San José State UniversityDepartment of Humanities, Creative Arts Program

CA60, Creativity Matters, Fall 2016

Instructor: Dr. Shannon Rose Riley

Office Location: CL419

Telephone: (408) 924-4481

Email: ShannonRose.Riley@sjsu.edu

Office Hours: Tuesdays, 10AM-2PM

Class Days/Time: Fridays 10am-12:45pm

Classroom: ENG232

GE/SJSU Studies Category: Area E

Catalog Course Description Study why creativity matters to you—from imagining possible futures and career paths to improving interpersonal communication, expressing ideas and emotions, and flourishing over the course of one’s lifetime. Creativity is not just for artists and inventors! It is a human faculty that matters for life. In this class, the matter of creativity will be approached from biological, physiological, social/cultural, and psychological perspectives as well as through creative practice-based research in various problem-solving projects that expose students to campus resources.

Course Goals and Student Learning ObjectivesGeneral Education GoalsStudents will understand themselves as integrated physiological, social, and psychological entities who are able to formulate strategies for lifelong personal development. Courses shall address challenges confronting students who are entering the complex social system of the university, so that students can employ available university resources to support academic and personal development.

GE Learning OutcomesUpon successful completion of this course, students will be able to:

GELO1 recognize the physiological, social/cultural, and psychological influences on their well-being (this will be assessed through class discussion; Quizzes 3 and 4; and Learning Communities Projects 1, 2, and 4);

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GELO2 recognize the interrelation of the physiological, social/cultural, and psychological factors on their development across the lifespan (this will be assessed through class discussion; Quizzes 3 and 5; Multimedia journal entries 1 and 4; and Learning Communities Projects 2, 3, and 4); GELO3 use appropriate social skills to enhance learning and develop positive interpersonal relationships with diverse groups and individuals (this will be assessed through class discussion; Learning Communities Projects 1-4); andGELO4 recognize themselves as individuals undergoing a particular stage of human development, how their well-being is affected by the university’s academic and social systems, and how they can facilitate their development within the university environment (this will be assessed through class discussion; the Multimedia journal; and the Learning Communities Projects).

Additional information about GE ContentThe course will include a writing component of 1500 words as well as content on issues of diversity related to matters of creativity. In order to support students in acquiring the competencies described in the GE Learning Outcomes, the course will include the following in relation to matters of creativity over the course of the lifespan:

a focus on the interdependence of the physiological, social/cultural, and psychological factors that contribute to the process of human development and determine the limitations, potential, and options of the individual across the lifespan;

an understanding of the university as a learning center for the integrated person, an introduction to its resources, and an appreciation for the intellectual and social vitality of the campus community;

an inventory and evaluation of university-level learning skills (e.g. methods of inquiry, critical thinking, study skills, research skills, information literacy), and an exploration of the application of these skills to the student’s academic and personal development and;

an understanding of ethics and integrity in academic and non-academic settings.

Creative Arts Program Learning Outcomes

PLO1 Perform interdisciplinary analysis of various forms of creative arts, attending to connections and commonalities as well as differences, in both written and oral formats.

PLO2 Identify and articulate various, and often contested, purposes and functions of the creative arts.

PLO3 Demonstrate the ability to develop and use practice-based methodologies in research projects.

PLO4 Identify, select, use and cite information sources appropriately. 

PLO5 Create class projects that demonstrate innovative thinking.

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PLO6 Collaborate effectively with other students in the completion of team projects.

Course Content Learning Outcomes

Upon successful completion of this course, students will be able to:

CLO1 recognize and articulate the importance of creativity as a human faculty over the course of the human life span (this will be assessed primarily through the final Learning Communities presentation and through quizzes based on relevant readings);

CLO2 demonstrate a basic understanding of the concept of material thinking and be able to produce journal entries on Canvas in at least one medium in addition to writing (this will be assessed through the Multimedia Journal, in particular #4).

Required Texts/Readings TextbooksSawyer, R. Keith. Explaining Creativity: The Science of Human Innovation, second edition. Oxford University Press, 2012. Available at the campus bookstore and also as an e-Book through MLK Library.

