I have enjoyed taking this Creativity Course this semester and I feel that my views toward creativity have changed from where I began. In August, I viewed creativity as something that was present in many people, and largely viewed it from the aesthetic viewpoint as being related to the arts. I now understand that it is much more than that and includes problem solving and simply a different way of thinking about things.
The most difficult assignment for me was actually the first activity, which was SCAMPER. I tend to over-analyze sometimes, and I think that I did in this situation when developing my initial probortunity. Each idea I thought of did not seem "right" and so I spent most of the week thinking just about how to begin. When I finally had my probortunity and attempted to apply the SCAMPER technique to it, I felt that it did not fit into the model as precisely as I would have liked. After completing this activity, I realized that the goal was not to make my probortunity conform to the technique itself; the idea was to apply the questions from the SCAMPER technique, however they would work, and go from this point.
Essentially, what I learned from that experience, and from this Creativity course is that we should not, as teachers, be trying to make every thing /idea /student in our classrooms conform to specific ideals or rules. In the last article we read, K. Kim suggested that teachers commonly teach students to conform to the way they instruct in their classroom and seldom allow students freedom to choose freely. As an advocate of creative children, I believe that teachers, parents, and other students should defer judgement and allow ample time and space for creative ideas to develop. Of course there do need to be rules and boundaries so that students are learning every day. However, students that are allowed choice and ownership of their learning will likely be more involved and active and will therefore learn "better" or perhaps even learn more. My goal is that when I become a classroom teacher, I take the time and extra effort to develop lessons that allow for creativity; and I hope in reaching out to children with creative potential, I can help them to achieve their goals.
Sunday, November 27, 2011
Sunday, November 20, 2011
Quick Reflection of being "Creative"
I have enjoyed the creative activities we have done in this class, and genuinely believe that my views and ideas surrounding creativity have changed in light of reading from our book and the articles. Many times throughout my life people, especially my parents, have complimented or admired things I have done by saying "my, you are so creative". Always, I have taken this as a compliment, and have continued to participate in things or produce items that can be labeled as "creative". I am pleased that I now have a deeper understanding of the word "creative"; it is not only a word that represents art or music, but it is a way of thinking. As I completed each activity, I was required to ask myself questions that I do not normally ask when finding answers to a problem. It is not always easy to think critically about a situation, and this is exactly what the new standards in education are requiring our students to do. I know that by participating in this class and completing these assignments, I have learned different methods of thinking critically, and will be able to better help my students to problem solve and become critical thinkers.
Friday, November 11, 2011
The Tortoise and the Hare, rethought with Six Hats
White Hat: (fact finding)
· The hare makes fun of the tortoise for being slow.
· The hare challenges the tortoise to a race.
· The fox was the judge of the race.
· The fox set the distance for the race.
· The hare started running the race fast, and then took a nap.
· The tortoise walked slowly and steadily through the race course.
· The tortoise won the race.
Red Hat: (emotion of the situation)
· When the hare made fun of tortoise, the tortoise was unhappy.
· Upon challenging the tortoise to a race, the tortoise knew that the hare was arrogant and would make mistakes because of this.
· While running the race, the hare was so conceited and confident of himself that he took a nap to further prove his point that he was faster than tortoise.
· In the end, the tortoise was pleased with himself for winning the race and the hare was disappointed that he made a stupid mistake and lost.
Black Hat: (the negatives)
· It was careless of hare to lie down and take a nap during a race.
· When the hare challenged the tortoise to this race, he should have planned to use his time efficiently and used a strategy to win.
· On the other hand, tortoise did not have a strategy to win. He counted solely on the hare’s arrogance to cause him to lose.
Yellow Hat: (the positives)
· At the time of the challenge, the hare knew that he was a faster runner than the tortoise.
· When the fox was selected to judge, both the hare and tortoise trusted him to be an unbiased witness to the event.
Green Hat: (creative and new ideas)
· The tortoise could have declined the race initially knowing that he typically walked at a slower pace than the hare.
· The tortoise could have swayed the decision of the judge in the case that the hare did complete the race first.
· The hare could have swayed the decision of the judge.
· As seen in a Bugs Bunny cartoon, the tortoise could have gotten other tortoises to participate in the race ensuring a win. Or, as in the same cartoon, the tortoise could have placed a jet engine in his shell to make himself faster.
· Also as seen in the Bugs Bunny cartoon, the hare could have taken short cuts through the woods during the race to catch up after his nap.
Blue Hat: (the big picture and ending thoughts)
· Ultimately there is a moral to this story. This moral, or lesson, is that we should not be boastful and arrogant or we will not get ahead in life. If any of these new ideas were implemented the story would change as well as the moral. If the moral is the basis and reason for this story to exist, I am not sure that it is ok to alter it, thus changing the meaning.
· However, there could be alternate lessons or morals learned if the story were different. If one is persistent, he or she will win. Or, life is not always fair.
Sunday, November 6, 2011
Davis p. 203, #5
Ways to change or improve upon a product....
Object: Travel scrapbook paper carry case- a plastic case with a handle that has 10 folders inside that open "accordion style"
Ideas for improvement:
Put to other uses- It could be used to store pictures if it were a smaller size. It could also hold stickers.
Adapt- At Staples/Office Depot/other office supply stores, there are file folders like this that are a size that hold standard 8x11 papers. It suggests a method of paper storage that is collapsible so papers are sorted, but don't take up lots of room.
Modify- If the bottom were mobile and not stationary, it could hold more things. If the outside material were different (hard plastic) it would make it easier to close.
Magnify- If the above modification (mobile bottom) happened, a clasp/tie on the sides would help to maintain the initial goal to keep things tightly together to save space. More slots could be added on the inside for more types of paper. Canvas could be used instead of flimsy plastic to make it more durable.
