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What is Creativity ?What is Creativity ?
The ability to produce original, The ability to produce original, imaginative and unique ideas.imaginative and unique ideas.
‘‘LATERAL THINKING ?’LATERAL THINKING ?’
What is Creativity?What is Creativity?
A hunch is creativity trying to tell A hunch is creativity trying to tell you something. Frank Caprayou something. Frank Capra
INTUITIONINTUITION
What is Creativity?What is Creativity?
Imagination is more important Imagination is more important than knowledge. Albert Einsteinthan knowledge. Albert Einstein
DIVERGENT THINKINGDIVERGENT THINKING
Creativity and Decision MakingCreativity and Decision Making
Phases of CreativityPhases of Creativity Theories of CreativityTheories of Creativity Blocks to CreativityBlocks to Creativity Creativity Enhancing Creativity Enhancing
TechniquesTechniques Value-Focused Thinking Value-Focused Thinking
ApproachApproach Quality Tools for CreativityQuality Tools for Creativity
IntroductionIntroduction Better decisions requires better Better decisions requires better
alternativesalternatives Bad alternatives will lead to bad Bad alternatives will lead to bad
decisionsdecisions How do we obtain these better How do we obtain these better
alternatives?alternatives? Extend beyond current “the box”Extend beyond current “the box” Find ways to achieve objectives in Find ways to achieve objectives in
new waysnew ways These new alternatives have These new alternatives have
elements of novelty and elements of novelty and effectivenesseffectiveness
Creative?Creative?
But I’m not creative enough!!But I’m not creative enough!! There are techniques and tools to enhance There are techniques and tools to enhance
creativitycreativity These tools guide the formation and flow of These tools guide the formation and flow of
ideas in the mindideas in the mind You can be an expert in your field, and that will You can be an expert in your field, and that will
help the creative processhelp the creative process You can expand your cognitive process to You can expand your cognitive process to
become more creativebecome more creative Other experiences, puzzles, reading, etcOther experiences, puzzles, reading, etc
We want to have “fluency” and “flexibility”We want to have “fluency” and “flexibility” Quickly generate many ideas across a wide Quickly generate many ideas across a wide
rangerange
Psychological Theories of Psychological Theories of CreativityCreativity
Well studied area; very rich literatureWell studied area; very rich literature Psychoanalytic TheoryPsychoanalytic Theory
Creative thought is the product of brain Creative thought is the product of brain processing not accessible to conscious processing not accessible to conscious thoughtthought
Behavioral TheoryBehavioral Theory Creative behavior results from Creative behavior results from
environmental stimulienvironmental stimuli Appropriate awards can lead to creative Appropriate awards can lead to creative
behaviorbehavior Cognitive ApproachCognitive Approach
Creative behavior stems from a capacity Creative behavior stems from a capacity for making unusual and new mental for making unusual and new mental associations of conceptsassociations of concepts
Creative people create more “variations”Creative people create more “variations”
Psychological Theories of Psychological Theories of CreativityCreativity
Self-ActualizationSelf-Actualization Able to perceive reality accuratelyAble to perceive reality accurately Compare cultures objectivelyCompare cultures objectively Can look at things in a fresh, Can look at things in a fresh,
naïve, simple waynaïve, simple way Be happy and thus be creative!Be happy and thus be creative!
Phases of Creative ProcessPhases of Creative Process
PreparationPreparation Learn about the problemLearn about the problem Examine problem from various Examine problem from various
perspectivesperspectives Similar to structuring the problemSimilar to structuring the problem Understanding the structure of the Understanding the structure of the
problem and how elements relate problem and how elements relate to one another is preparation for to one another is preparation for the creative processthe creative process
Phases of Creative ProcessPhases of Creative Process IncubationIncubation PreparationPreparation
Explore new paths and alternativesExplore new paths and alternatives Many include unconscious Many include unconscious
processing of information processing of information Find solutions to problems in a Find solutions to problems in a
dreamdream Position of pieces of information Position of pieces of information
yields a creative solutionyields a creative solution How many have wanted to “think How many have wanted to “think
about it for a while?”about it for a while?”
Phases of Creative ProcessPhases of Creative Process
PreparationPreparation IncubationIncubation IlluminationIllumination
When all the pieces come togetherWhen all the pieces come together VerificationVerification
Does the solution have merit?Does the solution have merit? Return to the hard logic of the problemReturn to the hard logic of the problem Are all constraints being satisfied?Are all constraints being satisfied? How well does it perform with respect to How well does it perform with respect to
the fundamental objectives?the fundamental objectives?
