Tuesday, September 13, 2011

Creative Strategy: A book review by Irina Mishina


Review by Graduate Student Irina Mishina

The goal of Creative Strategy is to build a bridge between the concepts of strategy and creativity in the area of business. It is basically about how to make business more innovative.

The authors articulate the reason for writing the book by identifying what they call “false separations” – generally admitted beliefs about creativity and strategy that apparently place them in totally different realms. In essence, these beliefs have to do with generic understanding of creativity as something that requires spontaneity, diversity and flexibility, whereas strategy is seen as something rigid and focused that requires planning and hierarchy. To build their point the authors claim that creativity and strategy are not that different, and both require the same set of cognitive skills and approaches. In short, that all strategic is creative, and all creative is strategic.

To be able to build this bridge, we obviously need to first define both concepts. Bilton and Cummings build the book argument based on the one of the most accepted in the academic world definitions of creativity as something novel and useful. But they go far beyond that. They construct a theoretical framework that includes understanding of different aspects of creativity, such as content, process and outcomes. In this framework, creativity produces novel and useful content that is born through the bisociation process of integrating apparently contradictory concepts, which in turn leads to transformation of contexts (p.16).

One may agree more or less with the authors’ definition of creativity, but at least this theoretical construct gives a clear point of reference to understand further authors’ arguments. Things, however, become much more blurred when it comes to defining what strategy is. The authors’ parting point is that for the last decades there have been so many different approaches to strategy developed, that the concept became very elusive. Eager to maintain the creative operandi of bisociative process, however, instead of leaning to one concrete definition, Bilton and Cummings claim that creative strategy needs to integrate all those approaches together. This leaves us with a vague definition of strategy as a "keystone that coordinates and makes the organization create in concert", "the realm in which all of the myriad parts of an organization come together, clash, compete, compromise and work to solve collective problems to move forward" (p. 5).

Further, defining for strategy the same construct of content, process and outcomes, we find that the strategy content is basically anything that anyone may think of as strategy. Given the elusiveness of the concept, the authors state that the goal of a business is not to have strategy at all, but to become strategized, that is to say, to develop and maintain “progress toward generic outcomes like greater animation, orientation, and integration” (p. 39). Where by orientation we understand a general direction, animation stands for motivation, and integration refers to the same bisociative process of integrating contradictory concepts. It is not a surprise the authors end up with the conclusion that it is not clear what process may lead to these outcomes. Therefore they define their goal as identifying this process. And this is what the book is about: the process of becoming strategized.

My interest in the topic of creative strategies was born a couple of years ago with my encounter with Blue Ocean Strategy (Kim & Mauborgne, 2005). At almost the same time I was introduced to the Creative Problem Solving process, I was immediately struck by how these two methodologies fit together. This fit was opening immerse possibilities for our fast changing world that presents tough challenge of strategic positioning not only for businesses, but also for individuals. While we are undergoing the paradigm shift that radically alters the rules of the game of life, the ability to position oneself (or itself if we talk about a company) outside of the competition is becoming crucial. This positioning is achieved by offering a unique set of values to the external world, whether this world is incarnated by customers, employers, or society, is becoming crucial. This is what I had been calling creative business strategy until my next important encounter, this time with Richard Rumelt’s Good Strategy/Bad Strategy (Rumelt, 2011). Rumelt, proclaimed the strategy’s strategist by McKinsey (Lovallo & Mendoca, 2007) and a management guru by The Economist (“Richard Rumelt”, 2008) claims that currently there is a lot of confusion around understanding what strategy actually is, and that strategy is in fact about identifying what set of your own strengths and external opportunities you could use to overcome the most critical challenges you are facing, and being able to devise particular steps to address these challenges. Anyone familiar with Creative Problem Solving would immediately recognize that under this understanding a good strategy design requires CPS skills, and in this case any strategy is, in fact, creative strategy. In this case having a clear definition instead of an elusive construct created purely for the sake of theorizing allows one to identify a very specific process of developing a strategy.

