Creativity across the primary curriculum: framing and developing practice Chapter 1

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Creativity across the primary curriculum: framing and developing practice Chapter 1 von Mind Map: Creativity across the primary curriculum: framing and developing practice  Chapter 1

1. Possibility thinking as the engine of creativity

1.1. against idea that science and maths have no creativity

1.1.1. Science - puzzling, wondering about the world around them - is the basis for investigations - we have questions we want to investigate and find the answers to

1.1.2. Questioning, problem solving, creative thinking to solve mathematical problems.

1.1.3. Maths and science are more closely linked than commonly thought - both contain questioning, problem solving, creative play in search for a solution.

1.2. possiblity thinking is the basis of creativity

1.3. covergent thinking - It generally means the ability to give the "correct" answer to standard questions that do not require significant creativity divergent thinking - a thought process or method used to generate creative ideas by exploring many possible solutions

2. Being Imaginative

2.1. possiblity thinking

2.1.1. resolving problems

2.1.2. not being restricted - allowing freedom of thought, natural curiosity and questioning

2.1.3. thinking deeper

2.1.4. not stopping just because there is a barrier and going beyond

2.1.5. experimenting and exploring

2.1.6. craft: "being imaginative must be oringinal to be individual - has to be creative, has tohave an outcome

2.2. fostering imagination

2.2.1. teaching children norms so they can recognise imaginative ideas

2.2.2. awareness of being different - unconventional, unusual

2.2.3. support the children in this Support play and exploration

2.3. Private Ideas - not shared Public Ideas - shared

3. Asking questions

3.1. To ask questions - find out and test the answers

3.1.1. Natural wonder about the world around them

3.2. answering questions with further questions

3.2.1. questioning themselves - challenging their own ideas

3.3. Once answer is achieved - children to step back and look at the answers - evaluate and reflect

3.4. unfocused question - many possible answers - broad, initiates deeper thought processes and curiosity

4. Play and possibilities

4.1. how they link

4.2. play is fundemental for all ages

4.2.1. Einstein agreed that play was a huge part of his own thinking and discoveries

4.3. play can help find a way around a problem - helps discover solutions

4.3.1. You get a new phone - you play with it to discover how it works and what you can do with it.

4.4. play (structured and unstructured

4.4.1. puppetry

4.4.2. dramatic play diliberate role play - less structured - natural play allows for more imagination and original thinking

4.4.3. simulations

4.4.4. empathy work

4.4.5. story telling

4.4.6. open ended sinarios

4.4.7. imprevisation

4.4.8. fantasy modling

5. Possibility in divergent and convergent thinking

5.1. Possibility self actualisation and being imaginative

5.1.1. freud

5.1.2. Skinner Believes that being imaginative is the revealing of pre-existent ideas

5.1.3. Close to imagination, creative process, problem solving

5.1.4. Photosynthesis and humanistic approach Creativity - self actualisation

6. Multiple intelligences

6.1. Mid 1980s, howard Gardner put forward a “pluralist theory” of mind to highlight different cognitive styles and strengths of individuals. -> Theory of multiple inteligences.

6.2. Gardener

6.2.1. Gardener believes humans have a range of intelligences which go beyond any animal or machine

6.2.2. 7 intelligences - Linguistic intelligence – language and logic – special intelligence (the extent to which you use/possess the other inteligences) – musical - bodily kinaesthetic intelligence (athletics, crafts, dance) –intrapersonal intelligence (to understand oneself) -Interpersonal (To understand and relate to others) Then also listed: -naturalist (knowing numerous flora and fauna) - spiritual and existential (though he is less sure about this) everyone has each of these intelligences but in varying strengths – comes from birth, values, training and motivation Gardener believes the education system should make use of these intelligences more

6.2.3. Handy later processed 9 similar intelligences – factual, analytical, linguistic, spatial, musical, practical,physical,intuitive, interpersonal

6.3. Different learning styles acknowledge different cognitive strengths in people

6.4. The process of possibility thinking is the core of creativity.

7. Summing up 2

8. The creating mind

9. Summing up 1 Value and use Creativity and intelligence

9.1. Possibility, self actualisation and being imaginative

9.1.1. Creativity involves making from nothing

9.1.2. Psychosynthetic perspective - creativity involves concious choice over unconscious processes

9.1.3. Humanistic psych approach - creativity is self-actualisation

9.1.4. Philosophy - Elliot (1975) - creativity is imaginativeness or ingenuity manifested in any valued pursuit Processes involved are problem solving and making something of an idea Imagination = creativity Problem solving involves imagination/possibility

9.1.5. Two sets of creativity - problem solving - having valuable ideas

9.1.6. Possibility thinking - problem finding/solving