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The Journalism Lab:
Brewing Creative Minds
Through the Introduction of
Creative Learning Processes
Sheila Jones, CJE
JEA National Convention
Denver, Colorado
April 2015
The Journalism Lab:
Sheila Jones, CJE
tosheilajones@msn.com
To view this and previous years’ presentations,
see SlideShare link at end of this
slideshow and/or pick up a card from me
with SlideShare URL
Journalism Creativity
TOGETHER?!?
Principal John Doe
OMG – Are those journalism
kids making things up?
Journalism & Creativity Do Coexist
“Is Print Journalism Creative?”
Janet Fulton, University of Newcastle, Australia
http://ejournalist.com.au/v11n2/Fulton.pdf
[P]rint journalists are creative when they
understand the rules and procedures from
the domain, understand the preferences of
the field and use this knowledge to produce
an article that is novel and appropriate.
Significant Voices….
Sir Ken Robinson
Out of Our Minds:
Learning to be Creative
Daniel Pink
A Whole New Mind:
How Right-brainers will Rule the World
Jonah Lehrer
Imagine:
How Creativity Works
Images:
SirKenRobinson.com,
DanielPink.com,
JonahLehrer.com,
Amazon.com
Donald J. Treffinger, Ph.D.
with Patricia Schoonover
and Edwin Selby
Educating for Creativity &
Innovation.
Additional voices 2014 and 2015….
Working definition of Creativity
“Creativity is the production of something
original and useful…. There is never one right
answer. To be creative requires divergent
thinking (generating many unique ideas) and
then convergent thinking (combining those
ideas into the best result).”
– Bronson and Merryman, The Creativity Crisis
A Difference in Opinion
Stacey Khadaroo.
“Schools Tap 21st
Century Skills,”
Christian Science
Monitor, Jan. 8,,
2009.
IBM 2010 Global CEO Study
https://www-03.ibm.com/press/us/en/pressrelease/31670.wss
Other corporate voices
“Smart creatives thrive on
interacting with each other.
The mixture you get when you
cram them together is
combustible, so a top priority
must be to keep them
crowded.”
Eric Schmidt, 2015
“It is the focus on people —
their work habits, their talents,
their values —that is absolutely
central to any creative venture.”
And “[W]orking with change is
what creativity is about. ”
Ed Catmull, Creativity, Inc,
2014
IQ vs CQ
The Good News!
Kids are getting smarter
The Flynn Effect: In the U.S., with each passing generation, IQ scores are
increasing by about 10 points!
The Bad News!
CQ is both more durable and declining
Using 50 years of data from the Torrance Tests of Creative Thinking,
recent studies show:
• “The correlation to lifetime creative accomplishment was
more than 3 times stronger for childhood creativity than
childhood IQ.” – Jonathan Plucker, Indiana University.
• Creativity scores increased with intelligence scores until 1990.
After 1990, creativity scores have consistently gone down. – Kyung
Hee Kim, College of William and Mary.
Source: Bronson and Merryman,
“The Creativity Crisis.” Newsweek.
http://www.newsweek.com/
creativity-crisis-74665
From the Industrial Age to the Information Age
to the Innovation Age – Where we are today
MYTHBUSTING for students
Myth #4: Creativity can’t be controlled.
It’s “magical, mysterious, mystical.”
Myth #1: Creativity erupts spontaneously
Myth #2: Creativity is easy, quick, and error-free
Myth #3: Creativity is a solitary effort
From the Industrial Age to the Information Age
to the Innovation Age – Where we are today
MYTHBUSTING for students
Myth #4: Creativity can’t be controlled.
It’s “magical, mysterious, mystical.”
Myth #1: Creativity erupts spontaneously
Myth #2: Creativity is easy, quick, and error-free
Myth #3: Creativity is a solitary effort
From the Industrial Age to the Information Age
to the Innovation Age – Where we are today
MYTHBUSTING for students
Reality:
Creativity, or Innovation, can be managed
using tools and processes.
