CD21 Chapters 1, 2, 11 Creativity, Creative Thinking, and Responding to Creativity

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Text of CD21 Chapters 1, 2, 11 Creativity, Creative Thinking, and Responding to Creativity

  • CD21Chapters 1, 2, 11Creativity, Creative Thinking, and Responding to Creativity

  • Creativity is (pg 6)Why should we care about creativity?Yani Wang

  • Creativity is AttitudeBe willing to try new thingsSkillsPractice being creativeSets of traitsCuriousFlexibleSensitiveOriginalInsightful

  • A Creative Environment

    If creativity is an inherent potential, there must be things that can be done to enhance or retard its development.Children need a source of inspiration or an experiential background from which to draw.

  • 3. The greater ones background of experiences with people, places, and objects, the greater the range of possibilities to draw from in creative activity.4. Children need adults who empower them to exercise responsible freedom to do things on their own and to make things happen.5. Having responsible freedom develops competence and enhances self-esteem.

  • Obstacles to CreativityParentsSchoolGenderAttitudes

  • So what is a teacher to do?Facilitate creative expression!1. celebrate creativity2. value creativity3. be a creative partner4. provide time/space for creative expression5. provide creative toys and materials6. provide the psychological climate for creativity7. weave creative thinking throughout the curriculum

  • Consider the followingDivergent thinkingIntelligence How much is needed?Drawing developmentScribblingLines and shapesCombinations of lines and shapesSymbolic shapesRepresentational shapesAnimals who paint

  • Personality and Natural SkillsMultiple intelligencesBodyMusicInterpersonalNaturalistVerbalLogicalIntrapersonalSpatialGifted? Talented? Genius? Savant?All children are creative but not all children are labeled gifted and talentedIdiot SavantsWho are they?What are they?

  • Creative ThinkingLateral thinking Finding unusual solutions to problemsSimilar to free association and day dreamingThe brain (table 2.1, p. 25)Left brainRight brainWhole brainDivergent thinkingFluentFlexibleOriginalElaborate

  • Its Time to be Creative!Finish my pictureWhat would happen if?Unusual uses shoe, cork, golf tee, TPDescriptives hand-clapping circle gameTell me why: man, bus, bus stop

  • Planning, Implementing, and Evaluating ArtPIE ModelWhy should teachers plan?How should teachers implement?When should teachers evaluate?What are our societys values?About creativityAbout the artsAbout individualized self-expression

  • Five Strategies for Including ArtArt as a separate activityArt used to extend or reinforce learning in another curricular areaArts for integrating several curricular areasArt as an integral part of an extended unit of studyArt as a child-directed pursuit

  • A Big Question:What will you do differently tomorrow as a result of what you have learned today?