Creativity 1,2,3

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Creativity 1,2,3

• Susan Baum. Ph.D.
• International Center for Talent Development
• Internationalcenterfortalentdevelopment.com

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Creativity is a multi-faceted phenomenon

• Person
• Process
• Product
• Press (situation)

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Creative folks

• Have a strong sense of curiosity,
• Have a childlike sense of wonder and intrigue.
• Enjoy exploration experimentation.
• Have a history of taking things apart to see how
  they work.
• Enjoy exploring attics, libraries, or museums.

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Curious folks

• Often have a generally strong urge to understand
  the world about them. Their curiosity produces
  wide interests, unusual hobbies, and an
  experimenting nature. High curiosity is a classic
  creative trait.

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Playful Attitude
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Sense of Wonder
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Sees Possibilities
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Risk taking
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Lets be children.
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DIVERGENT THINKING

• Fluency lots of ideas
• Flexibility different
• Originality unique idea to solve the problem.
• Elaboration Adding details

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Using Brainstorming to Generate Ideas

• Criticism is ruled out.
• Freewheeling is welcomed.
• Quantity desired.
• Piggybacking on other ideas is encouraged.

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S.C.A.M.P.E.R

• Substitute
• Change or Combine
• Adapt
• Minify, Maximize, Modify
• Put to other uses
• Eliminate
• Rearrange

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Brainstorming a But-So Book

• How many ways could you get to school if your
  car broke down?

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Moving to Write
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Problem finding and discovery in science

• RECOGNIZING PATTERNS
• MAKING CONNECTIONS
• TAKING RISKS
• CHALLENGING ASSUMPTIONS
• TAKING ADVANTAGE OF CHANCE
• SEEING IN NEW WAYS BARRON EISNER

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DISCOVERY LEARNING

• MESSING ABOUT
• ASKING QUESTIONS
• FORMING HYPOTHESES
• TESTING HYPOTHESES
• DRAWING CONCLUSIONS

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Playing around with 7-up and raisins

• Take a glass of 7-up, and another glass of water
  and half a dozen raisins and play.
• What do you observe? Ask 5 questions that start
  with I wonder about or I wonder what would
  happen if

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My Plan

• Question What do I want to know?
• My hypothesis
• How will I conduct my experiment (materials and
  steps)
• Observations and conclusions

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Encouragers

• Provide opportunities for play and problem
  finding.
• Have a creativity corner.
• Teach divergent thinking skills and integrate
  them into the curriculum.
• Model creativity and spontaneity.

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Creative Learning Press www.creativelearningpress.
com
Creativity 1, 2, 3 Author Martha Cray-Andrews
and Susan BaumGrade Level K-3 Encourage
children to think creatively and solve problems
using this cross-curriculum activity book. Parts
I and II explain how to foster creativity in the
classroom and design a creativity training
program that focuses on fluency, flexibility,
originality, and elaboration. Part III emphasizes
infusing creative thinking strategies into
curricular objectives.