Transcript Chapter 8: Creativity I

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
• 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.
2.
3.
4.
5.
Intuitive expressive level
Academic and technical level
Inventive level
Innovative level
Genius level
• “little c”  “middle c”  “big C
Characteristics of Creative people
• Piirto’s 4 core attitudes – naïveté, self-discipline, risktaking, 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”
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.
2.
3.
4.
5.
6.
Preparation
Information – Learning or remembering special knowledge
Incubation
Illumination
Verification
Communication – Achieving closure, gaining feedback,
sharing with other audiences
7. 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