CREATIVITY WORKSHOP Participants Handbook

Defining Creativity Creativity is a balance between these three forms of thinking:

Synthetic ability - This obviously includes divergent thinking as it is the ability to think of or generate new, novel, and interesting ideas. But it is also the ability to spontaneously make connections between ideas, or groups of things -- ones that often go unnoticed, or discovered by others.

Analytical ability - Again, this includes the ability to think convergently in that it requires critical thinking and appraisal as one analyzes and evaluates thoughts, ideas, and possible solutions. This type of thinking is key in the realm of creative work because not all ideas are good ones, some need to be culled. Creative people use this type of thinking to consider implications and project possible responses, problems, and outcomes. Commonly we think of this ability as "critical thinking" at its best.

Practical ability - The world is full of people who have good ideas, as well as ones who can pick ideas apart. However, the basic key to creative work must include the ability to use practical thinking. This is the ability translate abstractions and theories into realistic applications. It is the skill to sell or communicate one's ideas to others, to make others believe that ideas, works, or products are valuable, different, useful, innovative, unusual, or worthy of consideration. It is finding a potential audience for one's creative work.

Levels of creativity The first three levels of creativity can be attained by anyone who is motivated and who has persistence enough to see projects and ideas through. The last two levels may be unattainable to all but those who are highly gifted creatively, or those who are naturally creative geniuses. 1. Primitive and intuitive expression: This first level of creativity incorporates the primitive and intuitive expression found in children and in adults who have not been trained in art. There is an innocent quality to primitive art, but also directness and sensitivity. The naive artist creates for the joy of expression. 2. Academic and technical level: The second level of creativity is the academic and technical level. At this level the artist learns skills and techniques, developing a proficiency that allows creative expression in myriad ways. The academic artist adds power to expression through the mastery of craft. 3. Inventive level: Many artists experiment with their craft, exploring different ways of using familiar tools and mediums. This heralds the level of invention. Breaking rules is the order of the day, challenging the boundaries of academic tradition, becoming increasingly adventurous and experimental. Inventors use academic tradition and skills as a steppingstone into new frontiers. 4. Innovative level: At the level of innovation the artist, writer, musician, inventor, thinker is more original. Materials and methods that are out of the ordinary are introduced. Now the creator breaks the boundaries. The academic or inspirational foundation remains as a substructure of unconscious thought guiding these creative efforts. 5. Genius level: The fifth level of creativity is characterized as genius. There are individuals whose ideas and accomplishments in art and science defy explanation. Genius is arguably the one level that is unexplainable and perhaps unattainable for most of us, something that an individual is born with.

Characteristics of highly creative individuals Case Study Notes __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _______Highly creative individuals may:

1. Display a great deal of curiosity about many things; are constantly asking

questions about anything and everything; may have broad interests in many unrelated areas. May devise collections based on unusual things and interests.

2. Generate a large number of ideas or solutions to problems and questions; often

offer unusual ("way out"), unique, clever responses.

3. Are often uninhibited in expressions of opinion; are sometimes radical and

spirited in disagreement; are unusually tenacious or persistent -- fixating on an idea or project.

4. Are willing to take risks, are often people who are described as a "high risk taker,

or adventurous, or speculative."

5. Display a good deal of intellectual playfulness; may frequently be caught

fantasizing, daydreaming or imagining. Often wonder out loud and might be heard saying, "I wonder what would happen if. . ."; or "What if we change . . .." Can manipulate ideas by easily changing, elaborating, adapting, improving, or modifying the original idea or the ideas of others. Are often concerned improving the conceptual frameworks of institutions, objects, and systems.

6. Display keen senses of humor and see humor in situations that may not appear to

be humorous to others. Sometimes their humor may appear bizarre, inappropriate, irreverent to others.

7. Are unusually aware of his or her impulses and are often more open to the

irrational within him or herself. May freely display opposite gender characteristics (freer expression of feminine interests in boys, greater than usual amount of independence for girls).

8. Exhibit heightened emotional sensitivity. May be very sensitive to beauty, and

visibly moved by aesthetic experiences.

9. Are frequently perceived as nonconforming; accept disordered of chaotic

environments or situations; are frequently not interested in details, are described as individualistic; or do not fear being classified as "different."

10.

Criticize

constructively,

and

are

unwilling

to

accept

authoritarian

pronouncements without overly critical self-examination. ICEDIP MODEL Notes __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _______

Thinking patterns that help create new ideas.

