Creative Process

1. Creative Process Week 3 NJ Kang

2. Listen and look, find differences between them and identify the origin and reasons for the difference. • http://www.youtube.com/watch?v=kbcZzhrzmSQ심청가 • http://www.youtube.com/watch?v=GCQjtr7tJU4모자르트Figaro • http://www.youtube.com/watch?v=PgioWIS-Msc흥부전 • http://www.youtube.com/watch?v=lPLBxyFmkhs궁중음악 • http://www.youtube.com/watch?v=POVjeuef0RY교학곡5번

3. Objectives of the lesson • The creative Process (Dewey and wallas, Torrance)  • Problem Finding (Csikszentmihalyi and Sawyer, 1993)  Problem Types • How they find problems • How to solve the problems.

4. How does creativity work, and how were individuals identified as creative differ from others? • Characteristics of the creative person • Theories and models are organized around the creative process. • Study and theorize about the creative product itself.

5. 1. Creativity across cultures • Cultures do not differ only in their standards of appropriateness, but also in the ways they conceptualize novelty and the processes of creativity itself. • Western tradition of individualism vs other cultures  the notion of creativity as an original contribution has deep roots. The notion of originality and inventiveness as both good and necessary for progress Individual rights as part of a natural inheritance supports the image of rugged individuals struggling against cultural norms to bring forth progress. • Korean’s Confucian principle affect Asian people’s individualism and originality (Kim 2005; Seo, Lee, and Kim, 2005)  rote learning, hierarchical relationships, conformity

6. Cultural values affect • Whose creative efforts will be accepted and the areas in which creativity is and is not encouraged. • Many traditional cultures have types that are used for sacred religious symbols and interpretation. • Cultural transition itself offers plentiful venues for creativity. • All of us are limited in our ability to recognize and appreciate creativity that is outside our cultural norms. • Cultural appropriateness also can be constrained by politics • Cultures use creativity to express their values.

7. 2. The creative process (Experienced creativity) - School Store- I decided Not to go, Not to eat However, ‘Lottesand’ in my hands -매점- 결심했다. 안 갈꺼다. 안먹을꺼다. 하지만 내손엔롯데샌드

8. Dewey and wallas: to incubate or not to incubate • Dewey’s (1920) model of problem solving. • A diffeiculty is felt • The difficulty is located and defined • Possible solutions are considered • Consequences of these solutions are weighed • One of the solutions is accepted. Wwallace (1926) unconscious processing Preparation Incubation Illumination verification

9. Torrance 1988 (sensing creative problems) • Sensing problems or difficulties • Making guesses or hypotheses about the problems • Evaluating the hypotheses and revising them • Communicating the results.  actually doing something with the idea, is missing from Dewey and Wallas models.

10. Creative Process Model

11. 3. Problem finding (fundamental to creative processes) • The formulation of a problem is often more important than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions new possibilities, to regard old problems from a new angle, requires imagination and marks real advance in science (Dillon, 1982) • It is necessary to have enough knowledge to raise or find creative problem.

12. The nature of problems • To find problems have to understand problems. • Identification and framing of problems is fundamental to creative processes.

13. 3 type problems Getzels (1964) • Type 1: there is a known formulation, a known method of solution, and a solution known to others but not to the problem solver. • Type 2: take the form of presented problem, but the method of solution is not known to the problem solver. • Type 3: there is no presented problem. The problem itself must be discovered, and neither the problem nor its solution may be known to anyone.

14. 3 levels of problems, Dillon (1982) • An existent problem is evident. (where is the light house?) • An emergent problem is implicit rather than evident. (why does the light house located at the seaside?) • A potential problem does not yet exist as a problem (making a story lines or plan scientific investigations to test a question, e.g. NJ’s story. 2 yr olds attraction on colorful clothes)

15. The process of problem finding • When discuss them with someone who has successfully found one or more problems • Specific moments that triggered their ideas. • Systematic putting out of pace … the pairing of two realities which apparently cannot be paired on a plane apparently not suited to them (an umbrella and a sewing machine)  Synectics

16. Poem writing using metaphorical linking STEP I Dogs are for hugging after a bad day. Jeans are for showing when you look slim.

17. Metaphorical Thinking STEP III – example poem <Jeans and Puppies> When I first so you, you are so tough to be tame. You are so lovely but you won’t fit to me. As time goes by, you are so precious for me. When the day is cold you keep me warm, When the day is sunny you help me to go outside, My favorite friend wherever I am…

18. STEP III Metaphorical thinking VS VS VS

19. The process of problem finding • When discuss them with someone who has successfully found one or more problems • Specific moments that triggered their ideas. • Systematic putting out of pace … the pairing of two realities which apparently cannot be paired on a plane apparently not suited to them (an umbrella and a sewing machine)  Synectics • Conscious manipulation of materials or activities allowed him to find or at least watch the birth of original ideas.

20. Things learned from researches • Relationship between problem finding and development of cognitive processes (Arlin 1975, 1990). Only after a person is capable of formal operational reasoning. One can become a problem finder only after one is able to solve similar problems. • To be a creative problem finder, one must not only generate potential problems, but must also select problems that lend themselves to effective, original solutions (Runco & Chand, 1994) • Familiar strange with bear. • How bear is like underground heating system? • How food chain is like people in my classroom?

21. The Osborn –Parnes model of Creative Problem Solution(not only describe the creative process, but also to allow individuals to use it more effectively) • At the creative problem finding process there are both divergent (finding many ideas) convergent (drawing conclusions and narrowing the field) stages of problem solving. • Mess –finding, b. Data- finding, c. Problem – finding , d. Idea – finding , e. Solution – finding , and f. Acceptance – finding .

22. 4 CPS components (Isaksen, Dorval, & Treffinger, 2005) • Understanding the Challenge, involves investigating a broad goal, opportunity, or challenge and clarifying thinking to set the principal direction for work. (I want to improve the parking situation on campus) Understanding the challenge, Exploring Data, entails examining many sources of information from different points of view and focusing on the most important elements. (In What Ways We Might Be, IWWMW)  Divergent  Convergent 2. Generating Ideas. Has only one stage. In it ideas are generated for the selected problem statemtn using a variety of tools. Convergent  Divergent. 3. Preparing for Action. This involves exploring ways to make the promising options into workable solutions –translating ideas into actions. 1) developing solutions, applies deliberate strategies and tools to analyze, refine and select among ideas (how much would it cost?) 2) evaluate each of ideas 3) building acceptance, plans are made for the implementation of the hosen solution. 4. Planning your Approach. The component reflects the need to monitor your thinking throughout the problem-solving process to make sure that you are moving in the desired direction and using an appropriate selection of CPS stages.

23. Homework • Use a set of models of Creative process model, Types of problems, explaining how you find the problem, solve the problem, model of CPS. • Create one Creative task for learning English purpose from which learners can use all the described thinking processes. • Need two volunteers to present what you found for the homework. • Read Chapter 3 and summarize each theories and compare these.