Essential Questions Chapter 10

What problems exist when trying to measure creativity?

Creativity cannot be assessed the way most teachers assess other academic areas. By assessing students’ creativity, children may feel like they have failed and may be scared to attempt another assignment. There is no set way to assess creativity, so teachers are inconsistent and students get confused. From my observations, I noticed that most students do things the “right” way, so they can earn a good grade. This is unfortunate because they are only completing tasks and assignments for the teacher, not for themselves.

How else can you measure creative behavior and productivity?

There are different methods to measure creative behavior and productivity. Starko mentioned many tests that students can take to show what kind of creativity they may have. In the classroom, however, teachers should assess each student individually on their creativity. Every student has a different outlook on academic subjects. They shouldn’t be assessed based on only what the teacher believes is creative.

Essential Questions: Week 3

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

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

Problem Finding Models (pp. 29-37) Mackworth believed problem finding is more important than problem solving. Getzels explained three problem situations.   -       Type I: Arriving at a problem by using a particular means (equations). -       Type II: Trying to discover the way to solve a problem. -       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).

Essential Questions: Week 2

How does culture shape the definition of creativity?	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.
How would you discuss some of these definitions with the students that you will teach?	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.
What opportunities could students have to demonstrate creativity in school? What would you have to consider as you develop learning activities for students?	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.
What forms of creative expression are most valued by the culture of students? Are they the same as what you value?	“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.

Essential Questions: Week 1

What is Creativity?	Creativity is a broad term. People can be creative in many ways; however, it is doing something with an original idea.
How would you define creativity?	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.
How would we create a learning environment that fosters creative thought?	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).