Chapter - 2

Creativity

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2.1 INTRODUCTION: - In this study of research, definition,

interpretation and other aspects of creativity have been enumerated.

2.2 DEFINITION OF CREATIVITY: - The meaning of creativity is

to think or do something differently. It is a kind of fantasy in which

new ideas are promoted and that new ideas are essential to the

advancement of human society. Creativity is defined as the tendency

to generate or recognize ideas, alternatives or possibilities that may be

useful in solving problems, communicating with others and

entertaining ourselves as well as others. In other words, it can be said

that creativity is the strength or capacity to inflict and create any new

object. Although novelty is given special importance in creativity, yet

a creative person can present old objects in new forms instead of

inventing any new object. Factors like originality, spontaneity,

expansion, flexibility in work etc. are inherent in the creative

production of a person. Creativity is inherent in each person. Being

doctors, engineers, musicians, singers, painters, scientists, writers, etc.

theyare leading the world on the path of development. Creativity

started with the evolution of human society. Initially there was

relationship of creativity with intelligence, conscience and

foreshadow, but later on scientific discoveries gave right direction to

it.

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Creativity can be defined on a variety of levels: cognitively,

intellectually, socially, economically, spiritually, and from the

perspective of different disciplines within the arts, sciences, and

humanities. All students in Wisconsin can develop their creative

capacities if they have access to rich learning opportunities in

environments that nurture and support their creative development.

Creativity is the act of turning new and imaginative ideas into reality.

Creativity is characterised by the ability to perceive the world in new

way to find hidden patterns to make connections between seemingly

unrelated phenomena, and to generate solutions. Creativity involves

two processes: thinking, then producing. If one has ideas, but doesnot

act on them, then one is imaginative but not creative.

Guilford, first of all on the basis of his scientific discoveries on

creativity drew attention of all people. It is not necessary that more

intelligent people are more creative and more creative people are more

intelligent. But teachers are of the view that evaluated creativity has

necessarily some relationship with intelligence and creativity

measured by IQ tests is different from intelligence. Creativity is very

difficult to understand. Different types of thoughts were expressed to

understand its different aspects. Many psychologists agree with the

fact that creativity has an important place in giving birth to new

thoughts, turning old things into new and building relationship with

irrelevant objects. Some psychologists have expressed their views in

the following manner to understand clearly the idea of creativity: -

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Thurston (1955) “Any action is to be creative if it has immediate

solution to the kind of thinking which has always been innovative.”

Baron (1961) “Creativity is the essence of making pre-existing objects

and elements as new one.”

E.P. Torrance (1965) “Creative thinking is the process of

understanding errors un received, and rare elements, making concepts

in their relationship imagining notions and making tests ,carrying

results to other persons and making improvement by reviewing the

concepts.”

Bertlet- “Creativity is bold thinking. Bold thinking means the ability

of thinking beyond the mainstream, receiving new experience and

adding the present relationship with that of the future. Bold thinking or

creativity is to work or think with new attitude by going beyond

mutual thinking.”

Rollo May-“Creativity is the process of bringing something new in

human being. Creativity requires passion and commitment. It brings to

our awareness what was previously hidden and points to new life. The

experience is one of heightened consciousness ecstasy.”

E.P Torrance-“A process of becoming sensitive to problems,

deficiencies, gaps in knowledge, missing elements, disharmonies and

so on, identifying the difficulty, searching for solution, making

guesses, or formulating hypotheses about the deficiencies, testing and

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retestingthese hypotheses and possibly modifying and retesting them,

and finally communicating the results.”

James Drever - “Creativity is the ability to create new objects.

Creativity in the broad sense refers to the imagination of the sum of

new ideas and talents. (If the self-motivated, do not follow others) and

synthesis of ideas and where mental functions are not only the sum of

the other's views.

Dr. Passi -“Creative power is a multi-faceted trait and power. The

verbal and nonverbal traits and power are distributed in different

proportion in different human beings. The main factors responsible for

it are eloquence, flexibility or morbidity, curiosity or proneness to

invention and toughness and good trend.”

After studying all the above definitions it can be said that, creativity is

an ability in which innovative ideas have significance which takes the

help of new methods and situations to present a proper solution for

any problem. Creative work includes any new discovery, thought or

presenting old notions in a new manner .Creativity is a mixture of

several abilities or traits. Such as originality of ideas, flexibility,

changes for innovation, awareness towards problems etc. These

qualities or abilities are called the components of creativity.

2.3 COMPONENTS OF CREATIVITY: - Creativity has four

components-

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1. Continuity: - Creative child has the ability to consistently

change in useful manner. A child who has different types of

ideas continuously that child is considered to be a creative child.

2. Flexibility: - Creativity in a person refers to self-control,

foresightedness and the trait of taking care of others' likes and

dislikes. Such a person brings a change in his/her thoughts

according to time and circumstances

3. Originality: - Creative child does not love the old ideas.

His/her ideas have originality. Such a child is strong-willed,

industrious,and courageous.He/she is always eager to start any

task by himself/herself. In each case his/her opinions are

entirely different from those of other child.

4. Expansion: - Creative child can exaggerate any matter or

event. His/her vocabulary is very rich and has interesting way

of expressing ideas.

2.4 FEATURES OF CREATIVITY:-

After studying all the above definitions and components of creativity,

the features of creativity are as follows: -

1. Creativity has originality.

2. It is innovative.

3. The high degree of intellectual ability is found in creativity.

4. Flexibility is the makeup of creativity.

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5. The problem is the presence of knowledge.

6. Creativity has the power of imagination and checking the

correctness of imagination.

7. There are several dimensions and areas in creativity..

Harlok(1978) described the features of creativity as follows: -

1. Creativity is a type of controlled imagination which directs some

achievement

2. Creativity is not a production but a process or ability.

3. The ability of creation depends on the acquisition of recognized

knowledge.

4. The process of Creativity is goal-directed. It is beneficial for either

the individual or the group or society.

5. Creativity, whether oral or written, whether it is tangible or

intangible, in any event is unprecedented for a man, it is a new and

different directions of production.

