Ok, I might as well go first: I wish I could draw. Not at the level where I could make photorealistic portraits, but I’ve always been envious of those who are able to scetch something together in a few minutes that perfectly captures what they want to convey. Sometimes words aren’t enough to express what I want to say, and for those situations I would love to have a simple drawing do the talking for me.
See a lot of comments here about creative skills like drawing or singing, and I feel a little bit privileged having skill in both and more besides, on the creative side.
But I can’t really feel good about it, because I have serious problems with math and strict, rule-based stuff.
I really wish I was more logical and structured. I also lack a lot in the department of executive function, being so chaotic and creative. I am really bad at most everything that would actually get me a decent wage. The creative skills are worth nothing (in the sense of getting paid) if you can’t manage to stick to deadlines or sell yourself as an employee or a freelancer, and I keep getting into deep trouble due to miscalculating and misestimating my budgets, timespans, conceptualizing bigger picture when I am thrown into doing small picture stuff, or seeing the small pictures when I’m working with the big picture.
But it’s pretty interesting and fun seeing these different kind of responses. I guess there’s a little bit of a zero sum game here; if one’s good at something, almost always they’re bad on something else. Seems obvious, but somehow I’ve never thought about that.
I think this response is great, because, while I’m on the other side of the fence (theoretical chemist that sucks at anything artistry related) I think it’s a common misconception that math/science/engineering isn’t creative.
I find that misconception both with people struggling to learn it, and often with people teaching it. The reason I bring it up is that, in my experience, the “hard” sciences become both more fun and easy to learn, and more easy to teach, when creativity is encouraged. For my own part, I’m wildly chaotic in the way I solve problems, and my notes are typically a jumbled mess of drawings and scribbles. For my students part, I’ve seen stuff loosen for a lot of people when they’re encouraged to just let their thoughts flow out on their paper, rather than thinking everything through five times first.
By all means: There’s a difference between math and art, but I think a lot of maths teachers and students could have a better time if they allowed themselves to think more artistically, especially those that are well inclined to it.