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PROMPTING CREATIVITY IN THE CLASSROOM: A GENERATIVE VIEW - Coggle Diagram
PROMPTING CREATIVITY IN THE CLASSROOM: A GENERATIVE VIEW
Promoting Creativity by Ideation Tasks
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Science
Activities that elicit idea generation in science include:
(a) generating hypotheses to explain observed phenomena
(b) Discovering the principle that underlies a given phenomenon
(c) Combining simple rules to solve a complicated problem
(d) Designing an experiment or investigation
Mathematics
Idea-generation tasks in mathematics mainly fall into four categories:
(a) Using multiple ways to solve problems with only one solution
(b) Acquiring concepts or rules by discovery learning
(c) Constructing nonroutine problems
(d) Combining simple rules to solve a complicated problem
Reading
Idea-generation tasks associated with reading include:
(b) Interpreting text in different ways. A different interpretation often represents a new and potentially creative idea.
(c) Imagining a storyline.
(a) critiquing the statement in the text.
Social studies
Idea-generation activities in social studies mainly include:
(b) Investigating the patterns of cause and effect that determine events
(c) Predicting the tendency or the occurrence of some historical events
(a) providing an alternative explanation for an event
(d) Imagining alternative futures
Writing
Classroom ideation tasks conducive to creative writing include:
(a) rewriting the text.
(b) Expanding the text
(c) Constructing one’s own text.
Music
Music teachers can use the following idea-generating tasks to stimulate student creativity:
(b) create some rhythms
(c) dub in music
(a) write a story based on the song
(d) compose melodies
Art
Creativity pervades all aspects of the art classes.
Idea generation occurs when students are
(b) examining different artistic movements
(c) creating their own works of art, such as paintings, drawings, collages, and sculptures
(a) appreciating great works of art
(d) designing decorative objects
(e) making a video that describes artistic skills, such as cartoon techniques.
Learning, Idea Generation and, Creativity
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The Problem in Terms of Creative Process
Idea generation could be viewed as a part of learning because all idea-generating activities are experiences leading to the change of a person’s knowledge or behaviour.
In terms of cognitive outcomes, learning contains idea generation, which in turn contains creativity.
The Perspective of The Generative Nature of Learning
Beghetto and Kaufman (2007) also discussed creativity at the minic level. Minic refers to “the creative processes involved in the construction of personal knowledge and understanding” and this process is interpretative and transformative.
Runco (2007) argued that “to understand is to create”.
This relationship is partly supported by what Guilford (1950) claimed, “a creative act is an instance of learning, for it represents a change in behaviour that is due to stimulation and/or response”.
Less Idea Generation, Less Classroom Creativity
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The Problem in Terms of Creative Process
Previous research has demonstrated that the constraints of required curricula, unsupportive school climates, teachers’ misconceptions about creativity and creative students, and teachers’ ignoring students’ creative questions.
The Perspective of The Generative Nature of Learning
De Souza Fleith (2000) found that school teachers believed that a classroom environment enhancing creativity should provide students with choices, accept different ideas, boost self-confidence, and focus on students’ strengths and interests.
Hartley and Plucker (2014) found that a majority of American teachers believed challenging classroom activities contribute most to student creativity but fun activities contribute less, whereas most Chinese teachers believed all classroom activities foster student creativity.
Fryer and Collings (1991) found that 90% of British teachers believed that creativity can be developed.
References
Internet
Weiguo Pang. (2015). Promoting Creativity in the Classroom: A Generative View. Psychology of Aesthetics, Creativity, and the Arts, Vol. 9, No. 2, 122–127.
http://dx.doi.org/10.1037/aca0000009