6. Creativity is a way of thinking.

2.5 FEATURES OF CREATIVE INDIVIDUAL:-

In 1962, Torrance undertook a study of creative individuals at a

large scale. Through this study he made a list of characteristics of

creative persons He presented 84 traits of creative persons as below:

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1 Accepting clutter 45 Liking for Complex ideas

2 Taking Risk 46 Non-confirmation

3 Awareness for others 47 To work at Unnatural time

4 Attraction towards clutter 48 Ability to question

5 To do tough acts 49 Radical Changes

6 Firm emotionalism 50 To receive external stimuli

7 Sharp criticism of creativity

and difference in discretion

51 Recipient of the views of

others

8 Traditions 52 Sometimes escapist

9 Ceremonialist 53 Opponent of Suppression of

ideas

10 Always some reason to be

upset

54 Negate suppression

11 Be attracted to the

mysterious searches

55 Conceptual

12 Shy or sensible 56 Self-contained

13 Adventurous 57 Self-conscious

14 Defining the traditions of

courtesy

58 Self-Confident

15 Defining health traditions 59 Self-reliant

16 Desire to be the best 60 Humorous

17 Firmly Determined 61 Immobile

18 Differentiated value

hierarchy

62 Sensitive to beauty

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19 Dissatisfied 63 Sensitive to beauty

20 Organization spoiler 64 Immobile

21 Dominant 65 Discard the power

22 Emotional 66 Impose yourself

23 Impulsively sensitive 67 Automatic

24 Energetic 68 Believes in fate

25 Fault finder 69 Not interested in small detail

26 Do not care People 70 Suspicious

27 Full of curiosity 71 Look forward to disagree

28 Often feel self-satisfaction 72 Aspiring for the long term

goals

29 Lover of loneliness 73 Recalcitrant

30 To experience that the

whole system is wrong

74 Temporary nature

31 Independent decision 75 Firm

32 Independent thinking 76 Love

33 Individualist 77 Coward

34 Intuitive 78 Full

35 Laborious 79 Beyond Power

36 Introvert 80 A bit uncultured, primitive

37 Lack of professional

qualification

81 Unsophisticated

38 To commit Errors 82 Keen to accept by only

saying one thing

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39 Never get bored 83 Reluctant To accept

40 Aggressive and not escapist 84 Visionary

41 Not Popular 85 Extrovert

42 Bizarre Habits 86 Preparing to take the risk

43 Continuing 87 Quite unconcerned and silent

44 Absorbed in his thoughts

2.6 THEORIES OF CREATIVITY:-

Creativity in education is proving to be an important aspect. Its

purpose is to develop children's creative traits. After several

psychological studies Bernard maker and Franklin C. Shaunj outlined

the principles of creativity as under:-

1. Psychoanalytic theory:-

Psychoanalytic theory suggests that creativity is based on

unconscious, biological drives that result from primary processes.

According to Freud, creativity is the sublimation of sexual desires, and

unsatisfied wishes are the driving power behind fantasies, every

separate fantasy contains the fulfillment of a wish and improves an

unsatisfactory reality. Ernst Kris suggests that creativity is a

"regression in service of the ego" and Lawrence Kubie (1958) adds

that neurotic distortion can occur when the conscious mind inhibits the

creative process. Other psychoanalytic theorists such as Phyllis

Greenacre and Philip Weissman suggest that creativity is a result of

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heightened sensory awareness. The Psychoanalytic Theorists stress the

importance of unconscious desires and how they affect individuals.

Thus, creativity is essential because it allows individuals to defend

themselves in a mature manner.

Freud presented psychoanalytic system in artistic creativity. He

believes that three things are necessary for harmonization with the

difficulties of life: -

• Strong deviations from interest which reduces. The anxiety of

the person.

• Gratification to the perpetuation

• Provocative production

2. Associative Theory:-

An associative theory of creative thinking has been outlined.

Differences between high creativity and low creativity have been

predicted along specified dimensions. A psychologist named Ribot did

the work of adding co-relation and creativity. He promises associative

thinking and the ability to consider applications by combination of

productivity, creative is restructuring of these coincidences.

The general sense of co-relationshipis to establish relationship

betweenideas and experiances. To establish relationship among

present things is necessary for learning. It is a process by which

mental condition is concerned, this process helps in learning.

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Rebotalso explained that if a person is able to establish associations

between present elements, the same person can create new

material.This theory approaches creative thinking as the formation of

“associative elements into new combination which either meet special

requirement or are in some way useful” (Mednick).

Associative learning is a learning principle that states that ideas and

experiences reinforce each other and can be mentally linked to one

another. It means our brains were not designed to recall information in

isolation; instead, we group information together into one associative

memory.

3. Principle of insights:-

Followers of Gestalt define creativity as new thought or insight

that suddenly comes into the mind of person. Mouni (1958) has

narrated model of Gestalt as - creative person is the symbol of

thesepowers-person, process environment and dynamism.

Insight learning is the abrupt realization of a problem's solution.

Insight learning is not the result of trial and error, responding to an

environmental stimulus, or the result of observing someone else

attempting the problem. It is a completely cognitive experience that

requires the ability to visualize the problem and the solution internally

in the mind's eye, so to speak - before initiating a behavioral

response.Insight learning is considered a type of learning because it

results in a long-lasting change. Following the occurrence of insight,

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the realization of how to solve the problem can be repeated in future

similar situations.Insight learning happens regularly in each of our

lives and all around us. Inventions and innovations alike are

oftentimes the result of insight learning. We have all experienced the

sensation of insight learning at one time or another.

According to Gestalt,"creative thought includes change of main point,

change of meaning and acombination of imaginations. It has insight

which occurs because of new imagination.”After the study on

psychoanalysis and co-relation,Werdimar said that fair decision cannot

be administered for both the situation.So he presented the concept of

insight ingrowth of understanding, requisitioning and discovering the

process of thinking

5. Congestion theory :-

Supporters of this theory hold different views from other thinkers the

meaning of congestion refers to the traits of the person. These

congestions have individual differences. The psychologist, Guilford

has described many conglomeration of a creative person such as word-

flow thinking, originality, redefinition in which there is pictorial,

symbolic and ideological expansion.

Guilford proposed a three-dimensional cubical model to explain his

theory of the structure of the intellect. According to this theory, an

individual's performance on an intelligence test can be traced back to

the underlying mental abilities, or "factors" of intelligence. These

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factors (abilities) were then organized along three dimensions:

operations, content, and products.