What Creative strategy: Reconnecting business and innovation actually is about is how an organization may become more innovative. The book talks about different types of innovation and the process of innovation; about the importance of entrepreneurial attitude that is required to get an innovative product to the market; about emergent leadership traits wanted in our times - leadership based on trust and collaboration and creative problem solving; about the characteristics of innovative organization culture; and about new management systems. In short, it covers all hot topics of management and innovation widely discussed nowadays by professionals in academic literature and in popular press. The book is very well documented, so one may find in it a wealth of very interesting references, and the cases described in it provide some brilliant examples of really creative strategy (see the story of Billy Beane on pp. 176-181). However while the authors insist on using the term strategy when talking about innovation, management, organization and leadership, the reader can’t help feeling perplexed with the question “What are we talking about here?”

Using the definition of creativity the book is based on, one may say that it is definitely novel as it gives new forms and names to some well-known content. As for usefulness, I will leave it up to each reader to decide it for oneself.

REFERENCES

Kim, W. C., & Mauborgne, R. (2005). Blue ocean strategy. Boston, MA: Harvard Business Publishing.

Lovallo, D. & Mendoca, L. (2007, November). Strategy’s strategist: an interview with Richard Rumelt. In McKinsey Quarterly. Retrieved from https://www.mckinseyquarterly.com/Strategys_strategist_An_interview_with_Richard_Rumelt_2039.

Richard Rumelt (2008, December 26). The Economist. Retrieved from http://www.economist.com/node/12677012.

Rumelt, R. (2011). Good strategy/Bad strategy: the difference and why it matters. London, UK: Profile books.

IRINA MISHINA, also known under the name of Ima Blumm, is a creativity consultant and coach; she works in the areas of Creative Problem Solving, creative strategies and talent and vocation development. She is also a photographer, writer and multidisciplinary artist.

Creativity is her life's passion and she dedicates herself to help others to develop their creative potential, as the main premise of her work is that creativity is a human being's innate ability and it just needs certain conditions in order to flourish. According to Irina in our times of constant changes developing creative potential - whether of an individual or of an organization - is a must requirement for success.


Thursday, April 28, 2011

Does Grassroots Creativity Education Need Nourishment?


Written by Graduate Student Dana Calanan
Here’s a familiar scene for a budding creativity specialist. You’re at a party and small talk is the mainstay. Upon introducing yourself, your new acquaintance asks that time-honored question -- “So, what do you do for a living?” How do you respond? As a new creativity expert, I reply, “I’m in graduate school in Creative Studies.” At first, their quizzical stares intimidate me as I fumble for the words to explain myself. I begin with a simple definition that supports the field’s credibility, “It’s the psychology behind creative thinking or behavior.” The head tilt becomes a little less severe, but I can tell they still need more information. So then I say, “We do creative problem solving, or come up with ideas for innovation.” Usually they seem to vaguely understand by this point. However, there are times when all I can connect with them on is the term originated by Alex Obsorn – Brainstorming (1953).

Brainstorming, the well-known technique used in idea generation, is often mistaken for the act of creative problem solving. This is one of the many misconceptions regarding creativity. Another myth that hinders creative behavior is the belief that is reserved only for special people or endeavors. (Richards, 2007, p. 25). At the International Center for Studies in Creativity (ICSC) at Buffalo State College (BSC), myth busting is happening through awareness and a solid education. The department has instituted a fairly new vision: “Igniting creativity around the world: Facilitating the recognition of creative thinking as an essential life skill” (International Center for Studies in Creativity, n.d.).

We have all been affected in various ways by the ongoing global changes. Now more than ever, the need for creativity combined with community is at an all-time high. Half a later and Osborn’s words still ring true, “…there is a crying need for more creative thinking” (1953, p. 5).

Background
Alex Osborn’s book, Applied Imagination (1953), brought the concept of creative thinking into the light and since then it has spawned a field of research that continues to be controversial. Due to the nature of the topic, it lends itself to being subjective and ambiguous, even in the eyes of its researchers. Many theories and models exist regarding the phenomena and it has had a long journey in gaining recognition and credibility among academics. Is it any wonder that one gets puzzling looks when trying to explain it to the average person?

