Creativity

Michael S. Brockman, University of California, Davis
Stephen T. Russell, Ph.D., University of Arizona

What is creativity?

While the concept of "creativity" has been widely researched for over fifty years, disagreement remains among researchers as to what creativity is and how it develops (Lynch & Harris, 2001). Some researchers maintain that creativity involves fluency and flexibility of thinking, originality, perceptiveness of problems, and the ability to redefine and elaborate (see Guildford, as cited in Lynch & Harris, 2001; Meador, 1997). Others point to personality attributes that make one more creative, including tolerance for uncertainty, willingness to overcome obstacles, openness to growth, possession of personal motivation, acceptance of sensible risk-taking, wanting to be recognized, and willingness to strive for such recognition (see Sternberg, as cited in Lynch & Harris, 2001). Still others believe that a person is not generally creative in all areas but more often in specific fields such as writing or carpentry (see Gardner, as cited in Lynch & Harris, 2001). Perhaps creativity is, as Daniel Boorstin (1992) suggests, "the most illusive, complex, and mysterious of all human processes." In all, we can conclude that creativity is a complex concept influenced by many factors including motivation, personality, circumstance, and thinking skills (Meador, 1997).

Why is creativity important?

Research has shown that the cultivation of creativity is a key component of programs and strategies to produce positive outcomes for youth. Programs that teach children creative problem-solving skills help them to become successful adults who can question the accuracy of information and put information to constructive use (Todd & Shinzato, 1999). Moreover, student involvement in creative activities (such as performing arts and group activities) has been found to reduce drop out rates and to improve student motivation (Sautter, 1994). Mental health practitioners have also discovered that creative activities can serve to safeguard children from stress (Honig, 2000). Creative thinking allows both young people and adults to “avoid boredom, resolve personal conflict, cope with increasing consumer choice, accept complexity and ambiguity, make independent judgments, use leisure time constructively, and adjust to the rapid development of new knowledge” (Strom, 2000, p. 59).

Furthermore, for societies to prosper in the midst of rapid scientific and technological advancement, people need to be inventive and flexible (Cropley, 1992). Therefore, it is important for adolescents to be creative thinkers in order to keep up with today's accelerating social and technological developments (Fryer, 1996).

How can I promote creativity in my community?

Here are just a few ways you can encourage creativity in young people (and adults!):

  • Provide a special, private area for young people to work creatively (Piirto, 2001);
  • Supply materials (costumes, instruments, etc.) for creative activity (Piirto, 2001);
  • Display creative work, but avoid excessive evaluation (Piirto, 2001);
  • Avoid sex-role stereotypes (Piirto, 2001);
  • Allow children to be unique and express their individuality (Piirto, 2001);
  • Create a safe, favorable environment for creativity (e.g., reduce anxiety about being correct, prevent ridicule, promote respect for the unusual) (Cropley, 1992);
  • Teach adolescents to appropriately question assumptions by considering and evaluating alternatives (Sternberg & Williams, 1996);
  • Help teenagers to redefine problems and “think across subjects” (Sternberg & Williams, 1996);
  • Encourage creative fluency with brainstorming activities (Meador, 1997);
  • Develop flexible thinking by helping teens to take other perspectives (Meador, 1997);
  • Advocate originality by assisting adolescents to come up with new uses for objects (Meador, 1997);
  • Promote elaboration by asking teens to clarify and add details to ideas, thoughts, and arguments (Meador, 1997);
  • Support cooperation and a cooperative work environment (Honig, 2000);
  • Sharpen young people's vocabularies (Honig, 2000);
  • Use humor (e.g., jokes, puns, silly stories) to enliven activities and minds (Honig, 2000);
  • Employ music, art, drama, dance, and movement into lessons (Honig, 2000);
  • Develop a passion and enthusiasm for your subject or program (Hamza & Farrow, 2000), and be openly creative in front of others (Piirto, 2001);
  • Play word creation, "What if ___" and "What's good about ___" games (Manzo, 1998).


Find programs with the element:


References

  • Boorstin, D. J. (1992). The Creators: A History of Heroes of the Imagination. New York: Random House.
  • Cropley, A.J. (1992). More Ways Than One: Fostering Creativity. Norwood, NJ: Ablex Publishing.
  • Fryer, M. (1996). Creative Teaching and Learning. London: Paul Chapman Publishing.
  • Hamza, M.K, & Farrow, V. (2000). Fostering creativity and problem solving in the classroom [Electronic version]. Kappa Delta Pi Record, 37(1), 33-35.
  • Honigh, A.S. (2000). Promoting Creativity in Young Children. Paper presented at the Annual Meeting of the Board of Advisors for Scholastic, Inc., New York. (ERIC Document Reproduction Service No. 442548)
  • Lynch, M.D., & Harris, C.R. (2001). Fostering Creativity in Children, K-8. Needham Heights, MA: Allyn & Bacon.
  • Manzo, A. (1998). Teaching for creative outcomes: Why we don't, how we all can [Electronic version]. The Clearing House, 71, 287-290.
  • Meador, K.S. (1997). Creative Thinking and Problem Solving for Young Learners. Englewood, CO: Teacher Ideas Press.
  • Piirto, J. (2001). How parents and teachers can enhance creativity. In M.D. Lynch & C.R. Harris, (Eds.), Fostering Creativity in Children, K-8, (pp. 49-68). Needham Heights, MA: Allyn & Bacon.
  • Sautter, R.C. (1994). An arts education school reform strategy. Phi Delta Kappan, 74, 432-437.
  • Sternberg, R.J., & Williams, W.M. (1996). How to Develop Student Creativity. Retrieved October 29, 2002 from http://www.ascd.org/ readingroom/books/sternberg96book.html
  • Todd, S.M., & Shinzato, S. (1999). Thinking for the future: Developing higher-level thinking and creativity for students in Japan-and elsewhere. Childhood Education, 75, 342-345.
  • Strom, R.D. (2000). Parents and grandparents as teachers. In E. Paul Torrance (Ed.), On the Edge and Keeping on the Edge, (pp. 53-76). Westport, CT: Ablex Publishing.

Links

  • Buffalo State College Center for Studies in Creativity, Creativity Links!
    http://www.buffalostate.edu/centers/creativity/index.html
    "The most comprehensive list of links to creativity sites on the web!" Includes creativity associations, consultants and trainers, educational and related programs, inventions, and other sites of interest.
  • www.bemorecreative.com
    Resources for thinking, working, and living more creatively. Includes creative quotations, proverbs, portraits of creative individuals, creative career-planning resources, and links to numerous websites related to creativity.
  • Creativity, Innovation, and Problem Solving:
    http://www.quantumbooks.com/Creativity.html
    Web page containing information regarding creative patents with linked historical examples.
  • Creativity-Portal:
    http://www.creativity-portal.com/
    The CP promotes the exploration and expression of creativity through arts, crafts, writing, and creativity. Links to resources with free instruction, tutorials, and projects.