Courtesy of Scott Hilbert, a student in CRS 594 Creative Teaching & Learning Course:
The journal of experimental education
http://www.jstor.org/pss/20156824
This address is not working as a hyperlink so you may have to just copy and paste it into your browser bar. I like this article because it shows an historical perspective of our study, it was written in 1966. It also includes semantics as a part of the study. I like this website because it contains links to archived journals, not all of which contain creativity information, but I am certain that over 40 years of articles there may be some to be found.
• Creative Learning and Students’ Perspectives Research Project
http://www.ethnographyandeducation.org/downloads/CLASP_Final_Report.pdf
This is the final report of the Creative Learning and Students’ Perspectives Research Project or (CLASP). In this article you can find the results of a study of increased creative education in schools in Europe. It is a lengthy article; however it is helpful because it talks about effective techniques, and obstacles that need to be overcome in order for this idea to work. It also shows budget expenditures. I am becoming increasingly interested in this project and intend to investigate this one further as my chosen source for the assignment.
• Creative Thinking Rubric from Kansas
http://openedpractices.org/resource/creative-thinking-rubric-effective-practices-gifted-education-kansas
This is one of the sites that is not full of information, but since I found it, I thought that someone may find the example rubric to be helpful
• Creative engagements, thinking with children
http://www.inter-disciplinary.net/at-the-interface/education/creative-engagements-thinking-with-children/call-for-papers/
I did not find a lot of good information on this web site, but I still included it because it may be of interest to some of our students looking to submit an article to this cause. I also liked the structure of the seminar because it looks quite a bit like this class does.
• Developing Innovation in Education
http://asq.org/edu/2009/03/innovation/developing-innovation-in-education-a-disciplined-undertaking.pdf
I included this article on innovation because I found it to be relevant to what we are learning. As you look through the article you will see a section titled “Seeing with fresh eyes, asking new questions”. Does the sound familiar? There is also a section about the rise of creativity and how teachers must engage students in problem solving to help promote creativity.
• Creative Learning Experiences: European Experiences
http://www.tpress.free-online.co.uk/clasp.html
This is a sales page for the book entitled Creative Learning Experiences: European Experiences edited by Bob Jeffrey. As a part of the CLASP project nine research groups across Europe explored creative learning practices in a variety of different educational situations, and disclosed their findings in this book. It also identifies several traits of creative learning itself, which I though may be interesting to compare to what we are learning. I also liked this site because it has several links, on of which is one to the CLASP project.
• Emerging Practices in Entrepreneurship Education for Creatives
http://www.adm.heacademy.ac.uk/projects/adm-hea-projects/emerging-practices-in-entrepreneurship-education-for-creatives
This a page on the Art Design Media Subject Center website talks about creative enterprise education. This is apparently an establishment that supports higher education in the arts. The focus of the page that I included is to increase entrepreneurship in the arts area creatively. I liked this site because of the description it provided for this course, as well as links to courses and course study PDFs that may serve as good examples. It also provides a link to the Creative Warriors, a group also interested in the same goal as the course.
This blog will discuss the current issues in creativity by the graduate students at the International Center for Studies in Creativity at Buffalo State. www.buffalostate.edu/creativity The views expressed herein are those of the graduate students and do not necessarily represent the views of the International Center for Studies in Creativity or of any other Buffalo State College body.
Monday, April 18, 2011
How do we create life long learners?
Written by Graduate Student Thomas McCarthy
How do we motivate today’s students, specifically inner city students from lower income families, to become more engaged in school and become lifelong learners? Five years ago while in school to become a science teacher, I thought I had a good idea of how to do that. Now that I have spent the last five years in the classroom I feel more confused than ever.
My experience thus far as a teacher has been very different than I imagined it might be. I work at a city of Buffalo middle school and often feel more like a disciplinarian than a science instructor. With all that teachers must contend with throughout the day it is not often enough that my coworkers and I wonder if our students are becoming lifelong learners. We know some will be, but we also know those students usually have a strong family unit guiding them at home. Teachers also have to balance budget cuts with increased responsibilities (I now teach Science and Health to almost 300 different students during six classes a day) with little help from most parents. There is also the fact that many students today actually believe that they are not creative, talented, or smart and therefore have no desire to learn, in class or after graduation. This unfortunately is not just my experience in Buffalo; research shows that creativity may be imbued with social class based assumptions such as resilience, self-reliance, persistence, and control over one’s environment (Craft, 2003). In other words, the lower the socioeconomic situation of the student, the less self confidence the student will likely have, at least academically.
When I graduated from high school in the late nineteen-eighties, teaching concepts like inquiry, creativity in the classroom, mastery learning, and metacognitive learning strategies were nowhere to be found. Back then, and still today in some places, teachers stood in front of a room full of students and lectured. The students took notes, asked the occasional question and waited for the bell to ring. Then it was on to the next class in this assembly line type of learning.
Today things are different and are constantly evolving. A good teacher will try to establish a community of learning, in which the contribution of students’ ideas and questions are encouraged. Today’s teachers are aware that students bring many ideas to the classroom, and they give recognition to this. Master teachers work with an open-endedness, they start with something very open and everything evolves. They don’t know where they are going (Denmead, 2010). I believe that one strength of many of today’s teachers is their ability to engage their students in expressing ideas derived from personal experience. The student then starts thinking at a higher level and is more interested in the subject being discussed. Research shows that students value an open learning experience such as practical sessions, discussions, and projects, and in turn feel more prepared for real life and employment problem solving (Williamson, 2001). This then leads to an appreciation of knowledge and is the foundation of lifelong learning. No problem, sounds pretty easy, right?
As a middle school science teacher I have all four of the sciences to introduce to my students, biology, earth science, chemistry, and physics. I just don’t have enough time in most days for lessons taught in an open-ended environment. I have every minute planned and hopefully there won’t be many distractions. Teachers of some other subjects are allowed more freedom during a lesson, in fact, that freedom is necessary. Creative practitioners that contributed to a study of the topic noted the importance of uninhibitedness, of not being restricted, and of being like a child (Denmead, 2010). But according to www.connectamillionminds.com, science in the United States is falling far behind the rest of the world. Science teachers feel the sense of urgency to get students to perform right now.