Explore new ideas and learn to become flexible in your thinking. Practice visualization -- learn how to create concept maps, illustrative schema, and sketch ideas out. Explore other fields looking for new theories and ideas that can be synthesized and adapted. Keep a record of your explorations. Keep an "Idea Journal" Learn to think in possibilities -- diverge, be expansive in your thinking. Generate lots of ideas, then refine them. Practice trying to look at things holistically and try to get the big picture. Learn to focus in on parts of a problem, then come back out to the big picture. Don't get in a rut. Force yourself to try new things. Experiment with new strategies and play with ideas imaginatively. Think of yourself as an "idea artist" or an "idea vendor." Combine ideas. Let ideas and thoughts ferment and percolate, "sleep on it", and then revisit the the issue or problem. Take time to imagine new ideas and possibilities. Practice daydreaming and visionizing. Look for ideas and inspiration in ordinary places. Scan books, magazines, articles, advertisements & photos for new ideas. Ask family members, friends, co-workers and even strangers for a fresh perspectives. Brainstorm and free associate frequently. Free yourself from "functional fixity" or restrictively thinking of something only in one way. Creative thinking is often blocked by not being able to think about items in new contexts or new ways. Divest yourself of "cultural or gender mindsets" that may limit your thinking. Examine your thinking for barriers like "toxic nostalgia" -- letting grandiose or overly romanticized visions of the past block new ideas.

All About Brainstorming

One of the best general explanations I have found for describing "brainstorming" comes from a book entitled The art of creating thinking by Wilfred A. Peterson. . . . Brainstorming is an existing process by which individuals strive to stimulate and inspire each other to create ideas. The purpose is to tap the subconscious mind of each member in a group and create a mutual sharing of mental wealth of those participating. Through the mechanism of association, one idea will suggest another and another. . .creating a chain reaction. . . . It can be used by everyone. . .Brainstorming is thinking-together, harnessing imaginative power. It is mental teamwork, going into a creative-huddle. It can be used by family members to create harmony in the home or by statesman to create a peaceful world. Alex F. Osborn has been designated the "Father of Brainstorming;"

Rules for brainstorming There are actual rules for brainstorming and these should be followed for each session. Brainstorming works better if participants know the rules beforehand and have an opportunity to get to know one another. It flourishes in and atmosphere where there are levels of mutual trust and acceptance. 1. All ideas are - judgment and criticism are deferred 2. Participant should feel unrestricted and should feel that they are free to say anything and everything. The farther out the idea, the better 3. Ideas should be built on the ideas of others. This is the concept of piggybacking. 4. The more ideas, the better. This is an exercise where the quantity of ideas is stressed over the quality of the ideas.

MIND MAPPING 1. Mind Mapping is a technique for noting information that can be used as an alternative to traditional methods. The technique has been developed and popularised by Tony Buzan, who has written several books on the subject. WHY USE MIND MAPS? 2. Mind Maps abandon the list structure of conventional note taking in favour of a pictorial representation. A good mind map shows the 'shape' of the subject, the relative importance of information and ideas, and the way that information is inter-related. Typically mind maps are more compact than conventional notes, often taking up one side of paper. This helps associations to be made easily. Information that is acquired after the main Mind Map has been drawn can be easily integrated with minimal disruption. 3. Mind Maps can be used to summarise information, to consolidate information from different research sources, to think through complex problems and as a way of presenting information that shows the overall structure of your subject. Some possible applications are shown in the Mind Map below.

4. For people who have spatial memories, Mind Maps can provide effective mnemonics remembering the shape and structure of a Mind Map can provide the cues necessary to remember the information contained within them. Mind Maps engage much more of the brain in the process of assimilating and connecting facts than conventional notes. Mind Maps are also very quick to review - it is easy to refresh information in your mind, at a glance, just before it is needed.

DRAWING MIND MAPS 5. Mind Maps can be drawn free hand or with computer programs such as Mind Manager. An example of part of a Mind Map drawn on a computer is shown below.

6. To show how the Mind Map above was constructed, we have numbered the order in which lines were drawn. 7. A basic Mind Map is drawn in the following way: Write the title of the subject in the centre of the page, and draw a circle around it.

