The article in the Chronicle that caught my eye was, "Scientists are Storytellers." Sounded like an interesting topic for a book. The short interview with the co-authors hovered around how schools don't "balance" the learning opportunities between "measurable proficiencies" and creativity. They responded:
One example you write about comes from a class where students draw an apple at the beginning of the semester, and then again at the end of the semester, after they’ve absorbed a variety of styles and skills — and the difference between what they draw is remarkable.
Brandt: Part of our approach was to show that there are measurable ways of evaluating someone’s creativity. So if the goal is to proliferate options and come up with five, and the student only comes up with two, then they didn’t complete the assignment. Or if the goal is to go different distances from the source material, and they stay too close to it, you can reasonably critique them. It doesn’t necessarily have to be a free-for-all or totally subjective.That response resonated with my experience of student-directed projects which lend themselves to the critique process whereby the quantity and variety of ideas and pathways can be credited as well as the analysis and blending of them.
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