Torrance Journal for Applied Creativity

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References Andrade, J. (2009). What does doodling do? Applied Cognitive Psychology, 24, 100- 106. Barone, T., & Eisner, E. W. (2012). Artsbased research. Thousand Oaks, CA: Sage. Bochner, A. P., & Ellis, C. (2003). An introduction to the arts and narrative research: Art as inquiry. Qualitative Inquiry, 9, 506-515. Brew, A., Fava, M., & Kantrowitz, A. (2012, September). Thinking through drawing 2012. Proceedings of 2012 Thinking through Drawing Symposium. Retrieved from https://www.academia.edu/5765847/ Thinking_through_Drawing_2012_Drawing_in_STEAM Crayola Multicultural Broad Line Washable Markers. (2011). Retrieved from http://www.crayola.com/search/?category=all&searchtext=markers Denzin, N. K. (2000). Aesthetics and the practices of qualitative inquiry. Qualitative Inquiry, 6(2), 256-265. Grushka, K. (2008). Tangential visibility: Becoming self through creating socio-cultural portraits. International Journal of Education through Art, 4(3), 297-313. Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444-454. Hamblin, K. A. (1988). Approaches to aesthetics in art education: A critical theory perspective. Studies in Art Education, 29(2), 81-90. Hamblin, K. A. (2009). Theories and research that support art instruction for instrumental outcomes. Theory into Practice, 32(4), 191-198. Katz-Buonincontro, J. & Foster, A. (2012). Drawing avatars: Perspectives on student creativity, identity, and academic achievement in game-based learning. In D. Ifenthaler (Ed.), Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 335-354). NY: Springer. Maclay, W. S., Guttman, E., & Mayer-Gross, W. (1938). Spontaneous drawings as an approach to some problems of psychopathology. Proceedings of the Royal Society of Medicine, 31, 1337-1350. McCutcheon, H. (2012). Self-portraits and popular culture. Arts & Activities, 151(3), 18-34. Newton, F. B. (1976). How may I understand you? Let me count the ways. Personnel & Guidance Journal, 54(5), 257-260. Piantanida, M., McMahan, P. L., & Garman, N. B. (2003). Sculpting the contours of arts-based educational research within a discourse community. Qualitative Inquiry, 9, 182-191. Reyes, P. & Phillips, J. C. (2002). Lessons learned on urban school reform in the Houston Annenberg challenge research and evaluation study [Final Report]. Houston, TX: The Houston Annenberg Challenge Board of Trustees. Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York, NY: Free Press. Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books. Schott, G. D. (2011). The art of medicine: Doodling and default network of the brain. The Lancet, 378, 1133-1134. Slattery, P. (2003). Troubling the contours of arts-based educational research. Qualitative Inquiry, 8, 192-197. Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87-98. Sullivan, G.S. (2005). Art practice as research: Inquiry in the visual arts. Thousand Oaks, CA: Sage. Thomas, D., & Brown, J. S. (2011). Cultivating the imagination: Building learning environments for innovation. Teachers College Record (February 17). Retrieved on 4/25/2011 from: http://www.tcrecord.org/ Home.asp. ID Number 16341. Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice Hall. Torrance, E. P. (1974). Torrance tests of creative thinking. Lexington, MA: Personnel Press. Ward, A.E. (2010). Fantasy Facebook: An exploration of students’ cultural sources. Art Education, 63(4), 47-52. Weber, S. (2008). Visual images in research. In J.G. Knowles & A.L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 41-54). Thousand Oaks, CA: Sage. Joy C. Phillips, PhD, an independent educational research consultant in Greenville, NC, focuses on educational leadership, policy development and implementation, and school reform. She qualitatively examines intractable educational issues by redefining problems, exploring underlying roots, experimenting with original teaching and research strategies, and building genuine university/public school partners. phillipsjoyc@gmail.com Jen Katz-Buonincontro, PhD, MFA, Associate Professor, teaches and researches creativity in leadership development and learning contexts in the School of Education at Drexel University in Philadelphia, PA. She co-developed a digital game for learning in the visual arts called Keys to the Collection, an iTunes app, used in The Barnes Foundation. Tel: 215.571.3670 | Fax: 215.895.5879 drexel.edu/soe Author Note Correspondence concerning this article should be addressed to Joy C. Phillips. Email: phillipsjoyc@gmail.com Maria Saba 137
Relevance in the Gifted Classroom- Connecting our Students to the World by Harry T. Roman Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our nation. - John F. Kennedy (www.quotationspage.com/quote/8280.html) Background Nothing makes a lesson plan last a lifetime more than relevance of classroom activities to the grown-up world. This was the magic behind the legendary Dick and Jane readers, which, though later criticized for their lack of diversity and stimulating content, enjoyed tremendous success since their publication in the 1930s through most of the next four decades. Over 80 million children learned how to read via these books, because they enabled young minds to glimpse the world beyond the classroom through colorful illustrations and stories of everyday life. Students want to see themselves interacting in the future, helping to shape it; and anything teachers can do in the classroom to convey this image will be received enthusiastically and remembered for many years. Such memorable lesson plans need not restrict themselves solely to the traditional academic realm and subject areas [content]. There is a need to understand more about how subjects fit together and what can be accomplished with the knowledge and skills teachers and students already have. We have used phrases like integrated learning, technology education, or even schoolto-work to describe how traditional topical learning might be transformed into process learning. This is often practiced in the workplace, but we always seem to default to the academic aspect of learning because we have convinced ourselves it can be measured with statistical certainty. Portfolio evaluation of a student’s performance seems so messy and subjective, not easy to do. If you truly believe academic credentials tell everything about a student’s potential, just do an internet search around the phrase, “did not go to college,” and then we’ll talk. Do we go to school and higher education to show off our test scores or do something useful for our world? There is much room to bring the world of work into our schools and help prime the pump of practicality and usefulness. Let us stop engaging in a white collar/blue collar thing. Consider this quote: From Albert Einstein: Not everything that can be counted counts, and not everything that counts can be counted. (www.quotationspage.com/quote/26950.html) In this article, I should like to tweak the STEM process up a few notches, bringing the outside world directly into the classroom in a kind of real-world practicum for both students and teachers. I think it powerful to mix into the academic day outside teachers and subject/process experts who make their living in the world beyond the classroom—living, breathing adults who can speak to how school is/was important to their workplace and career activities. For far too long, school has been about measuring “what you know.” As a 44-year veteran of the engineering profession, long-time graduate adjunct faculty at two universities, visiting lecturer, and author of leadership/management books, I can state with assurance that the workplace will ruthlessly assign value to employees based on “what they can do with what they know” and “how fast they can learn and apply new things.” College test scores never enter the picture. In the world of work, subject matter content is tactical, but how to use that subject matter (process) is strategic; and global competitiveness is about having winning strategies. Today, the highly popular STEM educational paradigm [STEM: science, technology, engineering and math] is the initial formal fusion of content and process in K-12 environments our students will need in order to be successful in a globally competitive workplace. Based on what I have seen in local schools and taught as a special visiting teacher spanning grades 3-8, the young ones will take to this approach I champion here. Think outside the square. Think for yourself don't just follow the herd. Think multidisciplinary! Problems by definition, cross many academic disciplines. -Lucas Remmerswaal, (The A-Z of 13 Habits, 2011) 138
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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
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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 and 142: aspects of Thomas and Brown’s (20
Page 143: Significance In these two studies,
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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Torrance Journal for Applied Creativity

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