understanding creativity for creative understanding › documents › conferences › international...
TRANSCRIPT
![Page 1: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/1.jpg)
Understanding Creativity For Creative Understanding 1
Unlocking the creative gates: Who’s got the keys?
Bill Nicholl
ASEEBudapeste October 2009
![Page 2: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/2.jpg)
Understanding Creativity For Creative Understanding 2
![Page 3: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/3.jpg)
Understanding Creativity For Creative Understanding 3
Tasks
• Make a list of 20 everyday animals
![Page 4: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/4.jpg)
Understanding Creativity For Creative Understanding 4
Tasks
• Cat • Dog • Mouse • Bird • ? • ? • ?
![Page 5: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/5.jpg)
Understanding Creativity For Creative Understanding 5
Fixation • If cat or dog was in your top five, then you think like many other people. This is based Mednick’s research (1962). Similar studies, including our own with school aged children (see Nicholl and McLellen, 2007), have found that many people think like this.
• This way of thinking is called fixation.
• In fact, even designers and design engineers think in fixated ways!
![Page 6: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/6.jpg)
Understanding Creativity For Creative Understanding 6
‘...defined as a blind adherence to a set of ideas or concepts limiting the
output of conceptual design’ (Janson & Smith, 1991, p.3)
Design fixation
![Page 7: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/7.jpg)
Understanding Creativity For Creative Understanding 7
Key messages • Creativity is a sociocultural phenomenon as much as it is a cognitive phenomenon – Complex – Appreciate (and understand) this complexity in context of ‘design’ education (to know, learn)
• The importance of teachers/lecturers in teaching for creativity
• Ultimately, teachers/lecturers are the gatekeepers. They plan teaching episodes for students to do.
![Page 8: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/8.jpg)
Understanding Creativity For Creative Understanding 8
Definition of creativity Literature reviewWestern perspective
• Novel new, original
• Appropriate functional work as intended
• Ethical sustainable or ecodesign
![Page 9: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/9.jpg)
Understanding Creativity For Creative Understanding 9
Definition of creativity Literature reviewWestern perspective
• But this definition treats creativity as an ‘end product’
• Doesn’t conceptualise creativity: – As a process (creative processes, see later) – Within a sociocultural ‘system’
![Page 10: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/10.jpg)
Understanding Creativity For Creative Understanding 10
Subject domain
Students
Teachers
C
Sociocultural approach to creativity
Red path, is the path students take in order for their work to be accepted as creative. Crucially, they go via the teachers.
![Page 11: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/11.jpg)
Understanding Creativity For Creative Understanding 11
Subject domain
Students
Teachers
C
Sociocultural approach to creativity This has Implications for teaching and learning for creativity? The importance of teacher within this sociocultural system is stated.
![Page 12: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/12.jpg)
Understanding Creativity For Creative Understanding 12
Policy Documents
Creative thinking
Generative thinking
Parallel thinking de bonopragmatic
Thinking outside the box
![Page 13: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/13.jpg)
Understanding Creativity For Creative Understanding 13
Tasks
• So policymakers/politicians want students to think creatively.
• Indeed, to conceptualise design, without creativity, is a nonsence.
• But wanting/conceptualising creativity doesn’t necessarily make it happen.
• Policy doesn’t mean creativity will happen in practice (see Nicholl and McLellen, 2008).
• Thus the teacher is important in this system.
![Page 14: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/14.jpg)
Understanding Creativity For Creative Understanding 14
Tasks
Our studies have shown that many of the tasks teachers plan for students:
• develop procedural knowledge only. For example, knowledge and skills to make a box.
• They are very focussed and structured tasks and taught in a very didactic wayusing a rigid linear design process
![Page 15: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/15.jpg)
Understanding Creativity For Creative Understanding 15
Teaching via the linear design process
brief research specificat ion
ideas
evaluation making CADCAM develop ideas
![Page 16: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/16.jpg)
Understanding Creativity For Creative Understanding 16
Tasks
• The tasks teachers plan do not provide opportunities for students to experience the creative processes which are required for creative thinking.
• Consequently, our studies have found that students rely on stereotypical, clichéd designs. In other words, they think in fixated ways!
![Page 17: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/17.jpg)
Understanding Creativity For Creative Understanding 17
How creative is student work?
![Page 18: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/18.jpg)
Understanding Creativity For Creative Understanding 18
How creative is student work?