Danmead (2010) suggests a possible explanation for observed pedagogical differences between teachers of subjects like Science or Math and teachers, or creative practitioners, of subjects like Art may be that the latter can position themselves as provocateurs while the former intervenes from the sidelines of the creative partnership to enforce order and discipline. This is especially true for me, a middle school teacher with lower income students. One of the most frustrating aspects of my current job is not getting through the material as deeply and efficiently with some classes as others due to disciplinary issues.
I understand this is not the most effective way to create lifelong learners, but honestly, my salary is based on how my students perform on assessments. Teacher tenure is becoming a thing of the past and I have a family to support. Teachers are left complying pedagogically to external mandates that emphasis role performance toward measurable and predictable outcomes (Ball, 2003). This is not just the opinions of a couple of bitter teachers. This is the state of teaching in America. As educators, our jobs depend on students scoring high on the assessments (whether or not administrators will admit it), so that is where most of our efforts go.
I realize this is not the situation for every teacher in every school. Location makes an incredible difference in teaching and learning. My wife is a high school science teacher in a very affluent suburb of Buffalo. Her day is about as different from mine as you can imagine. Student expectations are different. As a result the outcomes on assessments are different as well, and for me? It only seems to be getting worse. The presence of an excellence gap between advantaged and disadvantaged students is demonstrated on both state and national assessments of student performance, and the gaps between academic scores of more advantaged students and less advantaged groups has increased over the last six to seven years (Marshall et al., 2011). The resources available to students are important, but they are also unevenly distributed from school to school.
The most important resource, and possibly the most unevenly distributed resource in my opinion, is the stability and support provided at home. I have read research that says explicit instruction, where specific skills are taught, is the most effective method for teaching critical thinking skills (Halpern and Marin, 2001). But in the same paper Halpern and Marin (2001) also say that the students that participated in the study also attended classes after their regular school day or on Saturday, so they were likely different from the lower achieving students who did not choose to participate. The students who participated in the study most likely have a strong and stable home life that encourages the pursuit of knowledge and lifelong learning. I believe the importance of support and encouragement from home cannot be underestimated.
I believe that by engaging students in open ended activities, a teacher can activate the student's natural curiosity about things. This can lead to the students desire to explore and investigate rather than just "sit and take notes". The student becomes a participant rather than an observer. I also realize that sometimes this approach is just not realistic. It all depends on the school and the type of motivation for learning that the students have. Having teacher expectations that are achievable is vital to producing students who desire to become contributing members of society. Overcrowding classrooms tremendously hinders the teacher’s ability to recognizing which students need additional help and which students are exceptionally talented and creative. In school context, teacher’s role in recognizing gifted and creative students is crucial (Kousoulas and Mega, 2009). Personally, I have a total of almost three hundred students that I am responsible for. It is virtually impossible for me to know much about most of them. Unless I taught them last year and already have some knowledge of their lives, I’m just doing my best to have them score high (or just pass in many cases) and move on to the next grade. It’s a form of assembly line learning all over again.
Long after my students are out of my classroom I want them to be able to contribute to society. It is my opinion that not enough people try to make a difference. It feels to me like large portions of the population are sheep just following the crowd. It seems many people just accept things the way they are, and this happens for many reasons. Mostly it's just easier to not change, change is difficult. Ignorance is another big reason, I feel like many people just have no idea what's going on in the world. To have an impact, a person must know the facts. I want my students to want to be informed, to want to become lifelong learners, and I want them to know how to apply their knowledge to make their lives better. I want them to become and to continue to be informed decision makers.
What needs to happen to ensure our students want this for themselves? I believe it starts at home. A teacher can only do so much. We only see the students for small portion of the day. A parent’s job is to be a parent and lead by example. It is one thing for a child to be told that it’s important to become a lifelong learner by a teacher in a school. It has much more of an impact if they are shown how to become an informed decision maker by someone they love.
How do we motivate today’s students, specifically inner city students from lower income families, to become more engaged in school and become lifelong learners? Five years ago while in school to become a science teacher, I thought I had a good idea of how to do that. Now that I have spent the last five years in the classroom I feel more confused than ever.
My experience thus far as a teacher has been very different than I imagined it might be. I work at a city of Buffalo middle school and often feel more like a disciplinarian than a science instructor. With all that teachers must contend with throughout the day it is not often enough that my coworkers and I wonder if our students are becoming lifelong learners. We know some will be, but we also know those students usually have a strong family unit guiding them at home. Teachers also have to balance budget cuts with increased responsibilities (I now teach Science and Health to almost 300 different students during six classes a day) with little help from most parents. There is also the fact that many students today actually believe that they are not creative, talented, or smart and therefore have no desire to learn, in class or after graduation. This unfortunately is not just my experience in Buffalo; research shows that creativity may be imbued with social class based assumptions such as resilience, self-reliance, persistence, and control over one’s environment (Craft, 2003). In other words, the lower the socioeconomic situation of the student, the less self confidence the student will likely have, at least academically.
When I graduated from high school in the late nineteen-eighties, teaching concepts like inquiry, creativity in the classroom, mastery learning, and metacognitive learning strategies were nowhere to be found. Back then, and still today in some places, teachers stood in front of a room full of students and lectured. The students took notes, asked the occasional question and waited for the bell to ring. Then it was on to the next class in this assembly line type of learning.
Today things are different and are constantly evolving. A good teacher will try to establish a community of learning, in which the contribution of students’ ideas and questions are encouraged. Today’s teachers are aware that students bring many ideas to the classroom, and they give recognition to this. Master teachers work with an open-endedness, they start with something very open and everything evolves. They don’t know where they are going (Denmead, 2010). I believe that one strength of many of today’s teachers is their ability to engage their students in expressing ideas derived from personal experience. The student then starts thinking at a higher level and is more interested in the subject being discussed. Research shows that students value an open learning experience such as practical sessions, discussions, and projects, and in turn feel more prepared for real life and employment problem solving (Williamson, 2001). This then leads to an appreciation of knowledge and is the foundation of lifelong learning. No problem, sounds pretty easy, right?
As a middle school science teacher I have all four of the sciences to introduce to my students, biology, earth science, chemistry, and physics. I just don’t have enough time in most days for lessons taught in an open-ended environment. I have every minute planned and hopefully there won’t be many distractions. Teachers of some other subjects are allowed more freedom during a lesson, in fact, that freedom is necessary. Creative practitioners that contributed to a study of the topic noted the importance of uninhibitedness, of not being restricted, and of being like a child (Denmead, 2010). But according to www.connectamillionminds.com, science in the United States is falling far behind the rest of the world. Science teachers feel the sense of urgency to get students to perform right now.
