Fostering Creativityg y

Andrea MullerAndrea MullerNicole GinnaneTania Lattanzio

CREATIVITY – YOUR CONNECTIONSCREATIVITY – YOUR CONNECTIONS

1 What is creativity? 1. What is creativity? 2. Why do we need to focus on creativity?3 How can we focus on creativity?3. How can we focus on creativity?4. What is your role in placing creativity at the centre?

WHAT IS CREATIVITY?

‘‘imaginative processes with outcomes that are imaginative processes with outcomes that are

original and of value’. Ken Robinson

“the tendency to generate or recognize ideas, l i ibili i h b f l i alternatives, or possibilities that may be useful in

solving problems, communicating with others, and entertaining ourselves and others”g

Robert E. Franken

Creativity is multi dimensional It canCreativity is multi dimensional. It canbe a trait, skill, ability, or an approachor all of these or all of these.

Creativity is one of those - ‘I can’tdescribe it but I know when I see itdescribe it, but I know when I see itideas”.

Where do you see creativity in your every day life?

When and where do you use it?

WHY CREATIVITY?

“THE FUTURE BELONGS TO A VERY DIFFERENT KIND OF PERSON WITH A VERY DIFFERENT KIND

OF MIND – CREATORS AND EMPATHIZERS, PATTERN RECOGNISERS AND MEANING

MAKERS MAKERS.

THESE PEOPLE ARTIST INVENTORS THESE PEOPLE – ARTIST, INVENTORS, CAREGIVERS, CONSOLERS, BIG PICTURE THINKERS – WILL NOW REAP SOCIETY’S THINKERS WILL NOW REAP SOCIETY S

RICHEST REWARDS AND SHARE ITS GREATEST JOYS.”

DANIEL PINK, A WHOLE NEW MIND

“R t ft t h ‘ i ifi t “Report after report show ‘a significant disconnection between education systems around the world and the needs systems around the world and the needs of 21st century employers’. There are repeated calls for a curriculum which would be effective at cultivating a core would be effective at cultivating a core set of ‘generic skills and attitudes, pre-eminently, the ability to learn’”. y y

Building learning Powerg gGuy Claxton

http://www.buildinglearningpower.co.uk/why_change.html

WHAT DO STUDENTS THINK ABOUT CREATIVITY?CREATIVITY?

How do schools nurture creativity?

How do they hinder your ability to be creative?

DISCUSS – IN PAIRSDISCUSS – IN PAIRS

‘The sheer volume of facts to be The sheer volume of facts to be digested…..leaves little time for a deeper

interrogation of their moral worth. The result has gbeen a generation of technicians rather than visionaries… The answer must be reform in our

d ti l th d th t t d t educational methods so that students are encouraged to ask about “know-why” as well as

“know how”know-how

Source: OnArts: Creative New Zealand Michael D Higgins the Source: OnArts: Creative New Zealand. Michael D. Higgins, the former Irish Minister for Arts, Culture and Gaeltacht cited in ‘Creativity It’s Place in Education’ by Wayne Morris

Creativity is often the casualty of aCreativity is often the casualty of a  more rudimentary

traditional curriculum… 

Bruce Hammond, Leading and Learning blog

How can we focus on creativity?

“Creativity is not just art or music, something else to tick off in our plans for tick off in our plans for Tuesday afternoon. It is not even an ingredient to add to the curriculum diet but to the curriculum diet but the inspiration and motivation integral to the process of learning. In fact it i th d i i d it is the underpinning and expression of true learning.”

( i iC ti it t th (Peter Dixon, verbal quote provided in interview, 2006 in Tim Burgess, 2007, ‘Lifting the lid on the creative curriculum: How leaders have released creativity in their schools

Creativity at the Centre of

released creativity in their schools through curriculum ownership’)

fOur Curriculum

A MOMENT TO CREATE!A MOMENT TO …….CREATE!

Visualise your learning environment and reflect on Visualise your learning environment and reflect on three ways that you might re-consider the environment.

How could you mentor, as a leader, as teacher, re-thinking the environment?thinking the environment?

