The Relationship Between Creativity and the Senses

1. The Relationship Between Creativity and the Senses A Study of Heinz Werner by KimAnh Nguyen and Robb Bernardez

2. The Proposal • Everyday, our senses are bombarded by a multitude of stimuli, some pleasant, others unpleasant. The stimuli affect our emotions and our experience of things an events around us, coloring our view and understanding of them. • Children are more sensitive to these stimuli than adults. • Example: the sleeping cup.

3. Why? • Children are unable to completely differentiate themselves from the environment. The Thesis: • Is it possible, then, that those people who are more in tune with their senses and their emotions are more creative than those who are not?

4. The Man: Heinz Werner • 1890-1964 in Vienna, Austria • Music-lover who became a philosophy/psychology major • Went to Hamburg in 1917 and joined the Gestalt movement • Was dismissed from Hamburg in 1933 because he was Jewish • Came to the US; first to Brooklyn, then to Clark University, where he worked with mentally impaired children and schizophrenics

5. What Do You See?

6. Gestalts • When we perceive things, we perceive things as whole forms (gestalts) • Berlin Gestalt Movement • Leipzig Gestalt Movement • Comparative vs. organismic • Perceptual vs. holistic

7. The Orthogenic Principle • Development process from a relative lack of differentiation and grows to an increased state of differentiation and hierarchic integration. • Differentiation – global wholes separated into parts with different forms and functions • Hierarchic integration – higher regulating centers • Example: child’s drawing

8. Self-Object Differentiation • Three levels: • Sensori-motor-affective • No outside world apart from my immediate actions. • Perceptual • The outside world feels and thinks like me. • Conceptual • There are over eight billion people in the world. • Development is teleological: it moves towards a mature end-state

9. Microgenetic Mobility • Microgenesis • The developmental process that occurs each time we confront a task • The brain takes a stimuli and filters it through the banks until it can accommodate it • Déjà vu? • Microgenetic mobility • The ability to fully utilize both primitive and advanced forms of thinking.

10. Why is Microgenetic Mobility So Important to Werner? “The more creative the person, the wider his range of operations in terms of developmental level, or in other words, the greater his capacity to utilize primitive as well as advanced operations.”

11. Complete microgenetic mobility

12. What Does This Have To Do With The Senses?!? • Experience of the senses = developmental levels • Physiognomic perception • The way in which one perceives and reacts to dynamic, emotional stimuli • Geometric-technical perception • How we perceive an object in terms of objective, measurable properties • Adults vs. children • The world is perceived as they are – a living organism with emotion

13. The Body Precept • There is in Werner’s psychology: • “the recognition of the interdependence of the bodily self and the structure of one’s environment.” • The body precept: • The whole being is a unified, dynamic entity, not studied in isolation. • It must be dealt with: • “in terms of its relations to perception of objects in the outside world – in it’s environmental context.”

14. Synesthesia:The Unity of the Senses • Specific stimuli can arouse a specifically corresponding sensation • At the same time, they may arouse a second sensation, which would be united with the first • Color hearing • High pitch: bright, energetic, happy • Low pitch: darkness, danger, suspense • Words can depict the active, expressive aspect of things, too: onomatopoeia

15. Exploring a Child’s Phenomenal World • Pictoral imagery is more dominant in children than in adults • Eidetic imagery • Photographic memory • Children think in pictures – not in abstract terms • Phenomenal world • The world as it appears to the child

16. So… • We chose to engage Werner and prove that the senses do, in fact, affect our perception of an event or an object, enhancing our experience of them. • We believe that the stimuli we use will trigger an emotional response from the children, which will manifest itself in a altered experience of the image. • We also believe that the child’s work, when produced under the effect of external stimuli, will reveal a greater level of depth, scope, and creativity than the unstimulated control work.

17. Our Experiment • We chose to have children focus on two neutral images. • The images would be presented three times each, once as a control and twice with sensory stimuli. • While looking at these images, the children would be asked to circle words that described their reaction and impression of the images. • They would also have the option of writing a short “story” to accompany the images.

18. Some Concerns • Children would get bored of seeing the same images • Children would not be able to adequately express themselves • The children would figure out what we were up to and shape their answers accordingly • We were not able to control all aspects of the experiment (sound and scent)

21. Control Image 1

22. Some of the Descriptions – Control 1 • Hannah, age 11 • The man looks like he is mad at the cat that is under the rug in the living room because she broke the lamp. • Madison, age 13 • The man I think is angry about something and he is taking all of his madness by banging a chair on the table. • Michael, age 13 • The man seems to be frustrated and angry with what’s under the carpet. Also, seeing the unsteady table, whatever is under it could be alive. • Kevin, age 15 • There is an animal under the rug and the man is trying to hit it with a chair.