Smith, Keri. Wreck this Journal Everywhere. Perigree/ Penguin Publishing, 2014. ISBN 9780399171918. Available at the campus bookstore and at Amazon.com.

Other ReadingsAvailable on Canvas.

Recommended Texts/Readings Pink, Daniel. A Whole New Mind: Why Right-Brainers Will Rule the Future, 2006.

Library LiaisonPeggy CabreraPhone: (408) 808-2034 Email: peggy.cabrera@sjsu.edu

Assignments and Grading PolicyFinal grades consist of an assessment in several major areas that count as follows towards a possible 650 points for the course. More guidelines on grading information and class attendance can be found in the following two university policies:

University Syllabus Policy S16-9 (http://www.sjsu.edu/senate/docs/S16-9.pdf) University Policy F15-12 (http://www.sjsu.edu/senate/docs/F15-12.pdf)

Participation (in class & on Canvas) 100 points4 Quizzes 20 pts. ea. 80 points4 Learning Communities Presentations 50 pts. ea. 200 points

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4 Multimedia Journal entries 50 pts. ea. 200 points Wreck This Journal Everywhere 50 pts. 50 pointsExtra Credit Assignment: Just Mercy 20 pts. 20 points

Participation: For full participation credit, you must participate in class discussions and also on the course website on Canvas; complete all of the readings in a timely manner & demonstrate basic

understanding of content; regularly contribute to class conversations by raising relevant questions or sharing

relevant information; contribute to class projects, fieldwork, and assignments with enthusiasm and

open-mindedness; complete one observational assignment with documentation (prompt provided in

Week 6) and one or two short blog posts (noted in the schedule below); note that attendance per se shall not be used as a criterion for grading according to

University policy—that means it can be neither counted for or against you.

Assignments: Class time consists of some lectures, lots of discussion of the readings, regular lab activities, and presentations of Learning Communities projects. All assignments and quizzes are turned in electronically on Canvas.

Multimedia Journal Entries: over the course of the semester, there are four Multimedia Journal assignments that will be uploaded to Canvas. An in-depth prompt will be provided during class for each:

Entry 1: Creativity Autobiography Entry 2: Mapping/Problem-Solving Entry 3: Stretching the Imagination Entry 4: The 3MEs/10Yrs Project (The Three MEs in 10 years creative career/life

path visualization project)

Wreck This Journal Everywhere activities: Over the course of the semester you will complete 80% of the activities of your choice from the required book, Wreck This Journal Everywhere by Keri Smith. We will have occasional class discussions on process and impact of keeping this kind of journal—do not put off doing the work until the last minute. You will achieve the best results if you do three or four activities per week. The books will be collected in the penultimate class session and returned our last class meeting.

Learning Communities Presentations: The concept of Learning Communities takes seriously the idea that “deep learning is only achieved in company” and that interpersonal skills and an understanding of ethics and integrity are developed through the course of such group work (not only through interactions with various groups on campus but also through group process requirements of depending on others, being reliable, contributing, collaborating, leading, and serving).1 Over the course of the semester, there are four presentation projects that you will produce in small, semester-long Learning 1 Lee G. Bolman et al., Reframing Academic Leadership (San Francisco: Jossey-Bass: A Wiley Imprint, 2011).

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Communities; each will require formal presentations before the class (typically 10-minutes). An in-depth prompt will be provided for each:

Learning Communities Project 1: Creativity and the Arts—Campus Resources (see p. 7-8)

Learning Communities Project 2: Creativity Works—Occupations and Creativity (campus Program research & interviews)

Learning Communities Project 3: Life Cycle Biographical Sketches in the Creative Domains (or Creativity over the Life Cycle: Creative Aging) (MLK Library, the Steinbeck Center, and the Ira F. Brilliant Center for Beethoven Studies research)

Learning Communities Project 4: Creativity and Death in Different Cultures (MLK Library, family, and community research)

Extra Credit AssignmentYou can earn 20 extra credit points by attending one of the hour-long book discussion sessions for the Campus Reading Program selection, Just Mercy by Bryan Stevenson. You must attend and get one of the signed affidavits in order to earn the points. The affidavit must be uploaded to the extra credit assignment prompt on Canvas.