For the first main heading of the subject, draw a line out from the circle in any direction, and write the heading above or below the line. For sub-headings of the main heading, draw lines out from the first line for each sub- heading, and label each one. For individual facts, draw lines out from the appropriate heading line.

A complete Mind Map may have main topic lines radiating in all directions, with sub-topics and facts branching off from these, like branches and twigs from the trunk of a tree. You do not need to worry about the structure produced - this will evolve of its own accord. However, there are usually not more than 6 branches emanating from any particular node.

IMPROVING YOUR MIND MAPS 8. Your Mind Maps are personal to you. Once you understand how to assemble the basic structure you can develop your own coding and conventions to take things further, for example to show linkages between facts. The following suggestions, however, may help to enhance the effectiveness of your Mind Maps:

Use single words or simple phrases for information: The majority of words in normal texts are padding - they ensure that facts are conveyed in the correct context to another person in a format that is pleasant to read. In your own Mind Maps single strong words and evocative phrases can convey the same meaning. Excess words just clutter the Mind Map, and take time to write down.

Print words: Joined up or indistinct writing can be more difficult to read and less attractive to look at. Use colour to separate different ideas: This will help your mind to separate ideas and helps visualisation of the Mind Map for recall. Colour also helps to show organisation. Use symbols and images: Where a symbol means something to you, and conveys more information than words, use it. Pictures help you to remember information. Use shapes, circles and boundaries to connect information: These are additional tools to help show the grouping of information. Use arrows to show cause and effect

Six Thinking Hats "Six Thinking Hats" is a powerful technique that helps you look at important decisions from a number of different perspectives. It helps you make better decisions by pushing you to move outside your habitual ways of thinking. As such, it helps you understand the full complexity of a decision, and spot issues and opportunities which you might otherwise not notice. Many successful people think from a very rational, positive viewpoint, and this is part of the reason that they are successful. Often, though, they may fail to look at problems from emotional, intuitive, creative or negative viewpoints. This can mean that they underestimate resistance to change, don't make creative leaps, and fail to make essential contingency plans. Similarly, pessimists may be excessively defensive, and people used to a very logical approach to problem solving may fail to engage their creativity or listen to their intuition. If you look at a problem using the Six Thinking Hats technique, then you'll use all of these approaches to develop your best solution. Your decisions and plans will mix ambition, skill in execution, sensitivity, creativity and good contingency planning. This tool was created by Edward de Bono in his book "6 Thinking Hats". How to Use the Tool: To use Six Thinking Hats to improve the quality of your decision-making, look at the decision "wearing" each of the thinking hats in turn. Each "Thinking Hat" is a different style of thinking. These are explained below:

White Hat:

With this thinking hat, you focus on the data available. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and either try to fill them or take account of them. This is where you analyze past trends, and try to extrapolate from historical data.

Red Hat:

Wearing the red hat, you look at the decision using intuition, gut reaction, and emotion. Also try to think how other people will react emotionally, and try to understand the intuitive responses of people who do not fully know your reasoning.

Black Hat

When using black hat thinking, look at things pessimistically, cautiously and defensively. Try to see why ideas and approaches might not work. This is important because it highlights the weak points in a plan or course of action. It allows you to eliminate them, alter your approach, or prepare contingency plans to counter problems that arise. Black Hat thinking helps to make your plans tougher and more resilient. It can also help you to spot fatal flaws and risks before you embark on a course of action. Black Hat thinking is

one of the real benefits of this technique, as many successful people get so used to thinking positively that often they cannot see problems in advance, leaving them under-prepared for difficulties.

Yellow Hat:

The yellow hat helps you to think positively. It is the optimistic viewpoint that helps you to see all the benefits of the decision and the value in it, and spot the opportunities that arise from it. Yellow Hat thinking helps you to keep going when everything looks gloomy and difficult.

Green Hat:

The Green Hat stands for creativity. This is where you can develop creative solutions to a problem. It is a freewheeling way of thinking, in which there is little criticism of ideas.

Blue Hat:

The Blue Hat stands for process control. This is the hat worn by people chairing meetings. When running into difficulties because ideas are running dry, they may direct activity into Green Hat thinking. When contingency plans are needed, they will ask for Black Hat thinking, and so on. You can use Six Thinking Hats in meetings or on your own. In meetings it has the benefit of defusing the disagreements that can happen when people with different thinking styles discuss the same problem.

Notes __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _______ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _______ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ _______