Robinson immediately sets a professional tone by expressing to his viewers that he has a vast interest in education. He discusses the theme spoken throughout the presentations and how it will tie into his presentation. In the beginning of the speech, Robinson takes a sarcastic approach at explaining the education system by making the comment that “if someone asks you what you do and you tell them you work in education, you can see the blood run from their face”. It is then described as being something that runs deep with people, and uses examples of religion and money as a sense of logos.
He goes on by expressing that “nobody has a clue what the world will look like in five years’ time, yet, we are meant to be educating our children for a future that we cannot predict”. By presenting this statement, he captivates curiosity in the audience and causes them to become more interested on the unpredictability of our future. After establishing his stance, Robinson begins to build a strong argument in he middle of his speech around the word “creativity’ and the diminishing capabilities it has when it comes to 2 our youth.
He allows the audience to become emotionally involved by focusing the majority of his speech on children, which appeals to their sense of pathos. This is continued with a direct quote from Picasso which states, “all children are born artists. The real problem is to remain an artist as we grow up”. He follows this quote with his own opinion, stating that, “l believe this passionately, that we don’t grow into creativity, we grow out of it. Or rather, e get educated out of it”.
As Robinson continues his effort to persuade his listeners of vanishing Ken Orbit By Edmonton Michel eel Foddering Summary and Anal’ ration. Ken Robins( across Chat school successful because Roding,on MIM,EDI. Throughout the pre BC;ginning of tech SP the education system and yuck k,with and us children born a passionately, that As Robinson contain creativity, he speaks of how every education system on hierarchy Of subjects. Breaking it down into each one, he top are mathematics and languages, then the humanities and music.
He also introduces his interest in the importer once by commenting that, “l think math is very imports There isn’t an education system on the planet that teach children the way we teach them mathematics”. He expel grow up, we start to educate them progressively from the we focus on their heads. This statement makes it easier believe that our systems are “killing” creativity in the futz Robinson then uses dance as an emotional device to lure persuasion. He tells a personal story of a conversation h named Gillian Lynn, a world known choreographer for ‘ Opera” and “Cats”.
He opposed the question to Gillian or anger and she explained that in school she felt hopeless concentrate. The teacher suggested to her parents that disorder; she was sent to see a psychologist who later or conclusion that Gillian was not sick in any 3 way, she was just a dancer. Gillian Lynn is now a million some of the most successful music theatre productions “School Kills Creativity’ succeeds in persuading the add education systems do in fact, “kill creativity”. The signify evidence supporting the subject of creativity, as well as important roles and knowledge, make it easier to take w seriously.