My views toward creativity have definitely changed greatly since taking this course at Meredith. I felt like I knew the standard definition of creativity, “out of the box thinking”, but that was it. I have been introduced to numerous components of creativity that I can now infiltrate into my instructional planning for the diverse children that I teach. Most importantly I’ve gain a greater awareness that creativity involves a great measure of risk and confidence. Those that are creative have to be able to accept criticism(s) and keep going. They must believe in their ability/talent and the products they create, even when others don't understand and misjudge.
As for an uncomfortable moment that I experienced as a result of expanding my creativity definitely took place during my creative person presentation. I sing the comfort of my shower and car. At church I sing with the congregation, not choir and I ensure that my voice is always very soft. I debated all week before the presentation if I would sing or not. I took a long deep breath and did what was necessary. I was so nervous. My heart raced with every word. I started to sweat and I even skipped a verse by accident, but in the end, I made it!
This has been one of the BEST courses that I've taken. It was exciting, interesting, and a little quirky at times. I'll never forget the "I CAN" or playing action telephone. I was able to take ideas back to my classroom and use them with my kids. They now beg to do reader's theater EVERY week as a part of literacy centers. I thank you for the probortunity and the scamper exercisies-they helped me to get my priorities in order. Are AIG courses open to all students as an elective option? If so, you class will be full next semester because a good word is out!!!
Wednesday, December 2, 2009
Thursday, November 12, 2009
Creative & Critical Thinking-The Hare and The Tortoise
Using the 6 Thinking Hats I developed the following questions for the tortoise and the hare...
White Hat-How long was the race in feet, miles, and meters? How was the course selected? What were the weather conditions during the race?
Red Hat- Tortoise at the beginning of the race did you have any idea that you would beat the hare? Do you believe that you "out-smarted" or "out performed" the Hare? What lesson did you learn from losing to the Tortoise?
Black Hat-What advice would you give to other Hares and/or Tortoises? How would you approach this same situation now?
Yellow Hat-Hare, what good can you find in your loss to Tortoise? Hare were you able to demonstrate good sportsmanship after losing?
Green Hat- Would the outcome of the race be different had it been a triathlon? If Hare didn't talk during the race would he had won? Was it the head start or the BIG head that lead to Tortoise being the winner?
Blue Hat-Describe what went wrong or right for each other. What would you say is the most valuable lesson learned from this experience?
White Hat-How long was the race in feet, miles, and meters? How was the course selected? What were the weather conditions during the race?
Red Hat- Tortoise at the beginning of the race did you have any idea that you would beat the hare? Do you believe that you "out-smarted" or "out performed" the Hare? What lesson did you learn from losing to the Tortoise?
Black Hat-What advice would you give to other Hares and/or Tortoises? How would you approach this same situation now?
Yellow Hat-Hare, what good can you find in your loss to Tortoise? Hare were you able to demonstrate good sportsmanship after losing?
Green Hat- Would the outcome of the race be different had it been a triathlon? If Hare didn't talk during the race would he had won? Was it the head start or the BIG head that lead to Tortoise being the winner?
Blue Hat-Describe what went wrong or right for each other. What would you say is the most valuable lesson learned from this experience?
Wednesday, November 4, 2009
Activity #5-Using Osborn's "73 idea-spurring questions
Object:
remote control
(the object that I am forever losing)
Ideas for Improvement:
1. Put to other uses?Can be used to crush small bugs and spiders :)
2.What else is this like?
A Wii controller without the arm bracelet.
3.Modify?
I would change it to a bright neon color so that I can find it when it often goes missing.
4.What to add?
I would add a musical sensor that will "beep" or "ring" when trying to locate it.
5.Minify?
There are TOO many buttons!!!
6.Minify?
I definately wouldn't make it smaller because I will never be able to find it!
7.Other power?
I would use it to control my 2 most important items in my house: coffee pot and alarm clock.
8.Rearrange?
I would put the numeral buttons on top and the vloume and channel buttons would be the largest buttons on the remote.
9.Reverse?
Ummmmmmmmm...
10.Combine?
