet, literally.

Useful Resources:
- Sir Ken Robinson | Do Schools Kill Creativity? https://youtu.be/iG9CE55wbtY.
- CHAPTER 1. J., Dinham. (2019). Delivering authentic arts education.

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Monday 2nd of March, 2020.

History of Drama:

>Greek origin.

>The word 'drama' is derived from the Greek word meaning 'I do'.

>Dionysus is the Greek god of drama.

>Early performances were comedy, tragedy & satyr based.
>Drama was banned by the catholic church throughout the medieval period.

Drama is...
>Social
>Cooperative
>Collaborative
>Interactive
>Creative

Learning styles that drama promotes...
>Linguistic
>Logical-mathematical
>Spatial
>Bodily-kinaesthetic
>Musical
>Interpersonal
>Intrapersonal
>Naturalistic
>Spiritual

Environment to promote creativity...
>Expectation (Always have a go!)
>Immersion
>Encourage risk-taking in classroom
>Provide feedback (reflect)
>Time (do not put a time limit on creativity!)
>Repetition
>Allow time for communication

Steps in creative process...
>Preparation
>Incubation
>Illumination
>Verification
>Reapplication
>Reflecting

Today's Activities:

Name & Mime Something You Enjoy (Great as a refresher for remembering names. Interesting to see everyone's different interests & how they expressed them by using mime. Shows teacher our current knowledge of mime technique).

Visualization Forest Story (Imagination in action! Made me feel comfortable & relaxed. I thought this activity was really refreshing. It was interesting to hear how other people perceived the story in their minds. Some visualised the American wilderness, other's imagined a snippet out of the movie Bambi and a few people thought of King's Park. Our personal experiences change what we perceive.

Using a Prop for What it's Not; Balloon Statues; Mime with a Balloon; Small Group Improvisation with Balloon (Encourages creative thinking. These activities made me think outside the box & use my imagination. We were given the opportunity to work with a group; it was inspiring to hear their ideas when it came to creating an improvisation performance).

Exploring Mime Movement Techniques & Pair Performance(I was able to put the tips I learned in the Mime Basics: Acting Tips and Techniques videos into action. Moving along the mime wall, I have to keep my hands in he same spot so it creates the illusion of movement. It was great to collaborate with a peer to create an 'escape' story using mime. We communicated our ideas and pieced them together to build our mime performance using techniques learned in the workshop & pre-reading tasks).

Bin Bag Balloon Puppets (In groups, we created a puppet made out of household materials; a bin bag & a balloon. I felt that using such common objects to create this puppet was inspiring. If children were to see how simple it is to build a puppet out of things they have at home, I believe it would encourage them to find objects outside of the classroom & create something new. I felt that this was a great example of modelling for that reason).

Personal Reflection:
My most important realisation this week was the value of the phrase 'what if?' in the arts education. These two words, when put together, encourage creativity & the use imagination. Children will always take a chance, Sir Ken Robinson explains in his TED Talk, Do Schools Kill Creativity?. If they don't know, they will have a go. Using the phrase 'what if?' in the classroom gets students thinking, critically & creatively. They use their imagination & personal experience to determine, well, their 'what if?'.

Useful Resources:
- Mime Basics: Acting Tips and Techniques : How to Move Along a Mime Wall
https://youtu.be/stRcOluDzf8

- Mime Basics: Acting Tips and Techniques : How to Portray Box Prison in Mime
https://youtu.be/K0o34vi4glY

- Sir Ken Robinson | Do Schools Kill Creativity? https://youtu.be/iG9CE55wbtY.
- CHAPTER 2. J., Dinham. (2019). Delivering authentic arts education.

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Week 3, Expressive Speech, Onomatopoeia, Vocal & Verbal Dynamics. 

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Week 3, Expressive Speech, Onomatopoeia, Vocal & Verbal Dynamics. 

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Monday 9th of March, 2020.

As a teacher, voice is our most valuable tool.

Modulative Devices:
>Pitch.
>Pause.
>Pace.
>Volume.
>Emphasis.

