Principal - Crayola Supplement - September/October 2016 - 21

Champion Creatively Alive Children

enough to allow creative thinking,
there is a risk that you might hear
or receive something unexpected.
Educators and students should tolerate
the risk of the unknown as they
embrace original thinking.

more resourced school environments,
Title I students participating in the
arts showed higher levels of student
engagement, which was defined as the
degree of attention, curiosity, interest,
and passion that a student shows when
he or she is learning or being taught.
Title I students participating in the arts
also attained higher positive challenge
scores, indicating that they more often
coupled a challenge with a passion or
interest to yield greater likelihood of a
problem solution.

How to Assess Creativity
In The Art of Thought, Graham Wallas'
early research on the creative process
identified four stages: preparation,
incubation, illumination, and
verification. Preparation involves
collecting materials and conducting
research on the topic. Incubation is
the quiet, reflective time when we let
all the information "marinate" while
we take a walk. Illumination is the
"aha" moment when a promising idea
emerges, followed by the verification
stage during which time we test the
idea and make sure it works.
The process is recursive. It is
important to know that these stages
exist as we determine the most
appropriate ways to assess creativity
at each stage and under what
circumstance. Assessment should
distinguish between presented
problems and discovered problems
(the latter being more strongly tied to
creativity), and between activities that
encourage divergent or convergent
thinking. The former is indicative of
creative potential. While convergent
thinking is used when students deal
with questions that have correct
answers (or tasks that have one
correct end result), divergent thinking
questions and tasks are open-ended.
There is no one correct answer;
there are many possibilities. This is
what allows divergent and original
thought-the openness to explore,
play, experiment, and think for oneself.
Every subject taught in our
educational system offers opportunities
for divergent thinking, and a recent
study focused on the impact of
the arts on student creativity and
engagement. The study, "The Effects
of Arts-Integrated Education on
Title I and Students in Low-Income
Families" by Ivonne Chand O'Neal,
found that compared to students in
www.naesp.org

E.M. Downer Elementary School,
San Pablo, California

Jacksonville Primary School,
Williamsport, Pennsylvania

Coronita Elementary School,
Corona, California

Creativity Strategies
for Educators
There are, in fact, methods designed to
fulfill creative potential. Here are five.
1. Personalize. Begin the school
year by asking students to make a list
of their top five passions, activities,
pastimes, or teams. Incorporating
items from these lists throughout
the school year will keep students
engaged and offer on-the-spot
options for topics of further
exploration.
2. Super-Charged Seeing (process
focus). Ask students to view an
image and write down what they
see. In what way does it tell a story
or record history? How could it
be used as a tool for scientific
discovery or exploration? This type
of activity heightens observation
skills, encourages students to think
divergently, and encourages them
to shift perspectives by examining
multiple viewpoints in our
increasingly visual culture.
3. Find Three Ways (process focus).
Ask students to generate a realworld problem that they want to
solve. They must generate three
ways to solve the problem. Feel free
to place a condition on one of the
ways. For example, one way must
include a robot or a block of ice.
4. The Invention Game (process
focus). Pick a real-world challenge.
Ask students to devise and sketch
an invention that incorporates
five steps to accomplish the task.
What if money and resources were
Principal Special Supplement n September/October 2016

21


https://www.amazon.com/Art-Thought-Graham-Wallas/dp/1910146056 http://www.titlei.org/ondemand/the-effects-of-arts-integrated-education-on-title-i-and-students-in-low-income-families/ http://www.titlei.org/ondemand/the-effects-of-arts-integrated-education-on-title-i-and-students-in-low-income-families/ http://www.titlei.org/ondemand/the-effects-of-arts-integrated-education-on-title-i-and-students-in-low-income-families/ 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
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Principal - Crayola Supplement - September/October 2016 - Cover3
Principal - Crayola Supplement - September/October 2016 - Cover4
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