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Back to the drawing board: A Practical Application of Creativity

Back to the drawing board: A Practical Application of Creativity. I don’t even know what that word means. Where We A re Now:. Lack of creativity in the classroom/world Ambiguity of the term and understanding of creativity Weighted expectations How do we measure creativity?

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Back to the drawing board: A Practical Application of Creativity

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  1. Back to the drawing board: A Practical Application of Creativity I don’t even know what that word means.

  2. Where We Are Now: • Lack of creativity in the classroom/world • Ambiguity of the term and understanding of creativity • Weighted expectations • How do we measure creativity? • New to who?... I’ve heard that idea before • Creative people are just simply that… creative people, so don’t bother teaching.

  3. “Lack of agreement about a common definition of creativity may undermine consideration of the concept being included in school curricula by practically minded school administrators.” (Zimmerman, 2009) • “Unfortunately, most creativity research does not include an explicit definition; this lack of definition partially accounts for the often-conflicting research on the topic. As such, those in the field become estranged from each other by semantic issues and those outside the field become distanced because it appears no one in the field can even define creativity” (Kaufman, Sternberg, 2010)

  4. But… • Many scholars agree of its IMPORTANCE! • “Americans are concerned that we are falling behind as a nation and that imagination, innovation, and creativity have been the foundation moved the United States into a world leadership role… To maintain our competitive edge, we need to balance instruction, encourage our children to be creative and develop their imaginations.” • (Zimmerman, 2009)

  5. Current Attempts • “Make the strange familiar; and the familiar strange” (Davis, 1970) • Torrance Tests • Problem Based Learning Curriculum • Learn the tools creative people use • Listing _ # of ways to think creatively • EX: Step 1: Ask questions Step 2: tolerate ambiguity, Step 3: Keep trying

  6. My Curricular Problem • I have yet to read or hear about a practical way to introduce students, myself, administrators or staff an easy and memorable application of creativity. • Can we provide a formula for creativity… or at least the perception of creativity? • A tool to help rethink the norm and work around the standard

  7. My Approach (First let’s get some wiggles out) • Address the “big bad creativity monster” -Creativity can be taught, practiced, and formulated 2. If it’s new to you it’s creative 3. Ideas are inspired by the past, sensory input, and potential desired outcomes. 4. Creativity does NOT have to be an “out of no where, Ah Ha moment”

  8. 1. The Factors of • Take any idea, project, object, activity, paper, assignment… anything and list as many of the factors that are expected from an outcome and its component’s as possible. (The more thorough you are the better) • EX: Soccer • Factors: Play in a FIELD; with ONE BALL; TWO GOALS; and have TWO TEAMS KICK the BALL into the opposing TEAM’S GOAL.

  9. 2. Add Variation to a Factor • A variation of any factor will begin to make the idea, problem, or entity more creative. • EX: Soccer • Possible Variations: • 2 Balls • Multiple Teams • Multiple Goals • Use Pool Noodles instead of feet • BOOM! A more “creative” take on soccer.

  10. Issues? Duh • “What happens if you cannot think of all the factors?” • “You need to be creative to come up with a variation; if you aren’t then your stuck at the original problem… no creativity ” (gf, 2011)

  11. FACTORS • The factors are very much an attention to the specifics within a definition. Ie. Color, number, expectations, outcomes, and potential. • Not all of the factors need to be listed or changed to have a creative idea. • Changing every factor will not always be necessary.

  12. VARIATION • Variations can be formulated through many means. • Past Experiences • Desired Outcomes • Another Person’s Perspective • Media • Similar Experiences • Basic Changes such as material or equipment

  13. Remember the root of creativity is CREAT(E)… It seems impractical to think that this is not a process. • Your variations may not always be successful. • You will need to think about the potential issues with changing any factor of your entity. • 1 variation may seem less “creative” than 5 variations but it is still a creative moment and change

  14. Try It Factors of : Variation of a Factor : -Past experience -Desired outcome

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