Myth #1: Creativity erupts spontaneously
Myth #2: Creativity is easy, quick, and error-free
Myth #3: Creativity is a solitary effort
Clarifying Terminology
Critical
Thinking
Reasoning
Evaluating
Problem
Solving
Decision
Making
Analyzing Creative
Thinking
Evolution
Synthesis
RevolutionReapplication
Changing
Direction
Left-brained Right-brained
http://www.liaconferences.com/w
p-
content/uploads/2011/12/Converg
ent_and_Divergent_Thinking-
Sonny-S.pdf
Clarifying Terminology
Convergent
Thinking
Reasoning
Evaluating
Problem
Solving
Decision
Making
Analyzing Divergent
Thinking
Evolution
Synthesis
RevolutionReapplication
Changing
Direction
Left-brained Right-brainedWhole-brained
Critical
Thinking
Creative
Thinking
Convergent & Divergent Thinking
Solution
Convergent Thinking
FACT
FACTFACT
FACT Stimulus
Divergent Thinking
IDEA
IDEAIDEA
IDEA
Whole-brained
http://www.liaconferences.com/w
p-
content/uploads/2011/12/Converg
ent_and_Divergent_Thinking-
Sonny-S.pdf
No Excuses!
Convergent + Divergent = Journalism
Solution
Convergent Thinking
FACT
FACTFACT
FACT Stimulus
Divergent Thinking
IDEA
IDEAIDEA
IDEA
Alternating between divergent
and convergent thinking,
students arrive at original
and useful ideas = Creativity http://www.liaconferences.com/w
p-
content/uploads/2011/12/Converg
ent_and_Divergent_Thinking-
Sonny-S.pdf


Integration builds student success
“A recent study (Dekker, Lee, Howard-Jones, & Jolles,
2012) found that 91% of teachers surveyed
in the UK believed the left brain/right brain theory.
However, the left brain/right brain theory is
incorrect and considered a myth (Alferink &
Farmer-Dougan, 2010; Dekker, Lee, Howard-Jones,
& Jolles, 2012; Gazzaniga, 1985, 2002;
Lilienfeld et al., 2010; Lindell & Kidd, 2011;
Willingham, 2010), as one hemisphere is not
exclusively associated with specific tasks –
for example, creativity is not limited to the right
hemisphere of the brain (Dietrich & Kanso, 2010).
Unfortunately, the left brain/right brain theory
is commonly believed in education, but given the
evidence, it should not be used and considered invalid.”
Indiana Wesleyan University: Center for
Learning and Innovation.
http://www.indwes.edu/cli/research/meta-analysis-summary---left-brain-vs-right-
brain/
Three Training Processes
• Creative Problem Solving Process
– The Center for Creative Learning
– Creativelearning.com
• Design Thinking
– Notosh: Learning, Digital, Design Thinking
– Notosh.com
• DeGraff’s 5 Levels of Creativity
– JEFF: The Dean of Innovation
– Jeffdegraff.com [go to the blog page]
Preparation
• Research
• Curiosity
• Focusing
the problem
Incubation
• Let ideas stew
• 90% of good
work is good
thinking
Insight
• The “Aha!”
moment
• Inspiration
occurs
Evaluation
• Judging quality
• Deciding
whether to
continue
Elaboration
• Translating
thoughts into
actions or
product
#1 Creative Problem Solving Process
• Creativitytoday.net
• Creativelearning.com
• Creativeproblemsolving.com
• Mindwerx.com
Pre-
para-
tion
Incuba
-tion
In-
sight
Evalua
-tion
•
Elabor-
ation
Preparation
• Curiosity
• Research
• Focusing
the problem
http://www.slideshare.net/ra
monvullings/27-creativity-
innovation-tools-final
Pre-
para-
tion
Incuba
-tion
In-
sight
Evalua
-tion
•
Elabor-
ation
Preparation
• Curiosity
• Research
• Focusing
the problem
Journalistsresource.org
Procon.org
Factcheck.org
#2 – Design Thinking Process
• 2005 – Stanford University introduces Design Thinking
in its engineering school, called the D-School.
• The Process
visual.ly/w
hat-design-
thinking
Useful Design Thinking tools for the journalist
—from notosh.com
To access these pdfs
Notosh.com
The Lab
Design Tools: Tools to make
Thinking Visible
From a recent NoTosh Facebook post: When we're applying design thinking in a classroom, it's
more than simply saying that we're in a part of the process: "I'm doing my immersion"; "my
kids are ideating". Frankly, going through the design cycle does not design thinking make.
It's about the mindset that people are putting themselves in, the skillset and toolset
they already have and new skills and tools that can be taught afresh.
#3 Jeff DeGraff:
Mastering the Five Levels of Creativity
Jeffdegraff.com/blog
• Each described in separate blog entries:
Parts 1, 2, 3, 4, 5.
