Storytelling Guru Robert McKee to Present STORY-IN-BUSINESS Seminar in New York City

One-day event shares actionable story knowledge and ready-to-use tools to enhance your business communication and persuasion skills

Storytelling guru Robert McKee will present his STORY-IN-BUSINESS Seminar in New York City on September 26, 2014. This exclusive, one-day event will show business leaders how to create and use stories that persuade, inspire and engage their customers and employees. Find more information and registration at www.mckeestory.com/business-story -- and receive a free audio book of STORY by Robert McKee when you register now using promo code DG14!

At the STORY-IN-BUSINESS Seminar, participants will learn how to combine emotion and logic to create compelling stories that capture the hearts and minds of their audience – whether they are creating a one-minute commercial, a 60-minute presentation, an investor pitch, a strategic plan, or an in-depth training program.

McKee, who authored the international best-selling book, STORY: Substance, Structure, Style and the Principles of Screenwriting, teaches the importance of using story to connect with your audience’s emotions and minds alike. Data and facts do not engage a customer’s mind, but well-told and compelling stories do. At the STORY-IN-BUSINESS Seminar, participants will discover how to create stories that work for their organizations.

Harvard Business Review describes McKee as “the world’s best-known and most respected screenwriting lecturer” and for the last 25 years he has been helping writers tell powerful stories through his legendary STORY Seminar and book. More than 100,000 students have completed his course, including numerous Academy Award, Emmy Award, Tony Award and Pulitzer Prize winners. Now he’s helping business leaders from companies like Microsoft, HP, Siemens, Mercedes-Benz, and the Boldt Company use story to persuade, engage, and communicate more effectively with their employees and customers.

In the STORY-IN-BUSINESS Seminar, McKee shows what story is and why it’s important in today’s workplace, how to design and execute a purpose-told story that moves people to action, the difference between face-to-face storytelling and storytelling at a distance, and why leaders need to use story to author the future. These concepts can be applied to marketing and branding, sales, start up and investment, management and human resource training, and other aspects of business where communication and persuasion drive success.

Find the complete agenda and register at mckeestory.com/business-story -- plus, receive a free audio book of STORY by Robert McKee when you register now using promo code DG14!


Event partners include:
AIGA Connecticut - connecticut.aiga.org
Metro DC Chapter of ASTD - www.dcastd.org
Organization Development Network of New York - www.odnny.org

Hopkins Vineyard to Host ‘The Nature of Wine’ Mini-Workshop and Tasting as Part of Creativity Workshop in Connecticut

Hopkins Vineyard is hosting a special event on “The Nature of Wine,” exploring the intersection of creativity, wine and the brain. The event is Saturday, Sept. 28, from 5:30 to 7 p.m. at 25 Hopkins Rd. in New Preston, Conn., and presented by the New Milford, Conn.-based International Centre for Creativity and Imagination.

Participants will explore how master sommeliers learn to understand wine, what's happening in the brain when they taste wine -- and how they transfer this knowledge and experience to others. Participants will practice looking at, smelling and tasting wines as the experts do, sampling four of Hopkins wines in the process -- all while continuing to explore the nature of creativity through this local example of creative placemaking.

This experience is based on an experiment conducted between a master sommelier -- with 25 years of experience teaching thousands of people how to taste wine -- and a behavioral scientist. They sought to better understand how experts recognize aromas and flavors, as well as how to create a model to transfer this knowledge to others. The mini-workshop will engage participants in activities from the experiment, while helping them understand how the eyes and the nose affect what’s happening in the brain. This whole experience will also raise questions about how the brain affects ALL aspects of learning, not just learning to taste wine.

The event will feature Hopkins’ Vineyard Manager and Winemaker Jim Baker and the International Center for Creativity and Imagination Director Steven Dahlberg, along with Hopkins’ Winery Manager Rachel Greklek and Irish Poet Anne F. O’Reilly.

This event will conclude a daylong workshop on “The Nature of Creativity,” which is being held from 9 a.m. to 4 p.m. on Sept. 28 at the Center for Innovation at South Kent School in South Kent, Conn. This workshop explores how nature inspires us to be more creative, and is open to everyone – from teachers, business people and artists to community leaders, environmentalists and individuals looking to create positive change.

The wine event is $40/person and includes the mini-workshop on creativity, wine and the brain; a Hopkins wine tasting with cheese; and a keepsake wine glass from Hopkins. Participants can register for the daylong workshop and wine event together for a discount, or either event separately. Full details are available at http://natureofcreativity.org.

For more information, contact: Steve Dahlberg at news@appliedimagination.org or http://www.appliedimagination.org.

