Creativity: The Spark Creativity: The Spark

Dr(s). Jennifer Scrivner and Dr(s). Jennifer Scrivner and Georgann ToopGeorgann Toop

Creativity and CultivationCreativity and Cultivation

““In children creativity is a universal. Among In children creativity is a universal. Among adults it is almost nonexistent. The great adults it is almost nonexistent. The great question is: What has happened to this question is: What has happened to this enormous and universal human resource? enormous and universal human resource? This is the question of the age and quest This is the question of the age and quest of our research.”of our research.”

Harold H. Anderson (1959)Harold H. Anderson (1959)

Definition of Creativity Definition of Creativity

Creativity is the production of an idea or product Creativity is the production of an idea or product that is new, original, and satisfying to the creator that is new, original, and satisfying to the creator or to someone else at a particular point in time, or to someone else at a particular point in time, even if the idea or product has been previously even if the idea or product has been previously

discovered by someone else or if the idea or discovered by someone else or if the idea or product will not be considered new, original, and product will not be considered new, original, and

satisfying at a later time or under different satisfying at a later time or under different circumstances. circumstances.

Joe Renzulli (1986)Joe Renzulli (1986)

Research on CreativityResearch on Creativity

Research has shown that almost all Research has shown that almost all children have the potential to think children have the potential to think creatively and that creative production can creatively and that creative production can be improved by providing systematic be improved by providing systematic learning experiences that foster use of learning experiences that foster use of imagination.imagination.

Highly creative persons have generally been Highly creative persons have generally been found to be above average in intelligence, high found to be above average in intelligence, high intelligence does not necessarily insure high intelligence does not necessarily insure high creativity. (Razik 1966)creativity. (Razik 1966)

A number of studies have found that children of A number of studies have found that children of all ability levels including MI/MO youngsters are all ability levels including MI/MO youngsters are capable of creative thinking; thus it seems safe capable of creative thinking; thus it seems safe to conclude that all children can benefit from to conclude that all children can benefit from systematic instruction in this area.systematic instruction in this area.

Students engaged in systematic creativity Students engaged in systematic creativity training exercises can be expected to training exercises can be expected to increase their capacity for creative thinking increase their capacity for creative thinking in a variety of fields. (Osborn, 1963)in a variety of fields. (Osborn, 1963)

Specific Abilities Associated with Specific Abilities Associated with CreativityCreativity

Fluency – the ability to generate a ready flow of Fluency – the ability to generate a ready flow of ideas, possibilities, consequences, and objectsideas, possibilities, consequences, and objects

Flexibility –the ability to use many different Flexibility –the ability to use many different approaches or strategies in solving a problem; approaches or strategies in solving a problem; the willingness to change direction and modify the willingness to change direction and modify given informationgiven information

Originality – the ability to produce clever, unique, Originality – the ability to produce clever, unique, and unusual responsesand unusual responses

Elaboration – the ability to expand, develop and Elaboration – the ability to expand, develop and embellish one’s ideas, stories or illustrationsembellish one’s ideas, stories or illustrations

Brainstorming & the Fluency Brainstorming & the Fluency PrinciplePrinciple

Einstein example……E=MCEinstein example……E=MC

Classroom Example:Classroom Example:

Asked a group of students to list all the Asked a group of students to list all the utensils that people might use to eat...utensils that people might use to eat...

(common utensils) (common utensils)

““Suppose you didn't have any forks or Suppose you didn't have any forks or spoons. What could you use?”spoons. What could you use?”

The Principle of Mild CompetitionThe Principle of Mild Competition

Group competition should be used rather than Group competition should be used rather than individual competitionindividual competition

Grades or other material rewards should never Grades or other material rewards should never be associated with competitive activities. be associated with competitive activities. Students will derive satisfaction from the Students will derive satisfaction from the competitiveness itself and the excitement of competitiveness itself and the excitement of winning or trying to win.winning or trying to win.

Teams should continually be rearranged in a Teams should continually be rearranged in a way that allows all youngsters an opportunity to way that allows all youngsters an opportunity to be on a winning team.be on a winning team.

Classroom AtmosphereClassroom Atmosphere

Non-gradness – minimize formal evaluation and Non-gradness – minimize formal evaluation and lead students in the direction of self-evaluationlead students in the direction of self-evaluation

Free children from the fear of making mistakesFree children from the fear of making mistakes Should tolerance and respect for children’s ideasShould tolerance and respect for children’s ideas Discourage teasing and laughter at student Discourage teasing and laughter at student

responses responses Model laughing at yourself and way out ideasModel laughing at yourself and way out ideas Show generous praise for quantity and Show generous praise for quantity and

unusualness of responsesunusualness of responses

Creativity CrushersCreativity Crushers

Don’t be silly.Don’t be silly.Let’s be serious.Let’s be serious.That’s ridiculous.That’s ridiculous.Quiet down.Quiet down.The principal won’t like it.The principal won’t like it.Let’s be practicalLet’s be practicalYou should know better.You should know better.What is a matter with you?What is a matter with you?

That’s childishThat’s childishA good idea BUTA good idea BUT It won’t workIt won’t workDon’t be so sloppyDon’t be so sloppyThat is not our problem.That is not our problem.We’ve tried that before.We’ve tried that before.That’s not part of your assignment.That’s not part of your assignment.

Creativity BuildersCreativity Builders

That’s really good; can you think of a few That’s really good; can you think of a few more…more…

Let’s see who can come up with five more Let’s see who can come up with five more possible titles for Bill’s picture..possible titles for Bill’s picture..

Don’t be afraid to make up new words like Don’t be afraid to make up new words like fantabalous, to show your enthusiasm.fantabalous, to show your enthusiasm.

““Imagination Imagination grows by grows by exercise.”exercise.”

W. Somerset MaughamW. Somerset Maugham