Title: Creativity Chapter 5
1Creativity-Chapter 5-
2Creativity
- The mystery and wonder of how the human being
creates still exists.
3Creativity is
- Creativity in this chapter is defined in a
holistic way in order to combine the different
ideas into one idea or thought - By removing or restricting any one of these
aspects, you reduce creativity.
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5Cognitive or Rational View
- Problem solving and divergent thinking are the
central focuses for the development of creativity
- Creatively gifted individuals are able to see
problems in a way that others do not -(Ambalic
1989 Sternberg and Lubart, 1993) - Runco (1992) defines creative thinking as
finding a problem and solving it in ones own
way
6Shifting from the realm of rational to the realm
of feeling
- Dudek and Cote (1994) believe that creativity can
occur through self-expression and personal
development and may not address a problem at all - Moustakas (1967) saw creativity as experiencing
life in ones own way, drawing on ones
perceptions and personal resources
7Affective or emotional-social view
- Csikszentmihalyi (1998) thinks of creativity as a
result of the interaction among a person, a
social system, and a cultural system.
8Physical/Sensing View
- Most related to the products of creativity
- Runco (2001) has the concern that An emphasis
on actual products and achievements may prevent
us from identifying the children with creative
potential who need us most.
9The Intuitive View
- Requires a focus on a higher level of
consciousness than do the others - Samples (1976) believed creativity produced an
attitude that nurtures diversity, change, optimal
involvement, and self regulation
10Integrating the Views
- Gowan stated
- Creativity is a characteristic not only of
individual human behavior, but also of the
species in general. What is true of the
development of the superior individual is also
true of the developing aspects of mankind. The
emergence of creative abilities is a triumph not
only of individual development, but the
harbinger of evolutionary progress (Gowan, 1972)
11Common traits found among creatively gifted
children
- Have imaginary friends
- Enjoy acting and pretending
- Invent words, objects and concepts
- Respond to a question with a list of possible
answers - Create complicated games
- Add new details and twists to stories, TV
programs, movies, and games
12The process of being creative
- Preparation- clarifying the problem and
collecting information about the problem
and possible solutions - Incubation- thinking about or reflecting on the
problem - Illumination- the stage at which the solution
appears - Verification- Trying out and evaluating the
solution - Implementation- elaborating the solution and
carrying it out
13Developing Creativity
- All people have the ability to be creative, at
least while they are young - To be supportive of the developing creativity in
very young children, adults must understand it,
value it and encourage the expression of it
14Nurturing Creativity at Home
- More permissive parents seem to have more
spontaneous, original, self-initiating, and
independent children - Parents allow them freedom in making decisions
and in exploring the environment - Parents of gifted and creative children prefer
guidance to punishment
15Nurturing Creativity at School
- When students are taught in a way that enables
them to encode information in a variety of ways
and to capitalize on their strengths, they learn
better, teaching students to think creatively not
only allows them to express and develop their
creativity, but to learn better - -(Sternberg, 1998)
16Students Need
- Intrinsic motivation- i.e. the desire to do
something because it is important to you - Domain-relevant skills- i.e. skills in a specific
field that were learned through formal education
and experience - Creativity-relevant skills- i.e. ways of thinking
and working that are conducive to creativity - These components establish an environment that
is more conducive to creativity
17Peer Involvement
- In grades 2-6 peers sanctions operate against the
most creative children - In the 6th grade highly creative children often
encounter open hostility, aggression, criticism,
and rejection.
18Cont
- By junior high school, creative students who are
not intellectually gifted are discounted, with
their ideas being considered wild and their
behavior deviant and wrong
19Conditions that Inhibit Creativity
- Low self-esteem, anxiety, competition,
perfectionism, authoritarianism, external reward
systems, the need for closure, rigid timelines,
and disrespect for fantasy or daydreams.
20Measuring Creativity
- How do we test for creative gifted students?
- Can test results be used to identify or explain
the creative process?
21In Summary
- The holistic concept of creativity includes
rational, emotional, physical and intuitive
aspects - Integrating all of the dimensions of creativity
is a dynamic process that requires synthesis - It is possibly the most exciting thing with which
humans can be involved, truly the highest form of
human purpose.