23. Control Image 2

24. Some of the Descriptions – Control 2 • Hannah, age 11 • The man in the pic looks like he is going to hate the food that his mother had made for dinner that night. • Madison, age 13 • I think that the man is kind of shocked that he is getting whatever is in the bowl. He looks kind of scared! But all together he doesn’t look mad. • Michael, age 13 • Whatever the man is looking seems to be very weird and kinda grossed him out. Also it looks like a liquid that she is pouring it onto a plate which seems a little weird. • Kevin, age 15 • Someone is pouring soup for the man and his eyes get wide. There is probably something weird in the soup.

27. Negative Image 1

28. Some of the Descriptions – Negative 1 • Hannah, age 11 • The man in the pic look, scones, and smells scary because he looks like he is going to hert someone with the chair. • Madison, age 13 • The guy once again you can tell is very mad now. The music is very scary and tense and the scent is very disgusting and smells like he is in an old moldy house! • Michael, age 13 • The smell made me think he is assaulting whatever is under there because it stinks. And the song adds suspense and makes it seem like a long battle. • Kevin, age 15 • The man has a rodent problem and is about to kill the last one left.

29. Negative Image 2

30. Some of the Descriptions – Negative 2 • Hannah, age 11 • The scent smells like the old lady’s cooking and that is why the guy looks like is he peterfid. • Madison, age 13 • It looks like he is going to do something bad because of the freaky music! The smell smells like whatever is in the bowl is pretty disgusting! • Michael, age 13 • The music adds suspense and scariness. Making it seem as there should be lots of fear at whatever is in that bowl. And the smell just makes it more frightening. • Kevin, age 15 • There’s a dead rat in his soup.

33. Positive Image 1

34. Some of the Descriptions – Positive 1 • Hannah, age 11 • The man looks like he is pooting (putting) on a show in the circus and the clowns are hitting the man with chairs too. • Madison, age 13 • It looks like to me that you are at a circus eating your delicious tasty popcorn while watching a man acting out in a comedy play. • Michael, age 13 • The music and smell remind of the circus and that this could be a skit of some sort. • Kevin, age 15 • The man is trying to hit the bump, but it runs out of the way. It is funny because he can never hit it.

35. Positive Image 2

36. Some of the Descriptions – Positive 2 • Hannah, age 11 • The man looks like he is just looks like he is going to dump all of the Food on the wonmens head and start dancing. • Madison, age 13 • It looks like you are at a play, and the curtain is about to fall and that was their ending pose. • Michael, age 13 • This time, it seems as if he’s not scared, but surprised at how good or wonderful the food looks and smell. • Kevin, age 15 • There is something funny about the man’s soup.

37. Let’s Compare! – Hannah, 11 • Image 1 • The man looks like he is mad at the cat that is under the rug in the living room because she broke the lamp. • The man in the pic look, scones, and smells scary because he looks like he is going to hert someone with the chair. • The man looks like he is pooting (putting) on a show in the circus and the clowns are hitting the man with chairs too.

38. Let’s Compare! – Madison, 13 • Image 1 • The man I think is angry about something and he is taking all of his madness by banging a chair on the table. • The guy once again you can tell is very mad now. The music is very scary and tense and the scent is very disgusting and smells like he is in an old moldy house! • It looks like to me that you are at a circus eating your delicious tasty popcorn while watching a man acting out in a comedy play.

39. Let’s Compare! – Michael, 13 • Image 1 • The man seems to be frustrated and angry with what’s under the carpet. Also, seeing the unsteady table, whatever is under it could be alive. • The smell made me think he is assaulting whatever is under there because it stinks. And the song adds suspense and makes it seem like a long battle. • The music and smell remind of the circus and that this could be a skit of some sort.

40. Let’s Compare! – Kevin, 15 • Image 1 • There is an animal under the rug and the man is trying to hit it with a chair. • The man has a rodent problem and is about to kill the last one left. • The man is trying to hit the bump, but it runs out of the way. It is funny because he can never hit it.

41. Once More! – Hannah, 11 • Image 2 • The man in the pic looks like he is going to hate the food that his mother had made for dinner that night. • The scent smells like the old lady’s cooking and that is why the guy looks like is he peterfid. • The man looks like he is just looks like he is going to dump all of the Food on the wonmens head and start dancing.

42. Once More! – Madison, 13 • Image 2 • I think that the man is kind of shocked that he is getting whatever is in the bowl. He looks kind of scared! But all together he doesn’t look mad. • It looks like he is going to do something bad because of the freaky music! The smell smells like whatever is in the bowl is pretty disgusting! • It looks like you are at a play, and the curtain is about to fall and that was their ending pose.

