It’s my second year teaching high school. I work in a big school with about two thousand students. In Grade 11 Advanced English we study Macbeth.
“Miss, do we really have to write another essay?” a lanky boy in the front row asks.
“What are you proposing? Do you have another idea?”
“We should make a play,” a girl suggests.
Another girl says, “We could invite other classes to watch!”
The students slouched in the back of the room adjust, leaning into the discussion.
“How would we begin?” I ask.
The students talk at once, shocked that the idea of substituting an essay is possible. The volume in the room grows.
“We’d have to decide how much of the play we want to do,” a girl says.
“And we could have jobs—”
“—I could do costumes!”
“I want to be a witch!”
“Everyone can do something backstage too.”
“We can turn our portable into a theatre—”
“What if I brought in lights my dad uses at Christmas for our stage?”
“—and I can bring in a cauldron.”
“Jo can make a head for the end!”
I stand by the board at the front of our portable, trying to capture their thoughts in chalk as they fire them out one after another. They brainstorm until the board is full.
“So does this mean we can do it?” a boy asks.
I pause for dramatic effect, squinting my eyes, squishing my lips up into a thinking face. “Hmmmm,” I say. “You make a really good case. I would love to support you on this—where does the writing fit?”
A girl stands up, talking and moving her arms. “I know! We can write a reflection on our characters or a reflection about what we learned.”
Working with teenagers I witnessed creativity every day. We staged Macbeth in our portable that semester. Students collaborated to make props, to paint large sheets of paper to use as a backdrop taped to our chalkboard. Students decided which scenes to include. From directing to acting to finding an audience for the work, the students engaged in every step of the creative process. We had some challenges with meeting deadlines, getting along, balancing different levels of enthusiasm for the project—but the students persevered. Our audience (another Grade 11 class) surprised us by showing up in Elizabethan-inspired costumes. We all learned a lot about how to bring an idea into being, about how to create.
Creativity is the swirling energy that starts with an idea and expands with each new connection, idea by idea, until the ideas land somewhere, turning into something to be shared. Creativity is about process, the ways of bringing an idea into being, the act of creating.
To begin take some time each day to capture ideas–as many as you can. And then when it feels right, try some of them on.