Creativity "Creative people frequently are high in selfconfidence, independence, risk-taking, energy enthusiasm, adventurous, curiosity, playfulness, humor, idealism, and reflectiveness. They tend to have artistic and aesthetic interests, to be attracted to the complex and mysterious, and to need privacy and alone time. They tend to be more perceptive and intuitive. Importantly, they are willing to tolerate the ambiguity that accompanies engaging in creative problem solving." (Davis & Rimm) Research based on "Education of the Gifted & Talented by Davis & Rimm
Creative Abilities "People fundamentally prefer to learn in creative ways. These ways inclue exploring, manipulating, questioning, experimenting, riking, testing, adn modifying ideas". Paul Torrance
FLUENCY: The ability to produce many ideas in response to an openended question.
FLEXIBILITY: The ability to take different approaches to a problem, think of ideas in different categories, or view a situation from several perspective.
ORIGINALITY: Uniqueness, nonconformity
ELABORATION: The important ability to add details, develop, embellish, and implement a given idea.
PROBLEM FINDING/PROBLEM SENSITIVITY/PROBLEM DEFINING: Ability to detect missing information, ask questions, identify problems, clarify and simplify problems, define a problem more broadly.
VISUALIZATION: The ability to fantasize and imagine, see things in the mind's eye and mentally manipulate images and ideas.
ABILITY TO REGRESS: The ability to thinking like a child, whose mind is less cluttered by habits, traditions rules, regulations, and a firm knowledge of "how it out to be done."
ANALOGICAL THINKING: The ability to borrow ideas from one context and adapt them to another context; or ability to borrow a solution to one problem and transfer it to another problem.
EVALUATION: The ability to separate relevant from irrelevant considerations; to think critically; to evaluate the goodness and appropriateness of an idea, product or problem solution.
ANALYSIS: The ability to analyze details, separate a whole into its parts.
SYNTHESIS: The ability to analyze details, separate a whole into its parts.
TRANSFORMATION: The ability to adopt something to a new use; see meaning, implications, and applications' or creatively change one object or idea into another. Transformation is an extremely important creative ability.
EXTEND BOUNDARIES: The ability to go beyond what is usual, to use objects in new ways.
INTUITION: The ability to make mental leaps, make inferences, or see relationships based on little information; the ability to read between the lines.
PREDICT OUTCOMES: The ability to foresee the results of different solution actions and alternatives.
RESIST PREMATURE CLOSURE: The ability to defer judgment and not jump on the first idea that comes along. Many students are deficient in this ability.
CONCENTRATION: The ability to to focus on a problem for long periods of time, free from distractions.
LOGICAL THINKING: The ability to deduce reasonable conclusions, and to separate relevant from irrelevant.
AESTHETIC THINKING: Sensitivity to and appreciation of beauty in art, design, and nature.
Steps & Stages In The Creative Process
THE WALLAS MODEL PREPARATION: The preparation stage includes clarifying and defining the problem, gathering relevant information, review available materials, examining solution requiremenst, and becoming acquainted with other innuendos or implications including previous unsuccessful solutions.
INCUBATION: This stage is best viewed as a period of "preconscious", "fringe-conscious", "offconscious" or even "unconscious activity" that takes place while the thinker, perhaps deliberately, is jogging, watching TV, playing golf, eating pizza, or snoozing.
ILLUMINATION: This stage is the sudden "Eureka" or "Aha!" experience. A solution appears, usually suddenly-although it may follow weeks or work and incubation-that seems to match the requirements of the problem. *Implementation must not be ignored. The solution must be elaborated and carried out
VERIFICATION: This stage, as the name suggests, involves checking the workability, feasibility, and/or acceptability of the illumination.
Creative Problem Solving Model BY ALEX OSBORN FACT FINDING: Invloves listing all you know about he probelm or challenge.
PROBLEM FINDING: Involves listing alternative problem definitions. Definition of a problem will determine the nature of the sloution.
IDEA FINDING Is the brainstorming stage in which ideas are freely listed for each problem statement accepted in the second stage.
SOLUTION FINDING In this stage criteria for idea evaluation are lsited.
ACCEPTANCE FINDING Thinking of the best ways to get the best ideas into action.
Strengthening Creative Abilities What would happen if statements? Thinking of product improvements is another type of open-ended question. For example, classrooms Thinking of unusual uses for common objects. Posing problems. For example, how can lunch menue be improved?
Design problems: Students can desing an ideal school. Fluency: List things Flexibility: Look at things from differenct perspective. Elaboration: Build upon basic ideas. For example, developing a dog catching machine. Anilogical Thinking: What king of animial is like