4 CREATIVITY MATTERS NO. 1 CREATING CREATORS 5 embrace new technologies and pedagogical approaches which in themselves will fundamentally redefine the meaning of teaching and learning as we have known it. We need to look critically at the previous pedagogy which was largely influenced by methodologies of rote learning. One of the aims of the South African National Curriculum Statement Grades R-12 (NCS), is to produce learners that are able to identify and solve Our creativity ambition for problems and make decisions using critical and creative thinking. However, too often, creativity South Africa’s classrooms is not perceived as an inherent part of the formal education system. The mantra, as we know it, has been the Test, Teach, Test (Triple ‘T’) approach. It is time that we abandon the notion that the triple ‘T’ approach, is the Alpha and Omega of teaching and learning. There is an important paradigm shift, even in the theorisation of pedagogy itself. The dominant 6 C’s The six areas the South African government narrative gaining traction today is Goodson and Gill’s is preparing children in: critical narrative as pedagogy. Given the tumult in South African education today, critical narrative as pedagogy is a possible antidote to both teach-test- Collaboration teach and rote learning; and is a Creativity, along with other skills such as collaboration, positive, restorative endeavour, Communication communication, critical thinking, social and “We are now countering the teach-to-test interpersonal skills, technology and computer skills, being asked philosophy currently prevalent Content and listening skills, amongst others, has been identified in the South African education as one of the important skills for success in an ever- to teach our landscape and elsewhere. Critical thinking changing world that is inherent to the 21st century. teachers new We are now being asked to teach Creative innovation In an increasingly complex, changing, competitive, skills in order to our teachers new skills in order and interconnected world, we all want to ensure that teach learners to teach learners what actually Confidence our children gain the skills needed to be successful comes naturally to them – that is in life. Experts worldwide, acknowledge that today’s what actually learning through play. SPECIAL CONTRIBUTOR children need more than the traditional 3-R’s (reading, Constructed by Golinkoff and Hirsh-Pasek writing and arithmetic) to prepare for 21st century comes naturally In this new teaching paradigm, Angelina Angie Matsie Motshekga opportunities. As Government, we are paving the way to them – that learners are taught to play, but Minister of Basic Education, for this, by preparing our children in the six critical areas, not in a superficial way. Learners namely the 6-Cs as constructed by Golinkoff and Hirsh- play to learn – in order to create Republic of South Africa is learning Pasek: collaboration, communication, content, critical something that is both fun and thinking, creative innovation, and confidence. through play.” educational at the same time. play-based learning and other active pedagogies not Short Bio: Angie Motshekga is the Minister of Basic only play a role in the cognitive development of the child, Education in the Republic of South Africa since May 2009 The ability to generate innovative and workable ideas Our biggest asset in transforming education systems but development of each child’s ability for collaboration, and a member of the African National Congress’s (ANC) together with flexibility and creative problem-solving to meet the demands of the 21st century is our communication, content, critical thinking, creative National Executive Committee. She holds a MA and Bachelor is one of the most sought-after skills for hiring in the teachers. Teachers have the responsibility across all innovation, and confidence. of Educational Science degrees from the University of the 21st century. Creativity is a determinant for personal, grades to prepare this generation for a world where Witwatersrand; and a BA in Education degree from the academic and professional success in this changing they need to be creative, innovative and adaptable. Our challenge is to provide leadership to direct, equip University of the North. She was an educator at Orlando world. Teachers themselves need to embrace the and empower the education sector, especially our High School (1981-1983) and a lecturer both at the Soweto pedagogical power of creativity in their classrooms. teachers – from early childhood development to the final College of Education (1983-1985) and the University of the Creativity is not merely a personality trait that some A creative teacher can transform the most rigid year of schooling – to navigate the uncharted territory Witwatersrand (1985-1994). She also served as Director in have more of than others. Creativity is actually a skill curriculum into a positive active learning experience of rapid non-linear changes in pedagogies. the Office of the President (1994-1997); Deputy Secretary of that can be taught, starting at the earliest age right that will assist children to master the knowledge and the ANC Women’s League (1997-2007); Executive Member through the education system. Through applying active skills needed for both today, and tomorrow. of the National Education Union of South Africa; Member of pedagogical principles, creative problem-solving and the Gauteng Executive Council (MEC/ provincial minister) for divergent thinking are skills that every learner can We can no longer teach 21st century learners using Social Services and Population Development (2000-2004) develop. old pedagogical methods alone. The future beckons, and MEC for Education (2004-2009); Deputy Chairperson of and that future is digital – the fusion of technologies the ANC in Gauteng; and Member of the Gauteng Provincial The 21st century demands that educators be the that is blurring the lines between the physical, digital, Legislature (1999-2004). pioneers of a radical pedagogical revolution as we and biological spheres. It is an exciting world where .