![Page 19: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/19.jpg)
Understanding Creativity For Creative Understanding 19
Teachers as gatekeepers • So, we argue that teachers are important within this sociocultural system. – Teachers plan tasks – Teachers need to understand their role within this system
– Teachers need to understand fixation – Teachers need to understand how to avoid fixated thinking, and plan strategies that help students avoid fixation, and thus provide opportunities for students to think more creatively.
![Page 20: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/20.jpg)
Understanding Creativity For Creative Understanding 20
Firstly, how do designers’ avoid
fixation
![Page 21: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/21.jpg)
Understanding Creativity For Creative Understanding 21
• Bill discussed a number of case studies, showing how various designers use different cognitive processes to help them think creativelynamely analogy, metaphor, conceptual combination and extension.
Case Studies
![Page 22: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/22.jpg)
Understanding Creativity For Creative Understanding 22
• Fashion Designer • Evening wear • Example of using analogy. That is, an old perfume bottle, can be a dress. Thus analogy is used as a creative process
Louisa ParrisDesigner
![Page 23: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/23.jpg)
Understanding Creativity For Creative Understanding 23
analogy
![Page 24: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/24.jpg)
Understanding Creativity For Creative Understanding 24
Can students (1114 years) be
creative?
![Page 25: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/25.jpg)
Understanding Creativity For Creative Understanding 25
• Bill has produced many resources/strategies which helped teachers, to plan teaching episodes, which allowed students to experience using metaphors, analogies etc.
• The following slides show these resources and a sample of students work using these processes.
Case Studies
![Page 26: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/26.jpg)
Understanding Creativity For Creative Understanding 26
Resources available at
www.mutr.co.uk
![Page 27: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/27.jpg)
Understanding Creativity For Creative Understanding 27
• Following slides are examples of how students used shapes and forms of flowers to design and make ‘picture frames’ and ‘mirror frames’ that were not rectangular!
Students work: 11 years old
![Page 28: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/28.jpg)
Understanding Creativity For Creative Understanding 28
![Page 29: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/29.jpg)
Understanding Creativity For Creative Understanding 29
![Page 30: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/30.jpg)
Understanding Creativity For Creative Understanding 30
![Page 31: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/31.jpg)
Understanding Creativity For Creative Understanding 31
![Page 32: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/32.jpg)
Understanding Creativity For Creative Understanding 32
Journal articles
Nicholl, B. (2009) The epistemological differences between a teacher and researcher: A Personal Journey illustrating second order action research Design and Technology: An International Journal, Vo. 14 No3, pp2136
Nicholl, B. and McLellan, R. (2008) We're all in this game whether we like it or not to get a number of As to Cs.‚ Design and technology teachers' struggles to implement creativity and performativity policies. British Educational Research Journal, Vol. 34, No. 5, pp. 585–600
Nicholl, B. and McLellan, R. (2007) ‘Oh yeah, yeah you gets a lot of love hearts. The Year 9s are notorious for love hearts. Everything is love hearts’. Fixation in Pupils’ Design and Technology work (1116 years). Design and Technology: An International Journal, Vol. 12 No1, pp2136
McLellan, R. & Nicholl, B. (forthcoming) ‘If I was going to design a chair, the last think I would do look at is a chair’. Product analysis and the causes of fixation in students' design work 1116 years. International Journal of Technology and Design Education. SENSE
McLellan, R., & Nicholl, B. (forthcoming) Creativity in crisis in D&T: Are classroom climates conducive for creativity in English secondary schools? The International Journal of Thinking Skills and Creativity. Elsevier
Book Chapters Nicholl, B. and McLellan, R. (2009) ‘This isn’t my project [work]. It’s…just do it…you just do research’. What student
voice reveals about the nature of D&T lessons in English schools and the implications this has on their motivation and learning of complex tasks. In M. de Vries & A. Jones (eds) International Handbook of Research and Development in Technology Education, SENSE
Recent publications
![Page 33: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/33.jpg)
Understanding Creativity For Creative Understanding 33
Bill Nicholl Faculty of Education
University of Cambridge [email protected]
![Page 34: Understanding Creativity For Creative Understanding › documents › conferences › international › 2009 › ... · 2012-05-02 · Understanding Creativity For Creative Understanding](https://reader033.vdocuments.us/reader033/viewer/2022060421/5f17bf1c3f38135b0642f7d2/html5/thumbnails/34.jpg)
Understanding Creativity For Creative Understanding 34
Unlocking the creative gates: Who’s got the keys?
Bill Nicholl
ASEEBudapeste October 2009