Torrance Journal for Applied Creativity

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Preface Torrance Journal for Applied Creativity. Since there is no shortage of creativity periodicals, it is fair to ask, Why another creativity journal? First, we saw a need for stronger links between research and practice and to focus on how creative ideas, models, of teachers, counselors, administrators, parents, and students? And to what extent are teachers, leaders, and aim of this journal is to open up this conversation beyond the level of higher education to include creativity workers of all kinds—professors/researchers, classroom teachers, artists and arts teachers, designers, engineers, program developers, counselors, and more. children. Torrance was an open-minded and global thinker, and was always eager to explore new ideas for engaging people in the creative process. - universities, institutes, schools, clinics, or classrooms—explore creative ideas, models, and programs as they to actual learning communities and create an exchange of information and insight among creativity workers that is ongoing and dynamic. - of the Torrance Center for Creativity and Talent Development (University of Georgia), who enthusiastically embraced the concept of this journal from the beginning and supported its evolution through every phase of development. We are grateful for the generosity expressed by the committee at the Torrance Center for Creativity and Talent Development who helped us to establish parameters for the journal and provide the necessary funding to support its launch. We cannot neglect to mention the perceptive support of the Torrance Journal Advisory Board, as well as that of the teachers and other practitioners who reviewed the articles and demonstrated the application of the Torrance ideas to classrooms, studios, and workshops. young people. for the superb graphic designer who gave generously of their time and expertise to bring this large project challenging moments and made the process a rich and pleasurable one. From the beginning, we decided that the Torrance Journal for Applied Creativity should be published as an open-access online publication, with a limited number of hard copies printed for centers, institutes, schools, and also available to teachers, researchers, scholars, and other creativity workers who want to purchase them. something valuable to share are not excluded. We felt that it would be in keeping with the spirit of E. Paul Torrance to make creative ideas available and open to all who cherish and need them. Joan Franklin Smutny
Torrance Journal Advisory Board Cyndi Burnett Grand Island, NY Bonnie Cramond Athens, GA Maurice D. Fisher Manassas, VA Jerry Flack Denver, CO Mannford, OK Kathryn Haydon Katonah, NY Ellen Honeck Centennial, CO Karen Morse Goleta, CA Connie Phelps Emporia, KS Stephen T. Schroth Towson, MD Dorothy Sisk Beaumont, TX Sarah Sumners Athens, GA Co-Editors Joan Franklin Smutny S.E. von Fremd Maria Freeman Robin Gaston Kathryn Haydon Jennifer Rinne Sarah Sumners Design and Layout Michael Gorelick
Page 1 and 2: Torrance Journal for Applied Creati
Page 3: Table of Contents Preface Joan Fran
Page 7 and 8: Bonnie Cramond E. Paul Torrance, th
Page 9 and 10: The TTCT also gave educators a way
Page 11 and 12: this emphasis may be seen in what K
Page 13 and 14: Students participating in the year-
Page 15 and 16: The Man So much of Torrance the man
Page 17 and 18: References Cramond, B., Matthews-Mo
Page 19 and 20: How Can Teachers Foster Creativity
Page 21 and 22: 1. What kind of paper money are you
Page 23 and 24: Little Leaps: Weaving Creativity in
Page 25 and 26: 18 Skill: Enjoy and Use Fantasy •
Page 27 and 28: References Content: Emancipation Pr
Page 29 and 30: Creativity Although almost universa
Page 31 and 32: The Levels of Service approach focu
Page 33 and 34: Beghetto, R. A., Kaufman, J. C., &
Page 35 and 36: Over the years, a body of literatur
Page 37 and 38: keep a climate of openness to stude
Page 39 and 40: II. Creative Intelligence: Fosterin
Page 41 and 42: Inspiring Creativity in Teachers to
Page 43 and 44: These tools provide guidelines to f
Page 45 and 46: • Journals There are many types o
Page 47 and 48: The Importance of IQ, MIQ, EQ, HQ &
Page 49 and 50: the Multiple Intelligences can lead
Page 51 and 52: Happiness is also a somewhat surpri
Page 53 and 54: To help parents and educators under
Page 55 and 56:
Question: What if these Q “subjec
Page 57 and 58:
childhood state‐of‐mind—being
Page 59 and 60:
Walt Whitman (1819-92), Master of P
Page 61 and 62:
Krall and Diana Ross. “Lady Day
Page 63 and 64:
Stuart Little by E.B. White: A Tale
Page 65 and 66:
Red Skelton. Great satirist, pantom
Page 67 and 68:
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
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Allowing the lesson to trickle over
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Breaking Boundaries When my family
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Stage One: Heightening Anticipation
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TIM (Torrance Incubation Model) in
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nity elders in learning basic horti
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TIM and the Creative Coach: Using t
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Yet, the directive style is so perv
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Table 9:Deepening Expectations Stra
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Table 9: (Continued) Deepening Expe
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Table 10: (Continued) Extending Lea
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The KJ-Ho and The W-shaped Problem
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sentences. This is called the nega-
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References Kawakita J. (1966). Hass
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Connie Phelps Cornerstones in Appli
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dren and adults through games, stor
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References Boyd, N. (n. d.). The th
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precise use of words. Moreover, muc
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Creative Student Catalogs Expect fi
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The following vocabulary represents
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Predicting Adult Innovation Adult c
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creative young men and women who ca
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How can the Maker movement help dev
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Drawing While Talking and Thinking:
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one’s thinking about school chang
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aspects of Thomas and Brown’s (20
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Significance In these two studies,
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Relevance in the Gifted Classroom-
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ideas and conducting a mock public
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It’s called the car; and we certa
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five creative strengths] are valuab
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Creativity and Innovation in an Int
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spices, textures, flavors, and sund
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Schmid, T. (2005a). Promoting healt
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Sylvia B. Rimm The Fashion of Passi
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pressures. Now adults have added a
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Too High Expectations Lead to Under
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Graduation Message I have heard man
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Foundation of Psychology The theori
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students makes moral dilemmas a use
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Seven Ways to Develop or Raise Spir
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Studies in Psychology: Promoting Aw
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Purpose of the Study This study sou
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Excessive Worry. Numerous students
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One boy described how both his fath
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A Glimpse Into My Clinic: The “As
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TV characters just like other child
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Thus, Guy was willing not just to c
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References Bailey, C.L. (2011). An
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Midwest Torrance Center for Creativ
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