| One of the major threats in society today is the loss | | | | However, where this loss of creativity runs deeper is in |
| of creativity in our youth. This fear was first created | | | | children's activities after school. Where kids used to |
| by the motion by states and local governments to | | | | play outside regularly and use their imagination to |
| remove many of the more artistic programs from their | | | | supplement their games, kids today now have video |
| school curriculum. However, the cause runs far deeper | | | | games, cell phones and laptops to keep them |
| and is built off of the entire structure of our society | | | | occupied. As a result, kids now spend more time in a |
| today. | | | | controlled environment where their actions are |
| The first major cause for concern about youth and | | | | predefined and their thoughts limited. By entertaining |
| creativity came when local and state governments | | | | these practices, children are thinking less for |
| pushed to remove artistic programs from the schools. | | | | themselves and losing much of their creative thoughts. |
| Art and music were either removed entirely or | | | | Overall, we can't stem technology but we can try and |
| significantly reduced in scope in the schools, in an | | | | promote a broader array of activities for our children. |
| effort to save money by removing what many people | | | | Try and get kids involved in more activities that require |
| considered optional programs. However, in removing | | | | free thinking in addition to having them play their games |
| these programs, children lost one of the few times | | | | and use their computers. In the end, we will have a |
| during the school day in which they were allowed to | | | | more creative society that is better at expressing itself |
| think freely and to express themselves in their own | | | | freely. |
| unique manners. | | | | |