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Creativity Is Expression of Self

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I am currently taking a creativity class and in my opinion their is no failure when it comes creativity. It is an expression of self and if we were to tell children they failed because they were not creative to our standards then this could hurt the children emotionally and children may have a hard time trying to find the creative side of themselves.

Maritime girl Canada

I think what we're missing is

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I think what we're missing is the value of failure. Allowing our students to experiment, fail and learn from that failure builds the attitude and resourcefulness foundational to creativity. Todays students have adults hovering at all times-in and out of school-organizing their schedules, setting them up for success and telling them what will and won't work.

While I'm not sure that

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While I'm not sure that creativity is a skill or to be taught to the point of activating on demand, it is clear that ability and education provide essentials for it. Inspiration, the spark most often leading to creative effort, loves interaction and brainstorming. Even when not tossing ideas around with others, an engaged mind that listens, sees, and discovers things does so in ways still not understood. From that often comes the creative brilliance that elevates work.

A pretty effective way to inspire some creative effort from children while engaging them with language arts, writing and storytelling in the digital world is with a platform such as the one from BoomWriter Media. It uses both collaboration and friendly competition to prompt children to develop stories for publication in a class or camp setting. That type of communal yet individual experience is a fun way to facilitate a child's creative drive.

Art and science educator for pre-school through 8th grade

As an art teacher, my

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As an art teacher, my greatest challenges come from one of two common problems: either I don't give my students enough freedom to explore our materials in a project and they feel unsuccessful or dissatisfied in their product based on the expectation set up by a model; or I don't give enough parameters and students without solid guidelines are confused or bored. That's the problem with teaching creativity - it's not something to teach, it's something to guide. When I have an idea of what an outcome could look like, and I focus on teaching skills to that goal, my students are often frustrated with the task of getting from their step 1 to their step 10 - not stopping to consider that the value of the project is in steps 2 through 9 and what they are learning is not how to paint a lifelike portrait, but how to think through challenges (why doesn't his nose look right?) and finding solutions on their own. What I can't do is teach them how to create solutions to problems: that impulse has to start with them. What I can do, and what I think is the main idea of this article, is create a circumstance in which they are allowed to create and help guide that creativity toward a structured goal through modeling. That, however, is creative thinking, not creativity. I'm too hung up on the idea that creativity is too unique and too individual to be "taught" or developed into an identifiable form. Sure, it seems like semantics, but it is more than that. To suggest that creativity itself is teachable, suggests also that it is learnable and some people will "get it" and some people, naturally, won't. To think that at any age any human might not be able to "get" creativity seems quite narrow-minded to me. Maybe they don't get collaborative creative thinking, sure. But I do believe at any given moment, any person can be unique and create something different than what has been created before.

Gifted Education Specialist

I like that this article

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I like that this article isn't saying divergent thinking IS creativity. It is but a piece. Also, just because something is new or different doesn't mean it is creative. A toddler pounding on the keys of a piano may be making a new sound, but it is not creative. This is from some of Jane Piirto's work on creativity: "Divergent production has often been confused with creativity. Here are Guilford’s original factors that make up divergent production: “sensitivity to problems, ideational fluency, flexibility of set, ideational novelty, synthesizing ability, analyzing ability, reorganizing or redefining ability, span of ideational structure, and evaluating ability.” Shoe goes on to point out that there is thinking creatively, working creatively with others and implementing creative innovation. Not everyone is well versed in all three areas but together they make a creative idea accessible.

Educator, Consultant, ADE , ClassTechTips.com

I love using Doceri to record

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I love using Doceri to record student thinking - awesome assessment tool: http://classtechtips.com/2012/12/10/record-your-work-using-doceri/

7th and 8th Grade Art teacher from Reeds Spring, Missouri

Pulling Back the Veil

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There's no mystery in either talent or creativity. My emerging artists learn that talent is passion plus perseverance, and that creativity is a process to be mastered. It just seemed to make sense to me to empower them by teaching them the steps in the creative process (saturation, incubation, illumination, implementation, verification). They quickly gain ownership of their role as creative genius or collaborator, and can navigate both the vocabulary and the process with ease.

Formative and self-assessment are simplified when the project is viewed as a series of steps (even when the steps go in circles or off a cliff). The product/project evaluation (summative) is based on its success as a solution to the visual problem. One of many forms of verification they will experience as artists... or as engineers, teachers or salespeople.

In the co-core arena, that's a bonus; the knowledge transfers to other disciplines. I love it when they tell me they need to saturate on something for a bit, or that the idea got fried in the incubator, but especially when I hear one shout eureaka.

Afraid to teach/assess creativity? Just remember these words:
"If people knew how hard I worked to get my mastery, it wouldn't seem so wonderful at all." - Michelangelo

IBDP TOK teacher

Great Resource! Creativity

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Great Resource! Creativity now seem interesting enough to be managed! Reflective rubric is a great help.
This will help me strengthen the baby step that we all are intending to take with PBL in school system.

On a mission to tap into the hidden strengths that all young people have th

Creativity is a Superpower

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Thanks for these great resources! We consider Creativity to be one of our superpowers, and one of several ways to get more typically demographically underrepresented folks into STE(A)M fields. The truth is, we're assessing Creativity all the time whether or not we realize it. Like so many of our superpowers, we should call it out more—turn the subtext into text—and provide a variety of ways in which we can exercise, and evaluate, our Creativity powers.

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