What is Choral Speaking...
A group activity where each individual reads part of a poem or passage which is usually memorised.

What is Readers' Theatre...
Similar to Choral Speaking, Readers' Theatre is performed in  a group where all members read part of a poem or passage which is usually derived from a prepared script. Reading Aloud + Drama = Readers' Theatre.

Today's Activities:

Name Game (Perfect for remembering names, effective for both new students & the teacher to get to know each other's names).

Hum Wave (Experimenting with sound & tone. Active listening skills in play as we needed to listen carefully to those around us to hear when we should start/stop humming).

Hey, You! Get Outta Here! (Exploring the modulative devices & how they create meaning in speech. The sentence was interpreted differently when different tones were used).

Vocal Warm Up (Helpful tool to use when starting the school day).

Vocal Dynamics/Soundscapes (In groups, we created a short performance using only the sounds "ah", "sh" & "oh". Explored imagination & the purpose of sound).

Readers' Theatre Activity (Gave us the opportunity to be creative with our text. We presented our interpretation to the class which I thought was a valuable experience where we were able to use our public speaking skills ready for our assignment task next week).

Personal Reflection:
I thoroughly enjoyed today's workshop. I felt like I experimented a little bit more with the key elements of drama, especially in the readers' theatre activity. I'm starting to feel more confident & comfortable with sharing my ideas with others.
This week's workshop was a bit full on, there was a lot going on & it is a very important week as our arts advocacy talks are presented next week. I can describe my reaction as being a bit overwhelmed, but also a bit excited for what's to come-- quite similar to my reaction in week 1, I believe I'm just more informed now!
The Arts are incredibly important for building a child's connection between themselves, others & their world. Children symbolically represent their world through drama based on their personal experiences & how they choose to express themselves.

Useful Resources:
- CHAPTER 7. J., Dinham. (2019). Delivering authentic arts education.
- P., Pullman (2012) Children need art and stories and poems and music as much as they need love and food and fresh air and play.
- The Chamber Readers - The Legend of Lightning Larry, by Aaron Shepard (Reader's Theater)
https://youtu.be/1uwHp4IrbxA
- "The King of the Forest" - Readers Theater
https://youtu.be/9LnHQHW07QI
- Readers Theater - If You Give a Mouse a Cookie
https://youtu.be/PMiAEZgIVws
- Choral & Readers' Theatre PDF Documents in  Week 3 Folder.

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Monday 16th of March, 2020.

Storytelling & Story Making.
>Both develop imagination, creativity and speaking & listening skills.

>Storytelling depends on spoken word, imagination & the connection between the teller & listener.

>Story making focuses more on print & it includes words as well as pictures.

Students, especially primary aged, love to hear their teacher's personal stories. Telling them personal stories also encourages them to tell their personal stories.

Benefits of Storytelling:
>Develops language.
>Develops sense of self.
>Provides opportunity for students to engage with different perspectives.
>Develops empathy.
>Encourages problem-solving skills.
>Develops relationships & strengthens connection.
>Exercises alternative ways of knowing.

Skills Developed in Storytelling:
>Knowledge of story structure & character development.
>Listening skills.
>Expression.

Teachers & parents are the tellers of our culture's tales.

How to Choose a Good Story:
>Something that relates to the student, or something they are familiar with.
>Relevant to the learning content.
>Stories with rich emotional importance.
>Something that you enjoy.

How to Learn a Story:
>Listen to it.
>Imagine the story unfolding.

How to Remember a Story:
>Practice it in front of a mirror.
>Read it to yourself or others over & over again...

How to Tell a Story:
>Use voice (tone).
>Pause (sense of timing).
>Gestures.
>Eye Contact.

Today's Activities:

Sound Story (Read an excerpt from the book 'Where the Wild Things Are', but we the audience added sound effects in certain parts to create effect).

Circle Storytelling (Went around circle & each person recited a part of the story of 'the Three Little Pigs'. Then, the second half of the circle created their own story. Interesting to see the different expressions people gave when telling each of their parts).