The International Centre for Creativity and Imagination is dedicated to applying creativity to improve the well-being of individuals, organizations and communities. Through its programs, the centre collaborates regularly with artists, scientists, business people, educators, museum professionals, community leaders and others to help people deliberately unleash and harness their creative thinking skills. Find more at:
http://www.appliedimagination.org

Hopkins Vineyard is a heritage farm set in the hills of Litchfield County overlooking Lake Waramaug. In 1979, Bill and Judith Hopkins transformed their dairy farm into a vineyard, one of the first in what has become a thriving Connecticut industry. Since then, it has consistently produced award-winning whites, reds and sparkling wines. Hopkins Vineyard grows 11 varieties of grapes. Find more at:
http://www.hopkinsvineyard.com

Irish Poet Anne F. O’Reilly to be Featured in “The Nature of Creativity” Workshop at South Kent School in Connecticut

The Center for Innovation at South Kent School is hosting “The Nature of Creativity” workshop, presented by the New Milford, Conn.-based International Centre for Creativity and Imagination. The workshop is from 9 a.m. to 4 p.m. on Saturday, Sept. 28, and will take place at the Center for Innovation’s classroom at 170 South Kent Road in South Kent, Conn.

The workshop will feature Irish poet and teacher Anne F. O’Reilly and director of the International Centre for Creativity and Imagination Steven Dahlberg, along with several collaborators who will guide an exploration of how nature inspires us to be more creative. The workshop is open to everyone – from teachers, business people and artists to community leaders, environmentalists and individuals looking to create positive change. It starts with the premise that everyone is a creative being.

The event will take place at the new classroom at South Kent School’s Center for Innovation, where participants of the workshop will take part in experiential exercises to help them tap into and develop their creativity. They also will explore connections to how nature inspires the creative process and connect with others who are seeking purposeful engagement in their communities.

Using nature as a guide, participants will explore these themes – (re)discovering your capacity to be creative, cultivating a sense of place, fostering curiosity and wonder, discovering rhythm, valuing diversity, nurturing interconnectedness, awakening the senses, and more. Plus, they will learn how to overcome blocks to creativity, practices for accessing their creative inner nature, and ways for connecting beyond themselves to take action in their communities.

The day will conclude with a special event on “The Nature of Wine,” exploring the intersection of creativity, wine and the brain, from 5:30 to 7 p.m. on Sept. 28 at Hopkins Vineyard at 25 Hopkins Rd. in New Preston, Conn. The winemaker and winery manager will join Dahlberg and O’Reilly to continue exploring lessons and metaphors from nature that inspire creativity and learning. This event looks at how master sommeliers learn to understand wine, what’s happening in the brain when they taste wine, and how they transfer this knowledge and experience to others. Participants will look at, smell and taste wine as the experts do, sampling four Hopkins wines in the process. Registration information is at .

Poet Anne F. O’Reilly will be “Creator in Residence” at the International Centre for Creativity and Imagination from September 25 to October 7, and will be leading a series of workshops and poetry performances while she is in Connecticut. She is based in Dublin, Ireland, and is the author of a print collection of poetry, Singing From the Belly of the Whale, a CD collection, Breathsong, and the book, Sacred Play: Soul-Journeys In Contemporary Irish Theatre.

The Center for Innovation is located on the property adjoining South Kent School’s main campus in South Kent, Conn. Through its hands-on learning experiences and community outreach, the Center for Innovation encourages inquiry into the dynamic interplay between human creativity, intuition and sustainability.

To register and for more information, visit http://natureofcreativity.org/.

Finding Creative Inspiration From Nature

"Nature has a large potential for enhancing creativity. The reason seems to be that the feelings, which are enhancing creativity, are the same feelings which are evoked when one is in nature. Nature has the ability to set one in a state of mind which enhances creativity, because nature makes us feel open and unlimited, playful and excited, refocused and invigorated, calm and energized. At the same time nature can be a great source of direct inspiration, which also explains its ability to enhance creativity." - "Nature & Creativity: How and Why Nature Enhances Human Creativity," Master Thesis by Trine Plambach

On September 28, you can take part in a series of experiences designed to develop your personal creativity, taking inspiration from nature, as well as explore how you can connect your creative purpose with other people to cultivate new possibilities for yourself, your community and the earth. Facilitators include Irish poet Anne F. O'Reilly, creativity educator Steve Dahlberg and other collaborators. Find out more and register now for THE NATURE OF CREATIVITY: A ONE-DAY WORKSHOP ON HOW NATURE INSPIRES US TO BE MORE CREATIVE, at the Center for Innovation at South Kent School in Kent, Connecticut. The Center is the school's new farm-based "classroom" that encourages inquiry into the dynamic interplay between human creativity, intuition and sustainability. The day ends with a related event on "THE NATURE OF WINE," a special evening exploring the intersection of creativity, wine and the brain at Hopkins Vineyard.

