New Creativity Course Teaches Students to Create More Problems!
By the Shielded Senior
Given the growing world troubles, it is imperative that our students learn how to think creatively to solve pressing issues such as climate change, poverty, and homelessness. Hence, this brings forth the need for a state-mandated creativity course in our schools. For years, many have argued that the Common Core in New York State has lowered the creative thinking skills of students, hurting their chances of making a positive impact on the world with their creativity. Therefore, I propose that the Common Core should instate a class on Creative Methodology, allowing students to create their own problems!
With this new creative methodology course, created and screened by the smartestest people in the very tallest buildings with the very highest standardized test scores from the best prep-schools in New England, in fact, the whole world, student approaches to studying for the Common Core will change because they will now be required to create problems on their own that are similar to test day questions. The experimental course has begun at Rockefeller-Carnegie High School, targeting the Earth Science Regents. As the Earth continues to warm, these very smart Albany education professionals believe that it is best to help New York students create more problems and be completely able to solve all seventeen of the UN’s Sustainable Development Goals (SDGs). They may even be able to create new problems for more SDGs! Seventeen isn’t enough!
On the Earth Science Regents, when studying the units on climate change, students will come up with their own questions to answer. Rather than having discussions about how we can create sustainable solutions, students in Mr. Cole Andoil's class will put their creative minds to the test. One student named Eden was almost spot on. Eden’s question states “Do hurricanes have names?” Her question was so similar to the climate change question that stated “What is a hurricane name?” With the new curriculum, Eden began to ask questions that got her thinking… about the questions on the test. She is… dare-I-say practically on par with Greta Thunberg.
Mr. Andoil believes that his students are becoming so creative. “These students are practically developing themselves into full-on test creators for climate change. We definitely need millions of future leaders who can create more problems for us.”
With this new course, students have begun passing with flying colors on their practice Regents Exam. Best of all, when they get home from school, they are truly acting on their problems. One student came back to class and told all her classmates that she wanted to practice for creating her next question on natural disasters, so she overfilled her bathtub to see what a flood would look like.
Another classmate came in the next day to discuss that he took his “Are wildfires real?” question to the next level; he burnt his house down. How inventive! Creatively, he was right! Wildfires are so real, and he already created one. An anonymous source says that this student inspired the California wildfires. Today, after class, one student is really going to try to see if global warming is real. After learning about specific brands of Freons and gasoline, he found a black market that sold five tanks to him. How creative!?!
The Pew Research Centre has stated that the Creative Methodology course has helped the students’ “creativity quotients” grow 1.00%. Mr. Andoil has created the idea in his head that this statistic is truly amazing. “If you squint your eyes, you can basically see 100%!” He is flattered by the support of the people in the very tallest buildings as well.
In all seriousness, a class in creativity would not solve “The Creativity Crisis” that faces our youth with the Common Core and standardized tests. Creativity should encourage students to explore on their own, yet a class specifically designed for students to create would only further ingrain the idea that students have to think a certain way. Rather, creative thought should be expressed in the current curriculum, making time for students to hypothesize answers to open-ended questions and bounce off ideas together. It should be a natural process. Then, hopefully, our students will embrace questioning the world around them with creative solutions, not creative problems.
