Can creativity be taught?
Yvonne Koert Avans University of applied science
Topics:
• What is creativity
• Is creativity teachable?
• Influencing factors on creative output within the field of education
• How does that translate to a working environment?
People often talk about creativity in terms ofartistic impression, and while this is an important manifestation of creativity, it is not the whole picture.
For most people creativity comes from solving zillions of problems we all encounter every day. Emille Zola
Creativity is:
Mihaly Csikszentmihalyi
Creative thinking
assessment
Teachers stance
Pedagogical stance
Learning object
Learning environ-
ment
StudentsCreative
dimensions
Yvonne Koert
Personal Dimensions of creativity ( creax)
• Abstraction• Perspective• Curiosity• Boldness• Paradox• Complexity• Persistence• Connection
Learning environment
Environment
• Sound• Type of Light• Temperature• Tools• Design• Height• Floor• Nr of human bodies• Furniture arrangement
Environment: Did you know that ;
• Higher ceilings lead to more creative solutions• To low/to high temperature has a negative impact on
dexterity/ alertness, stress and creativity• Bright light ( full gamma) leads to more activity, dim light
to more creative thought due to relaxation• Natural light ( full gamma) improves cognitive results
between 7-18%• Natural light and visuals of natural greens lead to
improvement creative performance• Carpets make people feel more safe/more open
Environment: Did you know that ;
• That clutter leads to diminished creativity• That the presence and type and usability of tools
helps to determine the level of creativity• That drinking water helps the mind power• That the way your chairs are arranged influence
the team work/ productivity• Desirable environment reduces sick leaf• Sharp objects/shapes discourage risk taking
An example : MIT
assessment
Teachers stance
Type of task
Pedagogical
stance
assessment
Ultimately, people do what they are motivated and compensated to do.
What do you asses ?
achievement
satisfaction
participation
How pleased you are with task
How engaged you are
Progress towards learning goals
Do you know that:
• The way you asses influence motivation
• Intrinsic motivation is key to creative work
• Allowing, nay approving risk taking frees up creative power
• Time to think leads to twice as many creative solutions as does time pressure
Type of task
• To difficult/to easy -> lesser creativity
• Goal-free within limits -> more creativefreedom of choice
• Linear -> less creative
• Self control -> more creative
Teachers stance• Standing back is central to learner ownership and engagement,
fostering autonomy and the opportunity • Profiling learner agency; prioritise learner agency, and provided
multiple opportunities in which students can initiate their own activities or make their own choices within a loosely framed activity.
• Giving time and space;– Give students an opportunity to jointly determine the direction of their
work, thus enabling them to exert greater control over their learning. Teachers and learners enter a co-participative process around activities and explorations ( as equals)
– Promote and reward risk taking, independent judgement, commitment, resilience, intrinsic motivation and curiosity
• Identify students creative strengths and foster their creative potential• teachers and learners enter a co-participative process around
activities and explorations ( as “equals”-expedition leader)
Pedagogical stance
• Promote out of the box thinking
• Possibility thinking
( Craft 2001)
Model KEYS: assessing creativity in the work place
Teresa Amabile & others- Harvard
-6 different stimulants
-2 possible obstacles.
• Factors which encourage creativity include:
• Organizational culture that promotes creativity • Encouragement from supervisors • Support from work groups • Sufficient resources (money, time, etc) • Challenging work that is equally suited for the employee, and • Freedom to decide how to carry out your own work.
• The two obstacles pointed out are:
• Organizational impediments, such as internal politics, rejection of new ideas, negative competition within the organization, and aversion to risk taking.
• Negative pressures, including unrealistic productivity and time constraints
Can little c be taught?
• http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html
