Fostering Academic Creativity in Gifted Students (page 2)
Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement.
Creative thinking and learning involve such abilities as evaluation (especially the ability to sense problems, inconsistencies, and missing elements); divergent production (e.g., fluency, flexibility, originality, and elaboration); and redefinition. Creative learning is a natural, healthy human process that occurs when people become curious and excited.
In contrast, learning by authority requires students to use thinking skills such as recognition, memory, and logical reasoning--the abilities most frequently assessed by traditional tests of intelligence and scholastic aptitude. Children prefer to learn in creative ways rather than just memorizing information provided by a teacher or parents. They also learn better and sometimes faster.
Three questions illustrate the difference between learning information provided by an adult or textbook and creative learning:
- In what year did Columbus discover America? (The answer, 1492, requires recognizing and memorizing information.)
- How are Columbus and an astronaut similar and different? (The answer requires more than memorization and understanding; it requires students to think about what they know.)
- Suppose Columbus had landed in California. How would our lives and history have been different? (The answer requires many creative thinking skills including imagining, experimenting, discovering, elaborating, testing solutions, and communicating discoveries.)
Creative Behavior of Young Children
Young children are naturally curious. They wonder about people and the world. By the time they enter preschool, they already have a variety of learning skills acquired through questioning, inquiring, searching, manipulating, experimenting, and playing. They are content to watch from a distance at first; however, this does not satisfy their curiosity. Children need opportunities for a closer look; they need to touch; they need time for the creative encounter.
We place many restrictions on children's desire to explore the world. We discourage them by saying "Curiosity killed the cat." If we were honest, we would admit that curiosity makes a good cat and that cats are extremely skilled in testing the limits and determining what is safe and what is dangerous. Apparently children, as well as cats, have an irresistible tendency to explore objects, and this very tendency seems to be the basis for the curiosity and inventiveness of adults. Even in testing situations, children who do the most manipulating of objects produce the most ideas and the largest number of original ideas.
Creative Behavior of School-Age Children
Until children reach school age, it is generally assumed that they are highly creative, with vivid imaginations, and that they learn by exploring, risking, manipulating, testing, and modifying ideas. Although teachers and administrators sometimes believe that it is more economical to learn by authority, research suggests that many things (although not all) can be learned more effectively and economically in creative ways rather than by authority (Torrance, 1977).
What can Teachers Do?
Wise teachers can offer a curriculum with plenty of opportunities for creative behaviors. They can make assignments that call for original work, independent learning, self-initiated projects, and experimentation. Using curriculum materials that provide progressive warm-up experiences, procedures that permit one thing to lead to another, and activities that make creative thinking both legitimate and rewarding makes it easier for teachers to provide opportunities for creative learning.
The following are some things caring adults can do to foster and nurture creativity:
- We can teach children to appreciate and be pleased with their own creative efforts.
- We can be respectful of the unusual questions children ask.
- We can be respectful of children's unusual ideas and solutions, for children will see many relationships that their parents and teachers miss.
- We can show children that their ideas have value by listening to their ideas and considering them. We can encourage children to test their ideas by using them and communicating them to others. We must give them credit for their ideas.
- We can provide opportunities and give credit for self-initiated learning. Overly detailed supervision, too much reliance on prescribed curricula, failure to appraise learning resulting from a child's own initiative, and attempts to cover too much material with no opportunity for reflection interfere seriously with such efforts.
- We can provide chances for children to learn, think, and discover without threats of immediate evaluation. Constant evaluation, especially during practice and initial learning, makes children afraid to use creative ways to learn. We must accept their honest errors as part of the creative process.
- We can establish creative relationships with children--encouraging creativity in the classroom while providing adequate guidance for the students.
Reprinted with the permission of the Education Resources Information Center.
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