Notes

Questions for Staff:
D=definitinons; S=support; O = obstacles;C= current state W11) Who or what inspires you to be creative? D1) How do you define creativity & what does creativity look like in the classroom? D2) What defines a creative student? D3) What makes a lesson creative? D10) What elements of creativity do you see as being essential for our students? D17) Name one colleague who you view as a creative educator. S4) What tools would you need to be more creative in your classroom? O5) What challenges do you feel stifle creativity? S6) What would help you be more creative in your lessons? C7) What do you currently do in your classroom to promote creativity? C8) How do you model creativity for your students? C12) Briefly describe a piece of student work that you view as creative. S13) Aside from time, what are three ways that the District can provide more supports in helping foster creativity in the classroom? S13B) There is a creativity initiative. What would you hope it looks like? 14) What have you learned about creativity from a lesson that did not go as planned? O15) What are some of the challenges you have seen students face with regard to creativity? O15B) What are some of the challenges you have faced with regard to creativity? C16) How often do you choose a creative thinking skill for a lesson?

Alignment with current thinking skills:
Awareness: C-1, C-2, C-5, C-8, CR-4, AS-3, AS-4, AS-5, AS-6, AS-7, AS-8, AS-9 Imagination: C-3, C-5, CR-1, CR-2, CR-4, AS-8 Action: C-3, CR-3, CR-4, AS-8 Reflection: C-4, C-6, C-7,CR-4, CR-5, CR-6, CR-7, CR-8, AS-2, AS-3, AS-4, AS-5, AS-6, AS-7, AS-8, AS-9 Learning Environment: AS-1

Books
Flow: The Psychology of Optimal Experience, Mihaly Csikszentmihalyi Thinkertoys, Michael Michalko Lateral Thinking: Creativity Step By Step, Edward De Bono Six Thinking Hats, Edward De Bono [|Dynamite in the Classroom - Williams Taxonomy for Creative Thinking (p.63-71)]

**Journal Articles** Why Teach Habits of Mind?, Shari Tishman http://www.pz.harvard.edu/vt/VisibleThinking_html_files/06_AdditionalResources/Whyteachhabits_ST.pdf

[|Creativity in Science Education: Perspectives and Challenges for Developing School Science]

[|Newsweek - The Creativity Crisis]

Educational or Commercial (consultant) Web-Sites
Creative Problem Solving Institute (CPSI) http://www.cpsiconference.com/2009/

American Creativity Association http://www.amcreativityassoc.org

Imagine It Project http://www.imagineitproject.com

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Video Links
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Theorists and Authors of Interest
Alex Osborn (Is credited by many on the web as the "inventor" of the brainstorm) Brief summery of some of his ideas- http://www.brainstorming-that-works.com/alex-osborn-brainstorming.html Teresa Amabile Michael Michalko Mihaly Csikszentmihalyi Edward De Bono Bob Eberle Wesley Fryer - author of Moving at the Speed of Creativity blog - focuses heavily on technology and 21st century skills

General Websites
A site of interesting links http://ozpk.tripod.com/000create [|Creative Oklahoma Project - http://www.stateofcreativity.com]

NOTES
 * **Humility:** having a consciousness of the limits of ones knowledge including a sensitivity to bias, predjudice and limitations of ones viewpoint **(**[|**www.criticalthinking.org**]**)**
 * Honesty: being truthful in your criticism/evaluation of the process, ideas, or product (diamond dictionary)
 * Enhancement:
 * Metacognition: the awareness individuals have of their own mental processes and the subsequent ability to monitor, regulate, and direct themselves to a desired end **(__The Literacy Dictionary__, Harris & Hodges)**
 * Redefinition:**


 * Reflective:** Characterized by or given to meditation or contemplation; thoughtful. (freedictionary.com)

Creative Habits of Mind

One consistently mentioned "habit of mind" is divergent thinking. At the High School, I can see how this type of thinking would be inherently discouraged by the (very necessary) departmentalization of disciplines and compartmentalization of information by students. If there is any truth to the statistics below, perhaps further focus should be on strategies that promote this type of thinking within the creative process. The text and image below is from: []


 * [[image:Creativity,_Divergent_Thinking_Index.jpg caption="Creativity,_Divergent_Thinking_Index.jpg"]] ||
 * Creativity,_Divergent_Thinking_Index.jpg ||

In this short essay, Gary A. Davis introduces Analogical Thinking (transfer of an idea into multiple contexts), Brainstorming, Attribute Listing (Identifying the "key characteristics or attributes, of the product or process in question."), and Morphological Synthesis (after listing attributes, cross referencing idea combinations to see where there is synthesis). []

Characteristics of Creative Individuals according the JP Guilford Ability to see or sensitivity to problems Fluency of thinking (word fluency, associational fluency, expressional fluency, ideational fluency) Flexibility of thinking (Spontaneous Flexibility, Adaptive Flexiblity) Originality Redefinition Elaboration Tolerance of ambiguity Interest in convergent thinking Interest in divergent thinking []

16 Habits of Mind offered by Arthur Costa and Bena Kallick Persisting Thinking and communicating with clarity and precision Managing impulsivity Gathering data thorough all senses Listening with understanding and empathy Creating, imagining, innovation Thinking flexibly Responding with wonderment and awe Thinking about Thinking (metacognition) Taking responsible risks Striving for accuracy Finding humor Questioning and posing problems Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning [] []

Attributes of a creative classroom from- //CPS For Kids: Teaching Creative Problem Solving//
 * [[image:CPS_For_Kids_2-_Scamper.png caption="CPS_For_Kids_2-_Scamper.png"]] ||
 * CPS_For_Kids_2-_Scamper.png ||

Below are some of my unfinished, brainstormed thoughts about the creative habits of mind during different stages of the creative process.