Required GE Writing Component: 1500 wordsEach of the four Multimedia Journal entries has a writing requirement; the participation grade will include the completion of one or two short discussion or blog posts on Canvas; quizzes may also include one or two short essay questions.

Your writing must conform to correct grammar, spelling, punctuation, and standard bibliographic formats if citing work. Please note that I do not tolerate any form of plagiarism—intentional or otherwise. See information on the Academic Integrity Policy at the University Policies link below. Helpful hint: You absolutely must use a spell-check program and proofread your final work (preferably aloud) in order to produce error-free writing. Develop these study habits early in your academic career.

Final Examination or EvaluationWe will have our final required class meeting during exam week. More details can be found in University Policy S06-4 (http://www.sjsu.edu/senate/docs/S06-4.pdf), which states that “There shall be an appropriate final examination or evaluation at the scheduled time in every course, unless specifically exempted by the college dean who has curricular responsibility for the course.”

Grade chart:98-100 A+93-97 A90-92 A-88-89 B+83-87 B80-82 B-78-79 C+

73-77 C70-72 C-68-69 D+63-67 D60-62 D-below 60 F

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Classroom ProtocolAll cellphones should be turned off during class—you may not reproduce and distribute any portion of this class in any electronic format. You may not record class discussions and lectures unless it is part of an accommodations package under University policy—and I must be notified of the latter. There are rare exceptions and must be pre-approved by me. I encourage you to use your laptop to take notes during class, but please do not use it to simultaneously check email, post to Facebook, etc. If I feel your computer usage is disruptive, I will ask you to stop. If you are frequently late, your participation grade will be negatively affected. You may not enroll in this course if you have a class that overlaps with this one. Finally, please do not engage in side conversations—it is disrespectful to your fellow students and to me.

University Policies“University Policies: Office of Graduate and Undergraduate Programs maintains university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc.” You may find all syllabus related University Policies and resources information listed on GUP’s Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo

SJSU Peer ConnectionsPeer Connections, a campus-wide resource for mentoring and tutoring, strives to inspire students to develop their potential as independent learners while they learn to successfully navigate through their university experience. You are encouraged to take advantage of their services which include course-content based tutoring, enhanced study and time management skills, more effective critical thinking strategies, decision making and problem-solving abilities, and campus resource referrals.

In addition to offering small group, individual, and drop-in tutoring for a number of undergraduate courses, consultation with mentors is available on a drop-in or by appointment basis. Workshops are offered on a wide variety of topics including preparing for the Writing Skills Test (WST), improving your learning and memory, alleviating procrastination, surviving your first semester at SJSU, and other related topics. A computer lab and study space are also available for student use in Room 600 of Student Services Center (SSC).

Peer Connections is located in three locations: SSC, Room 600 (10th Street Garage on the corner of 10th and San Fernando Street), at the 1st floor entrance of Clark Hall, and in the Living Learning Center (LLC) in Campus Village Housing Building B. Visit Peer Connections website at http://peerconnections.sjsu.edu for more information.

SJSU Writing Center

The SJSU Writing Center is located in Clark Hall, Suite 126. All Writing Specialists have gone through a rigorous hiring process, and they are well trained to assist all students at all levels within all disciplines to become better writers. In addition to one-on-one

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tutoring services, the Writing Center also offers workshops every semester on a variety of writing topics. To make an appointment or to refer to the numerous online resources offered through the Writing Center, visit the Writing Center website at http://www.sjsu.edu/writingcenter. For additional resources and updated information, follow the Writing Center on Twitter and become a fan of the SJSU Writing Center on Facebook.

SJSU Counseling Services

The SJSU Counseling Services is located on the corner of 7th Street and San Fernando Street, in Room 201, Administration Building. Professional psychologists, social workers, and counselors are available to provide consultations on issues of student mental health, campus climate or psychological and academic issues on an individual, couple, or group basis. To schedule an appointment or learn more information, visit Counseling Services website at http://www.sjsu.edu/counseling.

