Center for Technology Creativity Division of Creative Arts and Technology Bloomfield College

The concept of teaching creativity has been around for quite some time.

Academics such every bit E. Paul Torrance, defended an entire lifetime to the advancement of creativity in education. Torrance faced much opposition in his twenty-four hour period about the nature of inventiveness. Creativity was considered to exist an immeasurable, natural power. Torrance chosen for explicit didactics of creativity. He advocated that it was skill-specific, requiring intentional instruction. His life'southward piece of 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 past Sir Ken Robinson discussing this subject reached over 5 million viewers. It discusses how our current schoolhouse systems suppress creativity. He proposes that our electric current model leaves picayune room for divergent thinking.

Much of the blame for a lack of inventiveness, 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 inventiveness to be included as part of learning standards.

In the same way, David Hughes, founder of Decision Labs and professor at UNC Chapel Loma, argues that innovation is an essential skill for our global economy. In talking well-nigh 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 do of creative methods is existence done exterior the traditional educational institutions past consulting firms and past persons in companies who have been trained in artistic trouble solving methods. In universities not much has changed since 1950, when the distinguished psychologist J. P. Guilford in his inaugural address equally president of the American Psychological Association stated that education'due south neglect of the subject of creativity was appalling.

Adding to this sequence of events is the fact that textbooks are at to the lowest degree three years out of date when they are published and .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 potent dose of artistic problem solving.

What are some ways then, as educators, that we promote creativity in our classrooms?

1. Encompass inventiveness every bit part of learning.

   Create a classroom that recognizes creativity. You may desire to pattern awards or bulletin boards to showcase different ways of solving a problem, or creative solutions to a real world scenario.

2. Use the most effective strategies.

   Torrance performed an all-encompassing meta-analysis that considered the almost effective means to teach creativity. He found that the about successful approaches used creative arts, media-oriented programs, or relied on the Osborn-Parnes grooming program. Programs that incorporated cognitive and emotional performance were the nearly successful.

3. Think of creativity equally a skill.

   Much similar resourcefulness and inventiveness it is less a trait and more than a proficiency that tin can be taught. If we encounter it this way, our chore as educators becomes to find ways to encourage its utilise and suspension it downwardly into smaller skill sets. Psychologists tend to think of creativity every bit Big-C and Little C. Large C drives big societal ideas, similar 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 tin be included in our classrooms to promote inventiveness in general.

4. Participate in or create a program to develop creative skills.

   Programs like Odyssey of the Mind and Thinkquest join students from effectually the earth to promote creativity, pattern creative solutions, and bring them to competition.

5. Employ emotional connections. Inquiry 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 customs, such every bit helping homeless youth. This topic is worthy of more than word past itself. A weblog post by fellow blogger Julie DeNeen gives some valuable data about this blazon of teaching.
   

   Enquiry suggests that the best creativity didactics ties in the emotions of the learner.

6. Use a creativity model.

   The Osborne-Parnes model is oldest, widely accepted model. It is oftentimes used in education and business comeback to promote creativity. Each step involves a divergent thinking pattern to claiming ideas, and and so 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
   • Acceptance-finding. Plan of activity for Implementing ideas

7. Consider how classroom assignments use divergent and convergent thinking.

   Standardized tests do a great job of measuring convergent thinking that includes analytical thinking or logical answers with one correct response. Divergent thinking considers how a learner tin can use dissimilar means to arroyo a trouble. It requires using association and multiplicity of thought. We should design assignments that consider both types of thinking models.

8. Creativity flourishes in a "fraternal environment".

   Artistic thinking needs to be shared and validated by others in a socially supportive temper. Researcher Csikszentmihalyi (1996) coined this term, to explicate the importance of reception from others. Others consider how to create social communities that promote creativity to solve problems.

9. Exist enlightened during discussions.

   Yous know that educatee who oftentimes asks the question that goes a chip exterior the lecture? Well, engage him. Once a week, intentionally address those questions. Write them down on an assigned space in the board to go dorsum to later. Promote inventiveness by validating students' artistic thinking.

10. Meet creativity in a positive light.

    In his blog in Psychology Today, Eric Jaffe talks about research that suggests run into creativity in a negative lite. If we are going to promote creativity, we demand to embrace it too. Reward students for thinking of problems in varied means by recognizing their efforts.

11. Endeavor the Incubation Model.

    E. Paul Torrance designed this model. Information technology involves 3 stages:

    1. Heightening Anticipation: Make connections between the classroom and pupil's real lives. "Create the desire to know".
    2. Deepen Expectations: Engage the curriculum in new ways. Begin and create opportunities to solve a novel trouble.
    3. Keep it going: Go along the thinking beyond the lesson or classroom. Find ways to extend learning opportunities at home or even the community.

12. Use a cultural artifact.

    Enquiry from experimental social psychology finds that artifacts can heighten insight problem solving. Consider using an ordinary object, such as a lite bulb used in the study or a historical artifact to take students recall well-nigh living in a particular fourth dimension period.

13. Establish expressive freedom.

    The classroom environs must be a place where students feel condom to share novel ideas. Allow for flexibility and create norms that promote creativity.

14. Be familiar with standards.

    Knowing the standards within and out helps find creative solutions in approaching a lesson. Teachers tin adapt them and work within the current framework. Some topics allow for flexibility and employ of artistic approaches.