I don't have this problem, but many people have several remotes for all of their gadgets. I would make one universal remote for all gadgets (tv, radio, ipod, surround sound, dvd player, cd player, etc)
11.Exaggerate?
The mute button on the remote control would have the ability to mute adults, children, and my neighbor's dog at the push of a button.
Thursday, October 29, 2009
Reader's Theatre
It was such a coincidence that we did a readers theatre script in class and my AIG students were currently working on one. I selected the folk tale The strongest One by Joseph Bruchac. It is a great folk tale that teaches life lessons on understanding self-worth, roles and responsibilities.
After working with the script for a few days, I had my kids jot down their feelings about it...
"I like the strongest one, actually its only okay."
"I like being little red ant because I like the character. I like having the feeling of a real ant. I like the language that I use. It gives me the feeling of being a real ant."
"I would like to do a play again because it makes me happy. It is fun!"
"I wouldlike to have a knight script like Narnia. I would also like more lines to read because I only had three."
"I wold like to do more, but the next time no animals."
"I enjoy the play a lot. I wouldlike to do another play. I wnjoy the parts. I am getting better at making the voice."
"I wouldlike to have another readers theater. I would like for it to be about pirates."
"I feel when i do this it makes me feel like a movie star. And i would like to do it again someday."
"I like the strongest one, but I want to have more theater stories."
"I enjoy doing plays. I want to do a different play. I love my parts. I play third ant and fire. I have fun with the people I work with. i love the play."
After working with the script for a few days, I had my kids jot down their feelings about it...
"I like the strongest one, actually its only okay."
"I like being little red ant because I like the character. I like having the feeling of a real ant. I like the language that I use. It gives me the feeling of being a real ant."
"I would like to do a play again because it makes me happy. It is fun!"
"I wouldlike to have a knight script like Narnia. I would also like more lines to read because I only had three."
"I wold like to do more, but the next time no animals."
"I enjoy the play a lot. I wouldlike to do another play. I wnjoy the parts. I am getting better at making the voice."
"I wouldlike to have another readers theater. I would like for it to be about pirates."
"I feel when i do this it makes me feel like a movie star. And i would like to do it again someday."
"I like the strongest one, but I want to have more theater stories."
"I enjoy doing plays. I want to do a different play. I love my parts. I play third ant and fire. I have fun with the people I work with. i love the play."
Cover page 1 page 2 page 3
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Wednesday, October 21, 2009
Is Creativity Too Difficult To Measure?
Mmm... I would most definately say that creativity is too difficult to measure. For starters, the term creativity is open to interpretation. Usually when people define creativity their responses are based off personal experiences and opinions, not facts and theory such as Torrance's and Rank's Creative Types. They quickly associate creativity with giftedness and/or performance skills, not knowing the differences and commonalities between them.
One of the most common responses that I've come across is that "creativity is thinking outside of the box." Well what exactly does that mean???? It all depends on that person's opinion and personal experiences. All sorts of questions come to mind when trying to evaluate that response:
*How BIG is your box?
*Does your box have a lid on it?
*Is your box full?
*Is your box empty?
*Did you make your box?
This course has helped me in so many ways when it comes to preparing materials, implementing ideas, and evaluating outcomes for my gifted learners. Just as unique as each learner is in my class, I've come to realize that so is creativity. There is no one size fits all definition, type, or list of characteristics. I still don't believe that our class has selected or designed one agreed upon definition of creativity (I wonder if we could come to consensus?). However, the text, activities, and discussions have greatly stretched my box. It has provided a plethora of information to sort, synthesis, and apply in my own personal life and classroom. The textwork pages in the book for this course are GREAT! There CLEVER and I never write on them because I want to reuse it someway.
So is there an assessment, checklist, or portfolio that will measure it all? No!
Should we expected are children (students) to possess EVERY creative characteristic on a list? No!
One of the most common responses that I've come across is that "creativity is thinking outside of the box." Well what exactly does that mean???? It all depends on that person's opinion and personal experiences. All sorts of questions come to mind when trying to evaluate that response:
*How BIG is your box?
*Does your box have a lid on it?
*Is your box full?
*Is your box empty?
*Did you make your box?
