Creativity is such an important part of life. Having been created in the image of the Creator, creativity is woven into the very fabric of man. Whether it is creating something on canvass, or a melodic line on an English horn, or a unique idea for consideration and elaboration, or even a new way of showing appreciation, creativity brings freshness to life and a renewal to the soul.
When a teacher enters the classroom, academic content is the cognitive focus, but pedagogy calls out for creativity – the method of presentation and communication demands new and novel ways to transferring content. Demonstrating creativity in the presentation of content is one of the best ways to teach ideation to the class. Engaging students in challenging thinking and debate helps them to climb out of the normal pat answers and into the realm of “beyond the sphere” ideas.
Abdallah (1996) notes that, prospective teachers who are trained in thinking and teaching creativity will be better prepared to nurture the same creative characteristics in their classrooms. And yet, I don’t see many classes being offered at the collegiate level on creativity. There is a disconnect between the universally accepted belief that creativity is an important characteristic of a teacher and its lack of development and/or nurturing in teacher education programs (Abdallah, 1996). I have been involved in secondary education for 30+ years and it is a rare school that offers on elective on creative thinking and problem solving.
Colangelo and David (1991) delineate five major goals for teaching creative thinking:
1. Fostering creativity awareness and creative attitudes. So often our classrooms are filled with spitting out information and expecting the right answers to be spit back on written exams. Thinking that challenges the status quo can be threatening and intimidating, even to the expert instructor. Developing an atmosphere where creative thinking is not only encouraged but rewarded can explode into an excitement that may never be extinguished in the mind of a young person.
2. Improving metacognitive understanding of creativity. So often we do not even think about being creative or contemplate the process of thinking creatively. So what’s involved in creating something new? How do creative people think differently than others? Are there common elements in the creative mental process of ideation?
3. Exercising creative attitudes. Attitude is 90% of the educational process. If students are “with you” as an instructor, facilitating knowledge is exciting and effective. If students do not “buy-in,” then communication is difficult, if not doomed to failure. This can be seen so clearly in the area of creativity.
“I’m not creative, I just can’t think of new ideas.”
“Just tell me what to know and what is important to remember.” “
Or
“Let’s look at this from an entirely different perspective.”
“Put yourself in the shoes of your enemies – how do they view the world?”
“Let’s think of the impossible and then strategize to make it happen.”
4. Teaching creative thinking techniques. Educators should be providing opportunities for students to develop divergent thinking. This takes time and so intentional time should be given to these skills. The classroom should reflect a positive environment toward creativity. This culture should encourage exploration and allow for mistakes. Foster risk-taking and reward novel ideas. The imagination of the student should be expanded and the curriculum should refrain from judgmental evaluation and assessments. The questioning of assumptions should be commonplace. Cooperation should be expected and the culture should set the students up for success. A class in creativity should consist of little rote learning but be filled with free choices within an agreed upon ethical foundation.
5. Involving students in creative activities. It certainly does creativity a disservice if we only talk about it and never try it out. An athlete must practice and engage in multiple workouts in his/her training regiment, so creative people must exercise their creative thinking. A mindset of creativity can be cultivated and expanded the more one is involved in the process.
Abdallah, A. (1996). Fostering creativity in student teachers. Community Review, 14, 52-59. Retrieved February 7, 2006, from Academic Search Premier Web Site
Colangelo, N. and Davis, G A (1991). Handbook of gifted education. Boston: Allyn and
Bacon.
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