I have sat through many thought-provoking and insightful lectures regarding creativity. In the application of creative thinking, I’ve noticed that despite the importance stressed on creativity’s benefit in everyday living, much of the content is geared toward organizations, leadership and formal education, primarily the education of children. (Personal observation, 2010, 2011). This made me wonder if the outreach for creativity education was actually trickling down to a grassroots level. That is, has the average person been exposed to the basics of creativity and if yes, how well? Utilizing social media to solicit responses, I created a quick survey to further examine my questions.

A Quick Creativity Survey
Upon reviewing the most common myths surrounding creativity, I posed eight simple yes or no questions, as well as one that was open-ended. It was entitled A Quick Creativity Survey and those who participated provided their answers anonymously. To my surprise, the reaction was incredible - - within approximately an hour, more than 50 responses had been collected and
the numbers continued to rise. The sample group of consisted of 211 people. The survey indicated interesting results as seen in Figure 1. The most standout observation was that 98% of the respondents believe that creativity was important in daily life, and 75% were interested in learning more.

Another misconception surfaced when 40% of those polled believed that Brainstorming and Creative Problem Solving (CPS) were the same thing. Similarly, 41% also thought creativity and innovation were the same -- despite the fact that 39% said they have had some education in creative studies. A limitation of my quick survey was that my populace was not thoroughly investigated. Therefore, generalizability cannot be established. A prime example of a question worth examining further regards creative studies education – what was learned and where was this education procured? More information would certainly affect the future results.


Fig. 1. A Quick Creativity Survey. Developed by Dana Calanan, 2011.

Why Explain Creativity?
Explaining creativity is necessary for the acceptance of its use by an individual. Due to societal norms, creativity generally dissipates soon after childhood and most of us have experienced creativity as something frivolous and “artsy.” This alone is a reason to take the time to explain creativity to the layperson. They too can experience that, “it [creativity] is something we can all tap into, and it is possible that creativity has its greatest impact on a personal level” (Swahn & Svahn, 2008, p. 3).

Public Creativity Education Outreach
From sitcoms to annual reports, the words: create, creativity, imagination and innovation and various forms of similar phrases are more and more seeping into the public’s consciousness. But are the theories or even the definitions behind these buzz words being fully understood? It appears that the terms are being used in ways that liken them to the latest fad or gadget. My research suggests that there is a need for some clarification. Despite the numerous sites dedicated to the encouragement of being creative, those geared toward teaching the fundamentals of creative behavior and thinking on a public level are hard to find.

Until recently, BSC offered the only accredited Master’s program in the entire world. However, more academically based programs are beginning to surface elsewhere. As of 2010, there were 54 known curriculums worldwide (Yudess, p. 139). The World Intellectual Property Organization (WIPO) – a specialized United Nations agency that rewards creativity – now lists on their website -- www.wipo.int -- only eleven recognized programs in the world that offer Creativity outreach aimed at the general public. Interestingly, the United States is represented by only by the National Inventors Hall of Fame. To me, this fact seems to add to another common myth of creativity – that it is reserved only for geniuses.

Discussion
There is a great deal of research regarding everyday creativity as well as creative behavior in many other aspects of life. My view, now from both an academic and a pop culture perspective, is that the public is hearing words and phrases, but have not been given the foundational thinking behind them. The ICSC appears to be addressing this issue based on one of the Big Hairy Audacious Goals: “We aim to extract the fundamental principles taught in our curriculum and to incorporate them into public programs that will be available to learners throughout the world interested in developing their creativity” (International Center for Studies in Creativity, n.d.).

Though my survey may not be substantial in its methods, it has revealed a niche -- creativity education on a grassroots level. The impact of such an outreach regarding the basics of creative studies could positively affect the quality of life for many people. Explaining creativity “… will lead to a more creative society, and will enhance the creative potential of our families, our workplaces, and our institutions” (Sawyer, 2006, p. 5). More research is needed to support a hypothesis for this paper, but there seems to be a short in the circuit between creativity research and the very people with whom they are trying to connect.

Conclusion
The influence that creative thinking has on one’s life is not in question. It has been established that it is vital to our growth and can be taught. The real question is whether or not it is being cultivated by and with the general public. While the lines of communication are open -- creativity buzz words are seen and heard nearly everywhere -- sometimes you have to bring the
learning more directly to the people. The conditions are ripe for this to happen now and there is a definite need for developing self-sustainability in individuals, and in turn society.