The Operation Dimension

This consists of five (later six when memory was separated into

recording and retention) kinds of operations or general intellectual

processes:

• Cognition - The ability to understand, comprehend, discover

and become aware.

• Memory - The ability to encode information and recall

information.

• Divergent Production - The process of generating multiple

solutions to a problem

• Convergent Production - The process of deducing a single

solution to a problem.

• Evaluation - The process of judging whether an answer is

accurate, consistent, or valid.

• The Content Dimension

• This dimension includes the broad areas of information in

which operations are applied. It was divided into four

categories-

• Figural - Information that is non-verbal or pictorial. Later

divided into

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• Auditory - Information perceived through hearing.

• Visual - Information perceived through seeing.

• Symbolic - Information perceived as symbols or signs that have

no meaning by themselves; for example, arabic numerals or the

letters of an alphabet.

• Semantic - Information perceived in words or sentences,

whether oral, written, or silently in one's mind.

• Behavioral - Information perceived as acts of an individual or

individuals.

• The Product Dimension

• As the name suggests, this dimension contains results of

applying particular operations to specific contents. There are six

kinds of products, they are:

• Unit - Represents a single item of information.

• Class - A set of items that share some attributes.

• Relation - Represents a connection between items or variables;

may be linked as opposites or in associations, sequences, or

analogies.

• System - An organization of items or networks with

interacting parts.

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Figure No - 1

Intellectual creativity (Guilford)

Content OperationProduct

Graphic Symbol Thoughts &Behavior Cognitive Remembrance Deviated Productivity Evaluation

Units Class Relation System

2.7 NATURE OF CREATIVITY:-

Meaning of creativity makes the nature of creativity clear, but many

scholars have attempted to clarify its nature. Creativity is the

intellectual ability to make creation, invention and discoveries that

brings novel relations, entities and unexpected solutions into

existence. Creativity is the gifted ability of human beings in thinking,

inference, problem solving and product development.

While explaining the nature of creativity, many psychologists have

expressed their views.

• The nature of creativity is always growing towards development

i.e.it is development-oriented.

• It is able to give any work in new and basic form.

• Creativity enhances the quality of a material or matter.

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• Creativity is mainly present. It Varies according to the

intellectual ability.

• Creativity is related to intelligence.

• The thought of Creative man is constantly changing according

to new situations.

• Creativity gives happiness to the thinker of new imagination.

• Flexibility of thought and behavior is found in creativity

• The nature of creativity is that it is always moving towards

progressive ideas. It varies continuously according to the new

conditions of human thinking.

• Creativity always brings important consequences. So any new

imagination gives joy to thinker. Therefore creativity attracts

all.

• By their nature, creative people, are always ready to adopt new

behavior, new fantasy. So they succeed in finding new solutions

to problems.

• It is the nature of creativity to re explain any problem or to see a

problem with new attitude.

• Ability of fundamental ideas, freedom of judgment, awareness,

sensitivity and entertainment are the nature of creativity.

•

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2.8 EXPLAINING OF CREATIVITY:-

Figure No -2

As an individual As a product As a process

(1) Creativity- As an individual

Creative child presents fundamental thought, expression, action

and behavior such as: -

1) These children ask questions to generate discomfort.

2) Creative child's self-concept is higher.

3) Creative children are more tolerant for unclearness.

4) Creative people are determined and self-reliant.

5) Creative children indulge in debate to resolve a dispute or

question and recommend various options.

(2) Creativity- As a product

1) Originality

2) Diversity

3) Flow

4) Amplification

(3) Creativity – As a Process

In the process of creativity the following steps are followed: -

Creativity

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1.Preparation- Preparatory work on a problem that focuses the

individual’s mind on the problem and explores the problem’s

dimensions.

2. Incubation -Where the problem is internalized into the

unconscious mind and nothing appears externally to be

happening.

3. Intimation- The creative person gets a “feeling” that a

solution is on its way.

4. Illumination or insight- Where the creative idea bursts forth

from its preconscious processing into conscious awareness

5. Verification- Where the idea is consciously verified,

elaborated, and then applied.

2.9 CONDITIONS AND FACTORS THAT AFFECT

CREATIVITY

Figure No -3

Creative person

Creative thinking

Creative personality trait

Family Status

Abilities

Internal drama

Purpose of freedom

Attractions and decoration

Withdrawal and commitment Deferred

and urgency

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2.10 DEVELOPMENT OF CREATIVE SKILLS:-

Human beingsarecreatures of creative use, and they use and display

their abilities from their childhood. They developtheir creative power

from their surroundings. All the children are having different types of

creative abilities. But the necessity is to develop and add them to the

subject-matter of teaching. In teaching by using various skills of

creativity, teacher can make his/her teaching more effective.

Children do not develop fundamental abilities due to unsuccessful

teaching. They can do task but face several difficulties while doing

uneasy task,so they leave them, in doing such works, more effort and

skills are required. Therefore, it is necessary to define the skills.

According to International dictionary of education – Skills are the

systematic and probable form of mental or physical actions by which

many responses come.These skills can be experimental, dynamic,

physical, intellectual, social, etc. Sense organs are - eye, nose, ears,

tongue, and skin, by which human behavior is initiated by assuming

emotions.

F. S. Freeman defines about the skills that- It is an ability to perform a

given task with convenience and subtlety.

There are many terms or stages of creating anything new which are

connected with each other. Creation can besustained only by practice.

There are four key skills of creativity and their evolutions are as

follows:

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Imagination:-

The first and most important step of creativity is imagination.

Imagination is abstract which cannot be seen by others. But it can be

summed up by any means. Imagination is the basis of creation.

Imagination helps make knowledge applicable in solving problems

and is fundamental to integrating experience and the learning process.

A basic training for imagination is listening to storytelling (narrative),

in which the exactness of the chosen words is the fundamental factor

to "evoke worlds". It is a whole cycle of image formation or any

sensation which may be described as "hidden" as it takes place

without anyone else's knowledge. A person may imagine according to

his/her attitude, it may be good or bad depending on the situation.

