ED3622 Lecture Notes - Lecture 4: Swordfish, Chns-Fm, Brainstorming
Week Four
Lecture Four: Promoting Creative Thinking
Developing creative capacity, creative processes and creative environments
The Role of the Arts
- The Arts, by their very nature, are regarded as one of the best avenues for developing
creative capacity.
- At the 30th session of the General Conference of UNESCO (1999), the Director-General
launched an International Appeal for the Promotion of Arts Education and Creativity at
School.
- Internationally, much important work has followed this launch.
- You need to be part of the process by delivering authentic forms of arts education - as
this promotes creative capacity-building.
Creativity
- A capacity to
o Interpret ideas
o Solve problems
o Think laterally to invent new solutions
o Be innovative - go beyond the ordinary or obvious
- Creative though involves complex reasoning processes
o classifying, inducting, deducting, analyzing errors, constructing support, abstracting,
analyzing perspectives, making decisions, investigating, inquiring, problem solving,
inventing. (Beattie, 1997, p. 5).
Do current education practices support creative capacity development?
- ‘esearh suggests urret eduatioal praties dot effetiel uild o hildres
innate creativity
o 98% of a group of children are positioned in the genius category of divergent
[creative] thinkers as 3-5 year olds, but only 10% remain in this category as 13-15
years old.
o Ken Robinson, Out of Our Minds: Learning to be Creative (2001)
- Creative behaviours in children are often at odds with classroom practices.
o Children can be seen as troublemakers, day dreamers, easily distracted,
disorganised, poor time-managers etc.
Building Creative Capacities
- Thinking and acting creatively is a capacity that can – and should - be nurtured and
developed in children.
- As a teacher, this is your responsibility.
find more resources at oneclass.com
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o Pedagogical style
o Learning challenges
o classroom learning environment are factors in this process
Recognising creativity
1. Creative outcomes
o New things invented
o Situations interpreted in unique ways
o Ingenious solutions to problems
o Novel ways of seeing the world
o Artistic expressions that bring intriguing insight
o New perspectives on old problems
2. Creative dispositions
o Curious, enquiring, observant
o Sees problem or potential
o Lears thro eploratio hat if
o Persistent (trial & error)
o Takes intellectual risks (tolerant of ambiguity)
o Comfortable with nonconformity
o Playful – fluid-adaptive thinking
o Pretends, imagines
o Thinks divergently (laterally)
o Uses intuition and hunches
3. Creative process (EXAMINATION)
o Stages - (Wallas 1926):
o Happen in any creative process, anywhere in the world
o He belies that this is the creative process
o Preparation
o Incubation
o Illumination
o Verification
o Divergent thinking (J.P. Guilford, 1986):
o Divergent thinking supports the creative process
o Thinking laterally
o Thinking of many options
o Fluency
o Flexibility
o Originality
o Elaboration
Stages of Creative Process (Wallas, 1926) - PIVV
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Developing creative capacity, creative processes and creative environments. The arts, by their very nature, are regarded as one of the best avenues for developing creative capacity. At the 30th session of the general conference of unesco (1999), the director-general launched an international appeal for the promotion of arts education and creativity at. Internationally, much important work has followed this launch. You need to be part of the process by delivering authentic forms of arts education - as this promotes creative capacity-building. Interpret ideas: solve problems, think laterally to invent new solutions, be innovative - go beyond the ordinary or obvious. Creative though involves complex reasoning processes: classifying, inducting, deducting, analyzing errors, constructing support, abstracting, analyzing perspectives, making decisions, investigating, inquiring, problem solving, inventing. (beattie, 1997, p. 5). Esear(cid:272)h suggests (cid:272)urre(cid:374)t edu(cid:272)atio(cid:374)al pra(cid:272)ti(cid:272)es do(cid:374)(cid:859)t effe(cid:272)ti(cid:448)el(cid:455) (cid:271)uild o(cid:374) (cid:272)hildre(cid:374)(cid:859)s innate creativity: 98% of a group of children are positioned in the genius category of divergent.
