Principal - Crayola Supplement - September/October 2016 - 19

Uncover & Unleash
Students' Creative Potential
Translating research into practice.

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Renaissance Acad
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Charter School of
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he importance of creativity to society is
unquestionable. Research documents the
contributions of creativity to our health, quality
of life, and ability to learn. The significance of
creativity in the workforce is highlighted in a
2015 Business and the Creative Economy article by Adam
Okulicz-Kozaryn. He asserts that "creativity is the single
most important ingredient for broadly understood
progress (technological, economic, social, academic, and
so forth)." In July 2013, the U.S. Department of Commerce
announced that for the first time in our nation's history, the
contribution of creativity to the gross domestic product will
be included. We are in constant need of creative solutions
to solve matters of national and international importance,
from containing the Zika virus to finding sustainable ways to
reduce our carbon footprint. These solutions originate from
a vibrant exchange of ideas by communities of people who
continuously share their original ideas and are open to the
ideas of others.
Our students are poised to take their place in history.
With the volume of information they process daily through
multiple devices, the knowledge base from where they
will draw ideas, solutions to problems, and inspiration

www.naesp.org

Regency Park
Elementary
School,
Pittsburgh,
Pennsylvania

for novel inventions has increased dramatically during
the past decade. In today's classrooms, educators inspire
future technological and social innovators, artists, and
policymakers. How can their creativity be fueled so they
reach their full creative potential?

Forms of Creativity
Creativity can take several forms. It could be demonstrated
in terms of actual behavior that can be easily observed. But
creative potential, which is latent and is not easily observed,
is as important. Creative potential can be inferred and even
measured, thanks to advances in the creativity research, but
it is not as obvious or objective as actual creative behavior.
That being said, creative potential is much more important
for educators than is creative action. That is in part because
creative potential is so widely distributed.
Every student has creative potential-it is not something
that only gifted children or only students with high grades
have. In fact, one finding from Kenes Beketayev and
Mark Runco's "Scoring Divergent Thinking Tests With
a Semantics-Based Algorithm" is that students earning
the highest grades are sometimes more concerned about
correct answers than original ideas, and often students
Principal Special Supplement ■ September/October 2016

19


http://www.naesp.org

Table of Contents for the Digital Edition of Principal - Crayola Supplement - September/October 2016

Contents
Principal - Crayola Supplement - September/October 2016 - Cover1
Principal - Crayola Supplement - September/October 2016 - Cover2
Principal - Crayola Supplement - September/October 2016 - Contents
Principal - Crayola Supplement - September/October 2016 - 2
Principal - Crayola Supplement - September/October 2016 - 3
Principal - Crayola Supplement - September/October 2016 - 4
Principal - Crayola Supplement - September/October 2016 - 5
Principal - Crayola Supplement - September/October 2016 - 6
Principal - Crayola Supplement - September/October 2016 - 7
Principal - Crayola Supplement - September/October 2016 - 8
Principal - Crayola Supplement - September/October 2016 - 9
Principal - Crayola Supplement - September/October 2016 - 10
Principal - Crayola Supplement - September/October 2016 - 11
Principal - Crayola Supplement - September/October 2016 - 12
Principal - Crayola Supplement - September/October 2016 - 13
Principal - Crayola Supplement - September/October 2016 - 14
Principal - Crayola Supplement - September/October 2016 - 15
Principal - Crayola Supplement - September/October 2016 - 16
Principal - Crayola Supplement - September/October 2016 - 17
Principal - Crayola Supplement - September/October 2016 - 18
Principal - Crayola Supplement - September/October 2016 - 19
Principal - Crayola Supplement - September/October 2016 - 20
Principal - Crayola Supplement - September/October 2016 - 21
Principal - Crayola Supplement - September/October 2016 - 22
Principal - Crayola Supplement - September/October 2016 - 23
Principal - Crayola Supplement - September/October 2016 - 24
Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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https://www.nxtbook.com/ygsreprints/NAESP/principal_20200304
https://www.nxtbook.com/ygsreprints/NAESP/principal_20200102
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesup_20200102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20191112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20190910
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https://www.nxtbook.com/ygsreprints/NAESP/principal_wallace_20190304
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https://www.nxtbook.com/ygsreprints/NAESP/principal_20190102
https://www.nxtbook.com/ygsreprints/NAESP/principal_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_supplement_20181112
https://www.nxtbook.com/ygsreprints/NAESP/principal_Crayolasup_20180910
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180910
https://www.nxtbook.com/ygsreprints/NAESP/principal_wallacesupp_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180506
https://www.nxtbook.com/ygsreprints/NAESP/principal_20180304
https://www.nxtbook.com/ygsreprints/NAESP/principal_mottsupp_20180102
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https://www.nxtbook.com/ygsreprints/NAESP/principal_20170708
https://www.nxtbook.com/nxtbooks/manifest/principal_20170304
https://www.nxtbook.com/nxtbooks/manifest/principal_20170102
https://www.nxtbook.com/nxtbooks/manifest/principal_20161112
https://www.nxtbook.com/nxtbooks/manifest/principal_crayolasupp_20160910
https://www.nxtbook.com/nxtbooks/manifest/principal_20160910
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