• Each characterized by type, with examples
of tools that trigger creative thought
Finding the Aha!
Type #1 – Mimetic Creativity
• To imitate or mimic. An often overlooked form
of creativity is simply taking an idea from one
area or discipline and applying it to another.
• Tools: Going on field trips, making new
friends, copying nature.
For improved customer service
Size, maneuverability
of hummingbird in
nature
DARPA’s “unseen”
drone camera or
carrier
#2 Bisociative Creativity
“How our conscious mind, when relaxed, can connect
rational with intuitive thoughts to
produce eureka moments. In the Zen tradition this act of
communion is called satori, meaning sudden
enlightenment…building on the 3F’s: Fluency, Flexibility,
Flow.”
• Tools to improve bisociative creativity
 Random Words
 SCAMPER
 6 Thinking Hats
#3 Analogical Creativity
• “We use analogies to transfer information that we
believe we understand in one domain, the source, to
help resolve a challenge in an unfamiliar area, the
target.”
• Involves use of similes, metaphors, analogies, and
archetypes
• Tools: Adaptive Reasoning, Imaginary Friends
Dyson changes vacuuming
with its idea of a “cyclone”
chamber.
#4 Narrative Creativity
• From ancient times, stories have had power to
persuade and to inform. The strength comes
from voice and from the way the story is told.
• Tools: Storyboarding, Morphologies, Scenario
making.
Creating characters and stories
What if…?
#5 Intuitive Creativity
• This is the most challenging form. “When we speak
of intuition, dreams or signs it suggests that we may
be receiving ideas as much as we are generating
them…We all have moments of insight that seem to
spring from someplace just beyond the limits of our
rational thinking. These can be deep wells of flowing
creativity or a bottomless abyss of superstition and
delusion.”
• Tools: Creative visualization, free writing, dream
interpretation.
Takeaways for the Journalist!
• Random sudden “Aha!” moments are rare and unique.
• Therefore, just as we teach critical thinking processes and tools,
we also need to teach creative thinking processes and tools.
• Resources for creative thinking are plentiful and growing, and
come from the professional and artistic professions our students
are preparing for.
• Consider using the terms convergent and divergent to promote
students’ whole brain development [avoiding the overused,
and frequently misunderstood, terms critical and creative].
• Pick the processes that best address your students’ needs. Add
divergent/convergent thinking tools that your students can
use immediately to charge their creativity.
To revisit this presentation:
“Does this kind of microdetail matter? I believe it does. There’s something about
knowing your subject and your setting inside and out – a confidence – that seeps
into every frame in your film. It’s a hidden engine, an unspoken contract with the
viewer that says: We are striving to tell you something impactful and true. When
attempting to make good on that promise, no detail is too small.”
– Ed Catmull, Creativity, Inc.
Big thoughts are fun to romanticize, but it's many small insights coming together
that bring big ideas into the world.”
– Scott Berkun, The Myths of Innovation
slideshare.net/tosheilajones/creativity-presentation-2014
References
Bronson, Po and Ashley Merriman. “The Creativity Crisis.” Newsweek. 7/10/2010. Web. http://www.newsweek.com/creativity-crisis-74665
Catmull, Ed. Creativity, Inc.: Overcoming the Unseen Forces that Stand in the Way of True Inspiration. New York, Random House. 2014. Print.
Center for Learning and Innovation. ”Meta Analysis Summary: Left Brain vs. Right Brain.” Indian Wesleyan University. http://www.indwes.edu/cli/research/meta-
analysis-summary---left-brain-vs-right-brain/
“Convergent Thinking and Divergent Thinking and their Application in the Classroom.” 2011. Web. http://www.liaconferences.com/wp-
content/uploads/2011/12/Convergent_and_Divergent_Thinking-Sonny-S.pdf
“Creative Tools.” n.d. Web. http://Creatingminds.org
DeGraff, Jeff. “Mastering the Five Levels of Creativity.” Parts 1-5. jeffdegraff.com/blog.
“Design Thinking: Tools to make thinking visible.” n.d. Web. Notosh.com/lab.
Fulton, Janet. “Is Print Journalism Creative?” University of Newcastle, Australia. http://ejournalist.com.au/v11n2/Fulton.pdf.
Lehrer, Jonah. Imagine: How Creativity Works. New York, Houghton-Mifflin. 2012. Print.
Pink, Daniel. A Whole New Mind: Why Right-Brainers will Rule the Future. New York, Riverhead. 2006. Print.
