Torrance Journal for Applied Creativity

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Figure 2: An Artist Thinks Outside the Box To make sense of the messy nature of school reform, Bernadette allowed her imagination to wander as she “played” with words and ideas to consider both the depth and breadth of an authentic change process. Discussion Using the framework derived from Thomas and Brown’s (2011) discussion of innovation, the authors experiment with aligning Case # 1 with the creativity perspective and Case # 2 with the imagination perspective. Clearly, both cases could be considered as creative and imaginative endeavors; however, a certain degree of difference can be discerned as shown in Table 2. Analysis suggests that Case # 1 fits the creativity perspective described by Thomas and Brown in several distinct ways. Fundamentally, the artsbased activity of creating multi-ethnic avatars was devised as a way to engage ninth-grade students in a research study that employed a mathematics-based digital game. This problem-solving orientation provided at least two benefits. It enabled the students to draw avatars that fit their personal characteristics, and it helped the researcher focus the students on the task at hand. Furthermore, it allowed participating students to imbue the activities surrounding the study with meaning as they put themselves into the individualized avatars. Similarly, it provided the second author with important information about setting the context for the research study. By placing themselves into the avatars, the students took their personal characteristics, which were familiar to them, and fit themselves to the avatars in the unfamiliar mathematics-based digital game. Finally, by creating a more engaging classroom setting, the researcher was able to proceed with the research study in an efficient manner. In contrast, Case # 2 illustrates an abstract endeavor that was inspired by the art teacher leader solely as a meaning-making device. Engaging her imagination, she took in professional development information, and wondered “what if?” What if diagonal integration was used to integrate instruction in schools? What might that look like? As she mulled over that idea, she used her experience and skills to create a conceptual model infused with arts-based principles (e.g., line, color, value, etc.). As this teacher interpreted her drawing, she noted that she had started with lines—horizontal, vertical, diagonal—which suggest a box (e.g., a place, a setting). However, in the finished doodle, the box is barely visible as it is subsumed within a much more complex contextual drawing. The drawing suggests that one can build a new world (e.g., learning environment, etc.) by expanding the boundaries of an idea. This case provides an illustration of how imagination can reshape context in a way that is experimental and playful. Fundamentally, both case studies provide examples of how participants struggle to make meaning out of information by using creative and imaginative activities. Further analyses could be conducted to reverse the alignment or to search for an alternative framework that might better capture the dynamics inherent in these two studies. However, the present analysis is designed to promote discussion about how artsbased activities can be used to deepen insight and thoughtful reflection within research and educational practice. These cases also provide illustrations of how arts-based activities might be used to solve a specific, concrete problem or to provoke more abstract, conceptual inquiry. In application, both approaches could be employed in the same study at different phases of work. Hannah Foote 135
Significance In these two studies, drawing while talking and listening helped students and teachers disclose personal, subjective meaning (Barone & Eisner, 2012) that might have been “ineffable” to articulate (Weber, 2008), or time-consuming through oral and written expression. Making works of art can also be a person’s preferred way of communication (Newton, 1976), thus allowing researchers to understand students’ thoughts around subjects that can be difficult to discuss in the classroom, like cultural identity. Furthermore, comparative analysis of these two case studies provides contrasting illustrations: Creativity in the service of instrumental outcomes (Hamblen, 2009) and imagination as a means of promoting critical reflection (Schön, 1983). These studies contribute individually and collectively to the knowledge base on creativity and imagination. 1. The Primary Years Programme (PYP) is a component of the International Baccalaureate Program located in Geneva, Switzerland. The PYP is targeted toward children 3-12 and focuses on developing the whole child—academically, socially, physically, emotionally, and culturally. For more information see http://www.ibo.org/ibo/index. 136
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Torrance Journal for Applied Creati
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Table of Contents Preface Joan Fran
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Torrance Journal Advisory Board Cyn
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Bonnie Cramond E. Paul Torrance, th
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The TTCT also gave educators a way
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this emphasis may be seen in what K
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Students participating in the year-
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The Man So much of Torrance the man
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References Cramond, B., Matthews-Mo
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How Can Teachers Foster Creativity