Minify- On the other hand, there could be no slots for paper. There could be inserts of chipboard that were folders to hold papers to keep them flat. Or, again, if it were a smaller size overall, it would have different applications for holding pictures or stickers.
Substitute- Instead of having a travel case for scrapbook paper, I could have shelves that were stationary on a bookcase. Or, if canvas over a different type of plastic were used for the outside, it would be easier to close and open. Perhaps a different type of clasp- one that had a loop around a button instead of having to put the plastic piece through the hole and turn it.
Rearrange- It would make a different type of case if the openings for the paper were on the side instead of the top. It could have two sides to it, back to back to store twice as much paper.
Reverse- Instead of having the accordion folders inside, the top could be taken off, exposing the paper and allowing it to be accessed easier. There is a small pocket inside the back- it could be put on the outside so its contents can be reached.
Combine- A case could be created that had larger files for large paper in the back, and smaller files for pictures in the front, allowing storage for both paper and pictures. The bottom could be made mobile and instead of fixed accordion files there could be assorted sizes of chipboard files or cardstock files to hold different sized materials.
Rationale
I use this carrying case for my scrapbook paper to keep it flat and to sort it to easily find what I need. I like the fact that this case is good for traveling, however, the type of hard plastic that the outside is made of is difficult to maneuver. This type of plastic is not very malleable making it difficult to move when looking at the paper inside; it is also difficult to close the clasp because of the type of plastic used on the outside case. This case does provide ample space for different types of paper and I would like to find a smaller case of similar design for storage of my photos so that I may sort them as I work on scrapbooks and can easily find what I need as I work.
Object: Travel scrapbook paper carry case- a plastic case with a handle that has 10 folders inside that open "accordion style"
Ideas for improvement:
Put to other uses- It could be used to store pictures if it were a smaller size. It could also hold stickers.
Adapt- At Staples/Office Depot/other office supply stores, there are file folders like this that are a size that hold standard 8x11 papers. It suggests a method of paper storage that is collapsible so papers are sorted, but don't take up lots of room.
Modify- If the bottom were mobile and not stationary, it could hold more things. If the outside material were different (hard plastic) it would make it easier to close.
Magnify- If the above modification (mobile bottom) happened, a clasp/tie on the sides would help to maintain the initial goal to keep things tightly together to save space. More slots could be added on the inside for more types of paper. Canvas could be used instead of flimsy plastic to make it more durable.
Minify- On the other hand, there could be no slots for paper. There could be inserts of chipboard that were folders to hold papers to keep them flat. Or, again, if it were a smaller size overall, it would have different applications for holding pictures or stickers.
Substitute- Instead of having a travel case for scrapbook paper, I could have shelves that were stationary on a bookcase. Or, if canvas over a different type of plastic were used for the outside, it would be easier to close and open. Perhaps a different type of clasp- one that had a loop around a button instead of having to put the plastic piece through the hole and turn it.
Rearrange- It would make a different type of case if the openings for the paper were on the side instead of the top. It could have two sides to it, back to back to store twice as much paper.
Reverse- Instead of having the accordion folders inside, the top could be taken off, exposing the paper and allowing it to be accessed easier. There is a small pocket inside the back- it could be put on the outside so its contents can be reached.
Combine- A case could be created that had larger files for large paper in the back, and smaller files for pictures in the front, allowing storage for both paper and pictures. The bottom could be made mobile and instead of fixed accordion files there could be assorted sizes of chipboard files or cardstock files to hold different sized materials.
Rationale
I use this carrying case for my scrapbook paper to keep it flat and to sort it to easily find what I need. I like the fact that this case is good for traveling, however, the type of hard plastic that the outside is made of is difficult to maneuver. This type of plastic is not very malleable making it difficult to move when looking at the paper inside; it is also difficult to close the clasp because of the type of plastic used on the outside case. This case does provide ample space for different types of paper and I would like to find a smaller case of similar design for storage of my photos so that I may sort them as I work on scrapbooks and can easily find what I need as I work.
Sunday, October 30, 2011
Readers Theater: The Poky Little Puppy
The Poky Little Puppy
Scripted for Readers Theatre
(Story By Janette Sebring Lowrey, a Golden Book)
Cast:
Narrator 1, Narrator 2, Narrator 3, Narrator 4; Puppy 1, Puppy 2, Puppy 3, Puppy 4, Poky Little Puppy, Mother
Narrator 1: Five puppies dug a hole under the fence and went for a walk in
the wide, wide world.
Narrator 2: Through the meadow they went, down the road, over the bridge,
across the green grass, and up the hill, one after the other. When they
got to the top of the hill, they counted themselves.
Puppy 1: One, two, three, four…
Puppy 2: Now where in the world is that poky little puppy?
Puppy 3: He certainly isn’t on top of this hill.
Puppy 4: I only see a fuzzy caterpillar and a quick green lizard.
Narrator 3: But when they looked down at the grassy place near the bottom
of the hill, there he was, running round and round, his nose to the ground.
Puppy 1: What is he doing?
Narrator 4: And down they went to see, roly-poly, pell-mell, tumble-bumble,
till they came to the green grass; and there they stopped short.
Puppy 2: What in the world are you doing?
Poky Little Puppy: I smell something
Narrator 4: Then the four little puppies began to sniff, and they smelled it too.
Puppy 3: Rice pudding!
Puppy 4: We have to go home for dinner!
Narrator 1: They went home as fast as they could go, over the bridge up the
road, through the meadow, and under the fence.
Narrator 2: Sure enough, there was dinner waiting for them, with rice
pudding for dessert.
Mother: So you’re the little puppies who dig holes under fences! No rice
pudding tonight! You will go straight to bed.
Narrator 3: But the poky little puppy came home after everyone was sound
asleep. He ate up the rice pudding and crawled into bed as happy as a lark.
Narrator 4: The next morning someone had filled the hole and put up a sign.
