Fostering

Creativity

Andrea Rico
Eastern Illinois University
 Literature Review
Big ideas
1. Demand for creative thinkers
2. Creativity can be developed
3. Teachers and schools are
responsible for creating an
environment that fosters
creativity
4. There are problems accurately
defining and assessing creativity
 How do we incorporate these
concepts into art education practice?
If we want students to unlock their creativity, to take intellectual risks, and to
think outside the box, teachers must create a space where that can happen
(Moeller, Cutler, Fiedler, & Weier, 2013).

Environment = teacher + social climate + physical

space.

Teacher Qualities
sense of humor
open and accepting
share personal side
spontaneous
strong relationships with students
show enthusiasm
How do we incorporate these concepts
into art education practice?
Social Climate & Physical Space

Freedom to Fail (take risks)

Psychological safety
Deferred judgment
High doses of encouragement

Freedom to Change (variety)

Release some control, flexibility, variety
Flexible planning, guest speaker, student taught lessons,
museum visits, or lesson outside
Encouragement of student participation in course goals and
planning
Physical change in the classroom environment
Freedom to Enjoy and Create (time & space)
Provide enough time to think through creative ideas
Provide enough space for privacy to explore personal ideas
How do we incorporate these concepts
into art education practice?
Torrance Incubation Model for Teaching and
Learning
Heightened Anticipation

Present ambiguities, ask questions to raise expectations, stimulating

curiosity, look for different viewpoints, give clues or hints, and ask
provocative questions to stimulate new ideas

Deepening Expectations

Heighten awareness, practice elaboration of ideas, use mysteries as

curriculum content, stress divergent thinking, introduce surprises, and
develop imagery and imagination

Keeping it Going

Play with ambiguities, deepen an awareness of gaps or missing pieces,

challenge students to respond constructively, require experimentation,
examine fantasies to find solutions to real problems and encourage
future projects
What remaining questions and
problems do you have about the
topic?
Questions:
Where is the new research?
How do we accurately measure creativity?
How do we encourage administrators or other
teachers to plan with creativity in mind?
Problems:
No one can agree on how to define creativity
Too many models of the creative process
Lack of teacher and student materials for
developing creativity
Thank you

 References
Drew, W., & Rankin, B. (2004). Promoting Creativity for Life Using Open-Ended Materials. YC Young
Children, 59(4), 38-45. Retrieved October 6, 2015, from JSTOR.

Esquivel, G. (1995). Teacher behaviors that foster creativity. Educational Psychology Review Educational
Psychological Review, 7(2), 185-202. Retrieved October 5, 2015, from JSTOR.

Gustina, C., & Sweet, R. (2014). Creatives Teaching Creativity. International Journal of Art & Design
Education, 33(1), 46-54. doi:10.1111/ j.1476-8070.2014.01778.x

Hathaway, N. (2013). Boost Creativity and Innovation. 12-12. Retrieved October 6, 2015, from
http://teachingforartisticbehavior.org / wp-content/uploads/aaNOV13Boost.pdf

Lindstrom, L. (2006). Creativity: What is it? Can you assess it? Can it be taught? International Journal of
Art & Design Education, 25(1), 53-66. doi:10.1111/j.1476-8070.2006.00468.x

Moeller, M., Cutler, K., Fiedler, D., & Weier, L. (2013). Visual Thinking Strategies = Creative and Critical
Thinking. Phi Delta Kappan, 95(3), 56-60. Retrieved October 6, 2015, from JSTOR.

Nelson, L. (1966). Maximizing Creativity in the Classroom. Young Children, 21(3), 130-136. Retrieved
October 6, 2015, from JSTOR.

Pruitt, R. (1989). Fostering Creativity: The Innovative Classroom Environment. Educational Horizons,
68(1), 50-54. Retrieved October 6, 2015, from JSTOR.

Susnea, I., Vasiliu, G., & Spiridon, S. (2014). Beyond the Fast-food Model of Education. Is School Capable
to Foster Creativity? 455-460. Retrieved October 6, 2015, from
http://www.tecrino-project.eu/repository / 3690839eceb3cb1344310524ef728d5d11e75154
e07fa4dae7298be40e9623b1 Beyond_the_fast_food_model_of_education.pdf