Danmead (2010) suggests a possible explanation for observed pedagogical differences between teachers of subjects like Science or Math and teachers, or creative practitioners, of subjects like Art may be that the latter can position themselves as provocateurs while the former intervenes from the sidelines of the creative partnership to enforce order and discipline. This is especially true for me, a middle school teacher with lower income students. One of the most frustrating aspects of my current job is not getting through the material as deeply and efficiently with some classes as others due to disciplinary issues.
I understand this is not the most effective way to create lifelong learners, but honestly, my salary is based on how my students perform on assessments. Teacher tenure is becoming a thing of the past and I have a family to support. Teachers are left complying pedagogically to external mandates that emphasis role performance toward measurable and predictable outcomes (Ball, 2003). This is not just the opinions of a couple of bitter teachers. This is the state of teaching in America. As educators, our jobs depend on students scoring high on the assessments (whether or not administrators will admit it), so that is where most of our efforts go.
I realize this is not the situation for every teacher in every school. Location makes an incredible difference in teaching and learning. My wife is a high school science teacher in a very affluent suburb of Buffalo. Her day is about as different from mine as you can imagine. Student expectations are different. As a result the outcomes on assessments are different as well, and for me? It only seems to be getting worse. The presence of an excellence gap between advantaged and disadvantaged students is demonstrated on both state and national assessments of student performance, and the gaps between academic scores of more advantaged students and less advantaged groups has increased over the last six to seven years (Marshall et al., 2011). The resources available to students are important, but they are also unevenly distributed from school to school.
The most important resource, and possibly the most unevenly distributed resource in my opinion, is the stability and support provided at home. I have read research that says explicit instruction, where specific skills are taught, is the most effective method for teaching critical thinking skills (Halpern and Marin, 2001). But in the same paper Halpern and Marin (2001) also say that the students that participated in the study also attended classes after their regular school day or on Saturday, so they were likely different from the lower achieving students who did not choose to participate. The students who participated in the study most likely have a strong and stable home life that encourages the pursuit of knowledge and lifelong learning. I believe the importance of support and encouragement from home cannot be underestimated.
I believe that by engaging students in open ended activities, a teacher can activate the student's natural curiosity about things. This can lead to the students desire to explore and investigate rather than just "sit and take notes". The student becomes a participant rather than an observer. I also realize that sometimes this approach is just not realistic. It all depends on the school and the type of motivation for learning that the students have. Having teacher expectations that are achievable is vital to producing students who desire to become contributing members of society. Overcrowding classrooms tremendously hinders the teacher’s ability to recognizing which students need additional help and which students are exceptionally talented and creative. In school context, teacher’s role in recognizing gifted and creative students is crucial (Kousoulas and Mega, 2009). Personally, I have a total of almost three hundred students that I am responsible for. It is virtually impossible for me to know much about most of them. Unless I taught them last year and already have some knowledge of their lives, I’m just doing my best to have them score high (or just pass in many cases) and move on to the next grade. It’s a form of assembly line learning all over again.
Long after my students are out of my classroom I want them to be able to contribute to society. It is my opinion that not enough people try to make a difference. It feels to me like large portions of the population are sheep just following the crowd. It seems many people just accept things the way they are, and this happens for many reasons. Mostly it's just easier to not change, change is difficult. Ignorance is another big reason, I feel like many people just have no idea what's going on in the world. To have an impact, a person must know the facts. I want my students to want to be informed, to want to become lifelong learners, and I want them to know how to apply their knowledge to make their lives better. I want them to become and to continue to be informed decision makers.
What needs to happen to ensure our students want this for themselves? I believe it starts at home. A teacher can only do so much. We only see the students for small portion of the day. A parent’s job is to be a parent and lead by example. It is one thing for a child to be told that it’s important to become a lifelong learner by a teacher in a school. It has much more of an impact if they are shown how to become an informed decision maker by someone they love.
Sunday, April 17, 2011
Website Searches related to Creative Teaching and Learning
Courtesy of Caroline Pakel-Dunlop, a student in CRS 594 Creative Teaching & Learning Course:
The choice of sites is pretty eclectic and mostly reflects my belief that we need to learn about creativity and our creative self from all possible fronts - not just academia!
Wilderdom – to support any creative endeavour
http://wilderdom.com
Theme: experiential creative learning
This is the first and main website I would take with me on a new planet for creative learning... Its main focus is experiential learning and it offers an amazing range of resources to do exactly that. There are links, books, games, tools and techniques that cover most creative learning situations and audiences. I recommend you make this link part of your creative toolkit!
The School of Lost Borders – for our creative soul
http://schooloflostborders.org/
Theme: creativity as part of spirituality
Please forgive me for providing a very personal view of this site: this is a site offering a series of ‘programmes’ that invite people to retreat, reflect and re-connect with their authentic (and creative) self. The programmes are conducted in wild nature areas and use old, traditional and wise approaches from a variety of ethnic origins. The main goal is to allow the individual to grow in terms of awareness, intuitive understanding and connections with nature, himself/herself and others.
Alicia Arnold’s blog on creativity
http://alicia-arnold.com/tag/education/
Theme: daily creativity teaching for children
Alicia is one of the recent alumni from the Master programme and has recently started blogging on creativity with steady frequency. I read and see many blogs on ‘creativity’ and this one stands out in my mind for several reasons: first, it is simple, to the point and well-written; second, it is always insightful and meaningful as essentially anchored in Alicia’s experience of teaching creativity to her two young boys; and finally is it a source of useful links and references for further learning. It is, to my mind, a very empowering site when it comes to creative learning.
Another link to a UK University master programme on creativity and change leadership
http://creativity.city.ac.uk/
Theme: There is always a university teaching creativity near where you live in the UK.
As the list of links and references provided by Sue reflect, teaching creativity and learning about how to teach it best are popular themes in UK academia these days and increasingly so. The reality is now that there is always a university not too far away with some king of offering. This is one more for Jo Yudess’s list also!
This particular programme is run by one of the former directors of Synectics’ training section in the UK – now close as Synectics mostly focus their activity on consulting today.