It said: Don’t ever dig holes under this fence!
Narrator 1: But the five little puppies dug a hole under the fence, just the
same, and went for a walk in the wide, wide world.
Narrator 2: Through the meadow they went, down the road, over the bridge,
across the green grass and up the hill, two and two. When they got to
the top of the hill, they counted themselves.
Puppy 1: One, two, three, four…
Puppy 2: Now where in the world is that poky little puppy?
Puppy 3: He certainly isn’t on top of this hill.
Puppy 4: I only see a big black spider, and a brown hop-toad.
Narrator 3: But when they looked down at the grassy place near the bottom
of the hill, there he was, sitting still as a stone, with his head on one side
and his ears cocked up.
Puppy 1: What is he doing?
Narrator 4: And down they went to see, roly-poly, pell-mell, tumble-bumble,
till they came to the green grass; and there they stopped short.
Puppy 2: What in the world are you doing?
Poky Little Puppy: I hear something.
Puppy 3: Chocolate custard!
Puppy 4: I hear someone spooning it into our bowls! We have to go home for
dinner!
Narrator 1: They went home as fast as they could go, over the bridge up the
road, through the meadow, and under the fence.
Narrator 2: Sure enough, there was dinner waiting for them, with chocolate
custard for dessert.
Mother: So you’re the little puppies who dig holes under fences! No chocolate
custard tonight! You will go straight to bed.
Narrator 3: But the poky little puppy came home after everyone was sound
asleep. He ate up the chocolate custard and crawled into bed as happy as a lark.
Narrator 4: The next morning someone had filled the hole and put up a sign.
It said: Don’t ever, EVER dig holes under this fence!
Narrator 1: But the five little puppies dug a hole under the fence, just the
same, and went for a walk in the wide, wide world.
Narrator 2: Through the meadow they went, down the road, over the bridge,
across the green grass and up the hill, two and two. When they got to
the top of the hill, they counted themselves.
Puppy 1: One, two, three, four…
Puppy 2: Now where in the world is that poky little puppy?
Puppy 3: He certainly isn’t on top of this hill.
Puppy 4: I only see a little grass snake, and a big grasshopper.
Narrator 3: But when they looked down at the grassy place near the bottom
of the hill, there he was, looking hard at something on the ground in
front of him.
Puppy 1: What is he doing?
Narrator 4: And down they went to see, roly-poly, pell-mell, tumble-bumble,
till they came to the green grass; and there they stopped short.
Puppy 2: What in the world are you doing?
Poky Little Puppy: I see something.
Narrator 4: The puppies could see it too. It was a ripe red strawberry
growing there in the grass.
Puppy 3: Strawberry shortcake!
Puppy 4: We have to go home for dinner!
Narrator 1: They went home as fast as they could go, over the bridge up the
road, through the meadow, and under the fence.
Narrator 2: Sure enough, there was dinner waiting for them, with strawberry
shortcake for dessert.
Mother: So you’re the little puppies who dig holes under fences! No
strawberry shortcake tonight! You will go straight to bed.
Narrator 3: But the four little puppies waited till they thought mother was
asleep. They slipped out and filled up the hole.
Mother: What good little puppies! Come and have some strawberry
shortcake!
Narrator 1: This time, when the poky little puppy got home, he had to
squeeze in through a wide place in the fence.
Narrator 2: There were his four brothers and sisters, licking the last crumbs
from their saucer.
Mother: Dear me! What a pity you’re so poky. Now the strawberry shortcake
is all gone!
Narrator 3: The poky little puppy had to go to bed without a single bite of
shortcake, and he felt very sorry for himself.
Narrator 4: The next morning, someone had put up a sign that read: No
desserts ever unless puppies never dig holes under this fence again!
Thursday, October 20, 2011
Balance of Standards & Creativity
This article highlights a current imbalance we have in our schools between standards and creativity. A quote from the center of the second page sheds light on part of the reason this imbalance exists: "Many educators associate creative characteristics with nonconformity, impulsivity, and disorganization." I believe, as the article states, that many educators, as well as politicians and people in our society simply do not understand creativity. Things that we do not understand well, we tend to shy away from, especially when it comes to teaching or explaining it to someone else. However, there are teachers out there that are teaching creativity in their lessons regardless of the standards in place. It is more of a challenge to teachers to develop creative lessons, especially considering the high-stakes testing they must prepare their students for.
Recently, I have heard from several sources about changes that are taking place in the curriculum in NC. The state is implementing new standards called "Core Curriculum" and there will be a greater focus on critical thinking and problem solving. This is intended to change the approach to teaching currently and I believe the goal is to help students develop in ways so they will be able to think for themselves. Perhaps this is an idea the author of this article would be in favor of. However, I have questions and concerns about this move for our educational system. Will there be appropriate funding to support this change? Will teachers receive support in the way of workshops and new lesson plan ideas? Or will teachers simply be told, here is how we will do things now, go forth and do....? These changes sound good in theory and like many ideas on paper, people read about them and think "I want my child to have that type of educaton". My concern is that if not properly supported, this idea will fail for our students. Any change made in education, no matter how large or small, must be supported on multiple levels or it will simply not work.
Sunday, October 16, 2011
Creative Productivity
My own Creative Productivity comes from:
Hard work: 70%
Sudden Insights: 20%
Chance Discoveries: 10%
Whether it is writing term papers, completing class projects, or writing lesson plans, I think much of my creative productivity has the breakdown noted above. In most things I do, there is some sort of deadline that must be met. If I wait for a sudden insight or chance discovery to happen before I complete any work, then I would not be very productive. Many times however, as I am working hard on a task, I experience sudden insights that take may help move the work along, or may even guide it in a different direction. When working on the Scavenger Hunt project, I experienced sudden insights because I continually thought about the project, whether or not I had intended to think about it at those moments. Chance discoveries seem to be a less frequent occurrence and can help in the completion of a task, but one usually cannot wait for something to appear to them to continue work on a task.