ARTS RESOURCES ON CAMPUS

REED MAGAZINEReed Magazine is one of the oldest student publications west of the Mississippi, based from the beginning at San Jose State University:http://www.reedmag.org/drupal/

THEATRE PRODUCTION SEASON ON CAMPUSCheck out live theatre on campus:http://www.sjsu.edu/trft/trft_production_calendar/index.html

STUDENT ART GALLERIESCheck out artwork by fellow students on campus:http://ad.sjsu.edu/places/studentgalleries/

PUBLIC ART ON CAMPUSCheck out some of the public art on campus: John Carlos and Tommie Smith by Rigo 23, 2005—in front of Clark Hall Arch of Dignity, Equality, and Justice (Cesar Chávez Monument) by Judith Baca, 2008—El

Paseo de Cesar E. Chávez Recolecciones by Mel Chin, et al—MLK Jr. Library (throughout all floors)

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MUSIC DEPARTMENT CONCERT PROGRAM Check out some of the music events on campus:http://www.sjsu.edu/music/

STUDENT FILM FESTIVAL Check out student film work—produced by the Film Production Society:http://vimeo.com/groups/fps

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CA60 / Creativity Matters, Fall 2016, Course Schedule

Week Date Topics, Readings, Assignments, Deadlines

1 Aug 26 Charting our Territory, or, Creativity & The College Student Introduction:

o Are we creative? What kinds of things do we create?o Intro to the syllabus

Labwork: Your Creativity Toolkit In pairs, briefly discuss question 1 on “Handout 1 (Barron,

Frank, et al, eds. Creators on Creating: Awakening and Cultivating the Imaginative Mind. New York: Penguin, 1997, p.4),” which will be distributed in class. Share highlights.

Discuss the ways that college students need to be creative in order to solve daily problems on and off campus. What about writing? Doing assignments? Note taking? Others? Track specific examples over the next two weeks so that you can produce the map assignment described in week 2.

Sketchnoting (mini lecture and exercises)

Assignment: Multimedia journal Entry 1 (Creative Autobiography): In

full narrative style, answer the questions in the “Your Creative Autobiography” on pp. 45-46 of Twyla Tharp’s, The Creative Habit (on Canvas). Try to be completely honest with yourself. You may need several pages to respond to these questions. Also, write about your creative process (whatever that may mean to you at this point) and identify two or three general statements about creativity that you hold to be true. Finally, write down any questions you have about creativity. Upload the journal entry to Canvas no later than 11:59 PM on Sunday, August 28.

Begin Wreck This Journal Everywhere entries.

2 Sep 2 Basics: Why creativity matters & different visions of the concept Sawyer, R. Keith. “Introduction” & “Conceptions of

Creativity,” pp. 1-34.

Labwork: Drawing activity from Dr. Betty Edwards, Drawing on the

Right Side of the Brain with time for written reflection and group discussion.

Group sketchnoting of conceptions of creativity.

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Week Date Topics, Readings, Assignments, Deadlines

Assignment: Multimedia journal Entry 2 (Mapping/Problem-Solving):

Over the next week and a half, make a “map” that somehow documents the locations/incidents that required your creative problem-solving as a student on campus (the map-making is itself a creative problem that you must solve). The “map” can be in any media that can be uploaded to Canvas (e.g. word document, PDF, movie file, audio file, etc.). If it’s time-based work (audio or video), it shouldn’t exceed 3-4 minutes. Upload the map to Canvas no later than 11:59 PM on Saturday, Sept. 10.

Prepare the readings for next week—each of you will be assigned two of the five chapters (“Science” and one arts domain).

3 Sept 9 Creativity in the Domains Sawyer, “Visual Arts,” “Writing,” “Music,” “Theater,” and

“Science,” pp. 297-386.

Labwork: Discuss Wreck This Journal Everywhere

Assignment: Multimedia journal Entry 3 (Stretching): Part 1: Formally

document your reaction to the drawing assignment. What did you learn about your perceptions of creativity? Part 2: Complete the activity from the class handout (from Kerri Smith, How to be an Explorer of the World) and document your findings in some medium. Upload the material to Canvas no later than 11:59PM on Saturday, Sept. 17.

Quiz 1 will be posted to Canvas by 2pm on today and will be due by 11:59PM on Sunday, September 11.

4 Sept 16 The Creative Personality/The Creative Process/The Importance of Play

Sawyer, “The Creative Personality,” and “The Creative Process” Parts 1, 2, and 3, pp. 63-142.