Dahlberg to Moderate Teachers College Imagination Conversation

Teachers College Presents an Imagination Conversation, a Project of the Lincoln Center Institute, during its "Creativity, Play and the Imagination Across Disciplines" Conference

Join invited guests - including the creator of Imagination Conversations, Scott Noppe-Brandon - and explore with us the importance of imagination and creativity in education, gaming, design and the arts. Bring YOUR "imagination story," too! Now more than ever, we must nurture imagination in our schools, create environments for innovation in workplaces, and build cultures for creativity in our communities. Lincoln Center Institute is fueling the development of imaginative thinking through the Imagination Conversations, a series of moderated public panels being held in all 50 states. These bring together leaders from an array of fields to explore the importance of imagination in their professional lives and society. The Conversations are leading to a national gathering, America's Imagination Summit, at Lincoln Center in July. Learn more about Imagination Conversations at www.imaginationconversation.com.

1:30-3 p.m., Friday, May 27, 2011 – Teachers College, Columbia University

Guests Include:

• Scott Noppe-Brandon, Executive Director, Lincoln Center Institute; Co-Author, "Imagination First"
• Jonathan Batiste, Jazz Musician; Music Curator, National Jazz Museum in Harlem; Actor, HBO's "Treme"
• Donald Brinkman, Program Manager, Games for Learning, Digital Humanities, Digital Heritage; Microsoft Research
• Suzanne Enser-Ryan, Interim Education Director/Head of School, Teacher and Docent Programs, The Aldrich Contemporary Art Museum
• Magdalena Gomez, Co-founder and Artistic Director, Teatro V!da
• Michael Lofton, Education Director, Pilobolus
• MODERATOR: Steven Dahlberg, Director, International Centre for Creativity and Imagination; Vice President of Innovation, Future Workplace; Faculty, University of Connecticut

Listen to John Seely Brown on Cultivating the Imagination, Learning and Innovation - Creativity in Play - 3/29 at 3EDT

Our guest on Creativity in Play will John Seely Brown, co-author of A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. We'll explore the role of creativity and imagination in change, learning, work and innovation, as well as the importance of play. John is a visiting scholar at the University of Southern California and the independent co-chairman of the Deloitte Center for the Edge. He is the author of The Power of Pull and The Social Life of Information. Previously, John was the chief scientist of Xerox and director of Xerox's Palo Alto Research Center (PARC).

Berenice "Bee" Bleedorn -- Celebrating and Remembering a Great Educator, Philosopher, Humanist, Artist

To my fellow creative dreamers,

This morning I received word that we have lost one of The Great Ones in the creativity field. My dear friend -- our dear friend -- Berenice "Bee" D. Bahr Bleedorn has died. She was my friend and mentor and inspiration and colleague and teacher who got me into the creativity field 20 years ago this fall at the University of St. Thomas. Her passing leaves a (w)hole in the world. When Bee's 2005 book came out, the "book warming" invitation had a poem on it that was written for her by a Metropolitan State University student in the early 1970s. It really states the impact of Bee on us, and the way we should continue to always see the creative potential in others:

SEED WOMAN
By Kathleen Kuehnast

Seed Woman
Sower of human potentials,
Like a chemist
You experiment with possibilities
And mix together the unordinary
Until it becomes extraordinary.

We will always need in this world
Flowers and roots, seeds and ground,
and a sower -- whether it be the wind
Or you.

For those of you on Facebook, several comments have been left. Please add your thoughts, if you would like.

It looks like the funeral will be Tuesday afternoon at St. Joan of Arc in Richfield, Minnesota. Bee's daughters will confirm this on Friday. A full obituary will be in the papers on Sunday. You can also add comments to the online legacy in the Star Tribune obituary listing.

FRIENDS, please plan to come and join us to celebrate Bee's life with us ... most likely after the funeral on Tuesday. Please share this information and invitation with others, and we will update you with the specifics in the next day or so.

With a heavy heart, filled with gratitude for the 20 years of knowing Bee ...