However, when there is not a specific deadline for a project, then I might be able to wait more for sudden insights before beginning hard work. For example, when I work on a scrapbook for enjoyment, I may complete a page or two every few months. I might think about the pictures I have to work with, and then "incubate" ideas until I have a sudden insight as to what layout to use.
Hard work: 70%
Sudden Insights: 20%
Chance Discoveries: 10%
Whether it is writing term papers, completing class projects, or writing lesson plans, I think much of my creative productivity has the breakdown noted above. In most things I do, there is some sort of deadline that must be met. If I wait for a sudden insight or chance discovery to happen before I complete any work, then I would not be very productive. Many times however, as I am working hard on a task, I experience sudden insights that take may help move the work along, or may even guide it in a different direction. When working on the Scavenger Hunt project, I experienced sudden insights because I continually thought about the project, whether or not I had intended to think about it at those moments. Chance discoveries seem to be a less frequent occurrence and can help in the completion of a task, but one usually cannot wait for something to appear to them to continue work on a task.
However, when there is not a specific deadline for a project, then I might be able to wait more for sudden insights before beginning hard work. For example, when I work on a scrapbook for enjoyment, I may complete a page or two every few months. I might think about the pictures I have to work with, and then "incubate" ideas until I have a sudden insight as to what layout to use.
Monday, October 10, 2011
Creative Personality Traits
1. When I read Davis Chapter Five, I was very surprised to read about how Einstein could not talk until he was four, how Disney was fired because he did not have good ideas, and how Dickens, Gershwin, Rogers, and Wright never finished school. Each individual listed became extremely successful in their own respects; this makes me think about these individuals' teachers and what they must have thought when they discovered that their student had become successful in life. Davis explores many personality traits and their relation to creativity. As a teacher I began to think about students I've taught and traits I noticed in them. Perhaps someone that sat in my class or someone that one day will be in my class, will go on to become a well-recognized, successful, creative individual. Today in our schools we place many labels on students to help identify what their learning needs are. Some students need additional assistance in math and reading, while others need enrichment in the same areas. I hope that as a teacher I will be able to recognize children with creative minds and look beyond test scores and categorizations to encourage students in a helpful way.
2. I am: aware of my creativeness, somewhat independent, curious, have a sense of humor, have a capacity for fantasy, artistic, open-minded, thorough, in need of time alone, perceptive, emotional, ethical.
I also am: argumentative, childish, and absent-minded.
Upon looking at these creative personality traits, I see myself in many of them, both good and bad. I think that overall, I would expect these things of myself because these traits have been true of me for a long time. I do think that overtime there have certainly been changes, but I still enjoy music, art, and an involvement in all arts. In my family I am a first-born child. As far as the research we read, I agree with it to an extent. Both my sister and I play flute, participated in marching band, scrapbook as a hobby, and knit. Rebecca, my sister, has told me that she has begun some of these interests because she wanted to become like me. I am flattered she said this of me, and I feel that I’ve always tried to encourage her endeavors. However, we are quite different in some ways. As the research suggests, I tend to take less risks with my endeavors than my younger sister. Rebecca is attending graduate school for Flute Performance. With the economy in the state that is, I could never allow myself to take a risk like this; I do admire my sister though for following through with her dreams. She has also taken three trips to countries abroad and is considering attending school in France. These are perhaps the differences that would be noted in the research of birth-order and creativity.
Sunday, October 2, 2011
Midterm Check Point
When I decided to take this Creativity course I had several thoughts. It is my very first semester at Meredith for Graduate School and the course description sounded interesting to me. I consider myself to be fairly creative and hoped that this would be a course I enjoyed and perhaps it could be a great beginning point for me. Also, as a music teacher trying to become a classroom teacher, I had concerns that it might not be as easy for me to teach creativity in my classroom, so I thought this class might have ideas for me.
Now we are at the midterm of this class, I feel that through our readings and projects I have been encouraged to see creativity in a different light and I am excited to bring this to my classroom in a couple of years. Each activity we have completed like the SCAMPER technique, Random Word, Sketchword, Crossword, and even the Can Transformation have real classroom applications. However, I see that not only can one use these at face value, but each can lead you into a multitude of other ideas that can also be used in the classroom.
Our articles have also provided new ideas and caused me to "think outside of the box". Before we spent a week on gifted and talented learners, I did not really consider all the aspects of these students. The article we read made me realize how difficult it must be for these students with the standardized tests taking control over teachers' lessons. These children deserve an education that allows them to use their minds and develop their talents in ways they will use continually.
I also have been made aware by our last article by Sawyer about how strongly I feel about the need for creativity in our schools. I have described the feeling I get when I read sometimes as if I have an angry little person living inside my head that becomes provoked by certain subjects. This sounds quite silly, but I do have very strong feelings about arts education and creativity in general. Because of budget cuts there are children in our nation that are not able to do things in school which they feel they are good at. Children need an opportunity, whether it is singing, dancing, drawing, writing a creative story, or exploring a scientific theory, to express themselves and experience learning in a way that speaks to them.
I look forward to using this new found information and excitement from this creativity course and finding ways to express it in the classroom.
Now we are at the midterm of this class, I feel that through our readings and projects I have been encouraged to see creativity in a different light and I am excited to bring this to my classroom in a couple of years. Each activity we have completed like the SCAMPER technique, Random Word, Sketchword, Crossword, and even the Can Transformation have real classroom applications. However, I see that not only can one use these at face value, but each can lead you into a multitude of other ideas that can also be used in the classroom.
Our articles have also provided new ideas and caused me to "think outside of the box". Before we spent a week on gifted and talented learners, I did not really consider all the aspects of these students. The article we read made me realize how difficult it must be for these students with the standardized tests taking control over teachers' lessons. These children deserve an education that allows them to use their minds and develop their talents in ways they will use continually.
