Do Schools Kill Creativity? (Speech Presentation Sample)

Do Schools Kill Creativity?
Name
Department/University
Professor
20th April 2020
Do Schools Kill Creativity? https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity
1 Introduction
1 Background: TED allows people to air their worthy ideas in rhetoric and persuasive ways
2 Thesis Statement: Robinson uses elements such as ethos, pathos, as well as logos to create an enjoyable case of a learning system that should foster instead of undermining creativity
2 Body Paragraph 1: Robinson opens the speech with a pleasant introduction and rapidly creates a common ground with the viewers
3 Evidence: he says, “Good morning. How are you? It's been great, hasn't it? I've been blown away by the whole thing. In fact, I'm leaving. (Laughter)…... There have been three themes, haven't there, running through the conference, which are relevant to what I want to talk about. One is the extraordinary evidence of human creativity in all of the presentations that we've had and in all of the people here. Just the variety of it and the range of it. The second is that it's put us in a place where we have no idea what's going to happen, in terms of the future. No idea how this may play out.”
4 Support: It was effective because he caught the attention of the audience in a relatable way.
5 So what? The audience felt part of the talk since they had been attending the previous speeches
3 Body Paragraph 2: His speech is biased, especially when he talks about hierarchy; he says that in a bureaucracy the top people are the most valuable subjects for work.
6 Evidence: He stipulates, “If you think of it, the whole system of public education around the world is a protracted process of university entrance (Do Schools Kill Creativity).”
7 Support: He remarks on the way youngsters were stopped from participating in activities that they loved since they were inured to believe that those events might not offer them a career later in life. Secondly, he says that they base the whole hierarchy on academic ability.
8 So what? His emphasis is that the current education system is designed to focus more on academic ability as a dominating factor in our view of intelligence.
4 Body Paragraph 3
9 Evidence: He uses the ethos appeal to convince the viewers to believe his unpleasant points and alters their conclusion concerning the whole public education system; he encourages listeners for a “call to action” at the end of his presentation.
10 Support: “………What TED celebrates is the gift of the human imagination. We have to be careful now that we use this gift wisely and that we avert some of the scenarios that we’ve talked about. And the only way we’ll do it is by seeing our creative capacities for the richness they are and seeing our children for the hope that they are. And our task is to educate their whole being, so they can face this future. By the way we may not see this future, but they will. And our job is to help them make something of it. Thank you very much.”
So what? He links his message to the TED seminar in a smart way, therefore, he uses the meeting as a basis that will assist the viewers in recalling his core message
5 Body paragraph 4: Sir Ken’s talk was more of a conversation as opposed to a speech.
Evidence: He says, “H