Steve Dahlberg
International Centre for Creativity and Imagination
http://www.appliedimagination.org/

# # #



On Purpose, Learning and Strengths

“(Teaching) children is vastly more than fixing what is wrong with them. It is about identifying and nurturing their strongest qualities, what they own and are best at, and helping them find niches in which they can best live out their strengths.” -- Martin E.P. Seligman

“If you don’t recognize a young man’s will for meaning, you make him worse, you make him dull, you make him frustrated, you still add and contribute to his frustration … there must be a spark, a search for meaning. Let’s recognize this, let’s presuppose it and then you will elicit it from him and make him become in principle what he is capable of becoming.” “If you take man as he really is, you make him worse. But if we seem to be idealists in our overestimating, overrating man and looking at him that high … you know what happens? We promote him to what he really can be.” -- Victor Frankl

(h/t David A. Weisberg)

Oliver Sacks says: This Year, Change Your Mind

... One does not have to be blind or deaf to tap into the brain’s mysterious and extraordinary power to learn, adapt and grow. I have seen hundreds of patients with various deficits -- strokes, Parkinson’s and even dementia -- learn to do things in new ways, whether consciously or unconsciously, to work around those deficits. That the brain is capable of such radical adaptation raises deep questions. To what extent are we shaped by, and to what degree do we shape, our own brains? And can the brain’s ability to change be harnessed to give us greater cognitive powers? The experiences of many people suggest that it can. ... Neuroplasticity — the brain’s capacity to create new pathways — is a crucial part of recovery for anyone who loses a sense or a cognitive or motor ability. But it can also be part of everyday life for all of us. While it is often true that learning is easier in childhood, neuroscientists now know that the brain does not stop growing, even in our later years. Every time we practice an old skill or learn a new one, existing neural connections are strengthened and, over time, neurons create more connections to other neurons. Even new nerve cells can be generated. ... Whether it is by learning a new language, traveling to a new place, developing a passion for beekeeping or simply thinking about an old problem in a new way, all of us can find ways to stimulate our brains to grow, in the coming year and those to follow. Just as physical activity is essential to maintaining a healthy body, challenging one’s brain, keeping it active, engaged, flexible and playful, is not only fun. It is essential to cognitive fitness. [31 December 2010 - New York Times - By Oliver Sacks - More]

WSJ: What Makes Kids Creative

Researchers believe growth in the time kids spend on computers and watching TV, plus a trend in schools toward rote learning and standardized testing, are crowding out the less structured activities that foster creativity. Mark Runco, a professor of creative studies and gifted education at the University of Georgia, says students have as much creative potential as ever, but he would give U.S. elementary, middle and high schools "a 'D' at best" on encouraging them. "We're doing a very poor job, especially before college, with recognizing and supporting creativity," he says. Many parents are stepping into the breach by nurturing their kids' creative skills. They are challenging them to generate new ideas or encouraging them to notice problems in the world around them and research possible solutions. By tolerating "wrong" answers or allowing their children to live in a fantasy world for a while, parents can put off the emphasis on skill-building and achievement, researchers say. ... Some parents are signing their children up for programs designed to foster creativity. One such program, Destination ImagiNation. ... Similar programs include Odyssey of the Mind, and Future Problem-Solving Program International. ... Parents also need to refrain from judging kids' ideas, even if they seem crazy or naive. ... It is best to avoid paying too much attention to the outcome of kids' creative efforts, says Dr. Kaufman, the professor. "The more emphasis put on the final product—'It's so beautiful I'm going to frame it and tell my friends about it,' " he says, the greater is "the risk that the kid is going to do pictures for the praise, and not for the enjoyment." Instead, emphasize effort over results. ... Raising a creative child can be taxing. Such kids tend to have above-average "spontaneity, boldness, courage, freedom and expressiveness," Dr. Kim says. So they sometimes behave like little anarchists. [15 December 2010 - Wall Street Journal - More]

Dan Pink on Creativity, Motivation, Work, Education and Play

Listen to "Creativity in Play" interview with creativity guru and author Dan Pink. Highlights from Dan Pink's interview about creativity, motivation, education, play and policy:

• What drives Dan? To find out about stuff and to follow his own curiosity.
• How do you motivate people to do creative work?
• If you want to do simple things, if/then motivators work.
• Interesting creative things outside of the U.S.: Role of workplace design in Australia ... how physical architecture can enhance creativity.
• Knowing "why" you are doing things is more motivating.
• Humor is an incredibly important management tool.
• Humor can diffuse difficult situations.
• Humor can be part of bonding.
• On play ... doing things because they are challenging and provide flow experiences. These are crucial for intrinsic motivation.
• Google's "20% rule" to work on what you want is like recess at work.
• The difference between making decisions for instrumental reasons rather then fundamental reasons.
• Policy changes to support creativity? Changes in education, increasing public support for the arts, and public support for research and development.