I also have been made aware by our last article by Sawyer about how strongly I feel about the need for creativity in our schools. I have described the feeling I get when I read sometimes as if I have an angry little person living inside my head that becomes provoked by certain subjects. This sounds quite silly, but I do have very strong feelings about arts education and creativity in general. Because of budget cuts there are children in our nation that are not able to do things in school which they feel they are good at. Children need an opportunity, whether it is singing, dancing, drawing, writing a creative story, or exploring a scientific theory, to express themselves and experience learning in a way that speaks to them.
I look forward to using this new found information and excitement from this creativity course and finding ways to express it in the classroom.
Sunday, September 25, 2011
Media Relations with Creative Theorists
Rank's Creative Type:
Once the first Star Wars movies had been filmed, George Lucas seems to have been at a pinnacle of his career. He seems well-adjusted and can look back and see what successes he created. This interview is after the release of his first movie and is about how he got started. Initially it was a low budget film and he had difficulties, but I believe that today he fits well into Rank's creative type.
"Star Wars VHS (1995) George Lucas interview"
http://www.youtube.com/watch?v=FCzGerUThSg
Jung's Psychological Type:
A person would draw from the experiences of human consciousness. The depictions of Homer in this montage demonstrate and mirror possible life experiences that some people may encounter.
"Homer's Life in Two Minutes"
http://www.youtube.com/watch?v=5_3qlxBQnRY&feature=related
Jung's Visionary Type & Primordial Archetypes:
Sidney Sheldon, the creator of the television series "I Dream of Jeannie", may represent Jung's visionary type. The series was aired originally on NBC in response to the successful series "Bewitched" on ABC. (http://en.wikipedia.org/wiki/I_dream_of_jeannie) Perhaps the Bewitched series gave Sheldon the enlightenment he needed to waken the primordial archetype that previously was dormant in his brain.
"I Dream of Jeannie opening"
http://www.youtube.com/watch?v=XELze7CXKjk
Torrance's Creative Type:
Lucille Ball in the show I Love Lucy uses the creative process as described by Torrance in many episodes. He says that it should be a "natural process" and although most of her endeavors end in hysterical disaster, in many episodes you can see the steps: finding a problem, forming ideas, testing the ideas, and communicating results with other characters of the show.
"I Love Lucy- The Candy Wrapping Job"
http://www.youtube.com/watch?v=uztA6JCKB4s&feature=related
The Creative Press:
The Show "Fringe" is about a special division of the FBI known as Fringe; this department specializes in unusual science and unexplained happenings in the world. Olivia Dunham and her team are given liberties to investigate crime scenes and explore evidence further in Walter Bishop's lab. This environment allows freedom to explore creatively and determine all possibilities to answer questions that arise in relation to the current situation.
"Fringe- Past + Present + Future"
http://www.youtube.com/watch?v=NxQWm7FiEKk&feature=related
Mental Happenings
Art:
Ansel Adams
http://www.anseladams.com/
Music:
I have heard some say that Michael Jackson is like a modern day Mozart because of the number of pieces he wrote including the work (of both) that was never released. Michael Jackson dictated his music into a recorder instead of writing it down, so this mirrors the speed that Mozart and Beethoven put their music into production. (http://en.wikipedia.org/wiki/Michael_Jackson)
"Michael Jackson- Thriller"
http://www.youtube.com/watch?v=sOnqjkJTMaA
Science:
Adam Savage, a co-host of Discovery Channel's program "Myth Busters", has spent his life gathering knowledge and skills to create the things he reads about. On his show, he and the crew of Myth Busters prove or disprove theories submitted by performing experiments on camera. They always seem excited to hypothesize and make their own discoveries.
http://dsc.discovery.com/fansites/mythbusters/meet/adam-savage.html
Jamie Hyneman, also a co-host on "Myth Busters" , in addition to performing experiments on TV, he owns a company called M5 Industries Inc. Within his personal business, he creates and explores technologies "ranging from defense to green vehicle design".
http://dsc.discovery.com/fansites/mythbusters/meet/jamie-hyneman.html
Literature:
The author of the Harry Potter series is extremely creative indeed! I find the questions asked in this interview very interesting. I also like that she says (toward the end of this clip) that she has intentions of continuing to write, not necessarily about Harry Potter, but she cannot imagine herself ever not writing.
"J. K. Rowling on NBC (Part 1)"
http://www.youtube.com/watch?v=hBQ7HXHn6ic&feature=related
Once the first Star Wars movies had been filmed, George Lucas seems to have been at a pinnacle of his career. He seems well-adjusted and can look back and see what successes he created. This interview is after the release of his first movie and is about how he got started. Initially it was a low budget film and he had difficulties, but I believe that today he fits well into Rank's creative type.
"Star Wars VHS (1995) George Lucas interview"
http://www.youtube.com/watch?v=FCzGerUThSg
Jung's Psychological Type:
A person would draw from the experiences of human consciousness. The depictions of Homer in this montage demonstrate and mirror possible life experiences that some people may encounter.
"Homer's Life in Two Minutes"
http://www.youtube.com/watch?v=5_3qlxBQnRY&feature=related
Jung's Visionary Type & Primordial Archetypes:
Sidney Sheldon, the creator of the television series "I Dream of Jeannie", may represent Jung's visionary type. The series was aired originally on NBC in response to the successful series "Bewitched" on ABC. (http://en.wikipedia.org/wiki/I_dream_of_jeannie) Perhaps the Bewitched series gave Sheldon the enlightenment he needed to waken the primordial archetype that previously was dormant in his brain.
