Creativity and Failure

Creativity and Failure

Technologies Education

5:45

Students have gained a variety of experiences prior to coming to school.

Design experiences relate to the creation of a range of products using various construction materials.

Early primary learners Years F–2

•Fine motor skills are still developing. •Products designed and developed

are interesting and innovative, if not always functional. •Design processes are very flexible. • Initial draft design ideas differ

significantly from eventual products.


• Design tasks allow students to draw on information and knowledge they already have or can locate easily in the familiar environment of their school and classroom.

• They design products predominantly for their own use and have some consideration of the needs of others.



Students: •record their design ideas using

simple annotated drawings • identify the basic features and

functions of their products •compare their final products

with their initial design ideas and discuss the reasons for any differences.

Students: • ‘work technologically’ to

design products to meet their needs and the needs of others •work cooperatively to create

shared designs •devise and follow production

procedures to create products that reflect their design ideas.

Middle primary learners Years 3–4

Students: •recognise processes that they

have used to design and develop their products •determine how they might alter

these processes if they were undertaking the design task again •recognise that different solutions

can be designed for, and are often used by, different users.


Middle primary learners recognise the need to draw on a range of resources to inform the design process. This may involve resources such as reference books, peers and the Internet.


Students: •judge the effectiveness of their

own and others’ products and processes •record their ideas in a

Technology project folio that contains information about progressive design and development of their products.


Students: •communicate their ideas

using presentations, models and technical terms •consult with others to inform

some of their design ideas •draw on the practical expertise

of others to inform their design and construction processes.

Upper primary learners Years 5–6

Students: •identify and clarify the

issues surrounding design challenges •research a range of

alternative design ideas.

Upper primary learners Years 5–6

Creativity

Creativity

Creativity is the process of having original ideas that have value

6:00

Creativity is the process of producing something that is both original and worthwhile. Wallas (1926) presented one of the first models of the creative process where creative insights and illuminations may be explained by a process

consisting of 5 stages:

Creativity

preparation preparatory work on a problem that focuses the

individual's mind on the problem and explores the problem's dimensions

Creativity

incubation where the problem is internalised into the unconscious

mind and nothing appears externally to be happening

Creativity

intimation the creative person gets a "feeling"

that a solution is on its way

Creativity

illumination or insight where the creative idea bursts forth from its preconscious

processing into conscious awareness

Creativity

verification where the idea is consciously verified, elaborated, and

then applied

Creativity

1:22

The best way to have a good idea is to have lots of ideas Linus Pauling

Creativity

2:53

There are three groups of creativity techniques:

Aleatoricism introduces chance into the creative process;

Improvisation encourages spontaneity and free thought;

and

problem solving has a wide range of tools and methodologies that can support creativity.

Creativity Techniques

1:24

Problem solving creativity techniques include:

TRIZ; Brainstorming and Brainwriting;

Six Thinking Hats; Think outside the box;

SWOT analysis; USIT;

Five Ws; Thought experiments; and

Dilemmas.


4:18

It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all.

Edward de Bono

Creativity

More general approaches for inspiring creativity include:

Linking (word association); Black Box (inputs and outputs);

Parallels (past solutions); Variation (focus on a single tool);

Additive Examples (combinations).


0:57

Innovation is the development of new solutions, products, services, and ways of doing.

Innovation is not just improvement but doing something different rather than doing the same thing better.

Through Technologies education, students develop the ability to be innovative, using their design thinking

processes and creativity to develop novel innovations to solve problems and develop opportunities.

Innovation

3:45

1:14

Failure

3:26

Griffith University

Dr Jason Zagami

www.zagami.info

http://www.zagami.info