Story Retell & Story Making (1. My partner told me a very short, basic story & vice versa. 2. I had to repeat the story back to them, but exaggerate it slightly. They also had to do the same with the story I told them. 3. Tell another person in the group a super exaggerated version of the initial story. 4. Tell the class your new partner's exaggerated story. I thought this was an awesome activity. I felt it was a great way to explore perspective).

Personal Reflection:
I discovered how much value storytelling & story making have in the classroom. This is my most important realisation this week because storytelling & story making was something I thought was a past-time to get the students to relax & unwind. However, I know understand that it does have some really important benefits toward student learning & development. It directly correlates with English learning objectives such as narrative writing, as well as the development of imagination, creativity and speaking and listening skills.
I really enjoyed the Story Retell & Story Making activity, it was kind of like a massive, educational game of Chinese whispers! I thought it was interesting to hear these stories from two different perspectives, as well as hearing everyone's unique way of telling their story.

Useful Resources:
- CHAPTER 7. J., Dinham. (2019). Delivering authentic arts education.
- Telling Stories to Children: Mook Mook the Owl.
https://youtu.be/cmhf6VXgfS8.
- MSLGROUP Storytelling.
https://youtu.be/-QZ79GZMZZ4.

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Week 5, Improvisation, Process Drama and Teacher-in-role.

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Week 5, Improvisation, Process Drama and Teacher-in-role.

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Monday 23rd of March, 2020.

What is Improvisation?
Improvisation is the activity of making or doing something that is not planned.

What is Process Drama?
>Complex Improvisation.
>Student & Teacher Working In & Out of Role.
>Pre-text.
>Explore problem, situation, theme/s or idea/s.
>Unscripted drama.
>Students learn to think beyond their own point of view.
>Consider multiple Perspectives by playing multiple roles.

Teacher in Role (TiR):
>Organise children's drama from inside.
>Use adopted character to guide drama as significant issues unfold.
>Use triggering device to show which character you are turning into (scarf, hat etc.).
>Come out of role to reflect on what's happening.

SUSPEND YOUR DISBELIEF!
The more engaged you are in the activity, the more your students will be too!

Foundation Questions to Cover in Process Drama Plan (Assignment 1, Part 2!):
>Who?
>Where?
>When?
>Why are we here?
>Why are we doing what we're doing?

Define Conflict in Drama...
It is the force that drives the drama!

The 4 Types of Conflict:
>Conflict of task.
>Conflict of relationships.
>Conflict of surprise.
>Conflict of mystery.

What's a Drama Wind Down?
Wind downs are used to finish off the drama experience; these are generally quiet, calming activities and may be used to reflect on the activity.

Today's Activities:

Improvised Drama Experience (Based on The Treasure Box by Margaret Wild & Freya Blackwood. Our tutor took on three characters and used triggering devices to determine when she was switching between roles; she played the teacher, Falcon and Enid. The activity was interactive and exciting. We searched for the mysterious treasure of Esmerelda, but when we found it there was only a piece of paper in the treasure box. It was a story. We were then encouraged to share our own stories in the wind down activity; whether it was about our family, friends or maybe our most valued memory. The moral of the activity was storytelling. I couldn't stop smiling throughout the whole activity! I loved it, and I can imagine any primary school student would feel the same. I felt included, listened to and understood throughout the activity. It was such a valuable lesson too, to share & listen to each others past and personal stories; after all, they are what makes us who we are).

Personal Reflection:
It was incredible to see just how much more effective an improvised drama experience is in comparison to just reading a story. Although the process drama is not very similar to the traditional story, it still told us the same message. The imagination, movement, collaboration and interaction was so engaging. This is definitely something that I will use in my classroom, as this can be used to teach students various skills across all curriculum strands. As seen in the YouTube video KS1 Drama in Maths - Drama for Learning, the Year 1 teacher uses the teacher-in-role strategy to teach her students mathematics.

Useful Resources:
- KS1/2 Drama - A Workshop with Cecily O'Neill.

https://youtu.be/zD_3zlYUL.
- KS1 Drama in Maths - Drama for Learning.
https://youtu.be/GxDcr2WxQQY.
- Wind Downs.
https://learn-ap-southeast-2-prod-fleet01-xythos.s3-ap-southeast-2.amazonaws.com.
- D., Heathcote (n.d.) Mantle of the Expert [MOE].
https://www.mantleoftheexpert.com/.

