Youtube Exercise » English Grammar Homework

Do schools kill creativity? | Sir Ken Robinson | TED

TED

24.8M views 19 years ago

Warm-up Questions

When you hear the question “Do schools kill creativity?”, what is your first reaction: yes, no, or it depends? Why?
What school subject helped your creativity the most (art, music, drama, math, languages, etc.)? How?
In your opinion, what should schools do to encourage creativity more?

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Do schools kill creativity? | Sir Ken Robinson | TED

Creativity, the future, and children’s talents (00:00 – 05:35)

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1. Why does the speaker say education matters so much right now?

Because education is meant to prepare children for an unpredictable future
Because we can clearly predict the future job market
Because universities have stopped accepting students
Because children will retire in just a few years

2. What does the speaker say creativity should be treated like in education?

As important as literacy
Only for students in the arts
Less important than mathematics
A hobby that should happen after school

3. What common trait do the speaker’s stories about children highlight?

Children will take a chance and have a go
Children prefer working alone
Children avoid drawing and acting
Children always follow rules carefully

Do schools kill creativity? | Sir Ken Robinson | TED

Fear of being wrong and the hierarchy of school subjects (05:35 – 15:05)

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1. According to the speaker, what happens to many people as they grow up?

They stop learning languages
They become frightened of being wrong
They become more willing to be wrong
They stop caring about originality

2. In most education systems, which subjects are usually at the top of the hierarchy?

Drama and dance
Sports and physical education
The arts in general
Mathematics and languages

3. What does the speaker suggest is the ‘whole purpose’ public education seems to have, if you judge by the output?

To produce university professors
To produce artists and musicians
To produce entrepreneurs
To produce professional dancers

Do schools kill creativity? | Sir Ken Robinson | TED

Rethinking intelligence and educating the whole person (15:05 – 20:04)

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1. How does the speaker define creativity?

The ability to memorize information quickly
The process of having original ideas that have value
The talent for scoring high on exams
The skill of drawing realistically

2. What did the specialist conclude about Gillian after watching her move to the music?

She was simply being rude
She should repeat the school year
She wasn’t sick; she was a dancer
She needed medication immediately

3. What does the speaker say we must do for the future of education?

Rethink the fundamental principles of how we educate children
Mine our minds for one commodity more efficiently
Focus only on academic ability
Reduce the number of graduates worldwide

Do schools kill creativity? | Sir Ken Robinson | TED

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1. What is the speaker’s main argument about creativity in schools?

Creativity is only relevant for students who choose arts careers
Creativity is a rare gift that schools cannot influence
Current education systems often reduce creativity by punishing mistakes and narrowing what counts as ability
Schools should prioritize creativity less than literacy

2. What is one major reason the speaker says education systems look similar worldwide?

They were copied from art schools
They were designed mainly for online learning
They were designed to meet the needs of industrialism and academic selection
They are all controlled by the same international organization

3. Which view of intelligence best matches the talk?

Intelligence is diverse, dynamic, and distinct
Intelligence is only about language ability
Intelligence is mostly one fixed, testable skill
Intelligence is determined only by grades

Discussion Questions

Discuss the ideas from this video

Do schools kill creativity? | Sir Ken Robinson | TED

Do you agree that “if you're not prepared to be wrong, you'll never come up with anything original”? Why or why not?
Which parts of your education encouraged creativity, and which parts reduced it (for example, fear of being wrong, exams, or subject hierarchy)?
The speaker says schools educate children “from the waist up” and then focus on their heads. What does that metaphor mean to you, and do you see it in real schools?
If you could redesign school priorities (subjects, assessment, daily routines), what would you change to develop students’ creative capacities?