REMINDER - Connecticut Imagination Conversation Tonight in Hartford

* Join panelists for a CONNECTICUT IMAGINATION CONVERSATION on Unleashing and Harnessing the Imagination in Learning and Work *
THE INTERNATIONAL CENTRE FOR CREATIVITY AND IMAGINATION AND THE STUDIO @ BILLINGS FORGE PRESENT IMAGINATION CONVERSATIONS: A PROJECT OF LINCOLN CENTER INSTITUTE
==========================
MONDAY, MAY 24, 2010, 7:00-9:00 P.M.
The Studio @ Billings Forge,
539-563 Broad Street
Hartford, Connecticut 06106
Free and open to the public.
RSVP: <http://www.eventbrite.com/event/665180573>
MORE INFO: conversation@appliedimagination.org or
<http://appliedimagination.org/conversation/>

Imagination Conversations bring together citizens from diverse fields -- including education, business, government, arts and nonprofits -- to explore the importance of imagination in life, work and society. Connecticut has a long tradition of creativity, invention and innovation, but the current economic downturn and increased worldwide competition mean that we cannot take our position for granted. Now more than ever, we must nurture imagination in our schools, create
environments for innovation in workplaces, and build cultures for creativity in our communities. Bring your "imagination story" to the second Connecticut Imagination Conversation on May 24. This conversation is part of a national dialogue -- 50 conversations in 50 states -- sponsored by the Lincoln Center Institute to celebrate the 50th anniversary of the Lincoln Center for the Performing Arts. Join moderators Steven Dahlberg, Director, International Centre for Creativity and Imagination, and Janice La Motta, Program Coordinator, The Studio @ Billings Forge, plus invited guests and citizens from across Connecticut who care about the role of imagination and creativity in society. Guests include Sue Sturtevant, Executive Director and CEO of the Hill-Stead Museum, and Marie O'Brien, President of the Connecticut Development Authority.

ABOUT THE IMAGINATION CONVERSATIONS NATIONALLY:
Imagination, the ability to visualize new possibilities, is a prerequisite for success in the 21st-century global economy. The Imagination Conversations prepare us for the future that requires imagination by:

• Building national awareness of imagination as a vital tool in work and in life.
• Sparking dialogue about imagination across the professional spectrum.
• Leading to the creation of an action plan to make imagination an integral part of American education.

The Imagination Conversations, a project of Lincoln Center Institute and a part of the Lincoln Center 50 Years celebration, run from the fall of 2009 to the spring of 2011. Many are hosted by state government, business, and cultural leaders. They feature diverse groups of panelists with distinctive perspectives and draw a wide range of audience members from the public and private sectors. Moderators facilitate the conversations, some of which reach viewers nationwide via live and archived streaming video. This two-year initiative will culminate in America's Imagination Summit, to be held at Lincoln Center in the summer or fall of 2011.

Creativity in the Classroom Workshop at The Aldrich - Monday

CREATIVITY IN THE CLASSROOM
A creative education workshop for teachers, administrators, and parents ... with Facilitator Steven Dahlberg, Director, International Centre for Creativity and Imagination
==========================
MONDAY, MARCH 22, 2010, 4:00-6:30 P.M.
The Aldrich Contemporary Art Museum
258 Main Street, Ridgefield, CT 06877
$30 (members)/$35 (non-members)
.2 CEUs available
Register online:
http://www.aldrichart.org/events/?id=642
==========================

CREATIVITY IN THE CLASSROOM
Creativity includes -- and is more than -- the arts. Creative thinking is a twenty-first century skill that applies to all subjects, all grade levels, and all ages. It is a skill that prepares students and adults for a rapidly changing world, where complex problems do not have pre-defined, easy solutions. Creativity involves creative and critical thinking skills that can be taught, practiced, and applied in all curriculums. In this workshop, you will:

• Explore what creativity is, who has it, and how to unleash more of it.
• Think about thinking ... and learn how to think in new ways.
• Learn and practice applied creative thinking skills.
• Discover styles and types of creative thinking within the creative process.
• Connect creativity to the classroom.

ABOUT THE FACILITATOR
Steven Dahlberg is head of the International Centre for Creativity and Imagination, which is dedicated to applying creativity to improve the well-being of individuals, organizations and communities. He works with the Public and Community Engagement program at the University of Connecticut, where he teaches the "Creativity + Social Change" course. More info at:
http://www.appliedimagination.org/

REGISTER NOW
For registration and further information please contact:
Suzanne Ryan
Museum Educator
The Aldrich Contemporary Art Museum
seryan @ aldrichart . org
203.438.4519

Ken Robinson ... Again on Creativity and Education

[15 March 2010 - The Bonnie Hunt Show] Sir Ken Robinson shares what isn't working with our teaching system in schools.