Creatively Fit with Whitney Ferre
http://www.creativelyfit.com/
Theme: we are all creative and can access our creative self through artistic self-expression
Last summer, we organised our first creativity encounter/creative friends gathering in our home in Michigan. Whitney popped over on the last day and ran one of her workshops making us all paint what ended up a collective painting. I have recommended her site to a number of people since. Mostly to those who wish to explore their creative self through the arts. I like the fact that Whitney has no formal qualifications in the arts and that Creatively Fit emerged out of her own quest for her creative self, out of her own creative passion. I also like the fact that most of her programmes have a collective facet and take individual contributions to the level of collective creation. A different way to learn about creativity, don’t you think?
The choice of sites is pretty eclectic and mostly reflects my belief that we need to learn about creativity and our creative self from all possible fronts - not just academia!
Wilderdom – to support any creative endeavour
http://wilderdom.com
Theme: experiential creative learning
This is the first and main website I would take with me on a new planet for creative learning... Its main focus is experiential learning and it offers an amazing range of resources to do exactly that. There are links, books, games, tools and techniques that cover most creative learning situations and audiences. I recommend you make this link part of your creative toolkit!
The School of Lost Borders – for our creative soul
http://schooloflostborders.org/
Theme: creativity as part of spirituality
Please forgive me for providing a very personal view of this site: this is a site offering a series of ‘programmes’ that invite people to retreat, reflect and re-connect with their authentic (and creative) self. The programmes are conducted in wild nature areas and use old, traditional and wise approaches from a variety of ethnic origins. The main goal is to allow the individual to grow in terms of awareness, intuitive understanding and connections with nature, himself/herself and others.
Alicia Arnold’s blog on creativity
http://alicia-arnold.com/tag/education/
Theme: daily creativity teaching for children
Alicia is one of the recent alumni from the Master programme and has recently started blogging on creativity with steady frequency. I read and see many blogs on ‘creativity’ and this one stands out in my mind for several reasons: first, it is simple, to the point and well-written; second, it is always insightful and meaningful as essentially anchored in Alicia’s experience of teaching creativity to her two young boys; and finally is it a source of useful links and references for further learning. It is, to my mind, a very empowering site when it comes to creative learning.
Another link to a UK University master programme on creativity and change leadership
http://creativity.city.ac.uk/
Theme: There is always a university teaching creativity near where you live in the UK.
As the list of links and references provided by Sue reflect, teaching creativity and learning about how to teach it best are popular themes in UK academia these days and increasingly so. The reality is now that there is always a university not too far away with some king of offering. This is one more for Jo Yudess’s list also!
This particular programme is run by one of the former directors of Synectics’ training section in the UK – now close as Synectics mostly focus their activity on consulting today.
Creatively Fit with Whitney Ferre
http://www.creativelyfit.com/
Theme: we are all creative and can access our creative self through artistic self-expression
Last summer, we organised our first creativity encounter/creative friends gathering in our home in Michigan. Whitney popped over on the last day and ran one of her workshops making us all paint what ended up a collective painting. I have recommended her site to a number of people since. Mostly to those who wish to explore their creative self through the arts. I like the fact that Whitney has no formal qualifications in the arts and that Creatively Fit emerged out of her own quest for her creative self, out of her own creative passion. I also like the fact that most of her programmes have a collective facet and take individual contributions to the level of collective creation. A different way to learn about creativity, don’t you think?
Website Searches related to Creative Teaching and Learning
Courtesy of Matthew Worwood, a student in CRS 594 Creative Teaching & Learning Course:
http://www.aalto.fi/en/about/
Finland has served as a role model for western education systems during the last decade. During the 90s an economic disaster forced the country to examine its manufacturing based economy. The result was a transformation to a knowledge-based economy and a focus toward technology and innovation. Aalto University is an example of continued innovative ideas emerging from Finland, merging the school of economics, school of art and design, and school of technology. I selected this program/Web site because I am confident that this program will support and develop the current tradition of creativity and innovation coming from Finland. I am also aware of a similar project currently underway at a US university. I believe that integrating disciplines, sharing ideas and implementing innovative education ideas will lead to future innovation.
http://www.unleashingideas.org/
“Global Entrepreneurship Week, an initiative to inspire young people to embrace innovation, imagination and creativity. To think big -- and to turn their ideas into reality.” This statement communicates the connection and relevance of this project to creativity. Its success is demonstrated after 8,277 organizations around the world, planned events during Global Entrepreneurship Week. This Web sites serves as the central hub for this program, sharing ideas, promoting upcoming events and communicating statistics to the project. A global movement designed to unleash ideas. I selected this Web site rather then defaulting to TED.org. Great resources and information to get involved.
http://www.callingallinnovators.com
Making another reference to Finland, this Web site is produced by a leader and beneficiary of Finland’s transformation to a knowledge-based economy, Nokia. The mobile technology company provides challenges to the global community related to innovation in digital technologies with a cash prize. Granted, another challenge Web site, but with a focus to wireless services. Stephen Johnson explores how the Internet, and a connected world, promotes idea sharing that leads to innovation. A win for Nokia, but also a win for a technology sector that provides an opportunity to share and receive ideas in a single second. I believe that digital technologies have spurred the latest desire and interest in creativity referenced in Sue’s PowerPoint presentation in 2005. Technology is also an important aspect of 21st Century Skills.
http://imaginecup.com/
As a distinguished Apple Educator this is a difficult Web site to reference, but Microsoft are funding the ‘Imagine Cup’. An initiative that acknowledges students around the world, have ideas. A particular focus for me is the The Imagine Cup Solve This program, which challenges students to develop solutions for real-world problems submitted by IGOs, NGOs and non-profits. There is a library of current issues that can be explored and developed in a project-based learning environment that I feel would work in most classrooms, whatever the subject.
http://www.kiva.org/
Entrepreneurial ideas from developing nations with ordinary people like you and I. Rather then donating money to charity, KIVA provides an opportunity for you to invest in a creative idea from an individual wanting to start their own business. This is a creative way to support the fight against poverty, and is in my mind an absolute definition of a creative idea! I respect any Web site that promotes and shares creative ideas, but KIVA takes it a step further by adding this charitable aspect to the project. An entrepreneur is someone who has an idea that has financial worth, often these ideas are new and useful to society. Since its creation over half a million entrepreneurs have been funded through the program, and an unbelievable 98% have paid back their initial investment! Clearly a lot of ideas have come into fruition from this Web site.