Some people imagine in a state of tension or gloominess in order to

calm themselves. It is accepted as the innate ability and process of

inventing partial or complete personal realms within the mind from

elements derived from sense perceptions of the shared world. The

term is technically used in psychology for the process of reviving in

the mind, percepts of objects formerly given in sense perception. Since

this use of the term conflicts with that of ordinary language, some

psychologists have preferred to describe this process as "imaging" or

"imagery" or to speak of it as "reproductive" as opposed to

Imagination Observation Understanding Creation

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"productive" or "constructive" imagination. Imagined images are seen

with the "mind's eye". The things which are created in the world so far

are based on imagination. Therefore, the child's creative skills are

based on imaginations. Every child has a different learning ability.

Imagination in the positive and right direction influences the creative

process of a child to a large extent. Teacher should give right direction

to develop imagination in a child.

Some valuable facts to develop child’s imagination are:-

1) The tendency to visualize the actual objects at the initial level

should be developed. Large and highly abstract imagination can

draw children's attention to the other side. So initially it is

excellent work to develop the imagination of pre-familiar things

lying around the children.

2) While developing children’s imagination thinking of teachers

should be positive and objectives must be clear. Children

understand simple, clear, events quickly. Teachers ask the child

to imagine something that should be taken to reality.

3) Teachers should have the necessary time to encourage creative

imagination of the child. But to a certain time the child should

be encouraged to imagine and initiate the process of creation.

There is risk for children to forget the original thing if children

are given unnecessarily long period.

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4) Teachers should know about the imagination of all the

childrenaccording to their age group.6-10 years old students

should have information about their family, home and

school.Studentsof 11-14 years should have information about

school, classmate and community. Students of more age should

try to have some information about foreign country, science and

technology.

Thus it can be said imagination inspires human beings towards

development. Development can be achieved by imagination

which is derived from the process of creation.

Observation:-

Observation is the active acquisition of information from a primary

source. In living beings, observation employs the senses. Observation

plays a significant role in the development of creative skills.In

children there is fundamental tendency of observation. Because of this

important quality, child asks more and more questions about each

strange thing and new thing appears in his/her view. Subtlety of

observation is very helpful in increasing the curiosity of a child.

The observing capacity of sculptors, painters and craftsmen is more

reasonable. Because of acute observation skills in students’ art, they

can attain efficiency and this efficiency appears in their creation.

The following efforts can be made by teachers to enhance children's

observation capability. - :

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(1) The tendency to observe class and textbook based things should

be developed by teacher which should have direct relationship

with the class-teaching.

(2) The children should be inspired by teachers to review materials

that are available around them. The creative skills of children

develop by observing minutely pre-familiar objects.

(3) Emphasis should be laid on the observation of Content scenes,

events, objects, models and figures.

(4) For stimulating imagination and observation sequences, children

must be motivated. They have to inspire by the imagination and

curiosity.

(5) Children should be given enough time to observe by the teacher.

Understanding: -

Understanding is considered to be a special quality of mankind. A

person creates personality on the basis of understanding. Learning or

reading is considered complete only when the child’s actual

understanding is developed. Clarity of understanding provides the

basis of creation.

To generate and enhance understanding of children, following points

should be noted: -

(1) Teacher should inspire children to enhance the understanding of

specific aspects.

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(2) Students tend to be curious. Therefore, exercise caution when

drawing their attention to anything required.

(3) To achieve the primary objective of education, it is necessary

that understanding should be mingled in behavior of students.

Teacher should provide opportunities to children to develop

understanding.

(4) Teacher should motivate students to implement their acquired

understanding. Otherwise, after sometimes there is a risk of

forgetting.

(5) For developing the tendency of using understanding and to give

students a permanent stage,it is necessary that in them, the

tendency to complete any work may be developed.

Thus it can be said that the clarity of understanding in a student leads

to the desired effect on the student’s creativity.

Creation: -

Creativity is fundamental and natural which comes in every child by

birth along with talented qualities. With the growing age of children,

flexibility, originality, current flow and the strength to think new ideas

help them to buildthe tendency and conscience to solve the problem.

The creativity is the inherent such unique ability in the child which has

direct relationship with self-expression and self-confidence. The trait

of creativity is latent in children like saplings of seeds. Congenial

atmosphere is required to be given to develop and flourish them.

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Clarifying 'Creativity', Jawaharlal Nehru said, "Human being is

developing by nature. It is required to be developed as a plant. He/she

cannot be uprooted, but can be nurtured. He/she can be helped to

flourish for growing the fertile soil, pure and sunlight may be provided

but he/she will develop by his/her own efforts.

After initial development of creativity at home he/she gets the right

direction in the school through the teacher. To develop creativity in

children, the teacher can adopt the following measures:

(1) For developing creativity in children the teacher should be

inspired for making artistic things related to syllabus and subject-

matter.

(2) Creation of different activitiesfor each age group should be

inspired by the teacher.

(3) Children should be inspired for creation by keeping in mind their

talents, interests and background.

(4) It is necessary to keep in mind the shape of created thing for

receiving the desired knowledge.

(5) The activities for developing the useful and creative skills in the

true sense should be encouraged.

Thus it is clear that child has capacity of creation by birth. It is

required to be developed and flourished by different means.

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2.11 USE OF CREATIVE SKILLS IN TEACHING: -

Creativity is the foundation pillars of learning process. The versatile

talent of children is developed by this creation of others. Currently

skills of creation should be encouraged with a view to making

harmony between complexity of syllabus and interests of children.

Activities should be child centered. Various types of creation can give

better success to education.

Education is the mother of creation which inspires constantly the

children. Letters, scripts, paintings, models, and any instrument are

result of Creation. Creativity gives rise to curiosity. Complicated or

difficult subject matter becomes simple and understandable by

creative students.

Independent thinking of Children facilitates to explain the subject

matter. By the independent thinking, the power of imaginations

increases the attitude of children which undergoes positive

development. The shared dexterity of imagination, observation,

understanding, and creation give special contribution to make children

equipped with talent.

To enhance creativity, children should be entrusted with the task by

the teacher according to their talent and skills. Creation will be

effective if child has interest. Due to taking interests, children read and

understand every subject with depth.Dexterity of the creativity can be

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usedto learn the subject in class-room. Education is the mother of

Creation and constantly inspires children to make creative.

