By: Bruno Allard, Jared Holder, Kate H, Katie Brennan, Marie Odette, Mindy Goodine and Jessica Chapman

-valuable and beneficial

-generates new, good, and relevant results-universally available

-exploratory-divergent-open ended-flexible-whole brained-a lifelong development

1.Metaphoric Thinking

2.Flexibility and Skill in Decision Making

3.Coping Well with Novelty

4.Logical Thinking Skills

5.Visualization

6.Escaping Entrenchment

7.Finding Order in Chaos

1.Metaphoric Thinking

2.Flexibility and Skill in Decision Making

3.Coping Well with Novelty

4.Logical Thinking Skills

5.Visualization

6.Escaping Entrenchment

7.Finding Order in Chaos

9.Perseverance, Drive, Commitment to Task

10.Curiosity

11.Openness to Experience

12.Tolerance for Ambiguity

13.Broad Interests

14.Value Originality

15.Intuition and Deep Emotion

9.Perseverance, Drive, Commitment to Task

10.Curiosity

11.Openness to Experience

12.Tolerance for Ambiguity

13.Broad Interests

14.Value Originality

15.Intuition and Deep Emotion

Evaluating

Creating

Remembering

Understanding

Applying

Analysis

-Procedural

-Episodic

-Conditioned

-Response

-Emotional

-Semantic

- English- Math- History- Social Studies- Science- Music

- Students have the motivation to explore, experience and discover

- Doesn’t resemble the typical formal classroom space which

encourages rather than diminishes children’s interest and

participation

- Encourages co-operation rather than competition and individualism

- Takes away the “distant” lecturer appearance of teachers

- No more class discussions dominated by a few students

creative, positive, interactive, enjoyable, exciting, flexible, productive, engaging, involving, encouraging, inspiring, stimulating, fresh, functional, comfortable, relaxing, informal, personal, active and fun!

•Some children appreciate the traditional “rows of desks”

approach

•What about analytical students??

•Could be distracting for some students or take-away from

the lesson

•Will creativity spur discipline or behavioural issues?

•Vulnerability – “am I good enough?” and “I can’t do it”

‘Imagination is more important than knowledge’ (Einstein, 1929)

Grade 6 students were given the following project…

Discover Thanksgiving!Today’s class we will be going to the library to

research the history and traditions of Thanksgiving. The information you collect will be used to create a final project. Below are the choices for how you may pass in your work.

You may…

- write a creative poem, - design a drawing of Thanksgiving, or- compose an essay that includes all of your research

- Students will remember 10% of what they read, 30% of what they see and 90% of what they see, hear, say and do!

- Assessment is the process of gathering information to plan for meaningful instruction

- Evaluation is the judgement placed on work

- Grading is the attaching of a symbol to the results of the evaluation

- Discussion helps students clarify their intentions.

- Ideally structured conversations between the teacher and other students are the best way to evaluate works. It can help creators recognize that their classmates each bring something different to a work and hence respond differently.

- Assessment in creativity need to provide feedback to students, allowing them to see evaluation as a source of growth rather than merely a label

- Criteria for evaluating creativity NEEDS to be presented in advance

You should be able to measure what you expect your students to learn

- Understanding the criteria by which their work is evaluated brings students one step closer to effective self-evaluation

- Understanding the criteria by which their work is evaluated brings students one step closer to effective self-evaluation

- Effective self-evaluation requires students to measure their efforts against a scale or criterion and make judgements about how they measure up

- Effective self-evaluation requires students to measure their efforts against a scale or criterion and make judgements about how they measure up

Name : Date:Project/Activity Description:

1.What was the most interesting of challenging thing about what I did?

2.What was the main problem that I had to solve while I was working?

3.How did I try to solve the problem?

4.What have I learned from this particular project?

5.What sort of effort did I put into the work

6.If working in a group, what did I contribute to the process or the product?

7.If I were to experience this project or activity again, what would I change or do differently?

8.What other project/experience might grow out of the one I just completed?

Student’s Name: Date:Often/Sometimes/SeldomContributes idea to explore the theme or concept

Contributes to brainstorming activitiesExtends the theme in a new direction Develops one aspect of the theme in detailTransfers knowledge of the theme or concept into his or her artworksExplores several ideasTakes risk by exploring something new to him or herShows interest in the arts experienceShow commitment toward the experience of creatingChallenges himself or herselfDescribes what did and did not work in his or her arts experienceIdentifies what he or she would like to change in order to improve the

arts expressionDescribes what his or her own art expression means personallyMaintains awareness of his or her intentions in arts expressionsShows concentration in arts experiencesDiscuss why choices were madeDescribes images and sensations evoked by the arts experienceContributes ideas when working in groupsWorks cooperatively within the groupWorks independently

Starko et al. Creativity in the Classroom: Schools of Curious Delight. Longman Publishers: New York, 1995. 69-90.

Allam, C. (August 2008). Creative activity and its impact on student learning – issuesof implementation. Innovations in Education and Teaching International. Vol. 45, No. 3, p 281–288. Atlay, M. and Jankowska, M. (August 2008). Use of creative space in enhancing students’ engagement. Innovations in Education and Teaching International. Vol. 45, No. 3, p 271–279. Crow, B. (September 2008). Changing conceptions of educational creativity: a study of student teachers’ experience of musical creativity. Music Education Research. Vol. 10, No. 3, p 373-388.