The document discusses creativity and creative learning. It argues that creativity should be embedded in everyday teaching and learning, rather than treated as a separate subject only done after tests. Schools often have a narrow view of intelligence and focus too much on standardization and compliance rather than cultivating imagination and creativity. The document also discusses several models of creativity and how divergent thinking abilities decrease with age unless cultivated. It advocates making the strange familiar and familiar strange to foster creative thinking.

1. Creative
Process
Learning through Mucking About

2. Creativity means to
make something
new or original of
value

3. Is Creativity
Valued?
Is playing around just wasting time?

5. Who would think to make a cloud indoors?
Dutch artist Berndnaut did.

6. Sir Ken Robinson
 We're all born with deep natural
capacities for creativity AND
systems of mass education tend to
suppress them.
 It is increasingly urgent to cultivate
these capacities -- for personal,
economic and cultural reasons --
and to rethink the dominant
approaches to education to make
sure that we do.
 We must explore the nature of
creativity and how emerging
technologies can extend our
creative abilities and can
transform teaching and learning at
the same time.

7. Education Continues to….
 1) promote standardization and a narrow
view of intelligence when human talents are
diverse and personal.
2) promote compliance when cultural
progress and achievement depend on the
cultivation of imagination and creativity.
3) promote education as linear and rigid
when the course of each human life,
including yours, is organic and largely
unpredictable.
- Are Schools Killing Creativity? (TED
Talk)

9. Fertile Minds need
feeding
Most of us are starving

10. What do you think?
“Creativity in the schools might mean a day off the curriculum to do
"the arts" after pupils have sat tests. It's a myth to call this creative
learning, she says. Creativity must be embedded into everyday
teaching and learning. "Many schools haven't got a handle on the
language of creativity and are reticent about teaching more creatively,"
she says. "They are worried they won't achieve standards in other
things.””
From: Fertile minds need feeding
Are schools stifling creativity? Ken Robinson tells Jessica Shepherd why learning should
be good for the soul. Jessica Shepherd, The Guardian, Tuesday 10 February 2009

12. Creative Process Explained
Wallace - 1926
• Preparation
• Incubation
• Illumination
• Verification

13. Osborn - 1963
• Orientation
• Preparation
• Analysis
• Ideation
• Incubation
• Synthesis
• Evaluation

14. Models of Creativity
Ideas must be of personal relevance
for extensive exploration:
• Research
• Experimentation
• Collaboration
• Refinement

15. What do you see?

16. Dr. Robert Kelly
Creativity is not just the exclusive, rarified
territory of artists.
Business leaders and economists are
embracing it, social theorists are calling for
more of it, ordinary people are tapping into
it to create their own content in online
spaces like YouTube and MySpace.
Society as a whole is starting to
acknowledge that creativity is the
fundamental human trait that
transcends disciplines and leads to
design, invention, collaboration and
innovation.

18. Fostering a
Creative
Sustain over time
Disposition

19. Time Barriers to
Creativity
Find the right answer quickly
End Product No Mistakes
Failures not valued

20. make
create
design
Generative build
compose choreograph
source
DO

21. Don’t treat it as
precious

23. Idea rich
Ideational fluency
Comfortable with ideas

25. Divergence

26. Studies show that we loose our divergent thinking ability as we
mature. Using eight tests of divergent thinking, researchers
gave the tests to 1600 preschool children.
"The first tests were given when the children were between
three and five years of age. Ninety-eight percent of the
children scored in the genius category.
When these same children took the identical test five years
later, only 32 percent scored that high.
Five years later it was down 10 percent.
Two hundred thousand adults over the age of 25 have taken
the same tests. Only two percent scored at the genius level."
--Land and Jarman

28. Make the strange familiar and the familiar strange

29. Metaphor
Thinking with images that relate to one another in unusual ways
Juxtaposition….
that deepens the way you understand the original thing/object/subject