Blocks to CreativityBlocks to Creativity A “block to creativity” interferes with A “block to creativity” interferes with
creativitycreativity Why should we be concerned about Why should we be concerned about
them?them? They hinder our decision analytical They hinder our decision analytical
processprocess If we understand what they are, and why If we understand what they are, and why
they hinder the process, we can they hinder the process, we can hopefully avoid themhopefully avoid them
Framing and Perceptual BlocksFraming and Perceptual Blocks Arise in the ways we tend to perceive, Arise in the ways we tend to perceive,
define, and examine the problemdefine, and examine the problem
Perceptual BlocksPerceptual Blocks Stereotyping – fit into some standard Stereotyping – fit into some standard
categorycategory Tacit assumptions – impose artificial Tacit assumptions – impose artificial
constraintsconstraints SaturationSaturation
Focus too quickly on “obvious” problemFocus too quickly on “obvious” problem Focusing to much on detailsFocusing to much on details Getting overwhelmed with dataGetting overwhelmed with data
Inability to see problem from other Inability to see problem from other viewpointsviewpoints Multiple objectives will be at playMultiple objectives will be at play Must understand other’s values and Must understand other’s values and
objectivesobjectives
Emotional or Value-based Emotional or Value-based BlocksBlocks
Fear of taking a riskFear of taking a risk Risk aversion is a key decision analysis Risk aversion is a key decision analysis
conceptconcept May be counterproductive to not offer May be counterproductive to not offer
“wild” ideas“wild” ideas Status quo biasStatus quo bias
Various levels of bias to current state of Various levels of bias to current state of affairsaffairs
Change can be hard to acceptChange can be hard to accept Reality versus FantasyReality versus Fantasy
Some people only want realistic solutionsSome people only want realistic solutions Such people are comfortable “in their box”Such people are comfortable “in their box”
Emotional or Value-based Emotional or Value-based BlocksBlocks
Judgment and CriticismJudgment and Criticism Do not apply your values too soon Do not apply your values too soon
in creative processin creative process Need to let ideas flow freelyNeed to let ideas flow freely
Inability to IncubateInability to Incubate Not well understoodNot well understood Accepted as a phaseAccepted as a phase Are we always given time to Are we always given time to
incubate an idea?incubate an idea?
Cultural BlocksCultural Blocks TaboosTaboos
Views of culturally accept behavior may Views of culturally accept behavior may block ideasblock ideas
HumorHumor Good ideas can be obtained in an informal Good ideas can be obtained in an informal
settingsetting Often want to let the joking free-wheel for a Often want to let the joking free-wheel for a
timetime Reason and Logic prevailsReason and Logic prevails
Overly analytical thinking (even though it is Overly analytical thinking (even though it is important)important)
Tradition and changeTradition and change Often a strong resistance to changesOften a strong resistance to changes The status quo got the decision maker The status quo got the decision maker
where they arewhere they are
Environmental BlocksEnvironmental Blocks Non-supportive environmentNon-supportive environment Environment that dissuades humor Environment that dissuades humor
and playfulness and playfulness Organization is overly structured and Organization is overly structured and
routineroutine Strictly hierarchical structureStrictly hierarchical structure Autocratic bossesAutocratic bosses
Bosses that have all the answersBosses that have all the answers Over focus on awards, competition Over focus on awards, competition
and oversightand oversight Strict timelinesStrict timelines
Often a tight suspense can lead to good Often a tight suspense can lead to good resultsresults
BrainstormingBrainstorming Introduced in 1930s by OsbornIntroduced in 1930s by Osborn Based on idea of eliminating Based on idea of eliminating
perceptual blocking filtersperceptual blocking filters Two Principles:Two Principles:
Defer judgmentDefer judgment Quantity breeds qualityQuantity breeds quality
Four rulesFour rules Rule out criticismRule out criticism Welcome freewheelingWelcome freewheeling Seek large quantities of ideasSeek large quantities of ideas Encourage combination and improvement of Encourage combination and improvement of
ideasideas
BrainstormingBrainstorming Works due to its synergistic effectWorks due to its synergistic effect
Among participantsAmong participants Combining of ideas is not just additiveCombining of ideas is not just additive Combine pairs, triples, etc of ideas to get Combine pairs, triples, etc of ideas to get
new ideasnew ideas Generally regarded as a group Generally regarded as a group
technique based on a specific technique based on a specific objectiveobjective Specificity focuses the effortsSpecificity focuses the efforts
Useful in situations calling for idea Useful in situations calling for idea generation rather than judgmentgeneration rather than judgment
SynecticsSynectics Gordon in 50s found novel ideas expressed Gordon in 50s found novel ideas expressed
as analogiesas analogies Research suggested use of analogies a key Research suggested use of analogies a key
insightinsight Reduce problem to barest essentials and Reduce problem to barest essentials and
search for a natural analogysearch for a natural analogy Two distinguishing characteristicsTwo distinguishing characteristics
Attack of the underlying concept of the problemAttack of the underlying concept of the problem Examination of problem from many anglesExamination of problem from many angles
Three types of analogy (metaphorical Three types of analogy (metaphorical thinking)thinking) Fantasy – idealistic versus realisticFantasy – idealistic versus realistic Direct – find personal parallel experiencesDirect – find personal parallel experiences Personal – place yourself in role of problemPersonal – place yourself in role of problem
ChecklistsChecklists Very simple means of generating Very simple means of generating
ideasideas Ask and list answers to series of Ask and list answers to series of
questions. For instancequestions. For instance Are there other uses?Are there other uses? Can something be adapted?Can something be adapted? Can something be modified?Can something be modified? Can components be re-arranged?Can components be re-arranged? Can components be combined?Can components be combined? Can some substitution be made?Can some substitution be made?