Treffinger, Donald, Patricia Schoonover, and Edwin Selby. Educating for Creativity and Innovation. Waco, Texas, Prufrock Press. 2013. Print. And related website:
creativelearning.org.
Turak, August. “Can Creativity Be Taught?” Forbes 22/5/2011.Web. <http://www.forbes.com/sites/augustturak/2011/05/22/can-creativity-be-taught/>.
Vullings, Ramon and Mark Heleven. “27 Creativity and Innovative Techniques Explained.” April 12, 2013. Web. http://www.slideshare.net/ramonvullings/27-
creativity-innovation-tools-final.
Wagner, Tony. The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--and What We Can Do About It.
New York, Basic Books. 2008. Print.
“What does Creativity Mean to You, Your Boss, Your Clients? Creativity Land. 2010. Web. http://wwwcreativityland.ca/2010/what-does-creativity-mean-to-you-
your-boss-your-clients/.
“What is Design Thinking?” visual.ly/what-design-thinking
.

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Creativity and innovation
Creativity and innovationCreativity and innovation
Creativity and innovation
 

Creativity presentation 2015

  • 1. The Journalism Lab: Brewing Creative Minds Through the Introduction of Creative Learning Processes Sheila Jones, CJE JEA National Convention Denver, Colorado April 2015
  • 2. The Journalism Lab: Sheila Jones, CJE tosheilajones@msn.com To view this and previous years’ presentations, see SlideShare link at end of this slideshow and/or pick up a card from me with SlideShare URL
  • 3. Journalism Creativity TOGETHER?!? Principal John Doe OMG – Are those journalism kids making things up?
  • 4. Journalism & Creativity Do Coexist “Is Print Journalism Creative?” Janet Fulton, University of Newcastle, Australia http://ejournalist.com.au/v11n2/Fulton.pdf [P]rint journalists are creative when they understand the rules and procedures from the domain, understand the preferences of the field and use this knowledge to produce an article that is novel and appropriate.
  • 5. Significant Voices…. Sir Ken Robinson Out of Our Minds: Learning to be Creative Daniel Pink A Whole New Mind: How Right-brainers will Rule the World Jonah Lehrer Imagine: How Creativity Works Images: SirKenRobinson.com, DanielPink.com, JonahLehrer.com, Amazon.com Donald J. Treffinger, Ph.D. with Patricia Schoonover and Edwin Selby Educating for Creativity & Innovation.
  • 6. Additional voices 2014 and 2015….
  • 7. Working definition of Creativity “Creativity is the production of something original and useful…. There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).” – Bronson and Merryman, The Creativity Crisis
  • 8. A Difference in Opinion Stacey Khadaroo. “Schools Tap 21st Century Skills,” Christian Science Monitor, Jan. 8,, 2009.
  • 9. IBM 2010 Global CEO Study https://www-03.ibm.com/press/us/en/pressrelease/31670.wss
  • 10. Other corporate voices “Smart creatives thrive on interacting with each other. The mixture you get when you cram them together is combustible, so a top priority must be to keep them crowded.” Eric Schmidt, 2015 “It is the focus on people — their work habits, their talents, their values —that is absolutely central to any creative venture.” And “[W]orking with change is what creativity is about. ” Ed Catmull, Creativity, Inc, 2014
  • 11. IQ vs CQ The Good News! Kids are getting smarter The Flynn Effect: In the U.S., with each passing generation, IQ scores are increasing by about 10 points! The Bad News! CQ is both more durable and declining Using 50 years of data from the Torrance Tests of Creative Thinking, recent studies show: • “The correlation to lifetime creative accomplishment was more than 3 times stronger for childhood creativity than childhood IQ.” – Jonathan Plucker, Indiana University. • Creativity scores increased with intelligence scores until 1990. After 1990, creativity scores have consistently gone down. – Kyung Hee Kim, College of William and Mary. Source: Bronson and Merryman, “The Creativity Crisis.” Newsweek. http://www.newsweek.com/ creativity-crisis-74665
  • 12. From the Industrial Age to the Information Age to the Innovation Age – Where we are today MYTHBUSTING for students Myth #4: Creativity can’t be controlled. It’s “magical, mysterious, mystical.” Myth #1: Creativity erupts spontaneously Myth #2: Creativity is easy, quick, and error-free Myth #3: Creativity is a solitary effort