"I Dream of Jeannie opening"
http://www.youtube.com/watch?v=XELze7CXKjk
Torrance's Creative Type:
Lucille Ball in the show I Love Lucy uses the creative process as described by Torrance in many episodes. He says that it should be a "natural process" and although most of her endeavors end in hysterical disaster, in many episodes you can see the steps: finding a problem, forming ideas, testing the ideas, and communicating results with other characters of the show.
"I Love Lucy- The Candy Wrapping Job"
http://www.youtube.com/watch?v=uztA6JCKB4s&feature=related
The Creative Press:
The Show "Fringe" is about a special division of the FBI known as Fringe; this department specializes in unusual science and unexplained happenings in the world. Olivia Dunham and her team are given liberties to investigate crime scenes and explore evidence further in Walter Bishop's lab. This environment allows freedom to explore creatively and determine all possibilities to answer questions that arise in relation to the current situation.
"Fringe- Past + Present + Future"
http://www.youtube.com/watch?v=NxQWm7FiEKk&feature=related
Mental Happenings
Art:
"I hope that my work will encourage self expression in others and stimulate the search for beauty and creative excitement in the great world around us."
- Ansel Adams
This artist's photography many times inspires me to look at nature in different ways and to always appreciate the beauty of the world I live in.
Ansel Adams
http://www.anseladams.com/
Music:
I have heard some say that Michael Jackson is like a modern day Mozart because of the number of pieces he wrote including the work (of both) that was never released. Michael Jackson dictated his music into a recorder instead of writing it down, so this mirrors the speed that Mozart and Beethoven put their music into production. (http://en.wikipedia.org/wiki/Michael_Jackson)
"Michael Jackson- Thriller"
http://www.youtube.com/watch?v=sOnqjkJTMaA
Science:
Adam Savage, a co-host of Discovery Channel's program "Myth Busters", has spent his life gathering knowledge and skills to create the things he reads about. On his show, he and the crew of Myth Busters prove or disprove theories submitted by performing experiments on camera. They always seem excited to hypothesize and make their own discoveries.
http://dsc.discovery.com/fansites/mythbusters/meet/adam-savage.html
Jamie Hyneman, also a co-host on "Myth Busters" , in addition to performing experiments on TV, he owns a company called M5 Industries Inc. Within his personal business, he creates and explores technologies "ranging from defense to green vehicle design".
http://dsc.discovery.com/fansites/mythbusters/meet/jamie-hyneman.html
Literature:
The author of the Harry Potter series is extremely creative indeed! I find the questions asked in this interview very interesting. I also like that she says (toward the end of this clip) that she has intentions of continuing to write, not necessarily about Harry Potter, but she cannot imagine herself ever not writing.
"J. K. Rowling on NBC (Part 1)"
http://www.youtube.com/watch?v=hBQ7HXHn6ic&feature=related
Monday, September 19, 2011
Can Transformation
When I read about this assignment, I immediately thought about making a face or person out of a soda can. However, for some reason, this seemed too common place- although I am not sure why because it is not often that I see a soda can with a face on it. After dismissing this first idea, I asked my husband, Nick, what I should create with my can. We both thought about this for a few days, and then I had an epiphany. I was thinking about the can and how we get them: from the grocery store shelf, in a box, from a machine. The last idea there, from a machine, made me think how cool it would be to have a soda can that generated soda cans. While on that train of thought, the idea of a gumball machine came to mind; this was a more feasible idea with consideration to size and available materials. I had help from my husband and friends in thinking of what materials to use to create the gumball machine.
In the end, Nick and I gathered the materials and ideas and approached the cans. I created the soda can gumball machine from the Coke can with the glass container on the top, and he created the soda can gumball machine from the Mellow Yellow can with the glass container in the middle.
Sunday, September 11, 2011
10 Traits of the Creative Personality
In this article, Csikszentmihalyi notes 10 different traits that can be displayed by individuals that are creative. While some individuals display each trait or many traits, other people with a creative personality only openly display a few or one of these traits.
1. Creative people have a great deal of physical energy, but they're also often quiet and at rest.
Ludwig von Beethoven comes to mind when I read this statement because he took his time when he composed music. He enjoyed walking in the country and enjoying nature; this is exemplified by his Pastoral Symphony.
2. Creative people tend to be smart yet naive at the same time.
My good friend Sharon is an art teacher who is wonderful at what she does, but many times remains naive when it comes to some students' behaviors or performances in her classroom. This can be a good thing because she puts trust in children that other teachers do not.
3. Creative people combine playfulness and discipline, or responsibility and irresponsibility.
Giada De Laurentiis, a chef on Food Network, combines her playful personality which shines through the dishes she creates, with a certain discipline in that she diligently works off camera to create new recipes to share with her viewers.
4. Creative people alternate between imagination and fantasy, and a rooted sense of reality.
Walt Disney is a creative person who thought very much about fantasy as he created his characters, but also seemed rooted in reality as a businessman as he created Disneyland as a playground for adults and children alike.
5. Creative people tend to be both extroverted and introverted.
Without regards to politics and "sides" I think that President Obama is extroverted and introverted. He is the leader of our nation and is many times in the public eye, but he also seems to be a quiet family man who enjoys the company of his wife and daughters and relishes time spent alone with them.
6. Creative people are humble and proud at the same time.
This statement brings to mind my mom. She is a middle school teacher and is proud of her work, but never boasts about how well her students perform on tests.
7. Creative people, to an extent, escape rigid gender role stereotyping.
Duff Goldman, the owner of Charm City Cakes, takes on a role of baking exquisite cakes and does this in a way that far removes him from the stereotype that women should be bakers.
8. Creative people are both rebellious and conservative.
Igor Stravinsky, a Russian composer famous for his ballets was extremely rebellious in composing his "Rite of Spring". However, many of his other pieces were conservative and were composed within the "boundaries" of music of that time.
9. Most creative people are very passionate about their work, yet they can be extremely objective about it as well.
My dad is a stone mason and is passionate about creating fireplaces, chimneys, sidewalks, and other stone structures so that they are exactly what the homeowner desires or more. He is also critical of his own work and the work of other masons to help himself become better each time he works.