I believe the field of creativity has the perfect opportunity to harness the interest that has already been piqued by marketing giants and the burgeoning list of creativity experts. Parnes (1992) wrote “…people who care about creative ability in others, can learn to better understand and tap their own creative potential, as well as nurture it more fully in individuals and groups about whom they care” (p. 145). I invite those with the expertise to impart the fundamentals of creativity to the general public, to do so now.

Ms. Calanan has a BS in Fashion from SUNY @Buffalo State. She has been a clothier and entrepreneur, having owned both a vintage & consignment clothing boutique. Dana also worked extensively in theatrical costuming and most recently left her career on Broadway to pursue other interests. This has serendipitously led her to the International Center for Studies in Creativity. Dana’s curiosities are vast, but passions lie in aesthetics, parapsychology, self-healing and violence awareness.

References

International Center for Studies in Creativity. (n.d.). Mission and vision. Retrieved from
http://www.buffalostate.edu/creativity/mission.xml
International Center for Studies in Creativity. (n.d.). Big hairy audacious goals. Retrieved from
http://www.buffalostate.edu/creativity/x952.xml
Osborn, A. (1953). Applied Imagination: Principles and procedures of creative thinking.
New York, NY: Charles Scribner’s Sons.
Parnes, S. J. (Ed.). (1992). Creative Problem-Solving and visionizing. In Source book for
Creative Problem Solving: A fifty year digest of proven innovation processes. Buffalo, NY:
Creative Education Foundation Press.
Richards, R. (Ed.). (2007). Everyday creativity and new views of human nature:
Psychological, social, and spiritual perspectives. Washington, D.C.: American
Psychological Association.
Sawyer, R. K. (2006). Explaining creativity: The science of human innovation. New
York, NY: Oxford University Press.
Swahn, A. L. & Svahn, S. (2008). Creativity: A science-based outlook on life and work.
Bloomington, IN: AuthorHouse.
World International Property Organization. (n.d.). Creativity and innovation: Outreach
aimed at the general public. Retrieved from http://www.wipo.int/ip-
outreach/en/tools/guides/examples/creativity/general/
Yudess, J. (2010). Colleges and universities with degree or certificate bearing programs in
Creativity. Journal of Creative Behavior, 44(2), pp. 140 – 142.

Wednesday, April 27, 2011

How to teach Creativity Creatively



Written by Graduate Student Marta Ockuly
“I am not a teacher, but an awakener.”-Robert Frost
For 100 Creative Teaching and Learning Quotes click here

Dr. Shelley Carson, author of Your Creative Brain, teaches a popular creativity course at Harvard University. Her cutting-edge research backs up the assertion “…enhancing creativity is not only for enrichment; it’s a vital resource for meeting the challenges and dangers, as well as the opportunities, of the accelerated-change climate of the twenty-first century” (2010, p. 4). In Out of Our Minds: Learning to be Creative (2011), Sir Ken Robinson suggests the need for creative education is critical to our survival: “In a world where lifelong employment in the same job is a thing of the past, creativity is not a luxury. It is essential for personal security and fulfillment” (p. 13). Dr. Susan Keller-Mathers, Associate Professor, International Center for Studies in Creativity at Buffalo State College of New York (ICSC) adds this call to action, “The recognition of the urgent need for creativity and problem solving skills, the understanding that you must embrace creative learning for yourself first and that creativity cannot be left to chance is central” (In press, p. 1). New technologies have changed the nature of the workplace. Traditional career paths are growing obsolete. The education system as it stands today has failed to prepare students for the challenges which lie ahead. The time has come to take creativity training mainstream. Adults concerned with building creative strengths to be competitive in the workforce stand to benefit greatly from learning creative thinking strategies for problem solving and solution finding. It is time for every student (in or out of school) to develop the skills needed to become a creative change agent in his/her life.

