Thinking About the Classroom
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“Those of you who like to play with digital photography
may want to experiment with Rothenburg’s homospatial process. In one
exercise, place two photographs side by side and use them to stimulate a
writing or art activity. In the ext class, try using two photographs that
have been merged into a single image. See if you notice any differences in
the originality of processes” (Starko, 2010, p. 49).
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Rothenberg (1990) believed that the homospatial process
inspires students to create metaphors. By doing both of these exercises in
the classroom, I can see how creative my students can be regarding the
homospatial process. Some students may feel uncomfortable describing the
pictures because they do not want to be wrong. Others, however, may view this
activity as challenging and fun. I would use the images for creative writing
at first. I would assess their creativy through their writing responses. Exposing
all students to this activity can help them look outside the box. After using
this process for the first time, I would have an open discussion about what
everybody wrote. I would explain to my students the different ways to interpret
the image. If my students really enjoyed this exercise, I would follow up
with an art exercise. Students would have to create their own images side by
side or that have been merged. Once they are completed, I would project the student
made images on the projector screen and discuss with the class about the
meanings of the image.
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Dewey and Wallas (2012, p.27).
Dewey thought the problem solving process included five
steps:
1)
A difficulty is felt
2)
The difficulty is located and defined
3)
Possible solutions are considered
4)
Consequences of these solutions are weighed
5)
One solution is accepted
Wallas thought it included four steps:
1)
Preparation
2)
Incubation
3)
Illumination
4)
Verification
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The Osborn-Parnes Model (p. 38).
Osborn developed the creative problem-solving (CPS) model
in 1963. The processes were split into six stages:
1)
Mess-finding
2)
Data-Finding
3)
Problem-Finding
4)
Idea-Finding
5)
Solution-Finding
6)
Acceptance-Finding
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Problem Finding Models (pp. 29-37)
Mackworth believed problem finding is more
important than problem solving.
Getzels explained three problem situations.
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Type I:
Arriving at a problem by using a particular means (equations).
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Type II: Trying to discover the way to solve a
problem.
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Type III: Searching and finding a problem.
“Csikszentmialyi and Sawyer (1993) proposed that
the creative process varies in presented and discovered problems” (2010, p.
31).
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Thinking About the Classroom |
“Visit a place or event in which a culture that influences your
students is expressed. This might be a local cultural center, festival,
performance, or museum. Observe the multiple ways that creativity is
expressed and values that are represented. Consider how they could be
integrated into your curriculum” (Starko, 2010, p. 26).
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I would consider the race of my students before planning cultural
trips because if my students could relate the information to themselves or to their
friends, they may have connections that result in their understanding. I
would also take location into account. Not all cities and towns offer
cultural experiences. If I were teaching in Great Falls, I would arrange a
field trip to the buffalo jump in Ulm, MT. There are many traditions that
students can learn about. The buffalo runner is one of them. Also, I could
try to take them to the tribe’s headquarters here in town. They could learn
about the conflict this tribe has undergone. Students can be creative by
inquiring why things are the way they are. I could give them pieces of
information for background knowledge, but they have to fill in the rest of
the story. For example, after visiting the tribe headquarters, students have
to explain why the tribe is not considered a tribe. Another question they
could answer is do they think this group is a tribe although the government
does not recognize them. Why or why not?
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THINKING ABOUT THE CLASSROOM
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“Examine a book on
creative activities or creative teaching. For each activity, identify the
person who has the opportunity for original or innovative thoughts. Is it
primarily the author, teacher, or student” (Starko, 2010, p. 16)?
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Books that are made with creative activities/creative
teaching give both students and teachers opportunity for original or
innovative thoughts. Teachers can look up activities and create their own
work for their students. The book that they reviewed may have inspired them
to think a specific way. Students also have the opportunity to be creative.
If teachers give them an activity from these books, students can make the
assignment their own.
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How does culture
shape the definition of creativity?
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People who are from different cultures have different
values with regards to education as a whole. They also would have different
values of creativity as well. Not all people understand the word creative
because they may not have a corresponding word in their first language.
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How would you
discuss some of these definitions with the students that you will teach?
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When I teach, I would discuss creativity with the entire
class. I would encourage students to discuss other ideas or words that may
correspond with creativity. By trying to understand the students’ cultural
background, I can trigger more thoughtful and related definitions from the
students. Because cultures value different aspects, I would give students the
opportunity to “create” their own definition of creativity. I would be able
to assess their background from this simple assignment.
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What opportunities
could students have to demonstrate creativity in school? What would you have
to consider as you develop learning activities for students?
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As I mentioned in the previous question, I would have to
assess what the students believe creativity is and what aspects of it that
they value. From this information, I can develop a variety of activities that
can meet the values of each student in my classroom.
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What forms of
creative expression are most valued by the culture of students? Are they the
same as what you value?
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“In the United States, the notion of originality and
inventiveness… is deeply embedded in the culture” (Starko, 2012, p. 23).
People believe that in order to be creative, we need to do something out of
the ordinary or out of the norm to be creative. I have a wide range for what
I value in creativity. I do believe that originality and inventiveness are
characteristics of creative people. I think, however, that there is more to
creativity. Creativity is based on the students’ perception, and I should
encourage students to be creative in their own ways.
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What is Creativity?
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Creativity
is a broad term. People can be creative in many ways; however, it is doing
something with an original idea.
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How would you
define creativity?
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According to Starko (2010), “most
definitions [of creativity] have two major criteria…novelty and
appropriateness” (p. 5). In order for something to be creative, that
something needs to be original and appropriate in the context of its purpose.
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How would we create
a learning environment that fosters creative thought?
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In order to create an environment that fosters creative thought,
teachers need to allow students to experience and try things that are not regular
to the classroom routines. Starko explains “essential creativity is on the
part of the students…Teachers, in turn, are transformed from founts of all
wisdom” (2010, pp. 15-16).
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