  • 13. From the Industrial Age to the Information Age to the Innovation Age – Where we are today MYTHBUSTING for students Myth #4: Creativity can’t be controlled. It’s “magical, mysterious, mystical.” Myth #1: Creativity erupts spontaneously Myth #2: Creativity is easy, quick, and error-free Myth #3: Creativity is a solitary effort
  • 14. From the Industrial Age to the Information Age to the Innovation Age – Where we are today MYTHBUSTING for students Reality: Creativity, or Innovation, can be managed using tools and processes. Myth #1: Creativity erupts spontaneously Myth #2: Creativity is easy, quick, and error-free Myth #3: Creativity is a solitary effort
  • 17. Convergent & Divergent Thinking Solution Convergent Thinking FACT FACTFACT FACT Stimulus Divergent Thinking IDEA IDEAIDEA IDEA Whole-brained http://www.liaconferences.com/w p- content/uploads/2011/12/Converg ent_and_Divergent_Thinking- Sonny-S.pdf
  • 19. Convergent + Divergent = Journalism Solution Convergent Thinking FACT FACTFACT FACT Stimulus Divergent Thinking IDEA IDEAIDEA IDEA Alternating between divergent and convergent thinking, students arrive at original and useful ideas = Creativity http://www.liaconferences.com/w p- content/uploads/2011/12/Converg ent_and_Divergent_Thinking- Sonny-S.pdf  
  • 20. Integration builds student success “A recent study (Dekker, Lee, Howard-Jones, & Jolles, 2012) found that 91% of teachers surveyed in the UK believed the left brain/right brain theory. However, the left brain/right brain theory is incorrect and considered a myth (Alferink & Farmer-Dougan, 2010; Dekker, Lee, Howard-Jones, & Jolles, 2012; Gazzaniga, 1985, 2002; Lilienfeld et al., 2010; Lindell & Kidd, 2011; Willingham, 2010), as one hemisphere is not exclusively associated with specific tasks – for example, creativity is not limited to the right hemisphere of the brain (Dietrich & Kanso, 2010). Unfortunately, the left brain/right brain theory is commonly believed in education, but given the evidence, it should not be used and considered invalid.” Indiana Wesleyan University: Center for Learning and Innovation. http://www.indwes.edu/cli/research/meta-analysis-summary---left-brain-vs-right- brain/
  • 21. Three Training Processes • Creative Problem Solving Process – The Center for Creative Learning – Creativelearning.com • Design Thinking – Notosh: Learning, Digital, Design Thinking – Notosh.com • DeGraff’s 5 Levels of Creativity – JEFF: The Dean of Innovation – Jeffdegraff.com [go to the blog page]
  • 22. Preparation • Research • Curiosity • Focusing the problem Incubation • Let ideas stew • 90% of good work is good thinking Insight • The “Aha!” moment • Inspiration occurs Evaluation • Judging quality • Deciding whether to continue Elaboration • Translating thoughts into actions or product #1 Creative Problem Solving Process • Creativitytoday.net • Creativelearning.com • Creativeproblemsolving.com • Mindwerx.com
  • 23. Pre- para- tion Incuba -tion In- sight Evalua -tion • Elabor- ation Preparation • Curiosity • Research • Focusing the problem http://www.slideshare.net/ra monvullings/27-creativity- innovation-tools-final
  • 25. #2 – Design Thinking Process • 2005 – Stanford University introduces Design Thinking in its engineering school, called the D-School. • The Process visual.ly/w hat-design- thinking
  • 26. Useful Design Thinking tools for the journalist —from notosh.com
  • 27.
  • 28. To access these pdfs Notosh.com The Lab Design Tools: Tools to make Thinking Visible From a recent NoTosh Facebook post: When we're applying design thinking in a classroom, it's more than simply saying that we're in a part of the process: "I'm doing my immersion"; "my kids are ideating". Frankly, going through the design cycle does not design thinking make. It's about the mindset that people are putting themselves in, the skillset and toolset they already have and new skills and tools that can be taught afresh.
  • 29. #3 Jeff DeGraff: Mastering the Five Levels of Creativity Jeffdegraff.com/blog • Each described in separate blog entries: Parts 1, 2, 3, 4, 5. • Each characterized by type, with examples of tools that trigger creative thought Finding the Aha!