How learning shapes successful decision making in the human brain

[13 May 2009 - Cell Press via EurekAlert!] New research significantly advances our understanding of the brain mechanisms that link learning with flexible decision making. The study, published by Cell Press in the May 14 issue of the journal Neuron, demonstrates that the brain does not just learn the structure of the physical world but, through learning, encodes rules that regulate how we interpret future sensory information. More and More

Ken Robinson Encourages Creativity, Passion and Talents

[15 January 2009 - Applied Imagination - By Steven Dahlberg, International Centre for Creativity and Imagination] Creativity writer and consultant Ken Robinson launched his new book, "The Element," last night at the Ridgefield Play House in Connecticut at an event sponsored by The Aldrich Contemporary Art Museum.

Robinson began by reminding the audience of the power of the imagination. "All cities owe their existence to imagination," he said. "It's this power of imagination will take us into the future -- or not. And it's this kind of imagination that's most at risk. I think we squander it. Not only squander it -- but suppress it ruthlessly."

Robinson went on to talk about his concept of "the element," which includes:

1. Discovering what one's talents are. Doing something for which one has a natural aptitude. Doing something with which one resonates. "Many people have never discovered their real, natural talents."
2. Doing something one loves to do. "People achieve their best when they do what they love."
   

"Aptitude has to meet passion," he said. "And you'll never 'work' again."

He said finding one's element(s) is not only essential to finding personal fulfillment, purpose and meaning, but it's essential to the balance of our communities. Plus, he said it has a bottom-line economic implication. "We are living in times of absolute revolution," he told the audience of more than 500 people. "Revolution demands that we think differently."

He urged people to pay attention to what assumptions they make and what they take for granted. "Things we take for granted turn out not to be true," he said.

Robinson suggested this country has a "crisis of human resources" in which people area unaware of what they are good at, what talents they have, and how to do what they love to do. "Human resources are often buried deep," he said. "You have to go looking for them."

He said the conditions need to be right for these resources to reveal themselves -- and then one has to be ready to do something with them when they appear. He used the example of the flowering of the normally barren Death Valley in 2005 as an example how deeply buried seeds can lay dormant for scores of years waiting for the conditions to be right to sprout and flower. "Death Valley is dormant, not dead," he said.

Photo taken in the Ashford Mill and Jubilee Pass area by Ranger Alan Vanvalkenburg

As always, Robinson critiqued education's overemphasis on particular kinds of thinking and learning (a la his TED presentation on "Do Schools Kill Creativity?" which has been viewed online by a couple of million people).

"Education was devised to develop a particular type of talents," he said, adding that people think they are not smart because of the hierarchy of what kind of thinking is taught and shown importance.

Robinson shared what the three founders of The Blue Man Group are doing to address the lack of creativity in education. They have founded The Blue School. This will be something to watch -- if not participate in.

His final message came from the tag line of his book:
"Finding your passion changes everything."

===

I was honored to also participate in a pre-lecture Roundtable on "Innovation in Our Schools" with colleagues from education, arts, business and government. The Aldrich Contemporary Art Museum hosted the Roundtable as a means of bringing together creativity advocates from different fields to move forward creativity and education topics. The question the Aldrich organizers asked was:

"What does it look like, feel like and sound like when all of the partners in a student's learning community (i.e. peers, teachers, administrators, parents, coaches, community organizations, businesses, etc.) model creativity and innovation in a way that serves the student?"

A brief summary of responses included suggestions to focus on:

• What "success" looks like and how it is defined -- and to include such components as passion, talents and creativity, as described above by Ken Robinson.
• Mentoring.
• The power of process.
• Communicating creative and critical thinking processes.
• The "making" of things.
  

Gardner Promotes "Five Minds" for the Global Future

[29 September 2008 - By Steven Dahlberg - Report from the Global Creative Leadership Summit] "What kinds of minds do we want to cultivate?" asked Howard Gardner last week at the Global Creative Leadership Summit. "What kinds are most important?"

Gardner, who is a professor of education at Harvard University, described five minds that are important -- disciplined, synthesizing, creating, respectful and ethical -- and require different kinds of intelligence.

"You can't have it all," he said. "There are tensions between these kinds of mind." He suggested that education policies need to address these conflicting tensions. He further described each of these "minds":

• DISCIPLINED: knowing something well and working on it.
• SYNTHESIZING: the ability to deal with inundation of information; understanding what to pay attention to, what to ignore; and how to put this information together.
• CREATING: thinking outside the box; having new ideas. "You can't think outside the box unless you have a box," said Gardner. "You need the disciplined mind, too."
• ETHICAL: asking what one's responsibilities are as a worker or citizen; not "what are my rights?"
• RESPECTFUL: more than tolerance of differences; cultivating respect and emotional and interpersonal intelligence.

