2. Presentation Outline
• Overview of Defining Creativity
• Can Creativity Be Enhanced?
• Approaches and Studies Supporting
Arguments.
• How Can Creativity Be Enhanced?
• Nickerson’s recommendations and
potential applications.
3. Types and Degrees of
Creativity
• Csikszentmihalyi distinguishes 3
types of people who are creatives:
• Those who express unusual
thoughts.
• Those who experience the world
in novel and original ways.
• Those who effect significant
changes in their culture.
• Idea of “Big C” and “little c.”
• Psychological (P) vs. Historical (H)
creatives.
4. Can Creativity be Enhanced?
• Amabile argues, “That
anyone with normal
cognitive abilities can
reasonably aspire to
produce work that is
creative to some degree
in some domain.”
• Creative thinking CAN
be taught.
5. Connection: Sandra
Moriarty
• In the 1970’s she was the first in
the advertising industry to say
that creativity can be taught.
• Prior to Moriarty, creativity in
the advertising industry was
perceived as something you either
have or do not have.
6. Different Approaches to
Creativity
• Brainstorming and Problem Solving
• The process has 3 major components:
• Understanding
• 1. Mess finding
2. Data finding
3. Problem finding
• Generating Ideas
• 1. Idea finding
• Planning for action
• 1. Solution finding
2. Acceptance finding
7. Different Approaches to
Creativity
• Different studies all on children in schools:
1) Productive Thinking Program
• Looked at 5th and 6th graders.
• Aim: To improve creative thinking.
• Result: Combination of small classes and
enthusiastic teachers appears to produce
the greatest gains.
8. Different Approaches to
Creativity
• 2) CoRT Program
• 6 unit program in Venezuela with students ages 10-11.
• Step 1: What’s Going On? Step 2: What’s Success?
Step 3: What’s the Question? Step 4: Generate
Answers Step 5: Forge the Solution Step 6: Align
Resources
• Aim: How creativity can help in problem solving.
• Result: CoRT training students did better after 1 year
with problem solving than the students who had no
training whatsoever.
9. Different Approaches to
Creativity
• 3) Project Intelligence
• One year course focused on 7th graders.
• Aim: engage discussion and thought
provoking activities.
• Results: creativity unit of students overall
did better when engaged in the program.
10. Results of these 3 Studies
• That tests don’t have hard or solid
conclusions.
• All lead to idea that creativity CAN be
enhanced.
• We all are not destined to be Mozart, but it
can be that most of us fail to realize the full
potential we have.
11. Results (Continued)
• 2 Evils Idea:
• Which is worse?
• Try to enhance creativity if success is impossible
OR
• Fail to try to enhance creativity if it really can be
enhanced.
12. How Can Creativity Be
Enhanced?
• Unfortunately, there is no “clear cut” answer and no
infallible technique to foster creative behavior.
• This is because multitude of variables must be
accounted for:
• Personal traits and characteristics
• Social, cultural and environmental factors
• Nickerson concludes the final part of the chapter by
offering personal recommendations for enhancing
creativity that take into account the following factors:
13. 1) Establishing Purpose and Intention
• Purpose can be defined as the deep and abiding intentions
to develop one’s creative potential.
• Example: No one carves a statue without intent to do so.
• In simpler terms, this can be called “commitment”
2) Building Basic Skills
• A solid grounding in skills that are generally
considered fundamental to a basic education.
• Foster creativity and what a person is predisposed
to be good at doing.
14. 3) Encouraging Acquisition of Domain-
Specific Knowledge
• While knowledge of a domain is essential for
creativity, it does not always yield creativity.
• “As a rule, great artists have mastered prevailing
techniques of their art form before they have begun
to innovate and to influence its further
development.”-Hayes 1985
Picasso 1897 Picasso 1937
15. Very Similar To...
• Counter Argument: Some argue that high levels
of domain specific knowledge may limit
creativity because it provides parameters and
“standards” which contain creativity.
Text
16. 4) Stimulating and Rewarding Curiosity
and Exploration
• The type of curiosity that evokes creative expression
of creativity is seen in the persistent reluctance to
take things for granted, a deep desire for
explanations, and skepticism of “obvious answers.”
• Nickerson establishes 3 main points about
curiosity:
• Curiosity can be stimulated by training
individuals to be more observant.
• Curiosity is contagious.
• Educators should understand that they should
be promoting a “Sense of Wonder” about the
world.
17. Individual Ways to Enhance
Creativity
1. A penny for your thoughts.
2. It “ain’t’ (or isn’t) over ‘till the fat lady
sings.
3. Drunk as a skunk
4. The buck stops here.
5. On a wing and a prayer (or, “coming in
on a wing and a prayer”).
6. It’s not whether you win or lose, it’s
how you play the game.
7. Like shootin’ fish in a barrel.
8. Never look a gift horse in the mouth.
9. Put your money where your mouth is.
10. An apple a day keeps the doctor
away.
11. A tempest in a teapot.
12. A flash in the pan.
13. The devil is in the details.
14. Don’t pee on my leg and tell me it’s
raining.
15. Signed, sealed and delivered.
16. Fish or cut bait.
• Also think of the “pizza toppings” exercise from earlier this semester.