  • 30. Type #1 – Mimetic Creativity • To imitate or mimic. An often overlooked form of creativity is simply taking an idea from one area or discipline and applying it to another. • Tools: Going on field trips, making new friends, copying nature. For improved customer service Size, maneuverability of hummingbird in nature DARPA’s “unseen” drone camera or carrier
  • 31. #2 Bisociative Creativity “How our conscious mind, when relaxed, can connect rational with intuitive thoughts to produce eureka moments. In the Zen tradition this act of communion is called satori, meaning sudden enlightenment…building on the 3F’s: Fluency, Flexibility, Flow.” • Tools to improve bisociative creativity  Random Words  SCAMPER  6 Thinking Hats
  • 32. #3 Analogical Creativity • “We use analogies to transfer information that we believe we understand in one domain, the source, to help resolve a challenge in an unfamiliar area, the target.” • Involves use of similes, metaphors, analogies, and archetypes • Tools: Adaptive Reasoning, Imaginary Friends Dyson changes vacuuming with its idea of a “cyclone” chamber.
  • 33. #4 Narrative Creativity • From ancient times, stories have had power to persuade and to inform. The strength comes from voice and from the way the story is told. • Tools: Storyboarding, Morphologies, Scenario making. Creating characters and stories What if…?
  • 34. #5 Intuitive Creativity • This is the most challenging form. “When we speak of intuition, dreams or signs it suggests that we may be receiving ideas as much as we are generating them…We all have moments of insight that seem to spring from someplace just beyond the limits of our rational thinking. These can be deep wells of flowing creativity or a bottomless abyss of superstition and delusion.” • Tools: Creative visualization, free writing, dream interpretation.
  • 35. Takeaways for the Journalist! • Random sudden “Aha!” moments are rare and unique. • Therefore, just as we teach critical thinking processes and tools, we also need to teach creative thinking processes and tools. • Resources for creative thinking are plentiful and growing, and come from the professional and artistic professions our students are preparing for. • Consider using the terms convergent and divergent to promote students’ whole brain development [avoiding the overused, and frequently misunderstood, terms critical and creative]. • Pick the processes that best address your students’ needs. Add divergent/convergent thinking tools that your students can use immediately to charge their creativity.
  • 36. To revisit this presentation: “Does this kind of microdetail matter? I believe it does. There’s something about knowing your subject and your setting inside and out – a confidence – that seeps into every frame in your film. It’s a hidden engine, an unspoken contract with the viewer that says: We are striving to tell you something impactful and true. When attempting to make good on that promise, no detail is too small.” – Ed Catmull, Creativity, Inc. Big thoughts are fun to romanticize, but it's many small insights coming together that bring big ideas into the world.” – Scott Berkun, The Myths of Innovation slideshare.net/tosheilajones/creativity-presentation-2014
  • 37. References Bronson, Po and Ashley Merriman. “The Creativity Crisis.” Newsweek. 7/10/2010. Web. http://www.newsweek.com/creativity-crisis-74665 Catmull, Ed. Creativity, Inc.: Overcoming the Unseen Forces that Stand in the Way of True Inspiration. New York, Random House. 2014. Print. Center for Learning and Innovation. ”Meta Analysis Summary: Left Brain vs. Right Brain.” Indian Wesleyan University. http://www.indwes.edu/cli/research/meta- analysis-summary---left-brain-vs-right-brain/ “Convergent Thinking and Divergent Thinking and their Application in the Classroom.” 2011. Web. http://www.liaconferences.com/wp- content/uploads/2011/12/Convergent_and_Divergent_Thinking-Sonny-S.pdf “Creative Tools.” n.d. Web. http://Creatingminds.org DeGraff, Jeff. “Mastering the Five Levels of Creativity.” Parts 1-5. jeffdegraff.com/blog. “Design Thinking: Tools to make thinking visible.” n.d. Web. Notosh.com/lab. Fulton, Janet. “Is Print Journalism Creative?” University of Newcastle, Australia. http://ejournalist.com.au/v11n2/Fulton.pdf. Lehrer, Jonah. Imagine: How Creativity Works. New York, Houghton-Mifflin. 2012. Print. Pink, Daniel. A Whole New Mind: Why Right-Brainers will Rule the Future. New York, Riverhead. 2006. Print. Treffinger, Donald, Patricia Schoonover, and Edwin Selby. Educating for Creativity and Innovation. Waco, Texas, Prufrock Press. 2013. Print. And related website: creativelearning.org. Turak, August. “Can Creativity Be Taught?” Forbes 22/5/2011.Web. <http://www.forbes.com/sites/augustturak/2011/05/22/can-creativity-be-taught/>. Vullings, Ramon and Mark Heleven. “27 Creativity and Innovative Techniques Explained.” April 12, 2013. Web. http://www.slideshare.net/ramonvullings/27- creativity-innovation-tools-final. Wagner, Tony. The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need--and What We Can Do About It. New York, Basic Books. 2008. Print. “What does Creativity Mean to You, Your Boss, Your Clients? Creativity Land. 2010. Web. http://wwwcreativityland.ca/2010/what-does-creativity-mean-to-you- your-boss-your-clients/. “What is Design Thinking?” visual.ly/what-design-thinking .

