Creative Children, Imaginative Teaching

By Florence Beetlestone | Go to book overview

3
'He just keeps knocking things
down!'
The creative process and the
product

Cameo 1

Tom, a 7-year-old, has spent a lot of time with his teacher,
who has tried to get him to be less aggressive and more
motivated to learn. She is gratified when he spends one
morning building a variety of Lego towers. She shows her
delight by praising his efforts and hopes that he will go on to
produce more inventive buildings. However, instead he
chooses to knock them down. All subsequent building is
followed by towers of Lego being noisily pushed to the
ground. Tom's delight, unlike his teacher's, seems to be in the
destruction not the construction of the buildings. He does not
appear to be creatively employed. His teacher's solution is to
stop Tom from using the Lego and to give him 'tidier' tasks.


Cameo 2

Fay, aged 5, is fascinated by the musical note sheets which accom-
pany her toy piano. She asks a lot of questions about how the
notes on the sheet can be played on the piano. She begins to
see the relationship between the printed notes and the sounds
produced. After repeated attempts at the nursery rhyme sheets
she begins to write music herself. Many hours are spent subse-
quently writing little tunes, many of which she does not try to
play, but some of which she sings. For several months after-
wards she writes tunes and then, just as suddenly, she stops.

-54-

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