Osborn (1963) offered a series of Osborn (1963) offered a series of idea spurring questions. idea spurring questions.
Obsorn’s QuestionsObsorn’s Questions Put to other uses?Put to other uses?
New ways to use as isNew ways to use as is Other uses if modifiedOther uses if modified
Adapt?Adapt? What else is like this?What else is like this?
What other idea does this What other idea does this suggest?suggest?
Does the past offer a parallel?Does the past offer a parallel? What could I copy?What could I copy? Whom could I emulate?Whom could I emulate?
Obsorn’s QuestionsObsorn’s Questions Modify?Modify?
New twist?New twist? Change meaning, color, motion, sound, Change meaning, color, motion, sound,
odor, form shape?odor, form shape? Other changes?Other changes?
Magnify?Magnify? What to add?What to add? More time? Greater frequency? More time? Greater frequency?
Stronger? Higher?Stronger? Higher? Longer? Thicker? Extra value? Plus Longer? Thicker? Extra value? Plus
ingredient?ingredient? Duplicate? Multiply? Exaggerate?Duplicate? Multiply? Exaggerate?
Obsorn’s QuestionsObsorn’s Questions Minify?Minify?
What to subtract? Smaller? Condensed? What to subtract? Smaller? Condensed? Minature?Minature?
Lower? Shorter? Lighter? Omit? Lower? Shorter? Lighter? Omit? Streamline?Streamline?
Split up? Understate?Split up? Understate? Substitute?Substitute?
Who else instead? What else instead? Who else instead? What else instead? Other ingredient? Other material? Other Other ingredient? Other material? Other process?process?
Other power? Other place? Other Other power? Other place? Other approach? Other tone of voice?approach? Other tone of voice?
Obsorn’s QuestionsObsorn’s Questions
RearrangeRearrange Interchange components? Other Interchange components? Other
pattern? Other layout? Other sequence?pattern? Other layout? Other sequence? Transpose cause and effect? Change Transpose cause and effect? Change
pace? Change schedule?pace? Change schedule? Reverse?Reverse?
Transpose positive and negative? How Transpose positive and negative? How about opposites?about opposites?
Turn it backward? Turn it upside down? Turn it backward? Turn it upside down? Reverse roles?Reverse roles?
Change shoes? Turn tables? Turn other Change shoes? Turn tables? Turn other cheek?cheek?
Obsorn’s QuestionsObsorn’s Questions
Combine?Combine? How about a blend, an alloy, as How about a blend, an alloy, as
assortment, an ensemble?assortment, an ensemble? Combine units?Combine units? Combine purposes?Combine purposes? Combine appeals?Combine appeals? Combine ideas?Combine ideas?
Forced RelationshipsForced Relationships Generate ideas by relating seemingly Generate ideas by relating seemingly
unrelated ideasunrelated ideas Use combining concept from Use combining concept from
brainstormingbrainstorming Ideas may be related yielding more Ideas may be related yielding more
mundane solutionsmundane solutions Use ideas related to the problem and Use ideas related to the problem and
possible to each other if more possible to each other if more practical ideas are requiredpractical ideas are required Less effort validating the ideasLess effort validating the ideas
Start with the more general ideas and Start with the more general ideas and increase the specifics used laterincrease the specifics used later
Somewhat related is “Attribute Listing”Somewhat related is “Attribute Listing”
Morphological AnalysisMorphological Analysis Develop a grid of attributes along Develop a grid of attributes along
several dimensionsseveral dimensions Examine combinations of attributesExamine combinations of attributes Try to determine a solution/alternative Try to determine a solution/alternative
to each combinationto each combination Really provides a framework within Really provides a framework within
which to screen all combinations and which to screen all combinations and determine the most appropriate determine the most appropriate combinationscombinations
Strategy-generation table is closely Strategy-generation table is closely relatedrelated
Strategy-generation TableStrategy-generation Table
StrategyStrategy
InputsInputs
ProcessProcess
OutputsOutputs
FACTORS FOR CREATIVITYFACTORS FOR CREATIVITY
Mastery of the SubjectMastery of the Subject CuriosityCuriosity Divergent ThinkingDivergent Thinking Take RisksTake Risks Motivation and PersistenceMotivation and Persistence SerendipitySerendipity
THE CREATIVE PROCESSTHE CREATIVE PROCESS
PreparationPreparation IncubationIncubation InsightInsight EvaluationEvaluation ElaborationElaboration
REFERENCESREFERENCES
Amabile, T.M. (1983). The social psychology of creativity. New York:Springer-Verlag New York Incorporated.