The conclusion is that the best use of creative skills of children in

teaching can be made. These children could receive the education to a

desired level without experiencing any burden or tension and could

display their talents in a respectable manner.

2.12 METHODS OF DEVELOPING CREATIVITY: -

Several methods could be adopted to develop creativity but four main

methods that can be recognized by scholars are as follows: -

1) Synectics: -

Synecticsis a problem solving methodology that stimulates thought

processes of which the subject may be unaware. The name Synectics

comes from the Greek and means "the joining together of different and

apparently irrelevant elements."The new method of seeing any

problem, thinking about it is the development of creativity.Synectics is

a way to approach creativity and problem-solving in a rational way.

According to Gordon, Synectics research has three main assumptions:

• The creative process can be described and taught;

• Invention processes in arts and sciences are analogous

and are driven by the same "psychic" processes;

• Individual and group creativity are analogous.

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With these assumptions in mind, Synectics believes that people can be

better at being creative if they understand how creativity works.

2) Morphological analysis: -

Morphological analysis is a method developed by Fritz Zwicky (1967,

1969) for exploring all the possible solutions to a multi-dimensional,

non-quantified complex problem.The morphological analysis is

actually a group of methods that share the same structure. This method

breaks down a system, product or process into its essential sub-

concepts, each concept representing a dimension in a multi-

dimensional medium. Thus, every product is considered as a bundle of

attributes. New ideas are found by searching the medium for new

combination of attributes that do not yet exist. It doesn’t provide any

specific guidelines for combining the parameters. It tends to provide a

large number of ideas.

3) Quality Description: -

It is clear from the name that to describe the qualities of any trait by

this method. The quality of any type of product and the possible

changes of every qualityor resources of improvement can be accepted

under this method. This is effective method to create information and

ideas to improve any object.

4) Brain Storming:-

In 1938, Alex F. Osborn, an advertising executive, invented the

process of “organized ideation” in a company he headed. The early

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participants referred to their attempts as “brainstorm sessions,” in the

sense that they were using the brain to storm a problem.Brainstorming

is a process for developing creative solutions to

problems.Brainstorming works by focusing on a problem, and then

deliberately coming up with as many solutions as possible and by

pushing the ideas as far as possible.

Rules of Brain Storming:-

There are four basic rules in brainstorming (Osborn, 1963) intended to

reduce social inhibitions among team members, stimulate idea

generation, and increase overall creativity:

1. No criticism: Criticism of ideas are withheld during the

brainstorming session as the purpose is on generating varied and

unusual ideas and extending or adding to these ideas. Criticism is

reserved for the evaluation stage of the process. This allows the

members to feel comfortable with the idea of generating unusual

ideas.

2. Welcome unusual ideas: Unusual ideas are welcomed as it is

normally easier to "tame down" than to "tame up" as new ways of

thinking and looking at the world may provide better solutions.

3. Quantity Wanted: The greater the number of ideas generated,

the greater the chance of producing a radical and effective solution.

4. Combine and improve ideas: Not only are a variety of ideals

wanted, but also ways to combine ideas in order to make them better.

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Process of Brain Storming:-

1. Gather the participants from as wide a range of disciplines with

as broad a range of experience as possible. This brings many more

creative ideas to the session.

2. Write down a brief description of the problem - the leader

should take control of the session, initially defining the problem to be

solved with any criteria that must be met, and then keeping the session

on course.

3. Use the description to get everyone's mind clear of what the

problem is and post it where it can be seen. This helps in keeping the

group focused.

4. Encourage an enthusiastic, uncritical attitude among brain-

stormers and encourage participation by all members of the team.

5. Write down all the solutions that come to mind (even ribald

ones). Do not interpret the idea, however you may rework the wording

for clarity's sake.

6. Do not evaluate ideas until the session moves to the evaluation

phase. Once the brainstorming session has been completed, the results

of the session can be analyzed and the best solutions can be explored

either using further brainstorming or more conventional solutions.

7. Do not censor any solution, no matter how silly it sounds. The

silly ones will often lead to creative ones - the idea is to open up as

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84

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85

2.13 THINKING-THE BASE OF CREATIVITY: -

Thinking is the basis of creativity. How and how much thinking of a

student does determine his/her creativity. If a student does general

thinking or convergent thinking, he/she cannot be considered to be a

creative person. When the child creates divergent thinking, different

from the normal procedure, the result comes out to be creative. That is

to be said clearly that the creative child doesin different or innovative

way to simple task.. This way of doing work in new manner is the

basis of creativity or creative thinking .Creativity is an important

element in education.

S. Arieti has said that the process of creativity begins with the primary

process of immature brain. It is the effect of ego and

unconsciousness. Second process begins with mature brain. It has the

role of the conscious level, logical and systematic thinking.

Cole and Bruce said: “Creativity is the ability to understand, express

and appreciate human mind as a fundamental product.” In the context

of contemplation and creation Guilford told that a person tries to fulfill

his purpose and after its fulfillment he tries it in future for satisfaction.

Satisfaction is assessed by examination. Along with Divergent

thinking and evaluation convergent thinking is the third aspect of,

creative power. School, college students use workable means at any

picnic spots in the absence of resources. Through thinking they do

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their work or complete their work by fewer resources. It simply means

that the person must have power of reinterpretation of situation.

Creativity is an important element in education. This is an important

fact for all children. Creative opportunities should be given to students

in classroom situations. Elasticity, freedom and courage must be

combined to increase the creativity. Creativity is that quality which

could be followed and understandable. There should be the traits of

Originality, and renovation in teaching system of classroom.

Guilford has considered the abilities of creative thinking as distinct

from ability of intelligence. Guilford has considered it synonymous

with the divergent thinking.

Guilford first proposed the concept of "divergent thinking" in the

1950s, when he noticed that creative people tend to exhibit this type of

thinking more than others. He thus associated divergent thinking with

creativity, appointing it several characteristics:

1. Fluency- The ability to produce great number of ideas or

problem solutions in a short period of time.

2. Flexibility- The ability to simultaneously propose a variety of

approaches to a specific problem.

3. Originality-The ability to produce new, original ideas.

4. Elaboration-The ability to systematize and organize the details

of an idea in a head and carry it out.

