Torrance Journal for Applied Creativity

To help parents and educators
understand the complexity of CQ
we developed a model of the creative
process, The Creativity Fan. This model
depicts the interrelationship between
the four Elements of Creativity (lights)
and the seven components (blades) of
The Creativity Fan. As you are introduced
to each blade (component), you
will notice that individuals may demonstrate
mild, moderate, or intense levels
of the abilities and attitudes described in
each component.
The Creativity Fan Model
• Process – Individuals have
their own way of processing and assimilating
information and ideas. Some
children may seem more natural at this,
while others may struggle to think “outside
the box.” In any event, all children
can improve their creative thinking.
We can teach them tools and processes
designed to enhance their ability as well
as their confidence in doing so.
• Persistence – Creativity involves
the hard work necessary to bring
an idea from possibilities (dreams) to
completion (reality). Without persistence,
simple mistakes, minor failures,
peer influence, or self‐doubt can
quickly take over and cause children to
abandon their work; they simply give
up. Persistence is the “sweat” Edison
refers to when he remarked, “Genius
is one percent inspiration and ninety‐nine
percent perspiration.” (http://
www.brainyquote.com/quotes/quotes/t/
thomasaed109928.html) Children (and
adults) need to view failure as an opportunity
to learn! Another way to think
about this comes from Regina Dugan
who stated, “What would you attempt
to do if you knew you could not fail?”
• Product – When you immerse
yourself in the creative process,
you demonstrate the result of your
creative efforts through some sort of
visual or verbal product. Many times,
we can forget that individuals may
produce 10‐20 “average” or even “bad”
ideas or products for every successful
one. Children will continue to develop
their creative skills with each product.
We know Leonardo da Vinci is most
famous for the Mona Lisa; however, it is
believed he produced over 4000 paintings,
drawings and sketches.
• Perception – Creativity often
involves changing perception (i.e.,
looking at something in a new way or
from different points of view). We previously
discussed the importance of the
Persistence fan blade. We may challenge
children to “work harder” or “think
harder.” But if this is done within the
same context, the result may be frustration
and failure. You may need to guide
children to look at the problem from
a different angle. To be able to change
their perception requires continuous
practice. This involves taking an intellectual
risk, making a guess, examining
something from alternate viewpoints,
reversing an approach, or trying something
completely new. Perception comes
through our senses, but it is what we do
with it in our mind that counts!
• Passion – Children may
develop many interests throughout their
lives. They are truly fortunate if one
of those interests turns into a passion.
These can become the foundation of
their dreams, visions, inspirations,
and goals. Genuine passion, a desire
to achieve something, is the fuel for
creativity. The strong feelings associated
with a passion area will determine the
levels of dedication, motivation, and
enthusiasm with which they pursue it.
The real message here to you and all
children is that learning can be intense,
joyful, and energizing!
• Person – There exist numerous
checklists describing the traits and
characteristics of creative individuals.
We would like you to instead think
of children not as labeled “creative
children,” but as children who exhibit
creative behaviors at certain times and
under certain conditions. At times, they
may be passionate, but not always. At
times, they may be intensely curious,
but not in all circumstances.
• Press – These are the physical,
emotional, and psychological influences
on your child’s creative thinking process.
The Press is twofold: external and
internal. External Press involves conditions
imposed from the environment.
An example may be a time limit. This
brainstorming must be finished in the
next 90 seconds. This external demand
will influence the creative process. With
internal Press, an individual may need
specific sights, sounds, scents, or feelings
to assist and encourage their creative
work. For example, when writing this
book, we often needed to listen to music
during the creative writing process.
Children will eventually identify and
select forms of Press that help increase
their personal creative output.
The level of development in
attitude and ability (described in each
component of The Creativity Fan)
greatly influences the creative output
of individuals. Our perspective is that
creativity may best be understood by a
working fan analogy. Imagine creativity
and creative thinking as a whirling fan
with seven blades (components) and
four lights (Elements of Creativity) in
the center. When the fan is turned on,
the seven blades work but not necessarily
in unison. During any part of
the creative process, one or more of
the fan blade components and one or
more of the Element fan lights may be
called into play. Here’s a favorite quote
from Eli, a seventh grade student. “To
me, creativity is like a meteor shower
of thoughts and ideas spinning off into
infinity!”
In addition to understanding
the process of creativity, it is important
to recognize some of the specific
attitudes and abilities that contribute
to successful, creative productivity. As
previously discussed, we grouped these
into four categories of intelligences:
Diverse, Creative, Practical and Emotional.
These are the four intelligences
that make up the Multibilities Philos-
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