Creativity in school

A few weeks ago the Wall Street Journal ran a story about business education and the creative arts. Some schools are trying to convey lessons through music/acting, and also creating modules for those who wanting to work in the arts on graduation.

“Most of our students who come in have been taught in a very, very non-artistic way as they’ve come up through the business world, a very, very linear way,” says Mark Powell, an associate fellow at the University of Oxford’s Saïd Business School, who has used Shakespeare’s plays, modern poetry, painting and dance to press senior executives in his leadership classes to think about their work differently. “If you really want to get people to become better leaders, better managers, you have to find ways of connecting to them personally.”

Dr. Powell has used jazz music to illustrate an unorthodox approach to teamwork and leadership. “In a jazz group there is no leader, they move leadership around,” and the analogy has helped many executives adjust their management styles, he says.

Read the article in full here.

Such initiatives haven’t reached London Business School just yet. Provided classes don’t turn into a mini-theatre, being forced to take lessons from unexpected sources every so often would be great. But if the aim is to re-engage people who appear disinterested then it isn’t worth the investment of time and energy.

But beyond novel teaching methods, students must have an underlying interest in the given subject. If you’re itching to escape strategy class because of a late night, spicing things up with a trombone and guitar isn’t going to help. Indeed, if you’re genuinely interested in the content, you’ll get value from even the most downbeat lecturer. This isn’t to excuse schools that don’t innovate, but a reminder that anyone who wants to really learn can do so without drastic changes in course delivery.

The article reminded me of debates over secondary school education in the UK. It’s often said that more investment in facilities and technology (computers, whiteboards, etc.) is required to close the gulf between the country’s best and worst performers. But what affected my grade most was time spent at a desk, staring at notes and my textbook; not very exciting and not something that requires much cash. Creative classes, multimedia presentations, etc. are good. But they’re not strictly necessary.