Creative Expression – Let the creative juices flow!

Creativity is traditionally supposed to attribute to art and literature, but nowadays doing meaningful science has also been considered as a creative act. Liljedahl and Sriraman (2006) proposed that at the school level mathematical creativity can be defined as:

– The process that results in unusual (novel) and/or insightful solution(s) to a given problem or analogous problems, and/or
– The formulation of new questions and/or possibilities that allow an old problem to be regarded from a new angle

Examples of manifestations of mathematical creativity in the process of solving word problems:

Mathematical creative problem solving	Mathematical creativity
Mathematical creative problem solving	Creative abilities	Openness	Independence
Understanding mathematical problems	The ability to define the mathematical problem illustrated in the task from multiple perspectives	Tolerance to information that is incomplete, poorly defined, or polysemous	Constructing one’s own internal language, where mathematical concepts indispensable for solving the problem are set out and explained
Understanding mathematical problems	The ability to clearly visualize the situation presented in the task as well as vividly capture dependency relationships across data	Recognition of the potential value resulting from becoming acquainted with ways other than one’s own of perceiving and describing the mathematical problem illustrated in the task at hand	Separating the meanings of mathematical concepts from the meanings of everyday language
Generating possible solutions	The ability to formulate multiple and frequently atypical hypotheses referring to the possible solutions to the mathematical problem illustrated in the task at hand	Cognitive curiosity that results in readiness to become acquainted with possible ways of solving the problem	Courage in questioning commonly accepted rules and principles in order to find new and/or atypical ways of solving the mathematical problem
Generating possible solutions	The ability to create original images that render it possible to break away from typical solutions to the mathematical problem and use analogies in order to find new ones	Ease in analyzing new information and ways of solving the problematic situation presented in the task at hand	Autonomy and perseverance in searching for possible solutions to the problematic situation
Planning for action	Flexibility in applying various strategies of solving the problem	Openness to the verification of all possible solutions to the problem	Strong belief in the success of the undertaken activities aimed at solving the problem
Planning for action	The ability to transform images of possible solutions to the problematic situation illustrated in the task at hand	The acceptance of variability in applying the various problem-solving strategies	The ability to critically assess attempts – one’s own and other people’s –to solve the problem

Most math-traumatized adults (like myself) have a hard time believing how creative and inventive mathematics can be. Creative mathematics doesn’t always make it into the classroom for elementary school-aged children. Currently, elementary school math often focus on basic math “skills” and “facts”. However, creative mathematics allow children to come up with math problems that they encounter in day to day life and attempt to solve the problems creatively. This type of math education comes more naturally and is more functional. Children are naturally mathematically curious, as many mathematical problems just seem like they are part of a game. The creative and curious problem can stick in a child’s mind long after the lights are turned out for the night.

References

Leikin, R. & Sriraman, B. (2017). Creativity and giftedness: Interdisciplinary perspectives from mathematics and beyond. New York: Springer. doi:10.1007/978-3-319-38840-3

Liljedahl, P., & Sriraman, B. (2006). Musings on mathematical creativity. For The Learning of Mathematics, 26(1), 17-19.

Nadjafikhah, M., Yaftian, N., & Bakhshalizadeh, S. (2012). Mathematical creativity: Some definitions and characteristics. Procedia – Social and Behavioral Sciences, 31, 285-291. doi:10.1016/j.sbspro.2011.12.056

March 29, 2019March 29, 2019

What is Ideational Code Switching?

Beghetto (2007). introduced the concept of ideational code‐switching. This represents the ability to move between intrapersonal creative interpretations and interpersonal creative expression. The following paragraph summarizes the three levels of creative expression.

Big C level contributions are pertinent and innovative ideas that can dramatically change the status quo or create a great impact on society. Individuals like Mozart and Einstein would be considered Big C category thinkers.
Little C includes a variety of everyday creative expressions that vary depending on context. Note that creative thinking takes time and effort, so in order to encouarge creative thinking students require appropriate amount of time and limited distractions with other work. Little C contributions occur in projects, response to questions, journals, etc.
Mini C contributions are thoughts that arise from novel and personally meaningful interpretations of experiences, actions and events. The cognitive dissonance that results may lead to novel ways of thinking and perceiving. Some examples include debates, demonstrations (science or math experiments), project-based learning, creative writing, etc.

Remember that it is important students are provided with appropriate constraints (in the form of guidelines, rubrics, criteria) for tasks while still enabling creative processes to be explored.

Although Beghetto proposed three levels of creative expression in 2007, he collaborated with Dr. Kaufman later on and published the “Fundamentals of Creativity” in 2013 where the concept of Four C Models of Creativity was introduced. The Four C Model provides a framework for including creativity in the curriculum and helping students develop their creativity to higher levels. Below I summarize the article and include my own interpretations of it.

Creativity Takes More Than Originality

Creativity involves the combination of originality and task appropriateness. Originality should occur in conjunction with academic requirements. For example, a student project may be completely original but has little learning value (does not meet curricular requirements). In this case, originality in itself does not contribute to creativity because the student does not demonstrate incorporation of new ideas into his or her repertoire.

There Are Different Levels of Creativity

This model describes the following levels of creative expression:

mini-c, or interpretive, creativity (e.g. a student learning to combine letters for different sounds).
little-c, or everyday, creativity (e.g. a student coming up with an original idea to write a short story about a soldier in world war II by doing research on historical events and interviewing war veterans).
Pro-C, or expert, creativity (e.g. the idea of universal design of learning).
Big-C, or legendary, creativity (e.g. Einstein’s theory of relativity that has an impact at a societal level).

Context Matters

Research shows that creativity can suffer when people are promised rewards for creative work, when learning conditions stress competition and social comparisons, or when individuals are highly aware of being monitored and evaluated by others. For example, a competitive environment may not foster creativity due to the high stress students are under.

Creativity Comes at a Cost

Expressing creativity involves risk-taking to have ideas heard and judged. When students understand both the potential benefits and potential costs of creativity, they will be in a position to determine whether the risk is worth it.

There’s a Time and a Place for Creativity

We may feel that creativity should be encouraged and expressed at all times. But consider this: would you want a creative surgeon or a creative bus driver? It depends. Accomplished creators know when to be creative.

Below is a graphic representation of the Four-C Model of Creativity as a function of sociocultural significance and the context in which the creative expressions would impact.

Take a moment to compare and contrast the originally proposed 3 levels of creativity and the Four C model of creativity. Which model resonates most with you and your experiences? Why?

References

Beghetto, R.A. (2007). Ideational Code-Switching: Walking the talk about supporting student creativity in the classroom. Roeper Review, 29(4) 265-270.

Beghetto, R. A., & Kaufman, J. C. (2013). Fundamentals of creativity. Alexandria: Association for Supervision and Curriculum Development.

Image source: https://www.etsy.com/au/listing/123555703/creative-juice-issue-1-digital-zine-hand

Graph source: http://www.normanjackson.co.uk/creativehe/the-four-c-model-of-creativity

Image source: https://www.google.ca/url?sa=i&source=images&cd=&ved=2ahUKEwi_-tyT68_eAhULl1QKHVU3AnoQjhx6BAgBEAM&url=http%3A%2F%2Fblog.cheetahmedialink.com%2F2013%2F04%2F26%2Fsurvey-results%2Fcreative-juice-box%2F&psig=AOvVaw3urdTysR0lPXmhRCisEmGi&ust=1542145860026382

March 26, 2019April 3, 2019

Enhancers & Inhibitors to Creativity in the General Classroom

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