Chapter 8: Creativity IThe Creative Person, Creative Process, and Creative DramaticsArtwork by Rene Schute (1969)

Two interrelated purposes of gifted educationTo help these children and adolescents become more self-actualized, creative individualsTo 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 CreativityIntuitive expressive levelAcademic and technical levelInventive levelInnovative levelGenius level

little c middle c big C

Characteristics of Creative peoplePiirtos 4 core attitudes navet, self-discipline, risk-taking, group trust

Maslows 15 Characteristics of Self-Actualized People

Dabrowskis Theory of Positive Disintegration

Csikszentmihalyis Paradoxical and Complex Characteristics of Creative Persons binary traits manifested simultaneously

Not all creative characteristics apply to all creative people, some are domain specific

Because of their high energy, eagerness, inquisitiveness, rapid talking, and overactivity, some creative students have been diagnosed as having ADHD[yet] some [not all] do have ADHD (Davis & Rimm p. 208)

Simonton (2003) noted, Genius-Level talents probably reside at the delicate balance between a healthy and an unhealthy personality (p. 362)

Creative AbilitiesGuilford/Torrances 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 ViewsThe sequence of stages to proceed in when solving a problemThe change in perception where new relationships, meanings, or new applications are identifiedThe techniques or strategies that are used to produce new ideas, meanings, and combinations

Wallas Model (1926) w/Cropleys Extension (1997)Preparation Information Learning or remembering special knowledgeIncubationIlluminationVerificationCommunication Achieving closure, gaining feedback, sharing with other audiencesValidation 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)

DomainFieldIndividual

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)

Fact Finding - Who What, When, Where, Why and How questions * Problem Finding Definition of a problem determines the nature of the solutionsIdea Finding Brainstorming stage*Solution Finding Listing of criteria for evaluation of ideas (ex. evaluation matrix)*Acceptance Finding Idea Implementation, assisters vs. resisters* Included in Alex Osborns 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.

Piirtos Creative Process (2003)InspirationImageryImaginationIntuitionInsightIncubationImprovisation (no emphasis on implementation or closure, however)

Creative DramaticsExamples 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