Comments (11)

Grant Godfrey

Posted on Apr 24, 2014 6:17 AM - Permalink

I like the strategies of SCAMPER and Creative Problem solving. They sound interesting and I am sure my students will appreciate doing things differently for a change.

I also like to use mind mapping and group work in my classroom to encourage students to become the teachers. They can come up with ideas and work with others to develop their thoughts.

Sue Alexander

Posted on Mar 30, 2014 12:21 AM - Permalink

I loved reading through all the strategies on this list...even those not about creativity. There were many I'd forgotten about and look forward to reviving

Six Thinking hats was new to me (even though published in 1985...how'd I miss that?). I like the targeted thinking from a variety of perspectives. Brainstorming and mind(concept) mapping are also perennial favorites in the Art classroom.

Our mind maps are beautiful artworks in their own right, as they are primarialy colorful images with just a few words for emphasis (see IQmatrix.com for inspiration). We call them Beautiful Minds and display them along with the artworks they inspire. Another favorite creativity builder is our "Junk Box" engineering challenge. Students are given a collection of randomness and the instructions are simply: Create a semi-functional object using all the pieces. We're very long on the SEMI, but the explanations can be as creative as the objects.

Ahmed Ali Moselhi

Posted on Feb 13, 2014 6:42 AM - Permalink

Growth Thinking: After developing Creative concept map for the requirements students start from a unique point till reaching 100% of all properties assumptions in one design. evaluation will be based on how much my student reaches the perfection.

The problem when we see a creative design we just say "Wow creative" we ignore sometimes creativity during design process starting from gathering requirements,

Actually articulate the requirements is the most important part, it is the seed and designer's life-power, then catch an unexpected-relative start point to map you art there.

Mats Soderberg

Posted on Sep 24, 2013 11:42 AM - Permalink

My creative strategy is to show the students examples from published stuff, and use project-based learning and try to get them inspired and work on different projects divided into small production groups

I my self also learn from other educators

Colleen Velasquez

Posted on Sep 21, 2013 2:10 AM - Permalink

I'm going to add the Six Hats, and the guided inquiry. I teach history and I think these will be the most readily adaptable to my classroom. I also use Mind Mapping and find this has great rewards for the students. I like the post where Christina talks about the encouragement. I also believe in this. I told my students this year that they were specially chosen for me, because I am the best teacher and they are the best students. I keep reminding them that we have to show the rest of the school how this is done. I have had great success with this so far. I also tell them we need to think beyond the box, not just outside of it. They seem to like this and are responding well.

christina conquest

Posted on Sep 20, 2013 6:21 AM - Permalink

1. S.C.A.M.P.E.R.: Substitute something; combine your subject with something else; Adapt something to your subject; Modify your subject in some fashion; Put it to some other use or context; Eliminate something from it; Rearrange it

2. MIND MAPPING

I would utilise these two strategies in my class when they are developing graphics for a video. We have been developing meditation videos and they have to find the images and the themes for writing or effect.
I would like to see them interrelate other areas of their lives. Visually represent their thoughts about meditation. Before hand we could do concept maps to share how we think and feel about the same topics.

Another two strategies I would incorporate are:

Model how to bring in new ideas; to show open ended possibilities, to add themes. Change limited thinking, eg I am needing to show more. They relate to it and they are inspired. I feel the kids are benefitted.

2. " Its a given!!" They are so talented and they believe that they have something to offer and they try. They believe and they create. I believe enhanceing the students belief in their own ability to create is really so important in these times, when they are being challenged in so many directions. Portray the unending scope and vastness that they have within. They need the nudge!

Kay Loehr

Posted on Sep 11, 2013 10:49 PM - Permalink

Teaching is a self-paced school makes it difficult to have group interaction. With a number of subjects at any given time in the same classroom and students in the same subject all in a different place on the syllabus group projects are not always possible without slowing down progress. After rethinking this assignment I will add SCAMPER and Six Thinking Hats in my syllabi. Both of these can be used with a group or individual.. By teaching these processes to my students, they will be able to constructively evaluate each others process without being on “the very same project”. This will facilitate students becoming better judges of processes and products as well as being exposed to a variety of topics and viewpoints. Self-paced classes allow for creative time. Beginning now I will make a concerted effort to continually encourage sensible risks as well rewarding creative ideas, projects & products.

john sobol

Posted on Aug 8, 2013 7:14 PM - Permalink

Hi all,

I am posting to introduce you to an innovative creative strategy for use in your classrooms. It is called The Media League (www.themedialeague.com) and it is a competitive creativity league for high schools. Basically it is very similar to a varsity sports league - with players, coaches, teams, games, champions, etc. - except that instead of being for the best athletes in school it is for the best artists in school. You can also start a team in your classroom and compete in our league.

Last year we ran our first season and it was modest but still very successful. We had student teams upload paintings, music, animations, videos, photographs, poems and more. The champion was from J.P. Stevens High School in Edison, New Jersey. Here is their team page: http://www.themedialeague.com/team/54

The 2nd Media league season will be starting this fall and we invite all high school teachers to start a Media Team at your school. Participation is 100% free. All you need to do to get started is register and select your school.