Gardner added that sometimes respect and ethics can clash.

"You can't develop all these minds in every single person," he said. "The society in which one lives decides what we should be emphasizing." For example, Gardner pointed out that some East Asian countries overemphasized discipline at the expense of creativity.

"Each person needs to figure out the right blend of these minds," concluded Gardner.

Gardner shared these ideas during the Global Creative Leadership Summit opening session on "What If? Scenarios: The Futures of Globalization." It was held September 21, 2008, in New York.

ABOUT THE SUMMIT AND SPONSOR: The Global Creative Leadership Summit, sponsored by the Louise Blouin Foundation, is a three-day forum that brings together great international minds -- including heads of state, CEOs, Nobel Prize-winners and acclaimed artists -- to address pressing global issues, including geo-economics, foreign policy, education, health, poverty and climate change. The Summit also has a goal to work with developed and developing nations alike in order to best address global issues. The Louise Blouin Foundation is an international nonprofit organization that seeks to provide a globalization platform to address challenges in such diverse areas as international trade, foreign policy, education and the environment through the lens of culture and neuroscience.

Creativity, Education and the Brain

[22 September 2008 - By Steven Dahlberg - Reporting from the Global Creative Leadership Summit] In his introduction to the panel on "Education, Creativity and the Mind," neuroscientist and moderator Antonio Damasio raised several questions about the intersection of these three topics:

• How might education promote cultural understanding? Not just skills and knowledge; but becoming citizens who understand the working of societies, or respect the well-being of the other.
• How might culture be used to promote the well-being of others?
• How might the arts and humanities fields be used in schools to promote cultural understanding?
  

Damasio is a professor of neuroscience at the University of Southern California and director of the Brain and Creativity Institute. He said classrooms and textbooks are no longer the necessary basis for what's going on in learning and education. When they are used, they need to be put to the right service to be effective.

He said one way that neuroscience can be used in support of education is to better understand how neurobiology illuminates the social process -- what brains are doing when they are engaged in social interaction..

Highlights and comments from the rest of this session:

• "Play is a child's work," said Hasbro Chairman Alan Hassenfeld. He is also working to set up one global human rights standard for toy safety.
• Seattle-based artist Susan Robb said she frequently asks students WHO they want to be rather than WHAT they want to be. She also suggested used Visual Thinking Strategies as a tool for helping young people understand art.
• Architect Richard Meier said that new thinking and new ways of rebuilding our cities -- such as post-Katrina New Orleans -- are being ignored.
• Australian neuroscientist Richard Silberstein said there's been an explosive pathologizing of ADHD with three- to nine-percent of the population supposedly afflicted by it. This caused him to wonder if some people being medicated for a pathological condition labeled "ADHD" might actually have something else going on. That is, might there be a spectrum of thinking styles, which ranges from more convergent and orderly thinking (the kind often found in classrooms) to more divergent and dynamic thinking. In a study that is just beginning to produce some results, he is finding connections between ADHD, high IQ and high levels of creativity. Using the Torrance Tests for Creative Thinking and neuroscience measurements, he is looking at connections between creative thinking and the way that regions of the brain communicate with each other. He said that the brain states required for focused work are not the same as those necessary for high creativity. Finally, he talked about the connection between motivation and hope and the importance of a neurobiology of hope. He said hopelessness lowers the neurotransmitters that make learning possible.
• Allan Goodman, president and CEO of Institute of International Education, said brains need safety. He talked about the issues of mobility and safety for scholars, especially in countries with high levels of threats and violence.
• Johns Hopkins neuroscientist Majid Fotuhi said that "learning requires a healthy brain." He pointed out the connection between obesity and dementia, and said that childhood obesity is affecting the brains of children both now and in the long term. Brains of overweight children do not get enough oxygen, which in turn affects the overall health and functioning of the brain.
• Wikipedia founder Jimmy Wales talked about the importance of informal learning communities and how technology and informal processes can enhance and encourage creative exploration and the playing with ideas.
• Oxford neuroscientist Colin Blakemore raised the interplay between common sense, education, science and the brain. For instance, he asked why many schools have not changed their language-teaching curriculums to teach languages to children younger than 10, rather than in middle and high school were many students still begin learning languages. Brain research shows the brain's great capacity to learn languages in the first 10 years of its development, yet schools often teach language after the brain as foreclosed on its peak language-learning capacity. He advocated for a new biologically based science of education, which better integrates neurosciences insights about learning into how society does education. Finally, he talked about the importance of learning in real situations versus structured, metaphorical ways; and the importance of teachers conveying their own passion and enthusiasm. "Great teachers convey the great enthusiasm that drives them."
• MIT neuroscientist Nancy Kanwisher asked: How can education enhance our capacity to express empathetic understanding? How might we use the Web to create cheaper versions of cultural and educational exchanges for young people, given the great impact of such face-to-face exchanges?
• Oxford physiologist John Stein emphasized again the importance of active learning as a much better way for teaching children. He said many communities and schools have an obsession with safety that has outweighed the opportunities for play and for being in nature. Talking about visually dyslexic people, he said many of them are incredibly creative, though they have problems reading. He's interested in the ways and the why that dyslexics are creative. He also shared his research about the impact of poor nutrition on learning and the brain. He has found impaired brain cells in dyslexics and his research has shown positive improvements in some people when they increase their intake of vitamins, minerals and Omega-3 fatty acids. He said a deficiency in nutrition can lead to an inability to pick up social cues. In one of his prison studies, he found that by addressing nutrition deficiencies in prisoners, there was a one-third reduction in further offending.
• The Netherlands Prime Minister Jan Peter Balkenende summarized what he heard from these contributors: the importance of informal learning and its relationship to the formal classroom; responsible citizenship is core to a good society; the role of culture and art and whether one's country or community has a stimulating climate of culture; and the importance of education for positive social interaction.
• Gerard Mortier, director general of the Paris National Opera, said art is not an appendage of society, but at its center.
• Finally, Teachers Without Borders founder Fred Mednick asked how might we scale goodness?