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Monday 30th of March, 2020.

Key Elements of Dance:
>Body.
>Energy.
>Space.
>Time.
(B E S T)!

>>MAKING & RESPONDING<<

Learning in Dance Enables Students to Develop...
>Dance Literacy.
>Awareness of Elements of Dance.
>Expression & Sound that comes through Movement.
>Safe practice.
>Kinaesthetic Intelligence.
>Critical Thinking.
>Movement Vocabulary.
>Aesthetic Understanding.

What are the Benefits of Dance?
>Develops physical & social skills.
>Used to express emotions & ideas.
>Develop imagination & creativity.
>Develops response to music & sound.
>Able to explore a variety of musical styles.
>Understand social, cultural & historical contexts.

Today's Activities:

Stretch & Warm Up (Prepares the body for movement; focuses on stretching, breathing, attention on body awareness, coordination & balance. We warmed up to music).

Phone Number Sequence of Movement (We were asked to use a move for each number of our phone number. There was a guide given to us showing which move was allocated to which number. We were encouraged to be creative & imaginative with our moves and show our interpretation of the move. We filmed our routine & submitted it to our personal journal to see if our tutor would be able to guess our phone number).

Personal Reflection:
Dance plays an important role in a student's connection with & understanding of their world, as well as their ability to communicate their ideas and self-express. My most important realisation this week is that we use our bodies as communicative devices; we express our creativity through movement using the key elements of dance-- body, energy, space & time.

Useful Resources:
- CHAPTER 6. J., Dinham. (2019). Delivering authentic arts education.
-Introducing Dance.
https://youtu.be/uaL0pKJ8yV4.
-School Dance Exercises Catch the Beat and Dance to the Rhythm - Dance Activities.
https://youtu.be/9Gu1nbgAV.

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Monday 6th of April, 2020.

"Dance is expressive movement with purpose & form."

- Rationale for Dance
(ACARA)

Learning THROUGH Dance!

Integration with other learning areas.

Potential to improve visual literacy.

Celebrates cultural diversity & promotes intercultural understanding.

Movement Skills...

Non-locomotor Movement: on the spot movement (axial movement).

Locomotor Movement: from one spot to another (running, walking etc.)

Element of Dance... Elaborated!

Time = when we move.

Body = what we move.

Energy = how we move.

Space = where we move.

Relationships = with whom we move.

Dynamics = how we perform.

Today's Activities:

Warm-up, 8 lots of 8 counts (Sway/rock sideways for 8 counts, rotate shoulders backwards for 8 counts, stomp feet on floor alternately for 8 counts etc... and repeat! Fantastic exercise to use int he classroom at the beginning of the day, after recess/lunch or before physical education).

Dance maps (Label the 6 circles on the dance map & connect them to make a dance routine. This exercise is useful when exploring individual space and using locomotor movements).

Personal Reflection:
After learning the elements of dance more in depth, I have started to notice them much more in films/music videos/theatre performances. During the performance of Make 'Em Laugh in the film Singing in the Rain (1952), the dancer prominently used the elements of space & energy to display meaning. The dancer interacts with the negative space around him by weaving around other people & objects, falling on the floor and running up the walls. He continuously travels throughout the entire space during his performance, using both locomotor & non-locomotor movement. He also uses his energy by performing an abundance of powerful movements such as running up falls, falling, spinning, jumping and facial expressions; he performs these in a quick, one after the other, motion to maintain the flow of his performance & to ultimately keep the audience engaged.
My most important realisation this week is that dance is such a beneficial art form as it provides an opportunity for us to explore cultural diversity. I believe this is so important in the classroom; especially in Australia, as we are such a multicultural country. I think it is necessary for teachers to implement forms of various cultural practices to promote further intercultural understanding for students; and, dance is the perfect candidate for doing so.

Useful Resources:

CHAPTER 6. J., Dinham. (2019). Delivering authentic arts education.