This course has helped me in so many ways when it comes to preparing materials, implementing ideas, and evaluating outcomes for my gifted learners. Just as unique as each learner is in my class, I've come to realize that so is creativity. There is no one size fits all definition, type, or list of characteristics. I still don't believe that our class has selected or designed one agreed upon definition of creativity (I wonder if we could come to consensus?). However, the text, activities, and discussions have greatly stretched my box. It has provided a plethora of information to sort, synthesis, and apply in my own personal life and classroom. The textwork pages in the book for this course are GREAT! There CLEVER and I never write on them because I want to reuse it someway.
So is there an assessment, checklist, or portfolio that will measure it all? No!
Should we expected are children (students) to possess EVERY creative characteristic on a list? No!
Wednesday, October 14, 2009
3 Bizarre Ideas
Here are my 3 bizarre ideas (sure to get you fired) to increase creativity in high school students:
1. Road Trip: As some people believe the best way to learn in through experience. What better way to stimulate creativity than to pack up an RV, hit the highway, and travel the 50 states? By altering the learning environment creativity can be sparked.
2. Test the "trees": I dated a musician and he swore up and down that it helped him to write some of his best music ever. Some of them are probably already doing this w/o any signs of creativity to show for it.
3. Sky Diving and Bungee Jumping: These two activities are considered thrill-seeking motivational traits. Lack of creativity, passion, and zeal...after this your students are guaranteed to never be the same! (for better or worse)
1. Road Trip: As some people believe the best way to learn in through experience. What better way to stimulate creativity than to pack up an RV, hit the highway, and travel the 50 states? By altering the learning environment creativity can be sparked.
2. Test the "trees": I dated a musician and he swore up and down that it helped him to write some of his best music ever. Some of them are probably already doing this w/o any signs of creativity to show for it.
3. Sky Diving and Bungee Jumping: These two activities are considered thrill-seeking motivational traits. Lack of creativity, passion, and zeal...after this your students are guaranteed to never be the same! (for better or worse)
Wednesday, October 7, 2009
Creative Person-flexible,funny,and full of energy
5. Imagine that you are a teacher of young elementary school children. List five good ideas for PREVENTING them from becoming more flexible, creative thinkers and problem solvers.
Oh the horror... I've seen these in action.
a. Arranging student desks in rows instead of groups- Personally I believe that group seating promotes positive conversations, sharing of ideas, and cooperative play. All of the three encourage creativity.
b.Squelching your students' ideas- Responding negatively to suggestions, questions, and answers (even if there wrong) will crush creativity quick, fast, and in a hurry. Students will be hesitant to respond, participate, and take risks.
c.Put away the blocks-What better way to express your creativity than by using manipulatives. I can't tell you how many times I've had to say, "Land your airplane." (using cubes/dice/counting bears to simulate an airplane flying, with sound effects)
d.Do away with carpet time- Students are criss-crossed applesauce with hands on thier knees and eyes on me. The most questions are generated during read aloud and shared writing on the carpet. I can't tell you how many times I have to say, " I can't call on you right now, but catch that thought and hit it to me later."
e.Looking for the "one right answer"-When searching and acknowledging the "one right answer" you miss the life altering, a little wierd, I would have never thought of that one answers.
Oh the horror... I've seen these in action.
a. Arranging student desks in rows instead of groups- Personally I believe that group seating promotes positive conversations, sharing of ideas, and cooperative play. All of the three encourage creativity.
b.Squelching your students' ideas- Responding negatively to suggestions, questions, and answers (even if there wrong) will crush creativity quick, fast, and in a hurry. Students will be hesitant to respond, participate, and take risks.
c.Put away the blocks-What better way to express your creativity than by using manipulatives. I can't tell you how many times I've had to say, "Land your airplane." (using cubes/dice/counting bears to simulate an airplane flying, with sound effects)
d.Do away with carpet time- Students are criss-crossed applesauce with hands on thier knees and eyes on me. The most questions are generated during read aloud and shared writing on the carpet. I can't tell you how many times I have to say, " I can't call on you right now, but catch that thought and hit it to me later."
e.Looking for the "one right answer"-When searching and acknowledging the "one right answer" you miss the life altering, a little wierd, I would have never thought of that one answers.
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