Synthesizing the results from both Beghetto (2007) and Fletcher’s (2011) articles while adding my own interpretation, I believe an environment that fosters creativity is one where…
- It is okay to be wrong: Being able to admit that one is wrong or do not know the answer is something that is slowly taken from us as we progress through school. Being wrong is often stigmatized and may be equated with incompetence. Creative expression can be enhanced if mistakes are seen as a natural part of progress.
- Risk taking is encouraged: Exploring and applying our ideas involve risk-taking. Innovation often comes with risks. Hence, an environment that encourages risk-taking allows for creative expression.
- Embrace diversity: An environment with a diverse body of people in terms of ability, skill level, interests, race, gender, age, etc. can foster creative expression. Having exposure to people who look and think differently than us encourages us to trydifferent ways of doing/thinking of the same things.
On the other hand, inhibitors to fostering a creative environment is one where…
- Conflicts are discouraged: Having opposing ideas is a typical experience in real life. Schools have traditionally discouraged us to avoid conflict. However, conflict opens our minds to opposing or different ideas that can broaden our thinking.
- There is only one “right answer”: Throughout education, the many exams and tests we have taken have conditioned us to think that there is only one right answer. However, in reality there often are multiple ways of finding solutions.
- Hands-off leadership is inconsistent and unpredictable: Creative expression does not equal total choas! Underneath the chaotic appearance of a creative work session, there should always be predictable expectations, clearly understood guidelines, and attainable goals.
In light of the different levels of creative expression in previous posts, how can school educators also foster creative thinking in students? Here are some teaching practices that can help you move towards a creative classroom:
- Help students find flow
Encouraging students to reflect on realistic assessments of their skills and abilities will help them plan work that can enable them to achieve flow and creative results.
e.g. find out student strengths and allow student-initiated projects that showcase these strengths within the confines of predetermined academic guidelines - Give students the tools they need to generate lots of work
Giving students time and resources required to produce lots of work implies that errors and mistakes are okay and a part of the learning process.
e.g. providing lots of art supplies and plenty of paper for younger students, or providing enough computer time for students to explore designing a website etc. encourage generation of multiple ideas instead of one elaborate one. - Offer strategies for managing group dynamics in group projects. Proactively offer groups strategies for coping with difficulties in interpersonal situations. Within reason, avoid the temptation to fix group dynamics as this may interrupt the creative process for students.
e.g. Use a responsive, nonintrusive classroom management style that gives students an opportunity to manage their own discord and conflict, but give them to tools they need to do it. - Conflicts are not discouraged
Perspectives on conflict change with time and, with time, seem to
facilitate creativity.
e.g. Allow students to have conflicting opinions and ideas, but follow through with a cool-down time and an opportunity to reconvene and reassess their work. - Encourage the right kind of motivation.
Students should be motivated by their creative project’s qualities, not by making you proud, earning a grade, or winning a prize.
e.g. Provide students with work that they are interested in.
Working for stickers and competition will not necessarily produce creative work. - Allow time for feedback and revisions, and showcase student works.
After students have created their work, allow them time to discuss with their peers and with you for feedback and to make needed revisions. Incorporate your story into the feedback too if applicable.When the project is completed with revisions made, showcase it! Show students that the learning doesn’t always happen at school.
e.g. Showing the students how you wrestle with and nurture along your own creative endeavors may lead all of you to higher levels of creativity.
Do you have other ideas you feel can foster creative expression in the classroom? Please feel free to share your thoughts in the Comment section below! I would love to hear from you!
Reference
Fletcher, T. S. (2011). Creative thinking in schools: Finding the “just right” challenge for students. Gifted Child Today, 34(2), 37.
Soh, K. (2015). Creativity fostering teacher behaviour around the world: Annotations of studies using the CFTIndex. Cogent Education, 2(1) doi:10.1080/2331186X.2015.1034494
Image source: http://www.the-creative-classroom.com/
What are your thoughts about the above enhancers and inhibitors of creative expression? Did you experience any of these during your educational journey? How were they like? I want to hear from you!
References
Beghetto, R.A. (2007). Ideational Code-Switching: Walking the talk about supporting student creativity in the classroom. Roeper Review, 29(4) 265-270.
Fletcher, T. S. (2011). Creative thinking in schools: Finding the “just right” challenge for students. Gifted Child Today, 34(2), 37.
Picture source: https://www.pinterest.ca/pin/573786808756434212/