My big idea is using social media and cost effective technologies to guide ‘new creative learners’ through a highly individualized series of undergraduate level creative thinking courses in classroom settings as well as virtual, on-line environments. In Education for Creative Potential, (2003), Mark Runco suggests: “…an optimal curriculum or assignment can only be defined for an individual and not for a group” (p. 321). Imagine the advantage of customizing curriculums to a student’s optimal learning style? By incorporating personalized e-mail encouragement and coaching, giving students 24/7 access their individualized lessons and assignments via a course blog, incorporating collaborative assignments requiring community involvement, and facilitating nature-based physical play, brain-building movement, and personal passion-focused projects which culminate in creative products, we can set people up for true 21st century success. We are living in a world full of untapped creative potential. When considering who needs to learn creative thinking strategies, my vision echo’s Robinson’s, “Everyone has huge creative capacities. The challenge is to develop them. A culture of creativity has to involve everybody, not just a select few” (p. 3). The focus of this paper is identifying elements which will enhance the design and delivery of: Creative Process and Creative Thinking Skills, the course I’ll be teaching undergraduate adult learners at Eckerd College this summer.

Dr. Cyndi Burnett, an assistant professor at ICSC, has partnered with KnowInnovation, LTD, to design an on-line course titled: Putting Ideas into Action which delivers Creative Problem Solving (CPS) training in short, (under ten minute) modules. Their approach is highly experiential and includes a comprehensive course guide and workbook and participant forums. I have no doubt this transformational, research-based creativity training will offer my students a valuable framework for core CPS skills. My plan is to use it in lieu of a course text and enhance the training with in-class practice sessions and community service project applications.
Additional elements I plan to integrate into my new course include:
• Helping each student identify his/her creative passion(s)
• Reading/research assignments related to the creative brain and basic neuroscience
• Raising awareness of every day creativity
• Encouraging exploration of multiple forms of creative expression
• Students keeping mindfulness journals & recording ideas, intuition and inspiration
• Incorporating brain-building movement into classes, play and projects

I believe each of these objectives offers the added advantage of stimulating new neural pathways while encouraging personally meaningful expressive paths to both creative action and personal growth. Determining what a person loves to do and uncovering his/her special interests and talents can provide clues to hidden creative strengths. This process invites exploration. When a person connects the idea of pursuing their passion with developing creativity, both energy and motivation increase dramatically.

Success is stimulated when students can find ways to physically play with their interests and problems/challenges. Biologist Carla Hannaford points out, “Play provides the emotional spark which activates our attention, problem solving, and behavior response systems so we gain the skills necessary for cooperation, co-creativity, altruism and understanding” (p. 72). Play also offers a safe release valve for emotions. According to Hannaford, “Self-initiated movement, exploration, interaction and physical experience for the joy and challenge of it, facilitates neurogenesis (nerve growth) for a lifetime” (p. 22). Our life experiences build our neural networks. Most people assume thinking and learning happens in our heads, when, in fact, movement and our senses are doing the bulk of the work (Hannaford, 2005). Another area educators are wise to explore has to do with focus. Biologist Hannaford warns, “Neural connections can be altered and grown only if there is full attention, and focused interest on what we do. In three weeks we can get ten times more proficient at anything if we are emotionally engaged with focused interest” (p. 22). So how can focus be cultivated? One pathway is spending less time on the computer, watching television, or playing video games. I have also been exploring the benefits of using Brain Sync© tapes which apply brain wave technology to stimulate focused states. I am interested in using this technology in the classroom, along with encouraging students to play with Play Doh© while I talk. Hannaford’s college students have reported the act of manipulating clay while in class helps them retain more information from lectures. This educator affirms, “Whenever touch is combined with the other senses, much more of the brain is activated, thus building more complex nerve networks and tapping into more learning potential” (Hannaford, p. 47). No class session will be complete without expressive movement in the form of dance, playful (physical) warm-ups, Brain Gym© exercises, and laughter (probably generated by the yoga lion pose).

