Can Repetitive Exercises Actually Feed the Creative Process?

Jessica Jones

CA

Korbey, H. (2013, Febuary 22). Can repetitive exercises actually feed the creative process? MindShift. Retrieved from http://blogs.kqed.org/mindshift/2013/03/teachers-students-digital-games-whats-the-right mix/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29

Summary: Repetitive exercises, commonly called “drill and kill” exercises, are known for killing any interest that a student might have in a subject, but there is a debate within the educational world that perhaps these exercise may be able to promote creativity. Korbey shows the different sides of the “drill and kill” argument by interviewing educators, from pro-repetitive exercises and Teach Like a Champion author Doug Lemov to anti-repetitive exercises arts and literacy educator Kurt Wootton. Lemov, as quoted by Korbey (2013), explains that, “creativity is play within a system of rules, and you can only play with the rules once you understand the system” (para. 16), which means that students must have memorized the rules through repetitive exercises before they can use creativity with a concept. Wootton, however, believes that “brining in the creative process shows students ‘the whole game’ and gives them a reason to go back and get better at specific skills that require rote practice” (Korbey, 2013, para. 11). Wootton’s beliefs stem from the scientific standpoint that John Kounios, Professor of Psychology at Drexel University, brings into the article. Kounios points out that often after people have mastered a subject, they have a more rigid, or locked in, way of thinking about it which makes it harder to use creativity with the subject (para. 8). Korbey’s presentation leaves the impression that it is possible for repetitive exercises to lead to creativity, as long as there is a balance of “drill and kill” exercises and engagement in creative play during the learning process.

Evaluation: After having read this article, I can see how the use of “drill and kill” exercises can be beneficial but not on their own as Lemov believes. There needs to be a balance between creative play and repetitive exercise for students to learn the content of the lesson but not lose their interest in it. At the end of the article, Korbey points out that the British government offers a poetry contest where they want the poem delivered “by heart” instead of by rote, which I believe sums up the importance of creativity and engagement in lessons. Although it is possible for students to memorize facts and recite them or write them down, it is more important for them to feel connected to them so that they will not lose that information as they age.