Mention the characteristics of a creative person. Describre how creativity can be promoted through education.
Answers
Answer:
Explanation:
Embrace creativity as part of learning.
Create a classroom that recognizes creativity. You may want to design awards or bulletin boards to showcase different ways of solving a problem, or creative solutions to a real world scenario.
Use the most effective strategies.
Torrance performed an extensive meta-analysis that considered the most effective ways to teach creativity. He found that the most successful approaches used creative arts, media-oriented programs, or relied on the Osborn-Parnes training program. Programs that incorporated cognitive and emotional functioning were the most successful.
Think of creativity as a skill.
Much like resourcefulness and inventiveness it is less a trait and more a proficiency that can be taught. If we see it this way, our job as educators becomes to find ways to encourage its use and break it down into smaller skill sets. Psychologists tend to think of creativity as Big-C and Little C. Big C drives big societal ideas, like the Civil Rights movement or a new literary style. Little C is more of a working model of creativity that solves everyday problems. Both concepts can be included in our classrooms to promote creativity in general.
Participate in or create a program to develop creative skills.
Programs like Odyssey of the Mind and Think quest bring together students from around the world to promote creativity, design creative solutions, and bring them to competition.
Use emotional connections. Research suggests that the best creativity instruction ties in the emotions of the learner. In the “Odyssey angels” program students can devise a solution to help their local community, such as helping homeless youth. This topic is worthy of more discussion by itself. A blog post by fellow blogger Julie De Neen gives some valuable information about this type of teaching.
Answer:
The concept of teaching creativity has been around for quite some time.
Academics such as E. Paul Torrance, dedicated an entire lifetime to the advancement of creativity in education. Torrance faced much opposition in his day about the nature of creativity. Creativity was considered to be an immeasurable, natural ability. Torrance called for explicit teaching of creativity. He advocated that it was skill-specific, requiring intentional instruction. His life’s work ultimately led to the development of the Torrance tests and gifted programs throughout the world.
In recent times, there has been a shift towards the increased acceptance of valuing creativity for all learners. A 2003 TED talk by Sir Ken Robinson discussing this subject reached over 5 million viewers. It discusses how our current school systems suppress creativity. He proposes that our current model leaves little room for divergent thinking.
Much of the blame for a lack of creativity, and therefore innovation, can be traced to our traditional educational systems.
It relies on teaching to the correct answer. An innovative thinking model is needed. Robinson recently tweeted about a new study that suggested 80% of educators surveyed preferred creativity to be included as part of learning standards.
In the same way, David Hughes, founder of Decision Labs and professor at UNC Chapel Hill, argues that innovation is an essential skill for our global economy. In talking about creativity in schools he says, much of the blame for a lack of creativity, and therefore innovation, can be traced to our traditional educational systems.
Most of the practice of creative methods is being done outside the traditional educational institutions by consulting firms and by persons in companies who have been trained in creative problem solving methods. In universities not much has changed since 1950, when the distinguished psychologist J. P. Guilford in his inaugural address as president of the American Psychological Association stated that education’s neglect of the subject of creativity was appalling.
Adding to this sequence of events is the fact that textbooks are at least three years out of date when they are published and . . . educational systems were the slowest adopters of innovation. Thus, we see that educational institutions need a strong dose of creative problem solving.
What are some ways then, as educators, that we promote creativity in our classrooms?
Embrace creativity as part of learning.
Create a classroom that recognizes creativity. You may want to design awards or bulletin boards to showcase different ways of solving a problem, or creative solutions to a real world scenario.
Use the most effective strategies.
Torrance performed an extensive meta-analysis that considered the most effective ways to teach creativity. He found that the most successful approaches used creative arts, media-oriented programs, or relied on the Osborn-Parnes training program. Programs that incorporated cognitive and emotional functioning were the most successful.
Think of creativity as a skill.
Much like resourcefulness and inventiveness it is less a trait and more a proficiency that can be taught. If we see it this way, our job as educators becomes to find ways to encourage its use and break it down into smaller skill sets. Psychologists tend to think of creativity as Big-C and Little C. Big C drives big societal ideas, like the Civil Rights movement or a new literary style. Little C is more of a working model of creativity that solves everyday problems. Both concepts can be included in our classrooms to promote creativity in general.
Participate in or create a program to develop creative skills.
Programs like Odyssey of the Mind and Thinkquest bring together students from around the world to promote creativity, design creative solutions, and bring them to competition.
Use emotional connections. Research suggests that the best creativity instruction ties in the emotions of the learner. In the “Odyssey angels” program students can devise a solution to help their local community, such as helping homeless youth. This topic is worthy of more discussion by itself. A blog post by fellow blogger Julie DeNeen gives some valuable information about this type of teaching.
Research suggests that the best creativity instruction ties in the emotions of the learner.
Use a creativity model.
The Osborne-Parnes model is oldest, widely accepted model. It is often used in education and business improvement to promote creativity. Each step involves a divergent thinking pattern to challenge ideas, and then convergent thinking to narrow down exploration. It has six steps:
Mess-finding. Identify a goal or objective.
Fact-finding. Gathering data.
Problem-finding. Clarifying the problem
Idea-finding. Generating ideas
Solution-finding. Strengthening & evaluating ideas