When we do something new, we grow new connections. In order to awaken creative possibilities and potential in others, a teacher must understand his/her own creative strengths. Creativity is woven throughout my days. From my morning meditation to jotting down ideas and creative insights as they appear, I feel enthused about the future. The more I learn about the benefits of movement on brain development, the more I dance through my days. As a teacher, I have many stories to share regarding creative learning and staying open to new experiences. My most recent creative awakenings have been stimulated from creating a series of weekly blog posts. My intention was to offer people keys to unlocking creative potential through social media (Twitter, my blog and Facebook). This experience has opened me up to new pathways of artful expression and an exciting job opportunity.

As a creative learner and self-confessed encourager, I have given some thought to grading structure for use in my first formal teaching position. I was delighted to discover a wonderfully affirming (and creative) idea shared by Benjamin Zander (2000), conductor of the Boston Philharmonic. He believes in the potential of his student musicians so highly he makes it his practice to give all A’s. Zander announces his intention the first day of class with one caveat: each student must write him a personal letter dated the last day of the semester, stating all the reasons they earned their A. This requires each student to visualize the future. They must start their letter, “Dear Mr. Zander, I got my A because…” and continue without using the words “I hope” or I will”. Only positive declarative statements will be accepted. What Zander really wants is each student to write a love letter to his or her future self. This act of vividly imagining all they accomplished to earn their A, actually aligns them with their goal. This type of inspirational teaching style has many benefits for students of creativity. The first is setting expectations high for creative accomplishment. Knowing the instructor has complete faith in your abilities builds confidence. Third, the student is relieved of the stress associated worrying about grades - (Hear that students – you have nothing to fear here as long as you step into your full potential as a creative being!).

It is truly time for every man, woman and child in the world to know, without a shadow of a doubt, they are creative. One approach is to ask groups and individuals, “How are you creative?” rather than “Are you creative?” The first question starts a conversation, the second prematurely ends it. Creative conversations we initiate can lead to empowering shifts in awareness. I believe teaching creativity creatively has the power to positively change lives and our collective future. It’s time to get started!

Marta Davidovich Ockuly is a Master of Science in Creativity degree candidate at the International Center for Studies in Creativity at Buffalo State College in Buffalo, New York. She is an award-winning creativity professional who consults with businesses and individuals seeking increased creativity and positive change. Marta’s other passion is activating creative potential with joy as a certified professional coach. Her website: www.JoyofQuotes.com is a popular source of positively encouraging quotes and coaching tips. She earned her undergraduate degree in Human Development and Counseling (Eckerd College, 2005) with High Honors while undergoing treatment for AML (leukemia). Contact Marta through http://twitter.com/quotejoy, www.JoyofQuotesBlog.com or magicalmarta@aol.com.


References
Carson, S. (2010). Your creative brain: Steps to maximize imagination, productivity, and innovation in your life. San Francisco, CA: Jossey-Bass/Harvard Medical School.

Hannaford, C. (2005). Smart moves: Why learning is not all in your head. Salt Lake City, Utah: Great River Books.

Keller-Mathers, S. (In press). Building passion and potential for creative learning in higher `education. In A. Wright, M. Wilson, & D. Maclsaac (Eds.), Society for Teaching and Learning in Higher Education Collected Essays on Learning and Teaching. Windsor, ON.

Robinson, K. (2011). Out of our minds: Learning to be creative. West Sussex, United Kingdom: Capstone Publishing.

Runco, M.A. (2003). Education for creative potential. Scandinavian Journal of Educational Research, 47(3), 317-324.

Zander, R.S. & Zander, B. (2000). The art of possibility: Transforming professional and personal life. NY: Penguin Books/Harvard Business School Press.

Monday, April 25, 2011

Are today’s students less creative?

Written by Graduate Student Morgan Milovich

Introduction
For this assignment I chose to write about my beliefs surrounding the question “Are today’s students less creative?”, as my interest in creativity studies surrounds education. When I began the research on this topic, I was sure I knew exactly what I felt, that my beliefs were steadfast. But as I continued, I realized that in fact, I did not have all of the information I needed to make a real argument for it. Eventually, my perspective shifted and as I am writing this now, I have done a complete 180° in my thinking and have rooted out the main reason I felt so strong in my convictions previously.

Are today’s students less creative?
In my personal opinion, no, they are not less creative, they just have less opportunity to be creative thinkers because of the educational system we have in place and the culture we live in today. That begin said, I feel that it is the educations responsibility to make a drastic change in its mode of delivering creative problem solving skills to our youth.

