Creativity Chapter 5

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Creativity Chapter 5

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Title: Creativity Chapter 5


1
Creativity-Chapter 5-
  • BreAnna Bogden

2
Creativity
  • The mystery and wonder of how the human being
    creates still exists.

3
Creativity 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.

4
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5
Cognitive 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

6
Shifting 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

7
Affective 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.

8
Physical/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.

9
The 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

10
Integrating 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)

11
Common 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

12
The 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

13
Developing 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

14
Nurturing 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

15
Nurturing 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)

16
Students 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

17
Peer 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.

18
Cont
  • 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

19
Conditions 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.

20
Measuring Creativity
  • How do we test for creative gifted students?
  • Can test results be used to identify or explain
    the creative process?

21
In 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.
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