Pink, “Play”

Labwork: Discuss Mapping assignment and show select examples play activities (e.g. Pink, exquisite corpse, etc.) Introduce the concept of “Learning Communities” and begin

Learning Communities Project 1: Creativity and the Arts—Campus Resources

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Week Date Topics, Readings, Assignments, Deadlines

Assignment: Learning Communities Project 1: Seek out one of the

campus arts resources, listed on p. 7, above. Individually and as a group, attend, read, or participate in one of these events and create a 3-5 minute group presentation in which you will condense and summarize your experience(s). Presentations will take place in class on Sept. 30.

o Visit the following places on campus over the course of the week and collect information on how they can be useful to students. Each Learning Community will write a single blog post based on this information—you will only have around 30 minutes to work on the blog in class next week:

Peer Connections (1st floor of Clark Hall: the Learning Assistance Resource Center and the Peer Mentor Program);

The Writing Center (also on 1st floor of Clark); Student Union (pick up a list of Student

Organizations)

5 Sept 23 Biology, Creativity, and the Human Mind Sawyer, “Biology and Creativity” and “Cognitive

Neuroscience and Creativity,” pp. 157-207. Lane, Mary Rockwood. “Creativity and Spirituality in

Nursing: Implementing Art in Healing.” Holistic Nursing Practice, May/June 2005, pp. 122-25.

Labwork: Biofeedback Lab:

o Students will be trained to take their heart rate, to assess their sleep quality, to focus on their respiration, to identify and locate muscle tension, to pay attention to appetite, to identify their energy level and mood, and to be able to identify strategies for implementing changes (e.g. relaxing tense muscles) based on this physiological information.

o Physiological states will be noted before and after experiencing the arts (e.g. listening to music; looking at a painting for several minutes, etc.) and before and after doing a creative activity (e.g. playing music or making a drawing).

o Turn in documentation according to prompt directions.

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Week Date Topics, Readings, Assignments, Deadlines

Assignment: Experiment and Report on Creativity and Physiological

Change (see prompt) Finalize work on Learning Communities Presentation 1—

presentations next week.6 Sept 30 Learning Communities Project 1 Presentations: Creativity and

the Arts—Campus Resources PRESENTATION 1: Each group has 10 minutes for its

presentation. Blogs on tutoring, mentoring, learning, writing, and

socializing resources on campus are to be posted by 11:59PM tonight.

Labwork: Discuss outcomes of experiment and report on Creativity and

Physiological Change (and upload final document by 11:59PM tomorrow).

Discuss Multimedia journal Entry 4: The 3MEs/10Yrs Project—a creative visualization project in which you articulate three different possible versions of yourself, as you might be 10 years in the future. The purpose is to develop a potential 10-year-plan.

Introduce Learning Communities Project 2: Creativity Works

Assignment: Upload your final document for the Creativity and

Physiological Change assignment. Multimedia journal Entry 4: Over the next two weeks,

document the “3MEs/10Yrs Project.” Refer often to the assignment prompt and our in-class discussion. Follow the directions closely and have fun! Due to Canvas by 11:59PM on Wednesday, Oct. 19; to be discussed in class on Oct. 21.

Begin work on Learning Communities Project 2.

7 Oct 7 Creativity in Various Occupations Sawyer, “Education and Creativity,” pp. 389-404. Kim, Yong Se, et al. “Relations between design activities and

personal creativity modes.” Journal of Engineering Design, 22(4), April 2011, 235-257.

Kim, Tae-Yeol, et al. “Proactive Personality and Employee Creativity: The Effects of Job Creativity Requirement and Supervisor Support for Creativity.” Creativity Research Journal, 22(1), 2010, 37-45.

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Week Date Topics, Readings, Assignments, Deadlines

Caine, Randy M. “Psychological Influences in Critical Care: Perspectives from Psychoneuroimmunology.” Critical Care Nurse, Vol. 23, 2003, 60-69.

Labwork: Work on Learning Communities Project 2: Creativity Works

Assignment: Finish work on Learning Communities Project 2:

Creativity Works Work on Multimedia Entry 4: The 3MEs/10Yrs Project

Quiz 2 will be posted to Canvas by 2PM today and will be due by 11:59PM on Sunday, October 9.

