UNIT 2 Theories and Ideas on Creativity

Learning Outcomes:

At the end of the unit you will be able to: 1. 2. 3. 4. Define creativity and childrens creativity. Compare and contrast the kinds of creativity. Identify levels in the development of creativity. Identify the teaching strategies that enhance creativity in children.

Introduction. Creativity is defined in many ways. Some say creativity is doing things in a unique way. Some believe that creativity is flexible thinking and thinking outside the box. Others say that creativity is a production of novel thoughts and solutions. Some look at creativity as a way of problem solving. According to Bowkett.S (2005), in his book 100 Ideas for Teaching Creativity, he believes that creativity is as much an attitude as it is a set of mental process. Creativity incorporates playfulness, curiosity, sensitivity, self awareness and independence. In this unit we will be looking at the different types of creativity and the dimensions of creativity. We will also be examining the different theories and views on creativity namely Fisher, Laura H. Chapman and Calvin W. Taylor.

Self assessment What does creativity means to you? Define creativity.

Childrens creativity Children are naturally creative. According to E. Paul Torrance (1964), children are most creative at the age of four years old. Characteristics of a four year are as follows: Independent Curious Uninhibited Interested in learning new things Active participants Playful Adventurous.

These characteristics are reflected in the definitions of creativity that was stated in the introduction of this unit. It is interesting to note a quote by Jean Piaget that says: If you want to be creative, stay in part a child, with the creativity and invention that characterizes children before they are deformed by adult society

Childrens creativity can also be understood by looking at the four dimensions of creativity namely looking at what constitutes the creative person, the process, the environment that surrounds the child and the product of the creative art activities.

Figures/Individuals in Creative Thinking skills

1. Robert Fishers approach to creative thinking

Robert Fisher (PhD), is a teacher, researcher and writer on teaching thinking and creativity. He believes that creative thinking consists largely of rearranging what we know in order to find out what we do not know. He proposes 4 indicators of creative thinking skills namely:

Fluency of thinking (the ability to use stored information easily when we need it) Flexibility (the ability to overcome mental block and apparent obstacles) Originality (the ability to produce an unusual or rare response) Elaboration (the ability to add extensively to an idea, including divergent thinking)

Fishers creative thinkers often demonstrate curiosity, risk-taking and wit. He also proposes 5 approaches to stimulate creative thinking in children. The approaches are:

1. 2. 3. 4. 5.

Presenting a stimulus Facilitating exploration Ensuring that children plan action facilitating action on an idea or set of ideas Reviewing and evaluating action.

Teachers are encourage to set tasks that allows students to practice fluency, flexibility, originality and elaboration. It is vital according to Fisher (1998), that there is a culture of enquiry in the classroom where teachers take the role of a facilitator, mediator and participates in the discussions. All these will help to motivate creative thinking and develop a community of creativity. Teachers can also use Fishers SCAMPER technique to help teachers develop childrens curiosity and inquisitiveness.

Fishers (1990) SCAMPER Technique Substitute Who else instead? What else instead? Other place? Other time? Other material? Other approach? Bring together? Unite with another? Combine purposes? Combine ideas? What else is like this? What ideas does it suggest? Can it be adjusted for a purpose? Magnify? Minify? Multiply? What to alter? To add? Change colour, form, shape, motion? Other changes? New ways to use? Other uses if modified? What to remove, omit or get rid of? Part or whole? Try different pattern, layout or scheme? Turn it round, upside down, inside out? Try opposites?

Combine Adapt

Modify

Put to other uses Eliminate Rearrange

Self Assessment Explain Fishers 5 approaches to stimulate creative thinking State the 4 indicators of creative thinking skills.

Discussion
Think how you would assist your students to think creatively using Fishers approach .

Approach

Ways to assists

Presenting stimulus

Facilitating exploration

Plan of action

Facilitate action

Review and evaluate plan

A good teacher makes you think, even when you dont want to ( Tom, aged 10)

2. Laura H. Chapman

Laura H. Chapman is a consultant and writer in art education based in Cincinnati, Ohio, United States of America. In her book titled Approaches in Art Education (1978), states that creativity is a process that is closely related to the process of producing artistic products. This artistic process is fluid and not static, but continuously changing and evolving. In this context, visual art teachers need to be aware that the teaching of the arts in the classroom can be carried out in many different ways and the process of creating creative art work must be explained clearly to the students.

Chapman proposes three methods in the production of creative arts namely:

a. Inception of Idea In generating ideas, the authors need to set the objectives, direction and the purpose of the art work.

b. Elaboration and refinement - elaboration and refinement will enable the process of creating the art work more systematic. This is to ensure that the image or visual produced is aligned with its objective and theme.

c. Execution in a medium choosing the right and appropriate tools, medium and methods in the process of producing art work is important. Teachers or facilitators need to give guidance and clear instructions to students on how each medium and tools are use. This will ensure that the materials gives value and meaning to the art work produced.

3. Calvin W. Taylor

Calvin Taylor was an important figure in the study of human creativity. Taylor proposed a model Calvin Taylors Multiple Talent Model. It is based on the idea that students can be gifted in different ways and that nearly all students have a talent. It focuses on 6 talent areas: creativity, foresight, planning, communication, decision making, and academics. According to Taylor, IQ tests alone are insufficient to identify giftedness as they are related to academic talent only and assess this one talent to the exclusion of the others. Through Taylor's model a teacher would be able to expose students to a much wider range of talent areas.

Taylors Multiple talent Model SKILL Academic WHAT THIS MEANS Being able to develop a knowledge/skills base about a topic EXAMPLES Acquire information about... Research the concept of...

Creativity

Being able to create original Create another day of the week. meanings, see new relationships Generate ideas. and ideas Add details . Decide what you think are the characteristics of an ideal pet. Being able to look at alternatives, Examine all possibilities. evaluate and justify decisions Make a choice and justify your selection. Being able to organise ways of arriving at specific objectives or Plan a friend's birthday party. Develop a plan for...

Decision Making

Planning

answers Forecasting

Prepare a budget for...

Predict what would happen if it Being able to predict and examine snowed in Perth. cause and effect Tell what you think. What would happen if... Demonstrate how you would feel if you were stranded on the moon. Tell about sports days from the viewpoint of the teacher. Paint a picture to express joy. Show how. Describe your feelings about. Implement the plan for... Apply for a position on...

Communication

Being able to communicate both verbally and non-verbally

Implementing Human Relations Discerning Opportunities

Being able to implement a plan Being able to obtain and keep a job

Being able to identify new Identify a need and initiate a opportunities and make progress program for...

Thus based on the table above Taylor's model encourages the following:

development of open-ended activities that will allow the development of talents focus on talent development rather than only the acquisition of knowledge knowledge being seen more as a by-product or a means to an end different and varied approaches to learning a greater emphasis on contact work within the classroom a smooth transition to the "real world" through decision-making and planning improvements in students' self-confidence and self-esteem

Self Assessment

Discuss the 3 figures in creative thinking

Discuss the similarities and differences between the three approaches/figures in creative thinking.