It is a sad fact that over utilized standardized testing models teach students that there is only one right answer and only one path to it. I think even sadder yet, is that the teachers of these students are the ones, in most cases, who are instilling this belief in them. Increasing pressures on teachers to have students that perform well on exams have taken a lot of the creative thinking out of the classroom, teachers simply do not think they have the time to teach creatively. Administrators further this theory and its relevance when they place importance on ranking, school funding and district housing prices, which all have a direct correlation to performance on state and nationwide tests.

Inside the classroom, on the ground floor
Due to the pressures put on American teachers in our current educational system, teachers do not feel that they have time to incorporate creativity into their lessons. Honestly, I do not think they understand how to incorporate creativity, additionally that they have some serious misconceptions about what it means to teach creative problem solving skills. Creativity is not a skill that most teacher prepatory programs teach their students, instead if is often just the rote skills of being a teacher (THIS is how you write a lesson plan, THIS is how you teach multiplication). In an interview I did recently with Dr. Bonnie Cramond of UGA, I asked her what she felt was the most important nugget of information she would give to new teachers going out into the field, this was her response:

“I would like new teachers to understand the difference between teaching creatively and teaching for creativity. I see many new teachers doing creative things in their classrooms, but they are not asking the students to be creative. There is room for both, but I would like to see teachers doing more of the latter" (M. Milovich, personal communication, April 5, 2011).

Another unfortunate misconception by teachers is that creativity is meant for art alone in the curriculum, that it has no place in the traditional classroom setting. Runco calls this the art bias:

“which occurs when an educator (or parent, or anyone) equates creative potential with artistic talent. Certainly the arts are unambiguously creative, but creativity is also apparent in many other domains, both formal and informal. If this is overlooked and creativity presumed to occur only in the arts, children who are not artistically talented are deemed uncreative.” (Runco, 2008, p. 98).

This art bias has a range of unfortunate consequences, from students’ self- conception of what creativity is to the perceptions that are formed in their minds by a teacher’s negative response to creativity. In my own experience teaching I ran into more than a few teachers who held the belief that the only place for creativity was the art room, and treated my student and my chosen profession, as an art teacher, as second rate. At one point going so far as to verbally cut down a extremely talented art student I had in his Trigonometry class, in front of the whole class, calling him a “dope smoking art fag” the math teacher then adding, “you should be less creative with trying to make bongs out of everything and spend sometime on your math work.” How are our impressionable youths supposed to take such a verbal assault on a classmate? How do they process that? How does it affect their own thinking about what creativity is? Obviously I was appalled by this, but I am still deeply saddened by the fact that all of those students in that room experienced a teacher cutting down, what he sensed was, creativity.

An example of creativity working in education

I purport that the integration of creativity into set curriculum, even one concentrating on state and national standards is much easier than most teachers can imagine. Standards are just the end goal of what the student should know, there are no standard practices that must be followed in order to get to that end. That is the place where a teacher should step up, make the lesson itself engaging so the student will experience and synthesis the information rather than just remember it for the time being and forget it after the exam. Sadly, a good portion of teachers really believe that there is only one way, much like the exams they are prepping the kids for. They believe that what they were taught in college on how to teach a subject is the best and only way, even though differentiating their instruction to meet all learners is what they should be doing.

Creative problem solving skills taught in the curriculum can work; take for example the National Inventors Hall of Fame School in Akron, Ohio’s teachers who emphasized project-based learning for almost ¾ of the school day. The emphasis is on creative problem solving being woven into the state required curriculum, led by Principal Traci Buckner.

“Mindful of Ohio’s curriculum requirements, the school’s teachers came up with a project for the fifth graders: figure out how to reduce the noise in the library. Its windows faced a public space and, even when closed, let through too much noise. The students had four weeks to design proposals."

This project based learning had amazing results, totally embedded with creative problem solving skills. The students not only came up with a workable solution, but they:

“unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing.”