18. 5) Building Motivation
• Often simply phrased as “passion,” it is the drive that allows
individuals to work diligently, without tire, to produce an outcome.
• There seems to be an understanding among scholars that internal
or intrinsic motivation is more effective than external or extrinsic
motivation.
6) Focusing on Mastery and Self-Competition
• Linked with long-term intrinsic motivation: people with the goal
to improve their current performance and set future benchmarks
are more likely to persevere through tough challenges and
setbacks.
• Much like athletes establish personal best times and records.
19. 7) Encourage Confidence and
Willingness to Take Risks
• Timidity and fear are not conducive to
creativity.
• If individuals feel pressured to conform, they
tend to suppress their creativity (and curiosity)
to adhere to social norms and expectancies.
• However, self-confidence should not cross over
to arrogance or it will once again damage the
creative process.
20. Risks in the Real World:
Physical Risks
• The ability to overcome timidity and fear happens
in critical child developmental years.
• Play: a child’s ability to take risks while playing
can set the stage for future cognitive decisions.
• Teachers and parents should be aware of this.
• Taking the playground further
• Example: The St. Louis City Museum
22. Risks in the Real World:
Psychological Risks
• Children must overcome shyness to expose
creativity and personality.
• Workshops and Retreats
• Orientations
• Participations points
23. 8) Promoting Supportable Beliefs About
Creativity
• An individual's beliefs about themselves and their
capabilities can have a large effect on motivational outcomes.
• Self-fulfilling prophecy
• Individual’s beliefs can also be shaped by other people’s
positive or negative opinions of them.
9) Providing Opportunities for Choice
and Discovery
• People are more internally motivated to engage in activities
that truly interest them than activities that have been
selected for them by someone in an authority position.
24. Opportunity and Choice
Applied
• This is often applied, even from a young age, in
educational and business tactics.
• Schools: Summer reading lists allows
students to choose from several books,
choose topics to write about, choose degree,
etc.
• Ad Agencies: Develop niches which
personify the agency’s image.
25. 10) Developing Self-Management
(Metacognitive) Skills
• Through metacognition, a person can manage
one’s cognitive resources and develop how to
accurately control and monitor in order to
access and utilize his or her “meta level” most
efficiently.
• Self-evaluative skills link back to 6): Mastery
and Self-Competition.
26. 11) Additional Teaching Techniques
• Nickerson lists a variety of techniques: “creating
subgoals, working backwards, hill climbing,
means-end analysis, forward chaining,
considering extreme cases, etc...”
• One technique touched on is called “laying
aside.”
• A period of rest or engagement in unrelated
activities yields breakthroughs.
• Wallas’ Four-Stage Model: Incubation
27. 12) Providing Balance
• Nickerson concludes by citing Aristotle’s
Golden Mean of Moderation.
• There must be a balance between the
creative (freedom, spontaneity,
innovativeness) and the structured world
(discipline, self-restraint, respect for
tradition and convention).
28. Discussion Questions
1.
Providing balance was one of the ways Nickerson outlined for how to enhance
creativity. He discussed how the challenge is to teach children to recognize rules
and limits without stifling their creativity. How does this idea of balance relate
to the advertising industry? Why is it important to understand this balance?
2.
Thinking of the 2 evils idea: trying to enhance creativity if success is impossible
OR failing to try to enhance creativity if it can be enhanced; which do you think
is worse? Someone never fully reaching his or her creative potential or trying
and failing?
3.
The chapter discusses that some athletes, specifically marathon runners, have
no hope of ever winning a race in which they run in. They instead run in hopes
of bettering their personal best. Explain how and why this concept is important
for enhancing creativity.
4.
A strategy for facilitating creative performance can sometimes be a period of
rest, which can lead to a break through in an advance towards an objective. Do
you have a personal example where this has happened? If yes, how can this
further help you in the future?
5.
The chapter discusses how the desire for recognition, if too strong, can work
against creative productivity and is unlikely to be effective. Keeping the idea of
extrinsic motivation and intrinsic motivation in mind, explain an example of
when this can happen.
29. 6.
When discussing encouraging confidence and taking risks, the chapter talks
about how there is a line between confidence and arrogance. How do we draw
that line and what do you think that line is?
7.
Nickerson talks about three ways to stimulate curiosity:
a. Increase one’s own curiosity about the world simply by training oneself to be
more observant
b. Curiosity is contagious
c. A teacher’s most important responsibility to their students is to foster a deep
sense of wonder about the world.
Which do you think is the most important for stimulating curiosity and why?
8.
When working in a group on solving a problem, what is a practical tool that the
chapter discusses for enhancing the creative thought that goes into problem
solving?
9.
Each of us is born with two contradictory sets; a conservative tendency, which is
made up of self-preserving techniques, and an expansive tendency made up of
instincts for exploring novelty and risk. Csikszentmihalyi says that you cannot
have many obstacles placed in the way of the expansive tendency or you will lose
motivation. What are practical ways to enhance the expansive tendency to not
lose motivation?
10. Do you have a personal example of how creativity has been fostered in your
life? Was it successful?
Discussion Questions
Continued