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Bonner has also accepted this view. Gorden has also explained the

making of divergent thinking familiar from unfamiliar and the

unfamiliar to familiar. In this way Divergent thinking includes mode

of originality, novelty and utility in a different manner.Views which

are not traditional or ordinary, they come in the category of divergent

thinking.

Guilford has described some elements to identify the creativity as

follows: -

(1) The ability to go beyond the immediate situation – Children

who have the ability of thinking, contemplation and expression

by going beyond contemporary context or situation, features of

creativity can be reflected in them.

(2) Ability to reinterpret problem –Children who have ability to

reinterpret a fact or problem in complete or part form, are

endowed with creative powers.

(3) Ability to establish co-ordination of unique and relevant

ideas – Children who are able to establish unity with relevant but

unique thoughts bythinking, reasoning, and imagination are

called to be creative children. Such types of children accept

challenge for self-expression and they become active.

(4) The ability to bring changes in other’s views – Such children

who are able to bring about fundamental and reasonable change

in views, beliefs or concepts of others by thinking, reasoning and

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proofs are called to be creative. Thus thinking is the basis of

creativity, but it must be diverging. For making it more clear,

there are following points -

• Development of abilities related to creative thinking differs

from other abilities. The pace of its development is not the

same.

• Creative thinking is not possible to be measured by the same

test. Several tests are used to measure creativity.

• In all kinds of people, different types of creativity as well

asdifferent grade of thinking process can be found.

• Creative thinking is found in children, men, and women. Its

evolution can be expressed anywhere which cannot be

fastened by time, place and person.

• Creative thinking suddenly appears like lightning but it does

not suddenly emerge.

• With the birth of the child, creativity comes into human being

but its development depends on the social environment.

Sometimes creativity changes due to environmental

conditions.

• Creative thinking is related to various aspects of life. It is not

necessary to have a particular person or a subject for

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creativity. Creative thinking is reflected in the various

activities of mankind.

2.14 CONTRIBUTION OF VARIOUS ACTIVITIES IN THE

DEVELOPMENT OF CREATIVITY: -

Mahatma Gandhi has said on this matter that the work of teachers is

more important outside of the classrooms rather than inside of the

classrooms, but they have no time because they get less salary and

pass their life in struggle. Today this is the biggest hindrance in the

character building of students. It is very necessary that teacher should

provide time to students outside. It is more important to build their

heart than to build their brain. Words like frustration and sorrow

should be taken out from the dictionary.

It becomes clear from Gandhi's ideas that since ancient times it has

been practice of imparting education to children by textbooks, their

interests and aptitudes were ignored by teachers, but now the time is

slowly changing, Indian educationists are motivating by the effect of

the views of Western educationists. Therefore, they are realizing the

importance of learning by doing. At present time the all-round

development of the child, the importance and use of co-curricular

activities are increasing.

RavindraNath Tagore has said that, body, mind and soul together

harmoniously developed by natural education. Tagore's this sentence

clearly indicates that co-curricular activities make educational process

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more co-ordinated and balanced. In teaching of English language

child’s interest, freedom, action and experience are required. If child

completes syllabus by many activities and methods with the help of

teacher then the senses of intelligence of child will be active. Under

these activities conversation, dialogue, acting, reading-teaching and

word chain games can be organized.

Co-curricular activities should be well organized according to the age

of child, interest, capacity and objectives. The goal of language

teacher should to increase language skills with support of games and

co-curricular activities. Co-curricular activities do all-round

development of child. The purpose of these activities is to provide

opportunity to less talented children for the development of their

complete personality. An attempt is required to increase and beautify

the creativity of children.

The National Education Policy 1986laid emphasis that possible

measures will be adopted to provide concrete basis for national

integration in text books and to familiarize the students and teachers to

the other communities of the country. Drama, comedy, debates, art

contest, extracurricular activities can provide effective medium to

promote national integration. Based on the above thinking it is clear

that students' participation is essential in concomitant actions. In order

to enhance children's creativity teacher can use the following

cocurricular activities:-

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1. Encouragement of family

2. Educational tour

3. Sculpture Workshop

4. Art Exhibition

5. Creative activity

6. Creative Corner

7. Creative dialogue and seminar

8. Organization of Creative fairs

9. Creative Writing

10. Providing time for contemplation and day dream.

11. Motivate students to write articles.

12. Encourage those students who play with words.

13. To love children and let them realize.

14. Providing opportunity for growth.

15. Making humorous environment.

2.15 RELATIONSHIP OF CREATIVITY WITH THE

DIFFERENT VARIABLES: -

2.15.1 Relationship between Creativity and intelligence -

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PsychologistSturn said – “Wisdom is a mental competency in new

circumstances by which the person adjusts his thoughts to

fulfillpurpose”.

Bine said – “Understanding a problem, and making argument and

making right decision are necessary actions of intelligence.”

Thorndike said– “Capacity to react of any person towards specific and

different situation, known as intelligence.”

From the above definitions it is clear that - intelligence is a general

power, by its help a person learns new things and by action of learning

it can be expressed. In new circumstances, persons make

themselfadjustable by intelligence andthey organize their pre

experiences according to their need.

Barron told in 1965 by searching the correlation between Intelligence

and creativity that there is low leveled emotional relationship between

intelligence and creativity. During 1909, the psychologists considered

creativity as equal to intelligence. But Guilford did not consider

creativity as equivalent to intelligence.

Several experiments proved that it is not necessary for highly

intelligent children to be creative. The persons, who give creative

contribution to the fields of their own subjects, are different from

highly intelligent persons. Hudson from 1966-1968 after his research

has said that the role of intelligence is more important in artistic

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creativity. The level of intelligence may be more important in creative

writing.

It can be said that there is not more relationship between intelligence

and creativity. That is to say that it is not necessary that a creative

person should be wise person or wise person will be creative person.

Einsteinwas not intelligent student at school level, but his level of

creativity is not hidden.

2.15.2 Relationship between creativity and curiosity: -

Murphy said in 1958 - "Curiosity is the tendency to search any direct

novelty or receiving any subject.”

Curiosity is a basis of fundamental tendency and knowledge. It is true

that curiosity of high level creativity. Each new thing weather, toys,

earth, sky, trees, etc. creates eagerness or curiosity in the minds of

children. They try to know more about them or use them. Children

create their curiosity by asking questions like “what" and "how". Their

parents and teachers should give proper solution.