8 Oct 14 Learning Communities Project 2 Presentations: Creativity Works

Assignment:REMINDER: complete and submit Multimedia journal Entry 4: The 3MEs/10Yrs Project. Upload all documents (word, PDF, JPG, audio, video, etc.) of your process and reflection to Canvas by 11:59PM on Wednesday, Oct. 19; to be discussed in class on Oct. 21.

9 Oct 21 Creativity and Meaning-Making: Personal Development Sawyer, “How to be More Creative” pp. 405-426.

Labwork: Discuss and share results and selected documentation of the

3MEs/10Yrs Project Pink, “meaning portfolio” exercises (handout) Wreck This Journal Everywhere check-in (bring your book)

Assignment:Quiz 3 will be posted to Canvas by 2PM today and will be due by 11:59PM on Sunday, Oct. 23.

10 Oct 28 Creativity and Meaning-Making: Cultural Uses of the Arts Sawyer, “The Sociology of Creativity,” “Group Creativity,”

and “Culture and Creativity,” pp. 211-248; 265-280. Mrnarevic, Pero. “Creativity – Vice or Virtue?: A Study of

Different Visions of Creativity.” Politicka misao, 48(4), 2011, 7-25.

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Week Date Topics, Readings, Assignments, Deadlines

Labwork: Read and discuss Learning Communities Presentation 3

prompt LIBRARY VISIT with Peggy Cabrera for information on

using the MLK Library collections, the Steinbeck Center, and the Ira F. Brilliant Center for Beethoven Studies in preparation for Learning Communities Project 3: Life Cycle Biographical Studies in the Creative Domains.

Assignment: Start work on Learning Communities Project 3: Life Cycle

Biographical Studies in the Creative Domains (or Creativity over the Life Cycle: Creative Aging)

11 Nov 4 Creativity over the Life Cycle: Creative Aging Sawyer, “History and Creativity” pp. 281-294. Csikszentmihalyi, M. “Creativity Across the Life-span: A

Systems View.” Talent Development III. Gifted Psychology Press, 1995, 9-18. Available at http://www.davidsongifted.org/db/Articles_print_id_10009.aspx.

Labwork: Continue to work on Learning Communities Presentation 3.

Assignment: Work on Learning Communities Project 3 presentation, due next week. Be sure to follow the instructions on the assignment prompt.

12 Nov 11Learning Communities Project 3 Presentations: Life Cycle Biographical Studies in the Creative Domains (or Creativity over the Life Cycle: Creative Aging)

Assignment: Start basic research for Learning Communities Project 4: Creativity and Death in Different Cultures

13 Nov 18 Creativity and Death: Mourning, Death, & Dying in Different Cultures

“Creativity at the End of Life,” National Association of Social Workers website, available at http://www.helpstartshere.org/health-and-wellness/death-and-

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Week Date Topics, Readings, Assignments, Deadlines

dying/death-and-dying-current-trends-creativity-at-the-end-of-life.html.

“Zen and the art of dying well,” New York Times

Labwork: Work-shopping Learning Communities Presentation 4 Ghost Dance, Wiping the Tears (video) Library searches:

o Death ritual performanceo Funerary artso Death ritualo Dying ritual

Continue to work on Learning Communities Presentation 4 by engaging library, family, and community resources.

Assignment: Continue with Learning Communities Presentation 414 Nov 25 CAMPUS CLOSED

15 Dec 2 Creativity and Death: Mourning, Death, & Dying in Different Cultures

Open discussion

Labwork: Work-shopping Learning Communities Presentation 4 Be prepared to discuss/show your progress Continue to work on Presentation 4 by engaging both library

and community resources.Assignment: Work on Learning Communities Presentation 4.

Quiz 4 will be posted to Canvas by 2pm today and is due by 11:59PM on Sunday, December 3.

16 Dec 9 Learning Communities Project 4 Presentations: Creativity and Death in Different Cultures

Wreck This Journal Everywhere DUE TODAY.Exam Monday,

12/19 7:15-9:30AM

Final Discussion: The Future of Creativity Sawyer, “Conclusion: The Future of Creativity,” 427-433. Final Activity

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