http://www.etsy.com/
We all know ebay, but etsy is the ebay of creativity! Thousands of creative products have been developed and sound through this Web site. I love this Web site purely because I feel that many creative hobbies and crafts have provided a modest income to some very creative and artistic people. Definitely a Web site for those with a creative ability in artistic design, but for anyone who respects creativity I high recommend a quick tour!
http://www2.ed.gov/programs/innovation/index.html
Perhaps a little self-serving after a program I work on has received significant funding from this initiative, but the Investing in Innovation (i3) grant is designed to fund innovative ideas in education that promote creativity and innovation in our future generation. Part of Obama’s Blue Print for Reform, I’m confident that ‘If’ implemented as designed, this program has the ability to scale up projects in education that will be extremely beneficial to all those who respect creativity!
http://ted.org
http://www.ibm.com/smarterplanet/us/en/
http://www.dcalni.gov.uk/index/arts_and_creativity/unlocking_creativity_initiative.htm
Unlocking Creativity: A Strategy for Development (A plan to basicially make a more creative society)
Another site worth investigation - especially for those interested in Creative Problem Solving.
http://openideo.com/
http://www.aalto.fi/en/about/
Finland has served as a role model for western education systems during the last decade. During the 90s an economic disaster forced the country to examine its manufacturing based economy. The result was a transformation to a knowledge-based economy and a focus toward technology and innovation. Aalto University is an example of continued innovative ideas emerging from Finland, merging the school of economics, school of art and design, and school of technology. I selected this program/Web site because I am confident that this program will support and develop the current tradition of creativity and innovation coming from Finland. I am also aware of a similar project currently underway at a US university. I believe that integrating disciplines, sharing ideas and implementing innovative education ideas will lead to future innovation.
http://www.unleashingideas.org/
“Global Entrepreneurship Week, an initiative to inspire young people to embrace innovation, imagination and creativity. To think big -- and to turn their ideas into reality.” This statement communicates the connection and relevance of this project to creativity. Its success is demonstrated after 8,277 organizations around the world, planned events during Global Entrepreneurship Week. This Web sites serves as the central hub for this program, sharing ideas, promoting upcoming events and communicating statistics to the project. A global movement designed to unleash ideas. I selected this Web site rather then defaulting to TED.org. Great resources and information to get involved.
http://www.callingallinnovators.com
Making another reference to Finland, this Web site is produced by a leader and beneficiary of Finland’s transformation to a knowledge-based economy, Nokia. The mobile technology company provides challenges to the global community related to innovation in digital technologies with a cash prize. Granted, another challenge Web site, but with a focus to wireless services. Stephen Johnson explores how the Internet, and a connected world, promotes idea sharing that leads to innovation. A win for Nokia, but also a win for a technology sector that provides an opportunity to share and receive ideas in a single second. I believe that digital technologies have spurred the latest desire and interest in creativity referenced in Sue’s PowerPoint presentation in 2005. Technology is also an important aspect of 21st Century Skills.
http://imaginecup.com/
As a distinguished Apple Educator this is a difficult Web site to reference, but Microsoft are funding the ‘Imagine Cup’. An initiative that acknowledges students around the world, have ideas. A particular focus for me is the The Imagine Cup Solve This program, which challenges students to develop solutions for real-world problems submitted by IGOs, NGOs and non-profits. There is a library of current issues that can be explored and developed in a project-based learning environment that I feel would work in most classrooms, whatever the subject.
http://www.kiva.org/
Entrepreneurial ideas from developing nations with ordinary people like you and I. Rather then donating money to charity, KIVA provides an opportunity for you to invest in a creative idea from an individual wanting to start their own business. This is a creative way to support the fight against poverty, and is in my mind an absolute definition of a creative idea! I respect any Web site that promotes and shares creative ideas, but KIVA takes it a step further by adding this charitable aspect to the project. An entrepreneur is someone who has an idea that has financial worth, often these ideas are new and useful to society. Since its creation over half a million entrepreneurs have been funded through the program, and an unbelievable 98% have paid back their initial investment! Clearly a lot of ideas have come into fruition from this Web site.
http://www.etsy.com/
We all know ebay, but etsy is the ebay of creativity! Thousands of creative products have been developed and sound through this Web site. I love this Web site purely because I feel that many creative hobbies and crafts have provided a modest income to some very creative and artistic people. Definitely a Web site for those with a creative ability in artistic design, but for anyone who respects creativity I high recommend a quick tour!
http://www2.ed.gov/programs/innovation/index.html
Perhaps a little self-serving after a program I work on has received significant funding from this initiative, but the Investing in Innovation (i3) grant is designed to fund innovative ideas in education that promote creativity and innovation in our future generation. Part of Obama’s Blue Print for Reform, I’m confident that ‘If’ implemented as designed, this program has the ability to scale up projects in education that will be extremely beneficial to all those who respect creativity!
http://ted.org
http://www.ibm.com/smarterplanet/us/en/
http://www.dcalni.gov.uk/index/arts_and_creativity/unlocking_creativity_initiative.htm
Unlocking Creativity: A Strategy for Development (A plan to basicially make a more creative society)
Another site worth investigation - especially for those interested in Creative Problem Solving.
http://openideo.com/
Friday, April 15, 2011
More Creativity Links!
Courtesy of Melinda Walker, a student in CRS 594 Creative Teaching & Learning Course:
http://dschool.stanford.edu/k12/classes.php
The Standford d-school (the d is short for design) has branched out to reach K-12 students around the world. Stanford university professors and graduate students, along with local and national businesses, foundations, and orginazitions work together to empower teachers and students with training and support in design thinking. While their focus is mainly the underprivledged, they have also partnered with the Nueva School for the gifted and talented. Classes and training are mentioned, however they may only be for Stanford students.
http://www.ahc-oakland.org/index.html
The mission statement of the Attitudinal Healing Connection is “to eliminate violence by offering creative and educational programs that transform the human spirit and build peaceful, loving, communities for all humanity.” While this organization’s main focus is to to put an end to violence through emotinal healing, they have chosen to do this by providing safe opportunities for creative expression. Their ArtEsteem program for kids teaches them to visualize, design, and create themselves as a super hero and then write about their positive powers. They also offer a leadership institute that includes training in problem solving and identifying personal assets. AHC is located in Oakland, CA, one of the most violent places in America due to the high percentage of drugs, gangs, poverty, and high school drop out rates.
