This document outlines an art department creativity session that includes: 1) Watching a video and discussing if schools kill creativity. Teachers then express opinions on a wiki page. 2) Analyzing achievement indicators to see if conditions for creativity like fluency, flexibility, connectivity and curiosity are present in lesson plans, and which need implementing. 3) Group analysis of student artworks and activities uploaded by teachers, to be posted on the art director's wiki page identifying the three spaces of creativity in projects from preschool to high school.

1. EFD COURSE: CREATIVITY – SESSION I
7 December 2011
Sandra Velasco
ART DEPARTMENT
1. Video: do schools kill creativity? By Ken Robinson. 5’43’’ (short version)
Teachers discuss this question. At EFD portfolio (wiki) in discussion they
express their opinions. Individual work. 5 min.
2. Each teacher analyzes through one achievement indicator C1 or C2, if the
following conditions of creativity are taking place or not in the study plan. Which
are being taking into account? Which of them need to be implemented?
Teachers copy achievement indicator in the Creativity page and below the
corresponding analysis. Individual work. 10 min.
FLUENCY
Consists in generating multiple answers, use of a diversity of
internal and external, personal, cognitive and motivational
resources to avoid mind blocks, finding alternate ways which
allow him to overcome any obstacles that may come up in
reaching a goal.
FLEXIBILITY
To be mentally flexible means to be open minded to his
surroundings and communicating with others. Flexibility arises
from the acceptance of his environment, and the effective
adaptation to the need or to the problem. It is characterized
by the capacity to value the different perspectives and to use
them in reaching the specific goals.
CONNECTIVITY
Connectivity is the capacity of creating associations,
establishing relationships and identifying non conventional
patterns or patterns not so evident. It is to integrate
information, procedures and dissimilar natural elements. It is
the capacity to go beyond the obvious to detect solutions
where they are hidden due to the lack of a relationship
between the different elements.

2. CURIOSITY
Curiosity can be understood as a form of acting before any
uncertainty. It has the effect to drive people to become
interested, explore and inquire about information; to interact
with the environment and to imagine the problem and
question as a fundamental base for his development.
3. Using the Art Department virtual gallery at
http://s1102.photobucket.com/albums/g445/Campestre/, the Art Department
online document bank at http://www.slideshare.net/sandrinity/edit_my_uploads
and Phidias planners, a group analysis will take place with regards the students’
artworks and activities that we, the art teachers, have been uploading this year.
The analysis will be uploaded by the Art Department director at her EFD
portfolio Creativity page. Group work. 20 min.

3. Objectives:
- To identify the three spaces of creativity, read definitions and analyze one
art project that corresponds to preschool, primary or high school.
Creativity is developed in three different spaces:
Process
 Problem – question
 Acclimatization – goals
 Stimulate – fluency
 To value – to estimate, to filter
 To guide – feedback
Product
 Originality – within a context
 Feasibility
 Ownership
 To produce
Environment
Teacher, student and knowledge/ learning
- Analyze strengths and weaknesses according to what is expected in the area.
- Explain the strategies implemented by the teacher (ABCT Model). Which of the
activities entail or not, the development of fluency, flexibility, connectivity, and
curiosity in students, along their creative process?