About creativity

What is creativity?

Historically, creativity has been seen as a tortured and mystical process, the province of geniuses, artists and eccentrics.

Today, we are less in awe of the creative process. Now, creativity is recognised as a practical skill, one which can be taught and which everyone can achieve. It is a way of thinking in which we look at familiar things with a fresh eye, examine a problem with an open mind about how it might be solved, and use our imagination rather than our knowledge to explore new possibilities rather than established approaches.

The importance of creativity
Creativity is clearly important on a national and global level for economic growth and development. But there is an increasing recognition that it is key at an individual level also. Creativity improves the self-esteem, motivation and achievement of learners. Pupils who are encouraged to think creatively:

• become more interested in discovering things for themselves
• are more open to new ideas and challenges
• are more able to solve problems
• can work well with others
• become more effective learners
• have greater ownership over their learning.

The implications for education
Children - particularly younger children - are inherently creative. Around the age of 8-10, the opinions of others become more important, the fear of failure emerges and they lose their willingness to try new things - they want to know 'the right answer'.

The challenge for educators is to nourish and develop children's natural creativity, not stifle it. There are many approaches that can help practitioners promote creativity in their learners:

• Providing regular opportunities for hands-on experimentation, problem solving, discussion and collaborative work.
• Actively encouraging pupils to question, make connections, envisaging what might be possible and exploring ideas.
• Using failure or setbacks as opportunities to learn.
• Facilitating open discussion of the problems pupils are facing and how they can solve them.
• Asking open-ended questions such as ‘What if…?’ and ‘How might you…?’
• Ensuring that assessment procedures reflect and reward creativity, enterprise and innovation.

Source: http://www.ltscotland.org.uk