Towards a Definition of Creativity (page 2)

Skills

• Inquire
  •  Pose questions that arise from curiosity.
• Find, Frame, and Solve Problems
  • Identify, articulate, and solve problems.
• Integrate Ideas
  • See patterns, find relationships, and make connections among ideas.
• Think Critically
  • Question, analyze, and synthesize ideas.
• Reflect
•             Contemplate and evaluate ideas.
• Take Action
  • Initiate action and follow through in bringing ideas to fruition.
• Collaborate
  • Work productively with others to bring ideas to fruition.
• Communicate
  • Express ideas in a variety of ways using a variety of media.

Attitudes

•  Curious
• Risk-taker
• Flexible and adaptable
• Comfortable with ambiguity
• Comfortable with more than one right answer
• Open and responsive to diverse perspectives

Environments that Support Creative Development

Both the “culture” and physical space of a learning environment can support learners’ creative development. Nurturing such learning environments is an important role of learning leaders—the teachers, principals, administrators, and business and cultural leaders of a community. Whether in a school, business, or community organization, creative learning environments often share the following characteristics:

Culture of a Creative Environment

• The creative environment is welcoming; it is a place where learners feel safe in taking risks.
• A sense of community and teamwork exists among learners.
• Curiosity is encouraged and respected as an important first step in learning. 
• Learning is situated in an authentic context and work is focused on important learning goals.
• Inquiry and investigation are important components of the learning process, as the outcomes of creative work are often unknown at the beginning of a project.
• Time is allowed for ideas to incubate.
• Ideas are challenged.
• Diverse perspectives are welcomed and explored to deepen and strengthen the creative process and products of creativity.
• “Mistakes” are viewed as a normal part of the learning process and viewed as opportunities to improve.
• Project-based learning is common; learners often explore open-ended problems.
• There is an excitement about learning; learners take ownership of their work. 

The Physical Environment

• The physical learning environment allows for flexibility so learners can work alone, in small groups, and in larger groups.
• Creative work is visible, communicating the importance of process and production.
• The environment itself is stimulating and may serve as a provocation for questions and investigations.
• Learning often extends beyond the confines of the physical environment.

Creativity is a renewable resource that fuels learners’ ability to navigate the unknown.  Developing creative capacities among learners will improve schools, communities, and workplaces throughout Wisconsin.