Editor's Notes

  1. Ask – In what ways does journalism include creative work?
  2. In surveying more than 1,500 Chief Executive Officers from around the world, the IBM 2010 Global CEO Study found that chief executives believe successfully navigating an increasing complex world will require creativity.
  3. Conclusion! A lack of creativity development in our schools. It’s left to the luck of the draw who becomes creative: There’s no concerted effort to nurture the creativity of children.
  4. I’ll spend a short time on the first two of these just to provide CONTEXT. The BULK of my presentation will be to present, summarize, and give you access to some of the processes – or active learning strategies – you can promote in your journalism classroom to get your students; creative juices flowing.
  5. I’ll spend a short time on the first two of these just to provide CONTEXT. The BULK of my presentation will be to present, summarize, and give you access to some of the processes – or active learning strategies – you can promote in your journalism classroom to get your students; creative juices flowing.
  6. I’ll spend a short time on the first two of these just to provide CONTEXT. The BULK of my presentation will be to present, summarize, and give you access to some of the processes – or active learning strategies – you can promote in your journalism classroom to get your students; creative juices flowing.
  7. Whole brain – What Daniel Pink calls SYMPHONY
  8. Whole brain – What Daniel Pink calls SYMPHONY
  9. Mercedes ad: Problem-solving begins on the left side, but if answer doesn’t come, BOTH sides of brain become activated. Neural networks on right side scan remote memories that could be relevant. Left side analyzes this new information for unseen patterns, alternative meanings, and high-level abstractions. Left side then locks in on new connection going from defocused attention to extremely focused attention. In a flash, brain pulls disparate shred of thoughts and ideas into a new single thought that enters the consciousness. This iss the “aha!” moment. CREATIVITY REQUIRES CONSTANT SHIFTING. Convergent and Divergent working together in a bilateral mode. The more this is practiced. The better it gets. “The Creativity Crisis: Newsweek.
  10. Whole brain – What Daniel Pink calls SYMPHONY
  11. Center for Creative Learning divides this into two parts: Generating ideas (creative process) and Focusing ideas (critical thinking). This process is familiar to students. Number of Steps may vary.
  12. Sometimes kids just don’t know how to “get ideas.” Here are 27 of them, but that’s probably overwhelming to students. You know your students. Pick 3-5 that you think will work. Teach those. If a kid gets in a think rut, have them try a strategy that they don’t usually use, one that is a different thinking style, to see if that won’t help them get out of the rut. FYI: Osborn Checklist is also called SCAMPER an acronym.
  13. Three cool research sources that students don’t often know about. Not only are they great resources for information, but they are also cool places to go for story ideas. KEY POINT: Creativity doesn’t come out of nothing. Almost every source I’ve looked at says that the most creative ideas come from a solid knowledge background. The most creative ideas SEE CONNECTIONS between things that others didn’t see. Creativity invokes expertise in one field to create something in a new field. Wright brothers knowledge of making bicycles = airplanes. Johannes Guttenburg’s knowledge of wine press = printing press.
  14. Alex Osborne is largely credited with coining the term brainstorming in his 1942 book How to Think Up. Osborn posed six questions that were later turned into the acronym SCAMPER: What can we…Substitute? Combine? Adapt? Magnify? Put to other uses? Eliminate? Reverse? Physician Edward de Bono developed a method for indirect creative reasoning he calls lateral thinking. The basic idea is to think around a problem instead of trying to solve it directly. This allows individuals and groups to have a wider range of creative approaches to a challenge and to identify their blind spots. The six thinking hats represent different types of thinking and roles played by group members: Blue- Objectives, White- Information, Red- Emotions, Black- Judgment, Yellow- Optimism, and Green- Creativity. This technique is often used when you want to get a new angle on a problem.