Creativity in All Its Forms
Defining creativity is not easy! Studies show that, when attempting to do so, we are not all talking about the same thing. The concept is poorly defined, and establishing a consensus based on the many definitions that do exist is problematic. Accordingly, what can we do to help students develop their creativity in an optimal fashion? What model should be advocated to put creativity to best use in teaching and learning? In this article, the author discusses what light her research has shed on these questions. First, she itemizes the different personal beliefs of students and teachers as concerns creativity. To Rhodes’ “Four Ps” (person, place, process, and product), the author adds a fifth (period), which includes and unites the others. The article stresses that the exercise of creativity presupposes an interaction among cognitive, affective, conative, and sensory skills. As regards the creative product, Filteau defines it as one that can be qualified as new, original, useful, valuable, appropriate to the context, and accepted by clients. She also reviews the five iterative steps of the creative process, then examines creative thought—a method of processing information in which divergent thinking and convergent thinking interact. In concluding, the author emphasizes that her model can be adjusted to fit a number of different curricula.
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