from Staff
Creativity is often associated with elementary students who are encouraged to paint or color to self -expression.
According to a study published in Thinking skills and creativity Magazine, students who regularly engage in creative tasks show statistically significant profits in solving problems and reflective judgment (Beghetto & Kaufman, 2014). In other words, the encouragement of creativity is not only to make the school more fun – it cultivates the thinking habits that support students as they grow.
See also The best quotes for creativity
What is creativity?
Creativity in education is essential for maintaining the human capacity for innovation and original thought. It involves encouraging students to imagine, explore and experiment beyond conventional boundaries. Creativity enables students to make abstract relationships, develop unique ideas and express themselves in different ways, encouraging a sense of personality and personal growth.
Robinson’s study (2011) emphasizes that creativity is not limited to the arts, but is an integral part of all academic disciplines, encouraging holistic and engaging learning experience. By incorporating creativity in the curriculum, teachers can cultivate an environment in which students feel inspired and empowered to explore their most full potential.
See also The benefits of creativity in the classroom
Creativity is also related to innovations that rely on a balance of reasoning and imagination skills – what many people relate to the cliché “thinking outside the box”.
This synergy is particularly clear in project -based training, design thinking or classrooms based on inquiries. For example, when students design a community problem, they need to consider brain attack (creative thinking), analyze restrictions and data (critical thinking) and repeat on the basis of feedback (both). Creativity nourishes the different thinking that generates options, while critical thinking brings convergence – it helps students decide what is the most viable, ethical or effective.
According to a study published in Thinking skills and creativity Magazine, students who regularly engage in creative tasks show statistically significant profits in solving problems and reflective judgment (Beghetto & Kaufman, 2014). In other words, the encouragement of creativity is not just about making the school more fun-it cultivates the thinking habits themselves that prepare students for complex, real challenges.
8 ways to be more creative
Project Training (PBL): Encourage students to work on advanced projects that require them to solve real -world problems or create innovative solutions. This approach allows students to apply their knowledge creatively and to think critically about complex problems.
Brainstorm sessions: regular brain attack sessions where students are encouraged to generate as many ideas without judgment as possible. This practice encourages an open and inclusive environment in which creativity can thrive.
Creative Writing Tasks: Set creative writing tasks that allow students to freely express their thoughts, emotions and imaginations. Prompts that encourage stories, poetry and personal reflections can inspire creativity.
Arts integration: Include art projects into different topics to help students visualize and express their understanding creatively. This may include drawing, drawing, sculpture or digital art.
Role Games and Simulations: Role activities and simulations help students explore different perspectives and scripts. This method encourages creative thinking and empathy by putting students in different situations.
Manufacturer spaces: Provide a specialized space with tools and materials where students can engage, build and create. The manufacturer’s spaces support practical training and experimentation, promoting innovation and problems to solve problems.
Joint Training: Designing activities that require students to work in groups, share ideas and cooperate with projects. Cooperation can cause creativity as students upgrade their ideas and approaches to each other.
Brilliant: Distribute students time to pursue their interests and projects. Allowing students to choose what they want to explore gives them autonomy and encourages them to deepen in creative activities to which they are passionate.
The field of neuroscience sheds light on how creativity leads to innovation. Antonio Damasio, the head of the Department of Neurology at Iowa Medical College, has found through his research that emotions also play a role.
In the innovative factor: Your brain for innovation, Damasio was noted that “what you really do in the creation process is to choose one thing above the other than necessarily, because it is actually more positive, but because it attracts you more.” When you develop the ability to think, you use your emotions as a guide to evaluate new ideas. Logic may not immediately confirm what you imagine but it feelings Innovative.
Another explanation for creativity is to define it as moments of inspiration when we come up with new ideas. As explained at the moment of the Aha-Creative Science behind the inspiration: “We use different ideas to describe good ideas-the lightning, lightning, light bulbs; inspirations and innovations; muses and visions. But these moments are so mysizing that they usually materialize abruptly, without warning.” Developing a creative way of thinking is to release restrictive thought patterns and allow yourself to imagine, dream, feel and be inspired.
Do students learn creativity?
Richard Arum of New York University and Josipa Roska of the University of Virginia gave the results of a study entitled, entitled, Academic Adrift: Restricted Campus Colleges Trainingwhich is widely quoted as it has found that 45 percent of the interviewee students do not detect a significant improvement in their intellectual and creative skills.
This shows that 55 percent of 2,300 students who participated in the study had an improvement. These results are encouraging as students from students often do not learn to develop creative skills in all disciplines. In addition, creativity can be a subjective skill that is difficult to measure and if the greater part of these students had a measurable increase, indicating that it is a skill that students use.
Jeffrey Cellingo, editor -in -chief of The chronicle of higher educationShare another perspective beyond super and poorly prepared students, what about some with creativity?. Celling cites examples of The New York Times (Super People) and The Washington Post (Our unprepared graduates) who state that college students either have exceptional abilities or lack basic skills because schools drive them. Celing has suggested that both pieces of opinion can be correct and “maybe super students are well prepared for the assessment and verification of all the right resume activities, but poorly prepared for the creative forces that will determine the global economy in the future.”
Celingo indicates a common practice to teach the test as a reason for this condition. This begins in primary education and continues through courses after secondary or colleges. The traditional teaching practice of referring is one that students remember examination information instead of completing projects requiring creativity. Although this is true to some extent, teachers understand the importance of applying the theory to the real world and it is not uncommon for students to have projects throughout their course work that requires the development of new ideas or solutions.
How to touch your inner creative self
The good news for students is that you do not need to take a specific course that requires creativity. You can practice develop this skill on your own, starting right now. There are three strategies that you can use to get involved in your creative potential.
1. Know when to work and when to stop
Jonah Lerer, author of Imagine: How Creativity worksShare your perspective on the development of creativity as a skill in his article, how to be creative. In order to have access to our natural creative ability, we must learn to rely on our intuition that researchers call our “feelings of knowledge”. Two types of problems require creativity: a moment of entrance and situations from the nose to the building.
If you work on a project and have a feeling (your intuition) that you are close to receiving an answer or solution, it is the time to continue working through it (from your nose to building). However, if you feel stuck and need a new insight, this is the time to rest (a moment of a stranger). When you feel the need for a break or need an alternative perspective or additional information. And research shows that you will probably get the moment of insight or “aha” after you withdraw from the project or the problem.
2. Tap into your imagination
Michael Mihalko, author of Thinkertoys: Handbook of Creative Thinking TechniquesTalk about the dynamic character of the brain in his article, Creative Thinking. Mihalko believes that the brain “thrives on the creative energy of feedback from experiences, real or fictional. You can synthesize experience; create it in your imagination.
The human brain cannot say the difference between the “actual” experience and the experience, presented brightly and in detail. “He quotes Albert Einstein as an example of how he first uses imaginary scripts to create experiments, which ultimately made him develop innovative ideas for space and time. This is the basis of creativity, to be able to dream and then put your imagination at work.
3. Develop the thinking of creativity
This is probably a barrier that does not allow students to learn to develop their creative capacity limiting self -confidence. “I’m not a creative person” can limit your capabilities. You can learn to be creative, just by allowing time to use your imagination. There is no need for a complex process.
The next time you are given a project that requires you to develop a new result, solution or alternative perspective, take a few minutes to allow your mind to wander. Some students call this as a brain attack or free writing. Let the ideas first flow and then process them through logic, reasoning and feelings. The best answer may not always be the “right” answer, and so you learn to become creative.
