Teaching Creativity, Creatively
Course DescriptionThis course provides teachers with the knowledge and skills to nurture creativity in their students. Creativity is one of the most essential of human talents. Our daily lives are enriched by the products of creative individuals. It can be argued that creativity is the driving engine of civilized societies. Among students in our classrooms, creativity varies over a wide range - visual, mechanical, verbal, artistic, linguistic, athletic, mathematical, and analytical. Each student is a living composite of innate characteristics associated with creative behavior. These innate characteristics can be enhanced by teachers who are aware and knowledgeable of proven and effective ways to teach creative behavior.
Part I defines creativity and describes behaviors most often associated with creative behavior. In addition, a model is systematically developed that teachers may use to develop creative lessons. The model includes four components:
- Catalyst to Action
Part II elaborates each part of the model by adding and covering topics that range from finding problems to critical thinking. Each topic is functionally related to model components. Part III emphasizes the application of the model to lesson development and teaching creatively.
- Complete a historical review of creativity.
- Develop a definition of creativity and name creative attributes.
- Develop and apply a four-part model for teaching creativity.
- Relate the role of thinking in the process of creativity.
- Name and assess "Nine Creative Intelligences."
- Match and apply creative and critical thinking to problems.
- List and describe domain structures and their impact on creativity.
- Analyze and use ways to assess creativity.
- Use the four part model to develop creative lessons.
- Complete a review and analysis of a case study of creative problem solving.
- Name and organize the essential elements in a congenial environment that nurtures creativity among students.
Curriculum Design & Time RequirementsTeaching Creativity, Creatively is a 3 credit graduate level or forty-five hour professional development course taught on weekends or over five full days. The basic methodology is experiential through group work on prescribed topics, issues, and "real" problems. Participants will, using a prescribed model, develop a lesson, field-test the lesson, and report outcomes.
Course MaterialsThe requires textbook for this course is Creativity in Education and Learning: A Guide for Teachers and Educators by Arthur J. Cropley, Kogan Page. A range of activities along with supplemental material is also provided.
Session OutlineSession 1: Creativity Orientation
- Course orientation
- Ten definitions of creativity
- The Creators' Patterns
- Essential terms and definitions
- Three examples of teaching creativity creatively
- A case for teaching students creative attributes
Session 2: A Model for Classroom Application
- Catalyst to action: problems, needs, challenge, curiosity
- Irrational element(s): dreams, fantasy, etc.
- Generative processes (rational elements)
- Discovery, judgments, and justification
- A model to facilitate creativity in the classroom
Session 3: The Role of Thinking in Creativity
- The role of cognitive structures
- Proven paths of creative exploration
- Problem solving through creative behavior
- The relationship of intelligence and creativity
- How to think creatively
Session 4: Nine Creative Intelligences
- Create yourself
- You and you - Personal intelligence
- You and them - Social intelligence
- Heaven knows! - Spiritual intelligence
- Body talk - Physical intelligence
- Making sense of your senses
- Count on yourself - Numerical intelligence
- Mind the gap!
- The power of words
Session 5: Screw-Worm Caper: A Case Study in Creativity
- The setting
- The problem
- The creative process
Session 6: Creativity and Critical Thinking
- What is critical thinking?
- The role of logic in critical thinking
- Phases of decision making
- Critical thinking and objectivity
- The role of transfer
- Inductive/deductive reasoning
- Applying structured knowledge to unstructured problems
Session 7: Domains and Creativity
- Distinct bodies of knowledge and modes of inquiry
- Thinking process across disciplines
- Fields of human beings that make judgments
- Creativity and domain structure
- A case study
Session 8: Assessing Creativity
- Domain criteria, traditional and out-of-the-box thinking
- Conditions for novelty in context
- Effectiveness as a function of usefulness and practicality
- Teacher judgments and assessments
- Tests of creativity - commercial and teacher made
- Criteria for product assessment
Session 9: Writing and Developing Creative Lessons for the Classroom
- The structure of an elegant problem
- Solving real problems through the use of creative attributes
- The impractical to practical continuum
- Creative cooperation and collaboration
- Challenging but achievable problems
- Transforming, restructuring, combining, reorganizing to achieve problem resolution
- Time to reflect and integrate lessons
- Making diverse connections through problem content
Session 10: Providing the "Congenial" Environment
- Learning environment that promotes risk taking and living with temporary frustrations and failure
- Appropriate meshing of prescribed curriculum and creativity
- Domain impact on a congenial environment
- Accepting creative behavior by parents, administrators, and students
- Provide specific instruction in creative and critical thinking
- Course review and synthesis
|Class Exercises||20||84 77||C|
|Reviews of assigned readings||10|
|Presentation of field-tested results||10|
|1.||Attend and actively participate in class sessions.|
|2.||Complete all reading assignments in the textbook and all class exercises.|
|3.||Develop, based on specific criteria, a lesson to teach creativity, creatively. Participants will use the model for lesson development to construct a lesson to use in their classroom to foster creativity among all students.|
|4.||Complete final exams.|