Make 'Em Laugh ~ Singin' in the Rain (1952).
https://youtu.be/SND3v0i9uhE.

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Monday 4th of May, 2020.

Choreography Options:
>Teacher directed.
>Student compositions... individual or small group.

How Can we Transcribe Dance?
>Muscle memory.
>Pre-recorded video.
>Storyboard/Movement map.
>Outline (use shapes and dance vocabulary).

Structure -- Why Should we Consider it in Dance?
Structure gives dance form and unity!
>Use repetition or contrasting movements.
>Use variety of movements... transition between the same movement sequences and individual movements.

Skills Developed through Choreographic Process:
>Leadership.
>Active listening.
>Following instructions.
>Problem-solving.
>Negotiation.
>Cooperation.
>Interpersonal skills.

Today's Activities:

Music for Choreography in Primary School (We were asked to research a piece of music that would be suitable for primary students and as a starting point in choreographing a dance. I chose the piece of music entitled Monster Mash. Although there are already some known versions of dance routines to this song (great video examples for transcribing dance through teacher directed choreography), the rhythm, beat and lyrics still provide an opportunity for the viewer to create their own variety of movements according to their interpretation of the music and story. I think this would be a fun and friendly piece of music to use in the classroom).

Create a Dance with Everyday Movements (We watched a film about  Australian choreographer Meryl Tankard. Tankard explains how she incorporates everyday movements into her dance. We were then asked top create our own dance using ONLY everyday movements. We put together 6 moves with a start & finish pose. I really enjoyed this activity because I knew how to do the moves! I'm hopeless when it comes to dance, but when I was asked to do simple moves such as washing dishes, walking, folding laundry, I didn't need any practice. I'm sure there's lots of people who feel the same as I do; that's why this activity would be perfect for the classroom. This shows students that they don't need any dance background to do well in this field, and that simple moves can be incredibly effective. By incorporating something they are familiar with into the lesson, such as everyday movement, this provides students with meaningful learning).

Personal Reflection:
By incorporating the choreographic process into lessons, it can improve leadership, active listening, problem-solving, negotiation, cooperation & interpersonal skills. This is important because these all fall under the  cognitive & social skill sets, and these are two skill sets that education is so much about-- cognitive & social development. Teacher directed & student composition choreographed dances are an important tool in the classroom as it has the potential to positively influence & strengthen development.

Useful Resources:
- CHAPTER 5. J., Dinham. (2019). Delivering authentic arts education.
- Making in Dance: Exploring and developing Dance.
https://youtu.be/MUC9mou3JrQ.
- Making in Dance: Sharing.
https://youtu.be/Bpwgaj4Y3ng.

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Monday 27th of April, 2020.

MAKING & RESPONDING!

Viewpoints ARE perspectives!

Learn through messages in media!
Media influences thinking...

3 Stages of Production...
>Pre-production (script writing etc.).
>Production (recording etc.).
>Post-production (editing etc.).

Media Codes & Conventions...
*TECHNICAL: sequencing & editing to support purpose (ex. camera shots).
*SYMBOLIC: use of costume/props/body language to represent characters & meaning.
*AUDIO: music to convey mood (ex. loudness & softness).
*WRITTEN: arranging & editing text to organise important features of an idea (strengthen viewpoint).

Media Arts in Primary School...
>MAKING: digital cameras, editing, recording, comic books, record radio plays, create advert, PowerPoint, claymation, video.
>RESPONDING: assessing media art (what do students like and why?).

"Apps add a unique layer to the enquiry process... Children seek & construct knowledge in digital environment through physical manipulation on a touch screen interface"

- Harwood, 2017.

Types of Apps...
1. Skills-based -- focus on fostering development of specific concept or skill (ex. Kindergarten Math).
2. Evergreen -- calls for more creativity & higher order thinking (ex. iMovie).
3. Sandbox -- completely open-ended; mimics authentic experiences engaging children in diverse digital worlds (ex. Toca Kitchen 2).