2.15.3 Relationship between creativity and concentration -

Concentration can be explained in general terms –“Stay immersed in a

task and have the ability to maintain it notwithstanding other

preoccupations.”

Concentration is the ability to focus attention on the task and not be

affected or disturbed by any internal or external distractions. Selective

attention involves being able to choose to attend to specific things

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going on and to ignore others. Concentration is the method to obtain

knowledge. Education is taken from the ordinary meaning of

knowledge, but its meaning is that doing any work in a systematic

manner. That is to say that the power of concentration will facilitate

one in receiving education in a better way.

Concentration helps in generating ideas.That is why child's physical,

mental and emotional conditions affected bythe physical environment,

family, social, and economic conditions. On the basis of the proofs of

such experiments there is much co-relationship between creativity and

concentration.

2.15.4 Relationship between Creativity and aptitude. -

According to Crow and Crow – “Aptitude is that inspiring power

which motivates us towards any person, thing or action.”

Aptitude is an emotional action. It is our driving force, which impels

our attention towards desirable task by diverting it from other things.

The child learns any subject with more clarity and interest if he/she

has more interest in this subject. Every child has aptitude and creative

ability. There is deep relationship between creative ability and

aptitude.

Parents and teachers should pay special attention to develop these

points.

• It is necessary to bring innovation and engagement for

stimulating interest in the text.

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• Attention should be paid towards children’s aptitude, social need

and particular mental ability during the preparation of syllabus.

• While teaching in the classroom teachers should use essential

aids. This helps to increase the interest of children.

• While teaching, teachers should establish relationship between

previous knowledge and innovative knowledge to maintain

interest and to create curiosity in students.

• Education should be given in different and proper ways to

students who have different types of creativity.

• Suitable teaching methods should be adopted to develop

creativity according to different levels of students.

• While teaching suitable teaching aids should be compulsorily

used.

• Aptitude relating to their basic trends should be encouraged in

children.

2.15.5 Relationship between creativity and motivation: -

Motivation is a mental process by which a person is motivated to do

something. According to the literal meaning of motivation

anyinspiration can be said motivation by which a person can take

inspiration and behave or act accordingly. Wood Worth said in this

regard that a person's ability of achievement develops by getting

motivation.

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Good said while expressing his views about motivation - “Motivation

is the continuous and regular process of starting the work.”

Figure No -5

There are three aspects of motivation –

Need

Inner echo

Stimulus

(1) Need - Need is a condition in which the lack of anything is felt.

(2) Inner echo – Inner echo is the condition of tension which arise

due to various types of needs.

(3) Stimulus - Stimulus is related to external environment which

satisfies the Inner echo after fulfillment of requirements.

These three aspects of motivation have close relationship. It is

necessary to inspire the children for more and more increasing

creativity. Motivation and creativity have positive correlation because

motivated child may become good creative.

For increasing the creativity of children some points are required.-

• Encouragement

• Award and penalty

• proper class environment

• Use of appropriate teaching methods

Motivation

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• Self-publishing opportunities

• Teachers' behavior

• Studies of students' interests

• His miscellaneous and attractive target

• Developing a sense of healthy competition

• Appreciation

• Collective work

• Knowledge of Self progress

2.15.6 Relationship between Creativity and Attention: -

Attention is a mental process. In this process, our consciousness

concentrates on a particular thing.

According to Ross – “Attention is the process of bringing clear ideas

in mind.”

According toMacDougall – “Interest is the secret attention and

attention is the operational form of interest.” There is high correlation

between attention and creativity. When the curiosity of acquiring new

knowledge is stimulated in children, they concentratetheir attention to

attain that. Consequently many new ideas emerge in them.It can be

said that paying attention is a mental process in which children select

any one of many stimulus according to their tendency and aptitude

which are presented in their atmosphere.

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2.15.7 Relationship between creativity and maturity: -

According to Boring–“Maturity is a secondary development; its

existence is required before learning process. The development of

physical and mental aptitude is called maturity.”

Maturity is a continuous-process of development and maturity

exercises crucial impact on creativity. Torrence has made it clear that

the development of creativity in children is intermittent and also

children experiences difficulty in keeping up with the

growth. According to the results of several studies, in children of 5, 9,

13 and 17 years of age the speed of development of creativity is a bit

slower. According to the several studies, students of fourth standard

feel need to get self-status and honor. Torrens clears that creativity

develops in child slowly-slowly and child faces difficulties to establish

this development.

Torrence and other psychologists told on the basis of many

experiments that there is high co-relation between creativity and

maturity. i.e. more creative child is supposed to have more mature

thoughts. To develop maturity in the thoughts of children, parents

should do efforts and school teachers should help parents.

2.15.8 Relationship between creativity and language: -

Language is the means through which people can share their

thoughts. As electricity cannot run without wires, in the same way

thoughts and emotions also require language like wire. Language is a

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powerful way of expressing feelings and thoughts. Without language it

is impossible to exchange creative thoughts. Thoughts and feelings

can be expressed through language, because language is a systematic

form of thoughts and emotions. In language, thereis a huge scope for

creation of new ideas, as well as different ideas can be adjusted,which

are shown in poems, articles, dialogues etc. The art of arranging the

thoughts taken from various fields and works is called creation.

Severity and simplicity can be seen in thoughts, feelings and

personality only because of creativity. So, it can be said that the

eruption of new thoughts and feelings is creativity and language is the

essence of creativity which makes it meaningful. It is through

language that the child expresses his/her thoughts and feelings in a

clear and effective manner. It is the language which is able to

stimulate and develop child’s creative tendency. The well-planned

interesting education of language provides enough opportunity for

developing creative talents of students.

2.16 Measurement of Creativity: -

Creativity in itself is a unique and complex quality. It is vague and

apparently widely spread. Creativity is the inclusion of many

qualities. For this reason, the measurement of mental processes is a

complex task. Clarifying the meaning of the word

measurement,S.S. Stevens said thatmeasurement is the process of

providing digits to things according to some definitely allowed rules.

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Helmestater said that, Measurement is defined as a process in which a

numerical description of the individual and the inherent characteristics

of the substance are made.