http://www.exploratorium.edu/about/structured_learning/
Learning through exploration is the goal of the Exploratorium. Although their hands-on interactive exhibits my range from water to your weight on other planets, the Exploratorium wants everyone to leave knowing “the world is an understandable place and that learning to understand it is satisfying and a lot of fun.” They strive to “create a culture of learning through innovative environments, programs, and tools that help people nurture their curiosity about the world around them.” The Exploratorium excells at heightening anticipation, making it a very popular field trip with both students and teachers.
http://zeum.com/about/index.html
Zeum is a hands-on multimedia and technology arts museum for kids. Their goal is to nuture the 3 C’s of the 21st century (creativity, collaboration, and communication) in order to “inspire new ideas and innovative solutions.” Everyone leaves Zeum having created something new. Their website provides information about their exhibits and activities, as well as educational programming.
http://www.myglobalschool.org/strategic-learning
The mission statement of the Global School of Silicon Valley states it is "committed to providing each student an exemplary American educational experience, while focusing on Holistic Development, Creativity and Entrepreneurship, and nurturing them into men and women who are Global citizens committed to the spirit of Excellence". The principal elaborates a bit by stating the school will encourage “initiative, self-discipline, critical thinking, and creative problem-solving.” This school is part of a 22 school international network of eight countries. By collaborating with others from around the world, the global school aims to increase cross-cultural learning for teachers and students, share and develop best practices, and formulate consistent educational policies.¬¬¬
http://dschool.stanford.edu/k12/classes.php
The Standford d-school (the d is short for design) has branched out to reach K-12 students around the world. Stanford university professors and graduate students, along with local and national businesses, foundations, and orginazitions work together to empower teachers and students with training and support in design thinking. While their focus is mainly the underprivledged, they have also partnered with the Nueva School for the gifted and talented. Classes and training are mentioned, however they may only be for Stanford students.
http://www.ahc-oakland.org/index.html
The mission statement of the Attitudinal Healing Connection is “to eliminate violence by offering creative and educational programs that transform the human spirit and build peaceful, loving, communities for all humanity.” While this organization’s main focus is to to put an end to violence through emotinal healing, they have chosen to do this by providing safe opportunities for creative expression. Their ArtEsteem program for kids teaches them to visualize, design, and create themselves as a super hero and then write about their positive powers. They also offer a leadership institute that includes training in problem solving and identifying personal assets. AHC is located in Oakland, CA, one of the most violent places in America due to the high percentage of drugs, gangs, poverty, and high school drop out rates.
http://www.exploratorium.edu/about/structured_learning/
Learning through exploration is the goal of the Exploratorium. Although their hands-on interactive exhibits my range from water to your weight on other planets, the Exploratorium wants everyone to leave knowing “the world is an understandable place and that learning to understand it is satisfying and a lot of fun.” They strive to “create a culture of learning through innovative environments, programs, and tools that help people nurture their curiosity about the world around them.” The Exploratorium excells at heightening anticipation, making it a very popular field trip with both students and teachers.
http://zeum.com/about/index.html
Zeum is a hands-on multimedia and technology arts museum for kids. Their goal is to nuture the 3 C’s of the 21st century (creativity, collaboration, and communication) in order to “inspire new ideas and innovative solutions.” Everyone leaves Zeum having created something new. Their website provides information about their exhibits and activities, as well as educational programming.
http://www.myglobalschool.org/strategic-learning
The mission statement of the Global School of Silicon Valley states it is "committed to providing each student an exemplary American educational experience, while focusing on Holistic Development, Creativity and Entrepreneurship, and nurturing them into men and women who are Global citizens committed to the spirit of Excellence". The principal elaborates a bit by stating the school will encourage “initiative, self-discipline, critical thinking, and creative problem-solving.” This school is part of a 22 school international network of eight countries. By collaborating with others from around the world, the global school aims to increase cross-cultural learning for teachers and students, share and develop best practices, and formulate consistent educational policies.¬¬¬
Thursday, April 14, 2011
Website Searches related to Creative Teaching and Learning
Courtesy of Catherine Tillman a student in CRS 594 Creative Teaching & Learning Course:
• www.guggenheim.org/new-york/education/school-educator-programs/professional-development/3938
Teaching for Creativity: An Institute for Educators at the Guggenheim
The Guggenheim offers a week-long program for educators that builds upon the findings of a four-year research program completed by the Guggenheim Museum called the Art of Problem Solving. The purpose of the research initiative was to “identify the skills associated with problem solving and determine how educators can encourage the development of these skills with their students including experimentation, flexibility, and intentionality.” The institute is funded by a grant from the US Dept of Education. I particularly like this program because it emphasizes the exploration of research based methods for promoting creativity and problem solving in the classroom, and because as an educator, I am always looking for professional development courses related to creativity and this looks like a good one! Recently I also participated in another great professional development course you might be interested in
http://www.creativityworkshop.com/
• http://www.idspublishing.com/langers.htm
http://www.ellenlanger.com/about/
I feel in love with Harvard Psychologist Ellen Langer when I chose her book, Mindfulness, as the subject of my first research paper for my graduate course work at Buffalo State in Creative Studies. Her definition of mindfulness comes close to the definition of creative personality; mindfulness, according to Langer, involves, novelty-seeking, engagement, novelty producing, and flexibility. She has now created an assessment to measure mindfulness called the LMS. Although Langer does not say she is promoting creativity per se, I believe all four of her popular books http://www.ellenlanger.com/books are continuing to educate the public about the value of creativity and her research lends refreshing insight into the field.
• http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
http://www.hole-in-the-wall.com/
http://sugatam.blogspot.com/2007/10/hole-in-wall-experiments-current-status.html
I found Sugata Mitra from a friend who thought I might be interested in his work. He is an education scientist and professor of educational technology who is using computers and self-instruction (he calls it “minimally invasive education”) in remote locations to revolutionize what we know about teaching and learning. Fascinating. His work is really changing my attitudes about teaching and learning. “His project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.”
