Advertisement

Reaching for the Star: A Model for Integrating Creativity in Education

  • Cyndi BurnettEmail author
  • Sara Smith
Chapter
Part of the Creativity Theory and Action in Education book series (CTAE, volume 3)

Abstract

The education system is under duress. Key stakeholders constantly pressure educators to both improve test scores and prepare students for an uncertain future. Given these potentially competing demands, it is essential for creativity researchers to provide practical advice for teachers as to how they can build creativity into education. This means giving clear guidance on what educators need to know, what they need to do, and possibly how to do it. This chapter addresses these questions by exploring a Five-Point Star model that offers a path for integrating creative thinking into the curriculum. The first point of the star helps educators understand what creativity is, dispels the myths of creativity, and positions why it is more important now than ever. The second point enables educators to identify their creativity skills and develop their creative thinking abilities. The third point frames the physical and psychological climate for creativity in the classroom. Point four explores how to weave creative thinking skills into any content, by using the Torrance Incubation Model. Finally, point five discusses creativity and problem solving as a course within the curriculum.

Keywords

Creativity Creative problem solving Creative thinking Education Torrance incubation model 

References

  1. Adobe. (2012). Creativity and education: Why it matters. Retrieved from https://www.adobe.com/aboutadobe/pressroom/pdfs/Adobe_Creativity_and_Education_Why_It_Matters_study.pdf
  2. Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. The Journal of Creative Behavior, 39(1), 17–34. https://doi.org/10.1002/j.2162-6057.2005.tb01247.x CrossRefGoogle Scholar
  3. Amabile, T. M. (2013). Componential theory of creativity. In E. H. Kessler (Ed.), Encyclopedia of management theory, 2 (pp. 135–139). Thousand Oaks, CA: Sage.  https://doi.org/10.4135/9781452276090.n50 CrossRefGoogle Scholar
  4. Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39(5), 1154–1184.Google Scholar
  5. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York, NY: Pearson.Google Scholar
  6. Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457. https://doi.org/10.1207/s15326934crj1804_4 CrossRefGoogle Scholar
  7. Beghetto, R. A. (2008). Prospective teachers’ beliefs about imaginative thinking in K–12 schooling. Thinking Skills and Creativity, 3(2), 134–142.CrossRefGoogle Scholar
  8. Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 447–463). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  9. Burnett, C., & Figliotti, J. (2015). Weaving creativity into every strand of your curriculum. Buffalo, NY: Knowinnovation.Google Scholar
  10. Burnett, C., & Keller-Mathers, S. (2016). Integrating creative thinking skills into the higher education classroom. In C. Zhou (Ed.), Handbook of research on creative problem-solving skill development in higher education. Hershey, PA: IGI Global.Google Scholar
  11. Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education, 29(1), 37–53.CrossRefGoogle Scholar
  12. Cayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences: Theory & Practice, 17(6), 1959–1975.Google Scholar
  13. Cropley, A. J. (1997). Fostering creativity in the classroom: General principles. In M. A. Runco (Ed.), Creativity research handbook, 1 (pp. 83–114). Cresskill, NJ: Hampton Press.Google Scholar
  14. Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education: A systematic literature review. Thinking Skills and Creativity, 8, 80–91.CrossRefGoogle Scholar
  15. Davis, G. A. (2004). Creativity is forever (5th ed.). Dubuque, IA: Kendall Hunt.Google Scholar
  16. Destination Imagination—Mission & Vision. (2018). Retrieved from https://www.destinationimagination.org/mission-vision/
  17. Dobbins, K. (2009). Teacher creativity within the current education system: A case study of the perceptions of primary teachers. Education, 37, 95–104.  https://doi.org/10.1080/03004270802012632 CrossRefGoogle Scholar
  18. Doron, E. (2016). Short term intervention model for enhancing divergent thinking among school aged children. Creativity Research Journal, 28(3), 372–378.  https://doi.org/10.1080/10400419.2016.1195616 CrossRefGoogle Scholar
  19. Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.Google Scholar
  20. Esquivel, G. B. (1995). Teacher behaviors that foster creativity. Educational Psychology Review, 7(2), 185–202.CrossRefGoogle Scholar
  21. First Inspires—Home. (2018). Retrieved from https://www.firstinspires.org/
  22. Henriksen, D., & Mishra, P. (2015). We teach who we are: Creativity in the lives and practices of accomplished teachers. Teachers College Record, 117(7), 1–46.Google Scholar
  23. Isaksen, S. G., Lauer, K. J., Ekvall, G., & Britz, A. (2001). Perceptions of the best and worst climates for creativity: Preliminary validation evidence for the situational outlook questionnaire. Creativity Research Journal, 13(2), 171–184.CrossRefGoogle Scholar