Amabile, T.M. (1999). How to kill creativity. Harvard Business Review, september-october, 1998, 77-87.
Creativity in Education. (n.d.). Retrieved April 21, 2004, from http://www.ltscotland.org.uk/creativity/
Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Haper Collins.
REFERENCESREFERENCES
Csikszentmihalyi, M. (1999). Implications of a systems perspective. In R.J. Sternberg (ed.) Handbook of Creativity. Cambridge: Cambridge University Press.
De Souza Fleith, D. (2000). Teacher and student perceptions of creativity in the classroom environment. Roeper Review, 22(2), 148-158.
Driver, Michaela (2001). Fostering creativity in business education: developing creative classroom environments to provide students with critical workplace competencies. Journal of Education for Business, 77 (1), 28-33.
REFERENCESREFERENCES
Finke, R.A., Ward, T.B., & Smith, S.M. (1992). Creative cognition. Cambridge: MIT Press.
Galloway, C.A. (2001). Vygotsky's learning theory. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology [Electronic version]. Retrieved April 29, 2004 from Website: http://www.coe.uga.edu/epltt/vygotskyconstructionism.htm
Glover, J.A., Ronning, R.R., & Reynolds, C.R. (Eds.). (1989). Handbook of creativity. New York: Plenum Press
Learning and Teaching Scotland (2004). Creativity counts: portraits in practice [Electronic version]. Retrieved April 21, 2004, from http://www.ltscotland.org.uk/creativity/files/portraitsofpracticelts2004.pdf
REFERENCESREFERENCES
Lubart, T.I. (1999). Creativity across cultures. In R.J. Sternberg (ed.) Handbook of Creativity. Cambridge: Cambridge University Press.
Lubart, T.I. (2000). Models of the creative process: past, present and future. Creativity Research Journal, 13(3/4), 295-303.
Mumford, M.D., Mobley, M.I., Uhlman, C.E., Reiter-Palmon, R., & Doares, L.M. (1991) Process analytic models of creative capacities. Creativity Research Journal, 4, 91-122.
Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg (Ed.), Handbook of Creativity. Cambridge: Cambridge Press.
REFERENCESREFERENCES
Simonton, D. K. (2000). Creativity: cognitive, personal, developmental, and social aspects. American Psychologist, 55(1), 151-158.
Sternberg, R.J. (2001). What is the common thread of creativity: its dialectical relation to intelligence and wisdom. American Psychologist, 56, 360-362.
Sternberg, R.J. & Lubart, T. (1995a). Defying the crowd: cultivating creativity in a culture of conformity. New York: Free Press
Sternberg, R.J. & Lubart, T. (1995b). An investment approach to creativity. In S.M. Smith, T.B. Ward, and R.A. Finke (eds.) The Creative Cognition Approach. Cambridge: MIT Press.
Sternberg, R.J. & Lubart, T. (1996). Investing in creativity. American Psychologist, 51(7), 677-688.
REFERENCESREFERENCES
Amabile, T.M. (1983). The social psychology of creativity. New York:Springer-Verlag New York Incorporated.
Amabile, T.M. (1999). How to kill creativity. Harvard Business Review, september-october, 1998, 77-87.
Creativity in Education. (n.d.). Retrieved April 21, 2004, from http://www.ltscotland.org.uk/creativity/
Csikszentmihalyi, M. (1996). Creativity: flow and the psychology of discovery and invention. New York: Haper Collins.
Selected Online Resources
http://www.apa.org/monitor/nov03/creativitytoc.html Articles from American Psychological Association
http://www.erz.uni-hannover.de/~urban/compmod.htm URBAN's Components Model of Creativity
http://www.ascd.org/publications/books/1996sternberg/intro.html Introduction: Theory of Creativity
http://www.buffalostate.edu/library/creative/ E. H. Butler Library - Creative Studies Library
http://www.ltscotland.org.uk/creativity/ Creativity in Education - Learning and Teaching Scotland
http://www.ncaction.org.uk/creativity/ Creativity: find it; promote it - National Curriculum in Action
QUESTIONS/COMMENTS?QUESTIONS/COMMENTS?
Philomena Bernard Philomena Bernard School CounselorSchool Counselor Central Middle SchoolCentral Middle School 457-5895457-5895 Highland ElementaryHighland Elementary 457-5161457-5161 [email protected]@slp.k12.la.us