Course Description

Ever wondered what is going on in the minds of creative people? Ever wondered why the stories of creative people living wild, uncontrollable lives of madness, genius and selfishness are now a staple of the tabloids? You may even struggle to teach creative minds in the classroom. In this online workshop, music educators Brad Fuller and Peter Orenstein will take you on a deep dive into why young creative minds are the way they are and do the things they do, through exploring the themes presented in the book “Living With a Creative Mind”, authored by Jeff and Julie Crabtree’s. Jeff and Julie have conducted extensive research (together with the experience of a composer/ performer and psychologist living and working together) and have untangled what is going on inside the minds of creative people. Stories of creative peoples outrageous behaviour and inevitable consequences of broken relationships and damaged lives are regular staples of mainstream culture and media. The term creative is regularly met with contempt, with a website even dedicated to the 10 reasons why creative people drive the rest of us crazy. In this course, teaching creative minds you will join Brad and Peter as they distil the essential components to teaching creative minds in the classroom and the implications this has on all key stakeholders. By understanding how creative people have a different way of interacting with the world and by learning a simple model of the creative process, you will discover new ways to help creative people lead a long and productive creative life.

Audience

For all teachers who have students with creative minds.

Teaching Standards

 1.2.2 Proficient Level - Know students and how they learn - Understand how students learn: Structure teaching programs using research and collegial advice about how students learn.

2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area: Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies: Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.

6.3.2 Proficient Level - Engage in Professional Learning - Engage with colleagues and improve practice: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

 

Are you in NSW? If so, this is relevant for you

This course may contribute towards Elective PD hours. Visit https://educationstandards.nsw.edu.au for more details.

 

Via Zoom

This course will run via Zoom.  You will be sent the details of how to join this PD the day before the course runs.

Sessions

Session - 1 - Setup

Duration - 15 min

Introduction to Brad and Pete and the book “Living With a Creative Mind”

 

Session - 2 - What is creativity and the creative process?

Duration - 60 min

I See (Perception), I Think (Discovery), I Make (Production)

 

Session - 3 - The dimensions of the creative mind

Duration - 60 min

Ego, attitude, thought, sense, focus, emotion, energy, space, and action

 

Session - 4 - The pitfalls of teaching creative minds

Duration - 60 min

Fear and anxiety, insecurity, rejection, and 'spin'.

 

Session - 5 - Easy wins for teaching creative minds

Duration - 60 min

The implications for teachers and how to navigate through them easily.

 

Session - 6 - Wrap-up

Duration - 30 min

Question time

Presenters

Gig Based Learning (GBL)

Gig Based Learning is a musically informed, philosophically driven learning design and facilitation process. It gives teachers tools to provide students with opportunities for active, engaging, real-world music(k)ing with/for an authentic audience. Building on the integrated learning experiences model - performance, composition, musicology, aural, GBL puts all of these experiences to work for the benefit of producing a great gig, contextualising the learning for the student so that it’s ‘just in time’ not ‘just in case’