  24. Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13(1), 1–12.  https://doi.org/10.1037/a0013688 CrossRefGoogle Scholar
  25. Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35(3), 155–165.  https://doi.org/10.1080/02783193.2013.799413 CrossRefGoogle Scholar
  26. Keller-Mathers, S. (2018). Professional development school partnerships as creative endeavors. In K. Garas-York, P. del Prado Hill, L. K. Day, K. Truesdell, & S. Keller-Mathers (Eds.), Doing PDS: Stories and strategies from successful clinically rich practice (pp. 17–23). Charlotte, NC: Information Age Publishing.Google Scholar
  27. Mumford, M. D., & Gustafson, S. B. (1988). Creativity syndrome: Integration, application, and innovation. Psychological Bulletin, 103(1), 27.CrossRefGoogle Scholar
  28. Murdock, M. C., & Keller-Mathers, S. (2008). Teaching and learning creatively with the torrance incubation model: A research and practice update. International Journal of Creativity and Problem Solving, 18(2), 11–33.Google Scholar
  29. National Center on Education and the Economy. (2008). Tough choices or tough times: The report of the new commission on the skills of the American workforce. San Francisco, CA: Jossey-Bass.Google Scholar
  30. Orgoványi-Gajdos, J. (2016). Teachers’ professional development on problem solving: Theory and practice for teachers and teacher educators. Rotterdam, The Netherlands: Sense.CrossRefGoogle Scholar
  31. Paek, S. H., & Sumners, S. E. (2017). The indirect effect of teachers’ creative mindsets on teaching creativity. Journal of Creative Behavior, 1–14.  https://doi.org/10.1002/jocb.180
  32. Partnership for 21st Century Skills. (2008). 21st century skills, education & competitiveness: A resource and policy guide. Retrieved from http://www.p21.org/storage/documents/21st_century_skills_education_and_competitiveness_guide.pdf
  33. Plucker, J. A., & Dow, G. T. (2010). Attitude change as the precursor to creativity enhancement. In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (pp. 362–379). New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  34. Puccio, G. J., Mance, M., & Murdock, M. C. (2011). Creative leadership: Skills that drive change (2nd ed.). Thousand Oaks, CA: Sage.Google Scholar
  35. Ranjan, A., & Gabora, L. (2012). Creative ideas for actualizing student potential. In M. B. Gregerson, H. Snyder, & J. C. Kaufman (Eds.), Teaching creatively and teaching creativity (pp. 119–131). New York, NY: Springer.Google Scholar
  36. Runco, M. A. (1996). Personal creativity: Definition and developmental issues. New Directions for Child and Adolescent Development, 1996(72), 3–30.CrossRefGoogle Scholar
  37. Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96.  https://doi.org/10.1080/10400419.2012.650092 CrossRefGoogle Scholar
  38. Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388.  https://doi.org/10.1080/10400410409534549 CrossRefGoogle Scholar
  39. Soh, K. (2000). Indexing creativity fostering teacher behavior: A preliminary validation study. Journal of Creative Behavior, 34(2), 118–134.CrossRefGoogle Scholar
  40. Soh, K. (2015). Creativity fostering teacher behaviour around the world: Annotations of studies using the CFTIndex. Cogent Education, 2, 1–18.CrossRefGoogle Scholar
  41. Stein, M. (1953). Creativity and culture. Journal of Psychology, 36(2), 311–322.CrossRefGoogle Scholar
  42. Tomasco, S. (2010). IBM 2010 Global CEO Study: Creativity selected as most crucial factor for future success. Retrieved from https://www-03.ibm.com/press/us/en/pressrelease/31670.wss
  43. Torrance, E. P. (1979). An instructional model for enhancing incubation. Journal of Creative Behavior, 13(1), 23–35.CrossRefGoogle Scholar
  44. Torrance, E. P. (1993). Experience in developing technology for creative education, Understanding and Recognizing Creativity: The Emergence of a Discipline (pp. 158–201).Google Scholar
  45. Torrance, E. P., & Safter, H. T. (1990). The incubation model of teaching: Getting beyond the aha. Buffalo, NY: Bearly.Google Scholar
  46. Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond. Buffalo, NY: Creative Education Foundation Press.Google Scholar
  47. Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass.Google Scholar
  48. Trowbridge, T. (2014). Study reveals students lack the necessary skills for success. Retrieved from http://blogs.adobe.com/education/2014/09/29/study-reveals-students-lack-the-necessary-skills-for-success/
  49. Wagner, T. (2014). The global achievement gap: Why even our best schools don’t teach the new survival skills our children need and what we can do about it. New York, NY: Basic Books.Google Scholar
  50. Westby, E. L., & Dawson, V. L. (1995). Creativity: Asset or burden in the classroom? Creativity Research Journal, 8(1), 1–10.  https://doi.org/10.1207/s15326934crj0801_1 CrossRefGoogle Scholar
  51. What is Future City? (2018). Retrieved from https://futurecity.org/about
  52. Why Odyssey of the Mind? (2018). Retrieved from https://www.odysseyofthemind.com/why-odyssey/
  53. World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Retrieved from http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.SUNY Buffalo StateBuffaloUSA

Personalised recommendations