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1. What kind of paper money are you
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Little Leaps: Weaving Creativity in
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18 Skill: Enjoy and Use Fantasy •
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References Content: Emancipation Pr
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Creativity Although almost universa
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The Levels of Service approach focu
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Beghetto, R. A., Kaufman, J. C., &
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Over the years, a body of literatur
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keep a climate of openness to stude
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II. Creative Intelligence: Fosterin
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Inspiring Creativity in Teachers to
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These tools provide guidelines to f
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• Journals There are many types o
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The Importance of IQ, MIQ, EQ, HQ &
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the Multiple Intelligences can lead
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Happiness is also a somewhat surpri
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To help parents and educators under
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Question: What if these Q “subjec
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childhood state‐of‐mind—being
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Walt Whitman (1819-92), Master of P
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Krall and Diana Ross. “Lady Day
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Stuart Little by E.B. White: A Tale
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Red Skelton. Great satirist, pantom
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Movie Actors and Actresses Lauren B
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Concept of Synergy as a Major Facto
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Fisher, Maurice D. (2000). Multiple
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The Learner-Directed Studio-Classro
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Borrowing Torrance’s words to pro
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Curious about the degree to which s
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the next few years of the rigor it
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Cerulean Hero by Karen Morse I know
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Purpose of the Study We thought the
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Benefits of Creativity Many student
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III. Models of Creativity: Torrance
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Lessons with No Conclusions: Using
Page 91 and 92: Table 1: Stage II Information Proce
Page 93 and 94: Allowing the lesson to trickle over
Page 95 and 96: Breaking Boundaries When my family
Page 97 and 98: Stage One: Heightening Anticipation
Page 99 and 100: TIM (Torrance Incubation Model) in
Page 101 and 102: nity elders in learning basic horti
Page 103 and 104: TIM and the Creative Coach: Using t
Page 105 and 106: Yet, the directive style is so perv
Page 107 and 108: Table 9:Deepening Expectations Stra
Page 109 and 110: Table 9: (Continued) Deepening Expe
Page 111 and 112: Table 10: (Continued) Extending Lea
Page 113 and 114: The KJ-Ho and The W-shaped Problem
Page 115 and 116: sentences. This is called the nega-
Page 117 and 118: References Kawakita J. (1966). Hass
Page 119 and 120: Connie Phelps Cornerstones in Appli
Page 121 and 122: dren and adults through games, stor
Page 123 and 124: References Boyd, N. (n. d.). The th
Page 125 and 126: precise use of words. Moreover, muc
Page 127 and 128: Creative Student Catalogs Expect fi
Page 129 and 130: The following vocabulary represents
Page 131 and 132: Predicting Adult Innovation Adult c
Page 133 and 134: creative young men and women who ca
Page 135 and 136: How can the Maker movement help dev
Page 137 and 138: Drawing While Talking and Thinking:
Page 139 and 140: one’s thinking about school chang
Page 141: aspects of Thomas and Brown’s (20
Page 145 and 146: Relevance in the Gifted Classroom-
Page 147 and 148: ideas and conducting a mock public
Page 149 and 150: It’s called the car; and we certa
Page 151 and 152: five creative strengths] are valuab
Page 153 and 154: Creativity and Innovation in an Int
Page 155 and 156: spices, textures, flavors, and sund
Page 157 and 158: Schmid, T. (2005a). Promoting healt
Page 159 and 160: Sylvia B. Rimm The Fashion of Passi
Page 161 and 162: pressures. Now adults have added a
Page 163 and 164: Too High Expectations Lead to Under
Page 165 and 166: Graduation Message I have heard man
Page 167 and 168: Foundation of Psychology The theori
Page 169 and 170: students makes moral dilemmas a use
Page 171 and 172: Seven Ways to Develop or Raise Spir
Page 173 and 174: Studies in Psychology: Promoting Aw
Page 175 and 176: Purpose of the Study This study sou
Page 177 and 178: Excessive Worry. Numerous students
Page 179 and 180: One boy described how both his fath
Page 181 and 182: A Glimpse Into My Clinic: The “As
Page 183 and 184: TV characters just like other child
Page 185 and 186: Thus, Guy was willing not just to c
Page 187 and 188: References Bailey, C.L. (2011). An
Page 189 and 190: Midwest Torrance Center for Creativ
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