MAKING ROOM FOR WHAT IS IMPORTANT CREATIVITY IS IMPORTANT CREATIVITY IS TRANSDISCIPLINARY………

connectingconnectingWhere in your curriculum do you/can you make room for seeing relationships and combining in new ways?g p g y

Cited from Lifting the Lid on the Creative CurriculumCreative CurriculumResearch Associate ReportTim BurgessNational College for School Leadership 2007

riskingriskingHaving the self-confidence and freedom to fail and

keep trying?

envisagingBeing original and imaginative about what might Being original and imaginative about what might

be?

analysingAsking critical and challenging questions?

thinkingTaking time for reflection and soft thinking?

interactingSharing ideas and collaborating?

varying

Testing options and trying in different ways?

elaboratingE l i d d i th Exploring and doing the unnecessary

with love!

TORRANCE CQTORRANCE CQ

CREATIVITY – CAN IT BE MEASURED/SHOULD IT BE MEASURED/SHOULD IT BE

MEASURED?As Torrance askedAs Torrance asked,

Do we want to identify only those potentialities that Do we want to identify only those potentialities that will flourish in spite of all efforts to thwart them? Or, do we want also to identify those potentialities that will be realized under intelligent guidance more be realized under intelligent guidance, more favorable learning conditions, and the like?(1966).

Look Fors:

- ideas—more ideas, original ideas, and elaboration on those ideas.

- images if they tell a story convey emotions see - images if they tell a story, convey emotions, see things from a different angle, and have a sense of motion.

- Points get knocked off for responses that are very common. Sharks are popular—so are hats—perhaps because fins and hats feel like a starting perhaps because fins and hats feel like a starting point for drawing. On the other hand, details, humour, sense of visual perspective are pluses.

PEER REFLECTIONPEER REFLECTION

Share your ‘sketch’ with your friend treasure the Share your sketch with your friend - treasure the interpretations

How do you think you scored? Any hats or fins!!!

A t ( d lt)Assetou (adult)

M t l ill t th i i t kMost people will turn the image into a known object. However, Assetou resists the temptation to do so The openness of the lines sho s thatto do so. The openness of the lines shows that 

she's not going to force anything into an obvious solutionsolution. 

Joshua (adult)( )

"What I like is that he goes completely g p youtside the box—it's just a detail," he says. However, the main problem is using the , p g

stimuli lines as a hat, which is a very common response. If it wasn't a hat, but something p f , gelse (hands holding chopsticks?), this would 

have been highly creative. g y

DAVID PERKINSDAVID PERKINS

http://www.youtube.com/watch?v=A7UnupF-uJk

Wh t i l i What is your role in leading schools to enable leading schools to enable

creativity?

To do this we need to…….. Reconsider th l ll d h l dithe place called school - discuss

Conceptual change for schools req ires schools requires consideration of

4 structures1. Physical and virtual2. Schedule for learning

4 structures…

g3. Groupings of students4. Personnel configuration

'Learning is the core purpose of schools', Stoll and Timperley begin their paper, S p y g p p ,'Creative Leadership: a Challenge of our Times‘

Stoll and Dean Fink, 'It's About Learning and it's About Time': 'these d if ' l l ddays if you can't learn, unlearn and relearn , you're lost because sustainable and continuous learning is a given of the g g ftwenty-first century.

Creative leadership: a challenge of our times, 2009, School leadership and management vol 29 Feb 2009 School leadership and management, vol. 29, Feb 2009, p.65 – 78.

TINKERING SCHOOLTINKERING SCHOOL

http://www.youtube.com/watch?v=hvHViFc0ekw

This represents a fundamental h ll f h l l d hichallenge for school leadership.

Th i d f l dThere is a need for leaders to consider what inhibits creative l i d h di ilearning and what conditions are required to encourage it.

Stoll and Timperley identified nine conditions in the research nine conditions in the research

in schools to allow learning focused innovation and focused innovation and

creativity to thrive. Their set of conditions could act as a recipe conditions could act as a recipe

which can, in combination, produce the desired effect.produce the desired effect.

1. Model creativity and risk taking2. Stimulate a sense of urgency3. Expose colleagues to new thinking and       

iexperiences4. Self consciously relinquish control5 P l d ti d5. People need time and space6. Promote individual and collaborative 

ti thi ki d d icreative thinking and design7. Set high expectations about the degree f i iof creativity

8. Use failure as a learning opportunity9. Keep referring to core values

CALGARY SCIENCE SCHOOL TGRADE 8 – A RESPONSE TO KEN

ROBINSON

http://elearning-central.blogspot.com/2011/03/week-six-blog-round-up-student-response.html