Creativity is identified by many as a free and unstructured way of thinking, however, fail to recognize it is a process that involves critical thinking. Segal (2004) states, factors that influence an individual’s creative process are their own personal characteristics. These include their “emotions, knowledge and experiences, motivation and metacognitive abilities all of which influence their cognitive processes” (p.214) that are involved in their creativity (Yeh & Wu, 2006).
To be creative means to be different, to think outside the box and develop multiple solutions to a problem. This is known as divergent thinking. It is an essential part of everyday life, despite your chosen career path, whether it’d be an office, educational department or in advertising, creativity is required.
“Many highly talented, brilliant, creative people think they’re not — because the things they were good at, at school wasn’t valued, or was actually stigmatized.” (Robinson, 2006)
In contemporary society children will be presented with new challenging complications, thus classrooms should welcome and support divergent thinking. Children have the ability to imagine things outside their current knowledge and experiences and express them in a way that conveys their innovative ideas to others (ACECQA, 2013). The education system should encourage them to think of new innovative ideas in all subject areas including Mathematics, English, Science and Dance. As teachers, we should create a classroom environment that encourages and promotes creative thinking. This can be achieved through:
- Providing students with sufficient time to doodle and draft their fresh and original ideas,
- Encouraging them to come up with multiple ideas, combine them and build upon their ideas until they are satisfied with the final outcome, and
- Providing students the opportunity to explore, experiment and take part in hands- on work.
(Creative Education Foundation, 2015)
Pink (2011) asserts, to create a new product or idea means to bring into existence something that did not exist previously. Thus, it is important to provide a supportive classroom that welcomes experimentations and mistakes. It is our job as teachers to assist students in recognizing them creative potentials through providing them plenty of opportunities to show their capabilities and innovative insights. Each mistake or unsuccessful attempt filters and stimulates the student mind to create their overall product (Robinson, 2001).
Australian Children’s Education & Care Quality Authority (ACECQA). (2013). Guide to the National Quality Standard. National-Quality Framework, September, 1-198.
Creative Education Foundation (2015). Divergent thinking. Retrieved 11 March, 2015 from, http://www.creativeeducationfoundation.org/creative-problem- solving/divergent-thinking/.
Pink, D. (2011). Creative fluency. In L. Crocket, I Jukes, A. Churches (Eds.), Literacy is not enough – 21st Century fluencies for the digital age. (pp. 43-54). Corwin Press.
Raising Creativity (2011). How Can We Nurture Creativity In Educational Contexts? Retrieved 15 March, 2015 from, https://www.youtube.com/watch?v=FB7vZyDgnC4 [Video File]
Robinson, K. (2001) Out of Our Minds: Learning to be creative. Capstone Publishing, Chichester, West Sussex, UK.
Robinson, K. (2006). How schools kill creativity. Retrieved 15 March, 2015 from, http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity/transcipt?language=en.
Segal, E. (2004). Incubation in insight problem solving. Creativity Research Journal, 16(1), 141-148.
Yeh, Y. C., & Wu, J. J. (2006). The cognitive processes of pupils’ technological creativity. Creativity Research Journal, 18(2), 213-227.