• http://www.psychologytoday.com/topics/creativity
I found this site at Psychology Today from a link on Dr. Shelly Carson’s website. She is a Harvard professor who is the author of the book, Your Creative Brain. She includes a link to this site noting that it includes links to fascinating blogs about creativity. What surprised me about this site is the fact that there are so many people out there blogging about so many different aspects of creativity. One blog that I particularly like is by Mark Batey, http://www.psychologytoday.com/blog/working-creativity/201102/is-creativity-the-number-1-skill-the-21st-century
who is Joint Chair of The Psychometrics at Work Research Group at Manchester Business School, and researches the psychology of creativity. Batey is an editor for the International Journal of Creativity and Problem Solving and sits on the Editorial Board for the American Journal of Psychology of Aesthetics, Creativity and Arts (PACA).
• http://www.pbs.org/parents/creativity/
PBS has a great website to help parents and their children explore creativity. The site includes activities for the children and lots of background information for the parents. I found this link in the resource section of a book I have, Creative Activities for Young Children, 10th Edition, by Mary Mayesky. I like it because it is evidence that parents are starting to realize the value of creativity with their young children. Hooray!
• www.guggenheim.org/new-york/education/school-educator-programs/professional-development/3938
Teaching for Creativity: An Institute for Educators at the Guggenheim
The Guggenheim offers a week-long program for educators that builds upon the findings of a four-year research program completed by the Guggenheim Museum called the Art of Problem Solving. The purpose of the research initiative was to “identify the skills associated with problem solving and determine how educators can encourage the development of these skills with their students including experimentation, flexibility, and intentionality.” The institute is funded by a grant from the US Dept of Education. I particularly like this program because it emphasizes the exploration of research based methods for promoting creativity and problem solving in the classroom, and because as an educator, I am always looking for professional development courses related to creativity and this looks like a good one! Recently I also participated in another great professional development course you might be interested in
http://www.creativityworkshop.com/
• http://www.idspublishing.com/langers.htm
http://www.ellenlanger.com/about/
I feel in love with Harvard Psychologist Ellen Langer when I chose her book, Mindfulness, as the subject of my first research paper for my graduate course work at Buffalo State in Creative Studies. Her definition of mindfulness comes close to the definition of creative personality; mindfulness, according to Langer, involves, novelty-seeking, engagement, novelty producing, and flexibility. She has now created an assessment to measure mindfulness called the LMS. Although Langer does not say she is promoting creativity per se, I believe all four of her popular books http://www.ellenlanger.com/books are continuing to educate the public about the value of creativity and her research lends refreshing insight into the field.
• http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html
http://www.hole-in-the-wall.com/
http://sugatam.blogspot.com/2007/10/hole-in-wall-experiments-current-status.html
I found Sugata Mitra from a friend who thought I might be interested in his work. He is an education scientist and professor of educational technology who is using computers and self-instruction (he calls it “minimally invasive education”) in remote locations to revolutionize what we know about teaching and learning. Fascinating. His work is really changing my attitudes about teaching and learning. “His project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge.”
• http://www.psychologytoday.com/topics/creativity
I found this site at Psychology Today from a link on Dr. Shelly Carson’s website. She is a Harvard professor who is the author of the book, Your Creative Brain. She includes a link to this site noting that it includes links to fascinating blogs about creativity. What surprised me about this site is the fact that there are so many people out there blogging about so many different aspects of creativity. One blog that I particularly like is by Mark Batey, http://www.psychologytoday.com/blog/working-creativity/201102/is-creativity-the-number-1-skill-the-21st-century
who is Joint Chair of The Psychometrics at Work Research Group at Manchester Business School, and researches the psychology of creativity. Batey is an editor for the International Journal of Creativity and Problem Solving and sits on the Editorial Board for the American Journal of Psychology of Aesthetics, Creativity and Arts (PACA).
• http://www.pbs.org/parents/creativity/
PBS has a great website to help parents and their children explore creativity. The site includes activities for the children and lots of background information for the parents. I found this link in the resource section of a book I have, Creative Activities for Young Children, 10th Edition, by Mary Mayesky. I like it because it is evidence that parents are starting to realize the value of creativity with their young children. Hooray!
Wednesday, April 13, 2011
What’s missing in Art Education? A Paradox: Art Making without Creativity
Written by Graduate Student Khrista RIchardson
The link between art making and creativity seems like an obvious one. Great artists have long been revered for their exciting, imaginative and unique way of seeing the world, interpreting ideas and emotions, and solving complex problems. Teaching children to think like an artist in creative and imaginative ways and to express themselves visually is vitally important, especially in the tremendously visual culture we experience today. It seems that, to many educators, the act of teaching art to children has been confused with something else; something light, crafty and quick. Something for which there is an exact approach and an ideal outcome; where the goal is to conform and to be rewarded with a good grade.
Incorporating creativity into the art room seems easy, like a natural reaction that would happen on its own, which is probably why so many art teachers fail to intentionally integrate it into their plans. It’s easy for a teacher to come up with quick “make it and take it” art lessons that only require students to follow simple directions in order to create a product. Preparing creative, thought provoking lessons is time consuming and requires careful planning. Take a scan down the hallways of the typical elementary school and you’re sure to see almost identical pieces of seemingly mass-produced, construction paper assemblages. The highly regarded high school art program I have had experience with seems to focus heavily on technique, vocabulary, and rote memorization of artists and dates rather than creativity and expression. I believe that many art and classroom teachers are grossly misrepresenting the act of art making to their students, and in turn, unknowingly diminishing their creativity and intrinsic motivation toward the act of art making. Alane Jordan Starko, author of “Creativity in the Classroom” (2005), addresses this by stating “If the teacher selects the problem and decides how it should be solved, the end products (although potentially providing the opportunity for students to practice artistic techniques) are more a reflection of the teacher’s creativity than the students’” (p. 263). Providing students with a defined problem to solve and step by step instructions on how to solve it is not enhancing their understanding of art or creativity, it’s stifling it. It is my belief that freedom and choice are what the current art room most requires yet, regrettably, lacks.
Freedom and Choice
Freedom, both one of Goran Ekvall’s (1996) dimensions for organizational creativity, and Teresa Amabile’s (1998) potential “Creativity Killer” (the lack of freedom, or over-control), is essential to the environment in which creativity is to take place. Ekvall defines freedom as “The independence in behavior exerted by the people in the organization…The opposite climate would include people who are passive, rule-bound and anxious to stay inside established boundaries” (1996, p. 107). Amabile states that “People will be more creative… if you give them freedom to decide how to climb a particular mountain. You needn't let them choose which mountain to climb.” (1998, p. 81). In other words, students need to be able to define their own problems and discover their own solutions when faced with a task; and it’s the responsibility of the teacher to set up the task and make sure that happens. If autonomy is valued in the art classroom, intrinsic motivation will flourish and students will want to make art (Amabile, 1989).