From the above definitions it is clear that students' abilities, aptitudes,

skills, achievements, tendencies, interests, values are expressed in

mathematical entity and it is called measurement. Every area of

human life requires measurements. Measurement is also being used

for understanding different types of behaviors and social relations in

the modern era of human life. Various types of measuring tools and

techniques are being used for measuring behaviors, interests and the

progress of learning. Tests are required for accurate evaluation of

students' mental ability and progress of their learning. Similarly, there

is a lack of tests for measuring creativity of children because it is

complex task to develop tests. New tests can be made on the basis of

the work of previous educational researches.

Students' mental ability can be measured by various psychological

tests. Making 'measurement' word more clear it can be said that this is

a part of evaluation that can be expressed by percent, volume,

numbers, mean, etc.

Due to the inclusion of several important traits in creative abilities the

measurement of creativity is extremely difficult task. It is very

difficult to measure the individual's creation. To make it clear Taylor

said that it is very difficult for me to understand that the brain or

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complex mental processes (such as intelligence, creativity)

represented, only one or a few points may be done by dimensions. The

brain is a highly complex part and all its intellectual activities

expected to show pointsor do something thatis likemragmarichika. To

consider it to be so simple is the insult of brain as well as the insult of

entire human kind.

Every component of creativity can be measured by specific tests. But

every component is necessary to be defined as the behavior. Although

work on the measurement of various components of creative thinking

is very less, however, some people have contributed to tasks related to

this subject. They have built several impressive tests whose reliability

and validity was satisfactory. Following are the names of them -

1. Hrgribs - 1927

2. Thsrtn - 1938

3. Wilson - 1954

4. Vjrr - 1957

5. Ovin - 1957

6. Torrance - 1958

7. Mayfield - 1960

8. Harris - 1960

9. Guilford - 1961

10. Taylor - 1962

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Indian psychologists have given their contribution in the measurement

of creativity. They have tried to make the test in both Hindi and

English languages and succeeded. Some persons have done

commendable work in this field by modify the foreign tests according

to Indian tendency.

Credit of making creativity tests goes to Kolkata’s Roy Choudhury

who did useful and important work in this direction. The names of

many well-known persons who made useful tests to measure creativity

are:

I. Prof. C. R. Paramesh - 1971

II. M. K. Raina - 1968

III. UshaKhare - 1970

IV. K. N. Sharma - 1972

V. B. K. Pasi - 1972

VI. Baker Mehndi - 1973

VII. I.S.P.T, Dehradun - 1975

VIII. Didar Singh - 1978

IX. M.V. Kundle - 1979

X. S.K. Majumdar - 1983

XI. LokeshKaul - 1984

XII. P. Sharma, J. P. Shukla - 1985

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XIII. K. S. Mishra - 1986

XIV. A. K. P. Sinha - 1987

XV. K.N. Sharma - 1987

XVI. S.P. Malhotra and SuchetaKumari - 1989

XVII. Bhudev Singh - 1989

All the abovecreative tests are completely Indian, eco-friendly

and have been formed by Indians. The popularity of some of these

tests is more apparent and they began to be used as representative

tests. -The research presented by S.P. Malhotra and

SuchetaKumariwas used to test the language in1989. The specialty of

this test is that it is in Hindi and English language and is usedfor the

students of schools and colleges.

The test is divided into five sub-tests. In this test, students are

required to write story, poetry, title, and essay etc. There are 27 posts

in this trial which are in Hindi and English. 145 minutes to complete

the test are given to Students. This test is known primarily for

students’ textual recognition. The reliability of this test is taken by two

methods. The five sub-test retest method in English respectively is 91,

90, 89, 87, and 92. In the parallel method in Hindi respectively are 68,

65, 64, 63, and 68.

The validity of this test is known by nonverbal intelligence test thatis

found in five sub-tests, respectively 18, 21, 30, 31, 26. In addition, the

validity of the test was determined by verbal intelligence test,

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respectively 24, 26 ,, 23, 32, 30, were ejected. The standard

knowledge of the test was found. He took 1400 students who were

from Haryana, Chandigarh, Uttar Pradesh and Madhya Pradesh related

to 30 schools and 12 colleges.

S.P. Malhotra and SuchetaKumari have chosen language creativity test

in English (1989) because it has reliability and validity.Today this test

is most suitable and popular among creative language tests.

2.17 Rationale of Study: -

The need of development of creativity in students has been regarded

by all educationists. Many attempts have been done in this

direction. Review of prior research made it clear that by 1990 the

purpose of research was to lead them to develop creativity. Many

types of activities were used to develop creativity. These activities

have been helpful in the development of Creativity. After 1990,

researchers prominently studied the variables of creativity, the major

achievement of which are intelligence, frustration, gender, urban and

rural children, and the difference in creativity, motivation and

adjustment. Based on prior research, creative research has been

categorized as follows.

• Special programs to increase creativity.

• Inspectional study with other variables.

• Enhancing creativity by teaching the subject.

105

• Gender and creativity

By special programs mathematical creativity, scientific creativity, and

linguistic creativity have been developed. Singh 1985,NandanPanwar

in 1986, Gujarati in 1992, Mehta in 2001, etc. have developed the

creativity through launching of special programs. They found that

theseprograms are effective in the development of creativity.

Attempts were made to establish links of creativity with other

variables by survey studies. Menon 1980, Datta 1989; GoelTanuja

1990, Badola 1991, Biswas 1991, AfshanGhosh1991 and 1916, etc.

The researchers found that there is a high-level relationship between

creativity and language.

For the development of creativity through subject teaching

educational studies were conducted. Tripathi2002, developed

creativity by regular classrooms teaching of mathematics. Kareliya

1994, Yadav 2003 and Jawahar 2004 developed creativity through the

language.

The research presented in this direction is an effort. It is necessary to

know that creativity can be developed through classroom teaching

subjects by teaching students may not feel extra burden.We all know

that language has the close relationship with the creativity. Hence the

need of innovation in language learning is required which may

develop creativity in students. Present research is an attempt towards

106

study of the development of creativity in students of Secondary-level

by teaching of English subject.

2.1.18 Problem statement: -

Development of Creativity through English Teaching in the Students

at Secondary Level - A Study.

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