10. Creative people's openness and sensitivity often exposes them to suffering and pain, yet also to a great deal of enjoyment.
My sister is a flute performance major attending Florida State University in their Masters of Performance degree program. She exposes herself daily to the possibility of criticism when she practices knowing that she will perform those exact pieces in front of a larger audience than just a professor; however, she feels much joy when she performs well, knowing that the practice has paid off.
1. Creative people have a great deal of physical energy, but they're also often quiet and at rest.
Ludwig von Beethoven comes to mind when I read this statement because he took his time when he composed music. He enjoyed walking in the country and enjoying nature; this is exemplified by his Pastoral Symphony.
2. Creative people tend to be smart yet naive at the same time.
My good friend Sharon is an art teacher who is wonderful at what she does, but many times remains naive when it comes to some students' behaviors or performances in her classroom. This can be a good thing because she puts trust in children that other teachers do not.
3. Creative people combine playfulness and discipline, or responsibility and irresponsibility.
Giada De Laurentiis, a chef on Food Network, combines her playful personality which shines through the dishes she creates, with a certain discipline in that she diligently works off camera to create new recipes to share with her viewers.
4. Creative people alternate between imagination and fantasy, and a rooted sense of reality.
Walt Disney is a creative person who thought very much about fantasy as he created his characters, but also seemed rooted in reality as a businessman as he created Disneyland as a playground for adults and children alike.
5. Creative people tend to be both extroverted and introverted.
Without regards to politics and "sides" I think that President Obama is extroverted and introverted. He is the leader of our nation and is many times in the public eye, but he also seems to be a quiet family man who enjoys the company of his wife and daughters and relishes time spent alone with them.
6. Creative people are humble and proud at the same time.
This statement brings to mind my mom. She is a middle school teacher and is proud of her work, but never boasts about how well her students perform on tests.
7. Creative people, to an extent, escape rigid gender role stereotyping.
Duff Goldman, the owner of Charm City Cakes, takes on a role of baking exquisite cakes and does this in a way that far removes him from the stereotype that women should be bakers.
8. Creative people are both rebellious and conservative.
Igor Stravinsky, a Russian composer famous for his ballets was extremely rebellious in composing his "Rite of Spring". However, many of his other pieces were conservative and were composed within the "boundaries" of music of that time.
9. Most creative people are very passionate about their work, yet they can be extremely objective about it as well.
My dad is a stone mason and is passionate about creating fireplaces, chimneys, sidewalks, and other stone structures so that they are exactly what the homeowner desires or more. He is also critical of his own work and the work of other masons to help himself become better each time he works.
10. Creative people's openness and sensitivity often exposes them to suffering and pain, yet also to a great deal of enjoyment.
My sister is a flute performance major attending Florida State University in their Masters of Performance degree program. She exposes herself daily to the possibility of criticism when she practices knowing that she will perform those exact pieces in front of a larger audience than just a professor; however, she feels much joy when she performs well, knowing that the practice has paid off.
Sunday, September 4, 2011
Reflection 2: 9/5/11
Mental Blocks to Creative Thinking
A Whack on the Side of the Head- this is exactly what some people may need in order to understand they their comments are idea squelches. von Oech must have listened to many people during his research and has accurately identified 10 comments that will cause individuals to have second thoughts about thinking creatively.
Below are a few of the barriers he has listed that I hear often:
- To Err Is Wrong- Not only in education, but in the society we live in, we live in constant fear of making a mistake. I recall many times, especially in high school, when I would consider different answers for problems in class, but when I could get away with it, I would not write down a final answer until it was discussed as a class. I did not want the answer on my paper to be wrong and did not want others to know that I had made any errors. Later on as a music teacher, I noticed that I had many students that would sing very softly in my class. I encouraged students to sing out and be proud of their voices, but children as young as kindergarten and first grade would sing quietly for fear their voice was on the wrong pitch. On the other hand, I did thankfully still had young children who would sing out loud and did not notice the funny looks the other students gave them as they sung incorrect pitches. During these moments, I gave praise to all the students who sounded their voices loudly, and worked more directly for a couple of minutes on matching pitches with their voices without singling out individuals.
- That's Not My Area- This phrase seems to come in handy for some individuals who approach a music teacher with a question. Teachers sometimes came to me with a classroom or library book in hand and asked if I would help teach their students the song in the book that went with the lesson they were teaching. Each time I complied and assisted them because I think it is important to integrate music in the classroom in that way. However, there were other times when I would ask teachers for their assistance with the music classroom. There were events throughout the year that students would attend where they needed to sing along and participate. I prepared them in my classroom, but with only one lesson each week, I felt that they needed more practice in their classroom. I asked teachers if they would help; some teachers complied, and some simply said that this was "not their area of expertise" and they did not feel comfortable. My general response to this was to attempt to make time to visit their classroom during the week so that those students got the practice they needed to be prepared.
- I'm Not Creative- This sad phrase came from many students I encountered in the music classroom. It breaks my heart to see children with low self esteem putting a damper on their own creativity. I provided opportunities in music class for students to explore music and then present them in a creative way. A project that I assigned my fifth graders was for them to think of their favorite musical thing (style, song, artist, instrument, etc) and present this to the class. Students were allowed to work individually or in groups; they were allowed to use recorded music, sing, dance, or discuss their favorite music when presenting to the class. The most challenging part of this project for some students was coming up with an idea and a way to present it to the class. It actually took some students two class periods and lots of encouragement to plan their creative project. My response to the students who continued to say "I'm not creative" was to fish for ideas with them and encourage them while still allowing the ideas to be their own. This was a challenge for me as a teacher, but in the end was worth it when students were proud of their hard work.