 * [[image:cpros.jpg caption="cpros.jpg"]] ||
 * cpros.jpg ||


 * [[image:Habits_of_Mind.jpg caption="Habits_of_Mind.jpg"]] ||
 * Habits_of_Mind.jpg ||

From "Creativity: Its Place in Education " (Wayne Morris)... When students are being creative in the classroom they are likely to: • question and challenge. Creative pupils are curious, question and challenge, and don’t necessarily follow the rules. • make connections and see relationships. Creative pupils think laterally and make associations between things that are not usually connected. • envision want might be. They imagine, see possibilities, ask ‘what if?’, picture alternatives, and look at things from different view points. • explore ideas and options. Creative pupils play with ideas, try alternatives and fresh approaches, keep open minds and modify their ideas to achieve creative results • reflect critically on ideas, actions and outcomes. They review progress, invite and use feedback, criticize constructively and make perceptive observations.

I think this video would make a great start to our viral marketing campaign!


 * [[image:Creativity_Model_3.10.jpg caption="Creativity_Model_3.10.jpg"]] ||
 * Creativity_Model_3.10.jpg ||

Click on the link below for the rough draft of a potential model.

__[]__

username- koenig password- socrates

= Definitions of Creativity = Definitions of original (original to the student or to everyone?)

Definitions of innovative

Definitions of unique

Definitions of novel

Robinson - Out of Our Minds - Imaginative processes with outcomes that are original and of value

Creative Ideas: 3 components - new/innovative, high quality, appropriate to task at hand "Creativity" James C. Kaufman and Robert Steinberg

Definition of Creativity: a process utilizying techniques which produce outcomes that are original and of value. *** (this is our working definition as of 8/23/10)** Sir Ken Robinson

[]
 * Creativity Defined and Described**

Task Force on Arts and Creativity in Education( []) : Action plan sets creative pace in Education Lawton and Burmaster unveil recommendations from Wisconson task force on arts and creativty in education "A common definition of creativity, which describes the creative process as a combination of imagination, creativity, and innovation to produce something unique that has value and meaning, provides the foundation of the task force recommendations"

Creativity in Young Children James D Moran III Creativity has been considered in terms of process, product of person (Barron and Harrinton, 1981) and has been identified as the interpersonal and intrapersonal process by means of which original, high quality, and genuinely significant products are developed.

Activities that produce outcomes that are both original and of value NACCE Report, UK

Ability, Attitude, Process

Involves the process and product

The tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Robert Franken

CREATIVITY vs INNOVATION - This article (from the American Creativity Association in Philadelphia) discusses the difference between creativity and innovation. The author believes that "understanding the differences between creativity and innovation can lead to the optimizing of both - and we need both."

= Quotes on Creativity = "But creativity also leaves an outcome that adds to the richness and complexity of the future" 1997 "Creativity"p.2 Mihaly C

Marion Dane Bauer:

It isn't that creative people- if some of us can be considered creative and others not, which I doubt- think differently than others. If there is any difference at all, it is that some of us hang onto an idea more persistently, more obsessively, than others.

Arthur Koestler:

Creativity is a type of learning process where the teacher and pupil are located in the same individual.

Beatrix Potter:

Thank goodness I was never sent to school; it would have rubbed off some of the originality.

Buckminster Fuller:

When I am working on a problem I never think about beauty. I only think about how to solve the problem. But when I have finished, if the solution is not beautiful, I know it is wrong.

Albert Einstein:

The intuitive mind is a sacred gift and the rational mind is a faithful servant. We have created a society that honors the servant and has forgotten the gift.

True art is characterized by an irresistible urge in the creative artist.

John Updike: “Any activity becomes creative when the doer cares about doing it right, or doing it better.”

Robert Toth: Artisitc creativity is a whirlpool of imagination that swirls in the depths of the mind.

Pablo Picasso: The chief enemy of creativity is good sense

Scott Adams: Creativity is allowing oneself to make mistakes. Art is knowing which ones to keep.

[|**Abraham Maslow**]

The key question isn't "What fosters creatvity?" But it is why in God's name isn't everyone creative? Where was the human potential lost? How was it crippled? I think therefore a good question might be not why do people create? But why do people not create or innovate? We have got to abandon that sense of amazement in the face of creativity, as if it were a miracle if anybody created anything.

Notes on Process: []
 * Neat Thoughts about process:

Great Article - Models of the Process []

Directed Creativity []

Different Processes: "The Creative Problem-Solving Clock" Observation Listening Empathize Synthesize Trying it out Write Up

Processes: "Demystifying the Creative Process" Preparation Incubation Illumination Implementation

It may be important for us to identify the stages of the process, as there may be different "methods of thought" or "habits of mind" that are more beneficial in different stages of the process. Below is one of many different models that breaks down the process.

The above image and a greater explanation can be found at: []

Keynote address by Dr. Stephanie Pace Marshall at the 2008 NCSSSMST Professional Conference, March 2008 [] I tried to find the video instead of just the transcript but it speaks towards education. Dr. Marshall is a linguist and has a number of articles/publications/interviews on educating the "whole child" etc.

I believe that the creative process may incorporate some of the scientific method- (see discussion). || ||
 * Overview of the Scientific Method ||

[]

Also- the following website is pretty interesting: []

It is titled: ** Relationships between Design and Science ** (Part 1) Effective Combining of Creative and Critical Thinking It incorporates GOALS and DESIGN in creative and critical thinking. //I will bring copies to the next meeting.// help on how to format text

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