For a teacher, creative work is a tool that forms students' flexibility of mind, systematic and consistent thinking. But for the schoolboy, these tasks turn into hours of painful meditation. In fact, writing creative work is easy and enjoyable. After all, we all love to tell stories and discuss news.
Instructions
Step 1
Experts distinguish three periods during which children's creativity goes through several stages. Visual-effective creative thinking is formed at the age of five to seven years. The causal one is eight or eleven years old, and the heuristic one is eleven or fourteen years old. The heuristic teaching method is also called the leading questions method. It is designed for the student to independently find a solution to the problem. This means that an experienced teacher will evaluate creative work by how much a certain type of creative thinking is developed in a child.
Step 2
It is worth considering the level of each student. So a third grader should be able to talk about his family or give a visual description of the weather and nature. A sixth grader can already reason about morality, putting forward proposals about cause-and-effect relationships. A high school student tries to think about abstract questions, analyze social problems and try to answer them on his own. For example, is it possible to extinguish all wars or save the planet from an ecological catastrophe.
Step 3
If the child does not have a habit of writing, then he needs to find a partner for dialogue and talk about the topic that the teacher asked. In a dispute, not only truth is born, but also a coherent text that can be written down, edited and handed over to the teacher for verification. The main thing is not to restrain yourself. The more creative the text is, the more original the judgments, the more interesting.
Step 4
The text of any creative work includes an introduction - an introductory part, four or five sentences on half a page or even less. This is followed by the main part for descriptions, reasoning, comparisons and other mental exercises. Next comes the conclusion. It should be slightly larger in volume than the introduction, since it implies an emotional assessment of the problem and specific conclusions. The most common conclusion of schoolchildren: “This topic is very serious and deep. I understand that it is impossible to grasp the immensity, but this small creative work allowed me to think about the problem and discuss it with friends."
