All Flowers Are Not Red: Cultivating Creativity

Studies have shown that artistic activities are not just for fun but are an essential part of our development. In 1983 Harvard professor Howard Gardner introduced the now widely accepted concept of multiple intelligences. His theory is that there are eight forms of intelligence: language logic musical spatial bodily naturalist interpersonal and intrapersonal. “A good educational system ought to nourish and nurture the range of intelligences which include several featured in the arts ” Gardner said. “Otherwise we will be neglecting important forms of human potential and stunting the cognitive development of youngsters.”

Further research has proved Gardner right — so much so that today experts now consider arts education to be as essential as reading writing and arithmetic. They also believe that spending time on creative arts helps kids better learn those three fundamental subjects. In 1997 the UCLA Graduate School of Education and Information Studies published a report showing that students who had a high involvement in the arts whether in or out of school consistently outscored those with low involvement — in all subjects.

Learning how to be an innovative thinker also leads to greater problem-solving skills something that can prove invaluable when your grown child has to come up with a solution for a stressful life situation.

The ability to think out of the box can be particularly useful in Torah learning explains Dr. Shmuel Meyberg an educational psychologist who works with children within the Maayan HaChinuch HaTorani (Shas) network of Israeli educational institutions. “To be a great posek you need to have a creative mind to figure out which halachah fits which situation. You have to adapt what you learn to whatever situation arises.” In other forms of Torah learning as well if you want to come up with chiddushim you need not only a broad knowledge of the material but the imagination and ability to understand the subject matter in new ways.