- Play is Frivolous- Some adults' perceive music to be a non-essential class. They view it is an extra play time for their child and some even consider it as a class that takes away time from the necessary subjects of reading and math. I encountered these parents that questioned why their child even needed to be in my classroom once each week. My response to these parents was a calm, collected statement about how music promotes fluency in reading, how mathematical fractions are presented when we learn note values, and how the subject enhances and enriches the child's educational experience. However, I do believe there is more to it than just that which meets the eye. Children need many avenues to express themselves and anytime they are given opportunities such as a music class to be creative, this time should be protected and valued. I have seen students who struggle in math and reading classes, but enjoy themselves during music class. They feel successful and this opens the door for them to be creative.
- Follow the Rules- I myself am a rule follower most of the time and find it difficult to go outside the boundaries to be creative. However, in a few instances I have had ideas that did not lie exactly within the rules. Last year I developed a recorder ensemble class especially for a studious group of students in a fourth grade class. The behavior of one fourth grade class was so out of hand that after one unit of recorders I felt that to regain some order I had to move on to different lessons for this class. There was, however, a small group of students who were genuinely disappointed and wanted to continue with recorders. So, one day each week after the regular music class, these students came to recorder ensemble; they ate lunch with me, then skipped recess to play recorders. This arrangement certainly does not follow all of the rules but it allowed these students the time in music that they desired.
Sunday, August 28, 2011
Reflection 1: 8/29/11
Creativity and Emotions
What is the relationship of creativity to the emotions? Which emotions help creativity? Which ones hinder?
In Creativity is Forever, Davis states that self-actualization is using all of one's talents to realize your full potential and become what you are capable of becoming. An individual who is self-actualized has satisfied the other needs in Maslow's motivational or "need hierarchy". It also stands to reason that if you have your needs met and you are then fulfilling your goals and potential, then you should be a reasonably happy individual. Self-actualized creativity then should mean that one is content or happy, directly affecting emotions of the individual.
However, it is also stated that certain individuals with special talent creativity can be neurotic and not self-actualized at all. Some examples given were Beethoven, Mozart, and Vincent van Gogh. These three individuals are noted as being highly creative in their own respects with their talents, but all three were angry, torn, and emotionally unhealthy people.
Both examples here demonstrate types creative individuals, but emotionally these are worlds apart. I honestly believe that it depends on every individual as to what emotions help to develop creativity. While Cloninger and Mengert state that "it seems clear that the activities that bring us joy are essentially creative", the individuals mentioned above were not necessarily happy or joyful people. Also, I do realize that for many people, frustration, anger and sadness can hinder creativity because their individual needs may not be met, disallowing their mind to reach to a creative stance. But overall, I think there are individuals tho are able to be creative even when they are not happy or content .
Humor in Creativity
Does a sense of humor help or hinder creativity?
I look at this question in two different ways- the creative individual and his or her sense of humor, and the audience of a creator and their sense of humor. In the documentary "Why Man Creates", a man created something and then was laughed at because of it. The audience in this situation had a sense of humor that was perhaps different from the creator's and it seemed to be hurtful. When someone is creative and is mocked or laughed at because of their unique idea, this could definitely hinder creativity.
From the other perspective however, if someone who being creative or using creativity has humor, this could help the process. I am sure that in laboratories where scientists have manipulated plants to create more resilient trees or larger fruits, at some point they developed something so unusual they had to just laugh at it. And most likely in kitchens where chefs create culinary masterpieces, at some point they created something that they tasted and laughed because the flavors or textures were so ridiculous together. (I know I have done this with my own cooking before) So, in regards to humor and creativity, it is in the context in which it is taken as to whether it is a help or hindrance.
What is the relationship of creativity to the emotions? Which emotions help creativity? Which ones hinder?
In Creativity is Forever, Davis states that self-actualization is using all of one's talents to realize your full potential and become what you are capable of becoming. An individual who is self-actualized has satisfied the other needs in Maslow's motivational or "need hierarchy". It also stands to reason that if you have your needs met and you are then fulfilling your goals and potential, then you should be a reasonably happy individual. Self-actualized creativity then should mean that one is content or happy, directly affecting emotions of the individual.
However, it is also stated that certain individuals with special talent creativity can be neurotic and not self-actualized at all. Some examples given were Beethoven, Mozart, and Vincent van Gogh. These three individuals are noted as being highly creative in their own respects with their talents, but all three were angry, torn, and emotionally unhealthy people.
Both examples here demonstrate types creative individuals, but emotionally these are worlds apart. I honestly believe that it depends on every individual as to what emotions help to develop creativity. While Cloninger and Mengert state that "it seems clear that the activities that bring us joy are essentially creative", the individuals mentioned above were not necessarily happy or joyful people. Also, I do realize that for many people, frustration, anger and sadness can hinder creativity because their individual needs may not be met, disallowing their mind to reach to a creative stance. But overall, I think there are individuals tho are able to be creative even when they are not happy or content .
Humor in Creativity
Does a sense of humor help or hinder creativity?
I look at this question in two different ways- the creative individual and his or her sense of humor, and the audience of a creator and their sense of humor. In the documentary "Why Man Creates", a man created something and then was laughed at because of it. The audience in this situation had a sense of humor that was perhaps different from the creator's and it seemed to be hurtful. When someone is creative and is mocked or laughed at because of their unique idea, this could definitely hinder creativity.
From the other perspective however, if someone who being creative or using creativity has humor, this could help the process. I am sure that in laboratories where scientists have manipulated plants to create more resilient trees or larger fruits, at some point they developed something so unusual they had to just laugh at it. And most likely in kitchens where chefs create culinary masterpieces, at some point they created something that they tasted and laughed because the flavors or textures were so ridiculous together. (I know I have done this with my own cooking before) So, in regards to humor and creativity, it is in the context in which it is taken as to whether it is a help or hindrance.
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