A Quote by Jonah Lehrer

The vocational approach at NOCCA (New Orleans Center for the Creative Arts) helps build grit in students. It teaches them how to be single-minded in pursuit of a goal, to sacrifice for the sake of a passion. The teachers demand hard work from their kids because they know, from personal experience, that creative success requires nothing less.
To me, the most shocking thing about grit is how little we know, how little science knows, about building it. Every day, parents and teachers ask me, 'How do I build grit in kids? What do I do to teach kids a solid work ethic? How do I keep them motivated for the long run?' The honest answer is, I don't know.
To put it simply, we need to keep the arts in education because they instill in students the habits of mind that last a lifetime: critical analysis skills, the ability to deal with ambiguity and to solve problems, perseverance and a drive for excellence. Moreover, the creative skills children develop through the arts carry them toward new ideas, new experiences, and new challenges, not to mention personal satisfaction. This is the intrinsic value of the arts, and it cannot be overestimated.
Suddenly creativity is the popular goal. Ironically, a quality dissonant with our conventional education process is greatly in demand in adults - and those who survive the system without losing their creative integrity are richly rewarded. The magic word in a book's title almost ensures sales: Creative Stitchery, Creative Cookery, Creative Gardening. ... Perhaps we are trying to develop something that was innately ours.
I set out to show that there exists single creative activity,which is displayed alike in the arts and in the sciences.It is wrong to think of science as a mechanical record of facts, and it is wrong to think of the arts as remote and private fancies. What makes each human, what makes them universal, is the stamp of the creative mind.
It's actually hard for creative people to know themselves because the creative self is more complex than the non-creative self. The things that stand out the most are the paradoxes of the creative self ... Imaginative people have messier minds.
Teaching is a huge part of what I do. I love to think about what I do out loud, and the best way to do this is to teach. I usually learn a lot from the students in my workshops, because we work to build the classes around a collaborative environment where everyone is working towards the same goal of learning how to observe and see the subject well, because everyone brings different approaches and experiences with them, the other students and myself learn new methods that we can add into what we do.
People equate job titles to levels of creativity. We think that musicians are creative while accountants are not. Job title has nothing to do with human creativity. In fact, we all have enormous creative potential. Even those that often state with authority that "I'm not creative." With a systematic approach to building creative capacity, we all have the opportunity to create and leave a mark on the world.
There is an attempt to deskill teaches by removing matters of conception from implementation. Teachers are no longer asked to be creative, to think critically, or to be creative. On the contrary, they have been reduced to the keeper of methods, implementers of an audit culture, and removed from assuming autonomy in their classrooms.
I never divide photographers into creative and uncreative, I just call them photographers. Who is creative? How do you know who is creative or not?
There's also the tradition of voodoo, the Haitian magic arts, in New Orleans. And because New Orleans is below sea level, when they bury people in New Orleans, it's mostly above ground. So you have this idea that the spirits are more accessible and can access you more easily because they're not even buried.
"Why is the creative entrepreneur the riskiest type to be?" I asked. "Because being creative means you are often a pioneer. It is easy to copy a successful and proven product. It is also less risky. If you learn to innovate, create, or invent your way to success, you are an entrepreneur creating new value rather than an entrepreneur who wins by copying."
Through our own creative experience we came to know that the real tradition in art is not housed only in museums and art galleries and in great works of art; it is innate in us and can be galvanized into activity by the power of creative endeavour in our own day, and in our own country, by our own creative individuals in the arts.
I see the difficulty of kids in going to university, the difficulty of kids in schools getting arts education, so that the arts and drama and the creative arts are extracurricular. They aren't: they are at the centre, and they are the equipment we so desperately need in the world.
Creativity has nothing to do with any activity in particular - with painting, poetry, dancing, singing. It has nothing to do with anything in particular. Anything can be creative - you bring that quality to the activity. Activity itself is neither creative nor uncreative. You can paint in an uncreative way. You can sing in an uncreative way. You can clean the floor in a creative way. You can cook in a creative way. Creativity is the quality that you bring to the activity you are doing. It is an attitude, an inner approach - how you look at things.
Teachers can be a living example to their students. Not that teachers should look for students to idealize them. One who is worth idealizing does not care whether others idealize them or not. Everyone needs to see that you not only teach human values but you live them. It is unavoidable sometimes you will be idealized -- it is better for children to have a role model, or goal, because then the worshipful quality in them can dawn.
In order to be creative, you have to know how to prepare to be creative.....A lot of habitually creative people have preparation rituals linked to the setting in which they choose to start their day. By putting themselves into that environment, they begin their creative day.
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