Materials
In order to incorporate freedom into an art class room, the teacher must be mindful of a variety of factors. Although young children may need limits, goals and a sense of how to accomplish a task, the more choices children are presented with, the more creative they will be (Amabile, 1989). Choice of materials is one way to give students freedom in the art room. Having worked in and visited numerous art rooms, I have noticed art educators limiting materials for certain projects, using paint for one unit and colored pencils for another. This can significantly inhibit the creativity of students. As Amabile states, “If children are presented with just one particular way of doing something, they will become like the rat in the maze who habitually takes the straight, uncomplicated, and uncreative way out” (1989). When an art teacher gives her students the choice of materials, she is not only providing them with freedom or choice, she is asking them to think about the qualities of materials; how one material would express feelings or thoughts differently than another, and to think about what material would work best for them, rather than for the entire class. This simple act can encourage higher-order thinking skills, heightened emotional intelligence, and of course, creativity.
An approach to preparing students for freedom of materials in the art room could be to introduce art materials in an innovative way, contrary to the way most art educators do so. Instead of setting up lessons throughout the year to expose students to a variety of different materials through specific, material based projects, art teachers can set up exploratory lessons in the beginning of the school year. These exploratory lessons should be no stakes, low pressure assignments that allow students the freedom to get familiar with materials without fear of being graded or judged. Through a study on creative behavior, Torrance found that “individuals having experienced a period of unevaluated practice coupled with encouragement for free experimentation will produce ideas which will be judged to have a higher degree of various creative qualities” (1965, p. 160). After experimenting, students could write journal entries explaining how the material made them feel (in control, loose, ridged, etc.), and, potentially, what kind of project this material could be used for. Perhaps the purpose of the first few weeks of an art class could be for students to familiarize themselves with the materials provided. This way, students would be able handle the freedom to choose from materials in the future, based on what they had learned early on in the class. This approach could help students produce more creative and emotional pieces of art.
Student Self-Reflection
Another way for an art educator to incorporate freedom into her curriculum is to plan activities that directly relate to her student’s lives, rather than planning every step of a procedure that yields similar results for each student. When students are asked to reflect on their own experiences and to create art based on their feelings, memories, or thoughts pertaining to an idea presented by the teacher, they have the freedom to create individual and unique pieces of art. Szekely states that “When teachers assume that students can make artworks simply by following instructions, they are forgetting how important thinking about art ideas and preparing for the artwork are in the art process” (as cited in Starko, 2005, p. 264). Encouraging students to reflect upon their lives in a meaningful way will help them to see that art is relevant; not intangible or useless. Lessons that encourage students to ask questions, investigate, take themselves seriously and observe the world around them will yield beautiful, meaningful, and unique results. Students will begin to understand the act of art making as a viable mode of communication and expression rather than a perfectly planned route leading to an exact, ideal outcome (Szekely as cited in Starko, 2005).
Creating relevant lessons that will encourage students to think deeply and introspectively will never be a simple task. Students at any grade level may feel uncomfortable or confused when asked to think about the relationship between an idea that is presented by the teacher and their own personal life. They are very rarely asked to reflect on their own experiences in relation to algebra, physics, or biology, which is why it is imperative to ask these kinds of questions in the art room. Due to some students’ inexperience in self-reflective thinking, creative thinking strategies may be employed to help them generate ideas and responses to the tasks presented.
Independent divergent thinking is a great way to help students develop many ideas for their art work without giving explicit directions. A useful model called Talents Unlimited outlines a strategy to encourage divergent thinking in the classroom. Talents Unlimited, created by Dr. Carol Schlichter (1986), is based on the Taylor’s Talents model for teaching by Calvin Taylor (1967), and Guilford’s work on the nature of intelligence (1956). Although Schlichter explains six useful talent areas in the Talents Unlimited model that encourage general creative thinking, the first talent area, Productive Thinking, deals specifically with divergent thinking. Productive Thinking can be explicitly taught to students in the art room by asking them to do the following specific tasks in a journal when posed with a challenge (Schlichter as cited in Starko 2005):
1. Think of many ideas (fluency)
2. Think of varied ideas (flexibility)
3. Think of unusual ideas (originality)
4. Add to their ideas to make them better (elaboration)
Conclusion
Authentic visual expression of emotion and thought ultimately rely on choice of execution. When we take freedom and choice out of art making, what’s left is unimaginative, insignificant and thus fails to be art at all. Consequently, the teaching of art to children of any age should be tightly bound to the teaching of creative thinking. Although the term creativity may often be linked to art making, one does not automatically come with the other. It can be challenging and messy to incorporate authentic creativity into the art room, but with freedom and choice, I believe students will come to understand, recognize, and respond to the world around them in a thoughtful and meaningful way. By linking art and creativity, teachers can help students come to understand art as an intelligent and extraordinary visual response to the individually defined big questions in life.
Khrista Richardson, a current Creative Studies graduate student at Buffalo State College, has a Bachelor's degree in Art Eduaction. Khrista is currently fulfilling a year of service with Western New York Americorps ABLE (Americorps Builds Lives through Education) program, working as a full time tutor at a Buffalo charter school.
References
Amabile, T. (1989). Growing up creative: Nurturing a lifetime of creativity. Amherst, MA: Creative Education Foundation.
Amabile, T. (1998). How to kill creativity. Havard Business Review, 76(5), 77-87.
Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5(1), 105-123.
Starko, A, J. (2005). Creativity in the classroom. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
Guilford, J. P. (1956). Structure of intellect. Psychological Bulletin, 53, 267–293.
Schlichter, C. L. (1986). Talents Unlimited: An inservice education model for teaching thinking skills. Gifted Child Quarterly, 30(3), 119–123.
Taylor, C. W. (1967). Questioning and creating: A model for curriculum reform. Journal of Creative Behavior, 1(1), 22–33.
Torrance, E. P. (1965). Rewarding creative behavior. Englewood Cliffs, NJ: Prentice-Hall, Inc.
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