chapter 8: creativity i
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Chapter 8: Creativity I. The Creative Person, Creative Process, and Creative Dramatics Artwork by Rene Schute (1969). Two interrelated purposes of gifted education. To help these children and adolescents become more self-actualized, creative individuals - PowerPoint PPT PresentationTRANSCRIPT
Chapter 8: Creativity I
The Creative Person, Creative Process,The Creative Person, Creative Process, and Creative Dramaticsand Creative Dramatics
Artwork by Rene Schute (1969)Artwork by Rene Schute (1969)
Two interrelated purposes of gifted education
• To help these children and adolescents become more self-actualized, creative individuals
• To better enable them to make creative contributions to society
“The gift of fantasy has meant more to me than my talent for absorbing knowledge” ~Einstein
5 Levels of Creativity
1. Intuitive expressive level2. Academic and technical level3. Inventive level4. Innovative level5. Genius level
• “little c” “middle c” “big C
Characteristics of Creative people• Piirto’s 4 core attitudes – naïveté, self-discipline, risk-taking, group trust
• Maslow’s 15 Characteristics of Self-Actualized People
• Dabrowski’s Theory of Positive Disintegration
• Csikszentmihalyi’s Paradoxical and Complex Characteristics of Creative Persons – binary traits manifested simultaneously
• Not all creative characteristics apply to all creative people, some are “domain specific”
• “Because of their high energy, eagerness, inquisitiveness, rapid talking, and overactivity, some creative students have been diagnosed as having ADHD…[yet] some [not all] do have ADHD” (Davis & Rimm p. 208)
• Simonton (2003) noted, “Genius-Level talents probably reside at the delicate balance between a healthy and an unhealthy personality” (p. 362)
Creative Abilities• Guilford/Torrance’s four classic or commonly
accepted creative abilities: fluency, flexibility, originality, elaboration
• Other abilities: problem finding/sensitivity/defining, visualization, ability to regress, analogical thinking, evaluation, analysis, synthesis, transformation, extend boundaries, intuition, predict outcomes, resist premature closure, concentration, logical thinking, aesthetic thinking, etc.
The Creative Process - 3 Views
• The sequence of stages to proceed in when solving a problem
• The change in perception where new relationships, meanings, or new applications are identified
• The techniques or strategies that are used to produce new ideas, meanings, and combinations
Wallas Model (1926) w/Cropley’s Extension (1997)
1. Preparation 2. Information – Learning or remembering special knowledge3. Incubation4. Illumination5. Verification6. Communication – Achieving closure, gaining feedback, sharing
with other audiences7. Validation – Evaluation by others
- In the original Wallas model, “Implementation” was not addressed. (How is the solution to be carried out?)
- In both Wallas & Cropley models, stages may be skipped or the creative thinker may backtrack.
Systems Model of Creativity – (Csikzentmihalyi, 1996)
• Domain• Field• Individual
- Creativity happens when the individual invents, discovers, or creates within the domain and his/her creations are accepted as attractive and valuable by others who are established in the field.
- If any of these components are absent, the product does not become valued as “creativity” at that time.
The Creative Problem Solving Model Osborn (1963), Parnes (1981), Treffinger & Isaksen (2005),
Treffinger, Isaksen, & Dorval (1994)
1. Fact Finding - Who What, When, Where, Why and How questions *
2. Problem Finding – Definition of a problem determines the nature of the solutions
3. Idea Finding – Brainstorming stage*4. Solution Finding – Listing of criteria for evaluation of ideas (ex.
evaluation matrix)*5. Acceptance Finding – Idea Implementation, assisters vs.
resisters* Included in Alex Osborn’s Original Creative Problem Solving Model (1963)
Important Items About CPS Model:• 5 Steps of CPS allow flexible movement from any one
stage to any other stage. • In each phase, divergent thinking takes place first,
followed by convergent thinking to select the most promising ideas.
• Instruction in creative thinking SHOULD NOT ONLY focus on the Stage 3 – “Idea Finding” phase where brainstorming and divergent thinking occurs.
• REALISTIC creative thinking also relies on gathering facts and data, problem definition, evaluation and implementation of ideas.
Piirto’s Creative Process (2003)
• Inspiration• Imagery• Imagination• Intuition• Insight• Incubation• Improvisation (no emphasis on implementation or closure, however)
Creative Dramatics• Examples of creative dramatics include warm-ups,
movement exercises, sensory and body awareness, pantomime and playmaking
• Creative dramatics stimulate and strengthen (Carelli, 1981):Divergent and critical thinking, imagination, problem solving, sensory awareness, concentration, physical self control, identification and control of emotions, sense of humor, self-confidence, empathy and sympathy