43. Once More! – Michael, 13 • Image 2 • Whatever the man is looking seems to be very weird and kinda grossed him out. Also it looks like a liquid that she is pouring it onto a plate which seems a little weird. • The music adds suspense and scariness. Making it seem as there should be lots of fear at whatever is in that bowl. And the smell just makes it more frightening. • This time, it seems as if he’s not scared, but surprised at how good or wonderful the food looks and smell.

44. Once More! – Kevin, 15 • Image 2 • Someone is pouring soup for the man and his eyes get wide. There is probably something weird in the soup. • There’s a dead rat in his soup. • There is something funny about the man’s soup.

45. Are Younger Children More Creative Than Older Ones? • Image 1 • Hannah: The man looks like he is mad at the cat that is under the rug in the living room because she broke the lamp. • Kevin: There is an animal under the rug and the man is trying to hit it with a chair. • Hannah: The man in the pic look, scones, and smells scary because he looks like he is going to hert someone with the chair. • Kevin: The man has a rodent problem and is about to kill the last one left. • Hannah: The man looks like he is pooting (putting) on a show in the circus and the clowns are hitting the man with chairs too. • Kevin: The man is trying to hit the bump, but it runs out of the way. It is funny because he can never hit it. • Image 2 • Hannah: The man in the pic looks like he is going to hate the food that his mother had made for dinner that night. • Kevin: Someone is pouring soup for the man and his eyes get wide. There is probably something weird in the soup. • Hannah: The scent smells like the old lady’s cooking and that is why the guy looks like is he peterfid. • Kevin: There’s a dead rat in his soup. • Hannah: The man looks like he is just looks like he is going to dump all of the Food on the wonmens head and start dancing. • Kevin: There is something funny about the man’s soup.

46. And Is One Sex More Creative Than the Other? • Image 1 • Madison: The man I think is angry about something and he is taking all of his madness by banging a chair on the table. • Michael: The man seems to be frustrated and angry with what’s under the carpet. Also, seeing the unsteady table, whatever is under it could be alive. • Madison: The guy once again you can tell is very mad now. The music is very scary and tense and the scent is very disgusting and smells like he is in an old moldy house! • Michael: The smell made me think he is assaulting whatever is under there because it stinks. And the song adds suspense and makes it seem like a long battle. • Madison: It looks like to me that you are at a circus eating your delicious tasty popcorn while watching a man acting out in a comedy play. • Michael: The music and smell remind of the circus and that this could be a skit of some sort. • Image 2 • Madison: I think that the man is kind of shocked that he is getting whatever is in the bowl. He looks kind of scared! But all together he doesn’t look mad. • Michael: Whatever the man is looking seems to be very weird and kinda grossed him out. Also it looks like a liquid that she is pouring it onto a plate which seems a little weird. • Madison: It looks like he is going to do something bad because of the freaky music! The smell smells like whatever is in the bowl is pretty disgusting! • Michael: The music adds suspense and scariness. Making it seem as there should be lots of fear at whatever is in that bowl. And the smell just makes it more frightening. • Madison: It looks like you are at a play, and the curtain is about to fall and that was their ending pose. • Michael: This time, it seems as if he’s not scared, but surprised at how good or wonderful the food looks and smell.

47. If We Could Do It Again • We would have more control over the scents and sounds, doing a control run with these stimuli. • We could have had the children sit in a stadium-style classroom (such as Gorman) so that each of them could see the screen from the front. • We would have tested the theory on younger children and even adults. • We would have tested the theory on more boys and girls in each age group to determine creativity levels. • We would have done more runs! • We would have included the other senses as well: taste and touch.

48. So Was Werner Right? • Yes: the children’s perception of the image changed when external stimuli were added. • In the cases of the younger children, their stories were more creative; the older children’s story were a bit more predictable • Proof that as one grows, one becomes less “in touch” with the primitive levels of development. • Even though some of the stories exhibited less creativity than others, with each rotation, they changed, confirming that the children experienced the image differently each time.

49. Other Theorists • Gardner: the eight multiple intelligences • Sylwester: how emotions affects learning; • “Emotion is important in education—it drives attention, which in turn drives learning and memory.” • Dewey: art as experience; need to educate the whole child • “Art is a dynamic, self-forming, self-fulfilling interaction between man and reality.” • “The human spirit is not merely biological, but also a socially achieved form of being.” • Wood: “Aesthetic is no mere icing on the cake but is rather the dynamic center of the whole…it is an integral experience.”

50. Implications for the Classroom, Per Werner • When he worked with schizophrenics, Werner discovered that they communicate most frequently in the perceptual stage; this understanding helps therapists identify and connect better with their patients. • In the classroom, Werner believed that children needed opportunities to learn through sensori-motor activities and through emotionally meaningful tasks. • Artistic activities is also stressed, for these provide opportunities for the children to express themselves physically and emotionally.