15. Assemble outside resource.

    There are some groovy resources to read related to creativity. The Academy of Georgia, provides an array of amazing resources related to how to promote inventiveness in applied means. It also gives a list of programs and organizations that can help with the process.

16. Allow room for mistakes.

    Sir Ken Robinson said it best when he said, "If you're not prepared to be wrong, y'all'll never come up up with annihilation original."

17. Allow space for inventiveness.

    Pattern some classroom infinite for exploration, such as a thinking table, a drama stage, a drawing table, or a space for groups to discuss ideas.

18. Give students time to ask questions.

    Organizations such as CCE (Creativity, Culture, Educational activity) suggest teachers incorporate opportunities for students to ask questions. Intentionally blueprint lessons that allow for wondering and exploration.

19. Creativity builds confidence.

    Students take buying of their own learning. Recall of ways where students might design a project. For example, for the history requirement, I suggested students of both fifth class classes create an exhibition of their last projects. The students were and then proud of their final work and learned from others presentations. Parents and customs members were happy to see students take ownership of their learning.

20. Encourage marvel.

    Consider what is important to students. Student interest is a great identify to start on what drives their own thinking tank. Observe inspiration from their earth. Creativity is intrinsic in nature. Attempt to promote creativity by stepping into their viewpoint to notice what motivates them.

    Student involvement are a great place to start on what drives their own thinking tank. Find inspiration from their world.

21. Construction is essential.

    Studies, such as a meta-assay by Torrance suggest that creativity pedagogy is best with clear structure. For instance, consider the guidelines of the standard curriculum objectives and add together these to the design. For example, reading considers communication, comprehension, listening, writing and reading.

22. Observe a working model of inventiveness.

    To go a better idea of how others promote inventiveness, visit a creative classroom or watch a video nearly how a creative classroom works. The "Case for Inventiveness in School" is an fantabulous video that educators tin watch to run into how creativity might play out in a classroom. This schoolhouse adopted a school-broad arroyo to recognize students.

23. Consider the work of current experts in the field.

    Sir Ken Robinson is an internationally renowed creativity and innovation expert. His work is used to run into global challenges, renovating education, business, and government organizations to implement his strategies. His books and TED talks are great places to promote creativity in your own pedagogy.

24. Explore unlike cultures.

    Culture is an splendid vehicle for inspiring creative thinking. In Thinking Hats & Coloured Turbans Dr. Kirpal Singh discusses how cultural contexts are central to artistic endeavors. Yous can hash out how collaboration between cultures, such as in the space program, produces unique, novel ideas.

25. Find means to incorporate and integrate art, music and culture

    . A contempo report prepared for the European commission considered that creativity is a primal force that shapes our civilisation. With the changing times nosotros alive in, the written report suggested that society is enriched past cultural-based creativity.

26. Use a collaborative artistic thinking model to solve classroom issues.

    For instance, read a paragraph and so have groups hash out a list of questions. Collaborative trouble solving is communicable on quickly. In fact, many business schools have implemented creative thinking models into their curriculum.

27. Design multidisciplinary lessons when possible.

    When teaching geometry, I designed a lesson called, "Geometry through Art". It included works of Fine art to show fifth graders their application to everyday geometric concepts. The result was astounding. I never thought that the subject matter would be so successful. I designed an entire unit of measurement that focused on how unlike concepts rely on geometry. I fifty-fifty asked the Art teacher to help reinforce those concepts in class.

28. Tapping into multiple intelligences is key.

    Creativity requires us to utilize different parts of our brain. We frequently bridge connections betwixt seemingly unrelated areas to brand new concepts emerge. Allow students to apply their strengths to find new means of budgeted a topic or solving a problem. You might exist surprised with what they come up with.

29. Understand that creativity is important to students' future in the chore market.

    Paul Collard for Creative Partnerships, discusses how sixty% of English language students will work in jobs that are not yet created. In today's market, students must largely be innovative and create their own jobs. Collard suggests teachers focus on teaching item skills or set of behaviors, rather than preparing students for specific careers.

30. Teach creative skills explicitly.

    Co-ordinate to Collard, "Creative skills aren't only about skilful ideas, they are about having the skills to make skillful ideas happen." He suggests artistic skills should include 5 major areas:

    • Imagination
    • Existence disciplined or self-motivated.
    • Resiliency
    • Collaboration
    • Giving responsibleness to students. Have them develop their own projects.

In a contempo article, What Would Dr. E. Paul Torrance Practise?: A Legacy for Artistic Education , the author considers what lies in the futurity of inventiveness in our schools?

Retired professor Berenice Bleedorn says we should keep his legacy of sharing information and practice "the art of creative thinking". We must continue to advocate for its use and move against the electric current or as Torrance himself called them, "the powers that be". Later on all, teachers are the existent driving strength behind the creative thinking in our schools.

If our schools are lagging behind, we must be the creative minds that urge our students to be curious and seek new answers.

Virtually Miriam Clifford

Miriam Clifford holds a Masters in Teaching from City University and a Bachelor in Science from Cornell. She loves research and is passionate nearly education. She is a foodie and on her time off enjoys cooking and gardening. You can find her @miriamoclifford or Google+.

Tags: edtech, teaching creativity

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Source: https://www.opencolleges.edu.au/informed/creativity/promote-creativity-in-your-classroom/

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