Elements of Media Arts:
>Composition (placement & framing).
>Time (representation of time in narrative).
>Space (between objects, foreground etc.).
>Movement (movement of subjects).
>Lighting (contrast, influences mood).
>Sound (natural/manufactured, influences mood).

Today's Activities:

Evaluate Effectiveness of an App (We were asked to research an app and determine whether it was a skills-based, evergreen or sandbox app. We then tried the app and were asked to evaluate how effective it would be as an educational tool.  The app I chose to use is Quick Maths. I believe that Quick Maths would be an example of a skills-based app. Quick Maths was designed for primary-aged children to develop their overall mental mathematics capability. The user is challenged with a series of sums; then, they are required to answer the problem by handwriting the correct number on the screen. The app recognises the handwritten number and provides the user with feedback. I chose this app as it uses effective feedback for the user by keeping track of their mathematical progress with each activity. Also, this app offers differentiation as it increases the level of difficulty to suit the user's capability. It is available free of charge on the app store, and it is quick and easy to use).

Personal Reflection:

Media arts is everywhere we look these days; whether we're on our phones, driving past billboards, watching ads on TV and the list goes on... Harwood's quote has really stuck with me this week because it is just so true. Educational apps can be an incredibly effective tool in the classroom; they are portable, informative and, as seen in Quick Maths, can offer differentiation to suit the individual learner. They are able to support the development of a child anywhere, anytime-- given they are curriculum supported, engaging, informative and suited to the child. I believe this is important because learning does not have to be limited to the classroom through the use of apps. The current generation of children are raised with an iPad in their arms or a computer in front of them, constantly. They are familiar & confident when using technology and become digitally competent at a much younger age than previous generations. I believe it is important to take advantage of all that technology has to offer in education.

Useful Resources:
- CHAPTER 8. J., Dinham. (2019). Delivering authentic arts education.
- An Introduction to Media Arts.
https://youtu.be/TDdPIwXSeG0.
- Managing Media Arts.
https://youtu.be/X2BK2K9WMcw.
- Dell, A. G. Assistive Technology. JSET. https://learn-ap-southeast-2-prod-fleet01-xythos.s3.ap-southeast-2.amazonaws.com/.
- LessonBucket. Cinematography. https://lessonbucket.com/media/year-9/cinematography/.
- MediaKnowAll. Camera Angles. http://www.mediaknowall.com/camangles.html.
- Story Boarding Tutorial Extended Version.
https://youtu.be/9hKaM2EcgjM.

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My Personal Learning Throughout AED1260.

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My Personal Learning Throughout AED1260.

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Monday 11th of May, 2020.

My most important personal realisation from this unit is how versatile the arts is. It can be so useful among all subjects and can be adjusted for all student learning abilities. I have learned that I really enjoy this side of the arts, whereas I only ever thought of visual arts as interesting & enjoyable. I am so looking forward to teaching Drama, Dance and Media Arts as a primary school teacher, and implementing an arts-rich education among all strands of the curriculum.

Something that has stuck with me throughout this entire module has been Sir Ken Robinson's TED Talk entitled Do Schools Kill Creativity?.

In his talk, Robinson explains the story of how Gillian Lynne became a dancer. Robinson explains that Lynne was unable to sit still in school and that nowadays, this may have been diagnosed as ADHD. However, when Lynne was examined by a specialist, the doctor told her mother that Lynne isn't sick-- she is simply a dancer. Lynne's mother then sent her to a dance academy; Robinson then says...

"[the dance academy] was filled with people who had to move to think".

Furthermore, Robinson explains that learning needs be active & effortful; and that is something that the Arts is so much about. I value this TED talk as I can truly resonate with it. I am an active learner myself; getting up on my feet and doing was & is so much more effective than sitting in a chair reading straight out of a textbook for me-- I would even argue it being 100 times more effective. The Arts promotes active learning that is always effortful. I have found such a passion for helping students who are just like Gillian Lynne by studying this unit, and I hope to be able to do so through the use of the Arts in my own classroom one day.

Link:
Sir Ken Robinson | Do Schools Kill Creativity? https://youtu.be/iG9CE55wbtY.