As an amazing bonus, the school was ranked as one of the top three schools in the area based on state achievement tests! This is not a upper-class, suburban school we are talking about with exorbitant budgets and the cream of the crop student population. We are talking about an inner-city urban setting, with a significant proportion of students living below the poverty line, in its first year being open. That kind of success is awe inspiring and proves that creativity in the classroom works, and works well.

My beliefs on how to foster creativity our youth today

I truly believe that there needs to be a cultural shift in the understanding of creativity. For creativity to be valued, beyond the lip service it gets from speeches by business heads, school administrators and even President Obama, we need to look at our culture first and our cultures educational imperatives second. In the book chapter “Early childhood interests: Seeds of adult creativity” Cohen and Gelbrich stated:

“One’s culture is like a sieve or selection mechanism- only those talents and interests that are considered worthwhile will be supported and enhanced” (Cohen, Gelbrich, 1999, p 162).

When I read that passage I realized that YES! they just hit the nail on the head with that! Now, it is up to us to make creativity in our culture “worthwhile”, but more importantly it is up to each individual in this class to play a role in changing the cultural paradigms we live under today.

This could be as simple as giving your children toys that encourage their imaginative skills, engaging in a conversation over the water cooler at work about creativity and your point of view or encouraging others to engage in play or even new experiences. Who knows where all of these simple actions might go, what they might lead to and how it might change our culture, it could truly be the butterfly effect in action. You talking to a colleague at work could lead to them going home, cooking dinner as a family unit, turning off the TV and playing scrabble with their kids, which lead to their teenager pursue interests in cooking, and their middle schooler writing a poem for English about the emotions they felt spending time with their parents, which leads their teacher to make changes in her life, and so on and so on. When you have a paradigm shift in the culture, education is sure to follow.

Conclusion
When I first began the research for this paper, I really did think that students were less creative. I came to realize that it is not that students are less creative, it is the culture that they are being brought up in that is less appreciative of creativity.

So I challenge all of you, this upcoming Creativity and Innovation Week to truly try to spread the importance of creativity in our culture. You do not need to tout all of the educational importances, facts and figure… instead speak from your heart about why it is so imperative to embrace creativity, in whatever way you see fit. Again, in my interview with Dr. Bonnie Cramond, I asked her how to convince teachers of the importance of creativity in the classroom, but I think her response could work equally as well in any framework:

“I wish they could see that we can’t prepare students for the world of the future through knowledge consumption; they have to learn to be knowledge producers. But none of this will convince someone who hasn’t experienced the spark of creative learning herself or himself. So, maybe the best way to convince them is to teach them something that requires them to be creative and something that is rote and see what they remember” (M. Milovich, personal communication, April 5, 2011).

So go out there and teach the people around you (in any sense of the word teach!) something creatively, it could change our culture.

References

Bronson, P. & Merryman, A. (2010). The creativity crisis. Newsweek. Retrieved from http://www.newsweek.com/2010/07/10/the-creativity-crisis.html

Cohen, L.M. & Gelbrich, J.A. (1999). Early childhood interests: Seeds of adult creativity. In Fishkin, A.S., Cramond, B. & Olszewski-Kubilius, P. (Eds.) Investigating creativity in youth: Research and methods. (pp 147-177). Cresskill, NJ: Hampton Press.

Cramond, B. (2003). Creativity is the most important thing we can teach our children in the new millennium [PowerPoint slides]. Retrieved from http://www.coe.uda.edu/torrance/creativity-resources/

Hagen, C. (2011). Are your kids creatively FKD? The Denver Egotist. February 14. Retrieved from http://www.thedenveregotist.com/editorial/2011/february/14/are-your-kids-creatively-fkd

Kim, K. H., Cramond, B. & Vantassel-Baska, J. (2010). The relationship between creativity and intelligence. In Sternberg, R.J. & Kaufman, J. (Eds.), The Cambridge Handbook of Creativity (pp. 395-412). New York, NY: Cambridge University Press.

Naiman, L. (2010). Is America suffering from a creativity crisis? Creativity at work newsletter, August 11. Retrieved from http://www.creativityatwork.com/blog/2010/08/11/creativity-crisis/

Runco, M.A. (2008). Creativity and Education. New Horizons in Education, 56(1), 96-104.