ABOUT THE SUMMIT AND SPONSOR: The Global Creative Leadership Summit, sponsored by the Louise Blouin Foundation, is a three-day forum that brings together great international minds -- including heads of state, CEOs, Nobel Prize-winners and acclaimed artists -- to address pressing global issues, including geo-economics, foreign policy, education, health, poverty and climate change. The Summit also has a goal to work with developed and developing nations alike in order to best address global issues. The Louise Blouin Foundation is an international nonprofit organization that seeks to provide a globalization platform to address challenges in such diverse areas as international trade, foreign policy, education and the environment through the lens of culture and neuroscience.

Jane Goodall Seeks Creative, Engaged Kids Who Want to Make a Difference

[22 September 2008 - By Steven Dahlberg - Reporting from the Global Creative Leadership Summit] Jane Goodall, UN Messenger of Peace, made a gentle-yet-impassioned plea for society to support and encourage children's natural creaivity.

Drawing from her decades of work studying chimpanzees, she described how chimpanzee childhood is marked by sheer joy and the freedom to explore. She said that by exploring the social and physical world around them, chimpanzees learn not only their own strengths and weaknesses, but those of others around them, too. Chimps are curious, inventive and adaptive. They are able to pass on learning to others around them.

This natural creativity in early childhood is not unlike that of human childhood.

Yet, "we are depriving children of their childhood," Dr. Goodall said, because of the over-structuring of their lives and free time.

Dr. Goodall described the Roots & Shoots program that she founded to emphasize experiential learning with a focus on the outdoors and nature -- with its goal of "no child left inside." She said Roots & Shoots helps children develop their own passion, empowers them to come up with their own ideas, and provides opportunities for hands-on action in their communities.

Roots & Shoots participants choose projects that will positively impact people, animals and the environment. Through these hands-on experiences, Dr. Goodall hopes young people gain a better understanding of what it means to "live in harmony."

"Every single one of us makes a difference," she said, adding that she frequently speaks with young people whom have never been told this. "We all have a choice what kind of impact we'll make."

Dutch Prime Minister Espouses Creative Education

[22 September 2008 - By Steven Dahlberg - Reporting from the Global Creative Leadership Summit] Opening the session this morning on "Education, Creativity and the Mind," The Netherlands Prime Minister Jan Peter Balkenende stated it simply: "Creativity and education are so important."

He shared a story from Holland about a business-based, project-based curriculum where 13 year olds translate an idea into the reality of an entrepreneurial business -- managing all aspects of the process. He said the goal of this program is not to make every student a business person, but to recognize different ways of learning and of being creative.

He insisted that society should recognize the importance of children's natural openness and curiosity, and encourage them to follow their passions for things that matter. He said education should focus on developing children's talents.

"Every child carries a seed of creativity inside," the prime minister said. "It's up to us adults to help that seed flower."

Prime Minister Balkenende also described the Design Academy Eindhoven, which Time magazine has described as the "school of cool." This school, built in an old factory, is integrating the role of human and social needs with sustainable goals in design challenges. For instance, he asked how these students might design a transportation system that makes people want to use it instead of driving.

"Everyone has the right to an education that makes the seed of creativity grow and flourish," he said.