The Media League offers the following benefits to students and teachers:

· Pedagogocal innovation
· Project-based learning platform
· Increased student engagement
· Leadership development
· Digital training and career development for students

As with all varsity sports, The Media League is a great opportunity for kids to excel, to gain respect and even to launch professional careers. And it invites each school to celebrate its creativity by encouraging all students to participate in The Media League, either as players or as loyal fans of the school team.

I hope you'll take a few minutes to check out The Media League and to get your team started.
Thanks,
John Sobol

Robert Cocanougher

Posted on Aug 2, 2013 4:14 PM - Permalink

When teaching a course that requires creativity I use the list below. How you use the list below depends on the project being considered. Keep good ideas going.

brainstorming: any of a number of problem-solving techniques that are designed to expand ideas and encourage creativity. List making, mapping, associative thinking, and metaphorical thinking are common strategies used.

divergent thinking: an open-ended problem-solving strategy. Starting with a broad theme, the artist or designer expands ideas in all directions.

convergent thinking: a problem-solving strategy in which a predetermined goal is pursued in a linear progression using a highly focused problem-solving process. Six steps are commonly used: 1. define the problem, 2. do research, 3. determine your objective, 4. devise a strategy, 5. execute the strategy, 6. evaluate the results.

critique: any means by which the strengths and weaknesses of designs are analyzed.

cause-and-effect critique (or formal analysis): a critique in which the viewer seeks to determine the cause for each visual or emotional effect in a design. For example, the dynamism in a design may be caused by the diagonal lines and asymmetrical balance used.

compare/contrast critique: a critique in which similarities and differences between two designs are analyzed. Often used in art history classes to demonstrate differences in approach between artists.

descriptive critique: a critique in which the viewer carefully describes what he or she sees when observing a design.

objective criticism: the assessment of strengths and weakness in a design based solely on the visual information presented.

subjective criticism: the assessment of strengths and weaknesses in a design based on nonobjective criteria, such as the narrative implications of an idea, the cultural ramifications of an action, or the personal meaning of an image.

metaphorical thinking: the use of metaphors or analogies to create visual or verbal bridges.

recontextualization: a postmodern practice in which the meaning of an image or object is changed by the context in which it is placed.

marcia blanco

Posted on Jul 23, 2013 3:37 PM - Permalink

I really like that Marshmallow tower problem. I plan to use that on the first day of school to introduce them to some of the deeper aspects of what they will be expected to develop in my class. I have my students meet with me as a class once a week (over muffins or bagels) to talk about some of the problems that they may be struggling with and to discuss the upcoming projects. We work on a rubric together to decide just what creativity and effective problem solving "looks like" so that the rubric has relevance. (I've had problems with the kids never even looking at the rubric. It has held no meaning for them, so that needed to change.)

Fo our video unit, the unit builds starting with a simple editing project. (I give them movie trailers and they re-edit them into new trailers. It's amazing what they come up with.) Each kid then partners with others to create a music video. This introduces them to storyboarding, collaboration, videography and video editing without having to worry too much about sound editing. The final project is a class project where the entire class figures out a basic theme to be shot and once all the video is taken, it's pooled and each kid makes his/her own version. It's extremely collaborative but each kid is still responsible for their own project.

Lynne Kesselman

Posted on Jul 12, 2013 1:39 AM - Permalink

Any and all images students use for their web sites must be created by the student. So even simple monthly calendars are all very different due to their self-made banners and graphics, unique color combinations, etc. We also print in color and display their work in the hallways, and students take great pride in creating gallery-worthy projects. They often hear other students critiquing their work as they pass through the halls, and look forward to changing our displays throughout the year with new and better projects.

When practical, I avoid showing students what their "finished product" should look like, so that they can start without a preconceived image. This temporarily disconcerts a few students, but once they think it through for a few minutes, they get quite creative.Those students will frequently ask to work other projects in a unique way.

Using our computer lab management software, I frequently display student work to the class, either in mid-process as they are creating or when they are finished. This helps all the students see how others are creating, drawing and using various techniques in their design.

My students always enjoy our high school version of "Show and Tell" when each student's work gets shown on the projection screen and the students vote for the best one. Winner(s) get bonus points and a token prize, and there is usually a good deal of variety in their finished products. We also use our Show and Tell process for peer critiques, in tandem with a written compliment sandwich such as: I really liked how you ____/ Your work could be improved by ___/ I also really liked _______. Students often compliment each other on their creativity, incorporate their peer critiques when revision time comes, or ask to hear how effects were created by others, leading to many impromptu student-led lessons.

During our unit on Fireworks, students select a unique technique handout (with varying levels of difficulty) and can select their own ideas and images to use. After they finish, they then need to teach the technique to the a partner. Those two then pick one technique to teach to the class together (but they usually want to teach both techniques). By mid-year, my students are very comfortable instructing a high-quality lesson at their workstation or on the classroom projector and do not hesitate to collaborate and encourage each other, fostering a lot of very creative outcomes.