Torrance Journal for Applied Creativity

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Philosophers Alfred Adler. Applied Aristotle’s philosophy to American society; founder of The Great Books; college and public school educator. Martin Buber. Originator of the I-Thou concept of human interactions; theologian. Albert Camus. Concentrated on human struggle, tragedy and endurance; critic of totalitarianism on both the left and right. Daniel Dennett. Philosopher of mind; author of Intuition Pumps and Other Tools for Thinking (2013). Ralph Waldo Emerson. Founder of Transcendentalist movement Rebecca N. Goldstein. Author of Plato at the Googleplex: Why Philosophy Won’t Go Away (2014) William James. Philosopher and psychologist; one of the founders of pragmatism. Colin McGinn. Philosopher of mind. Author of The Mysterious Flame: Conscious Minds in a Material World (1999). George Orwell. Critic of totalitarianism; author and essayist; analyst of political language. Henry David Thoreau. Nature writer; advocate of the philosophy of self-sufficiency. Physicists and Astronomers Sean Carroll. Professor of particle physics, California Institute of Technology Marie Curie (Poland and France). First woman scientist to win a Nobel Prize in Physics (1903); won a second Nobel Prize in Chemistry (1911); studied the effects of radioactivity. Albert Einstein. Revolutionized physics; developed theories of relativity. Brian Greene. Professor of physics and mathematics, Columbia University Edwin Hubble. Known as one of the greatest observational astronomers of the 20th century demonstrating that there are other galaxies besides the Milky Way and that the universe is expanding at an accelerated rate. Sir Isaac Newton. Developed laws of motion; postulated gravity; invented calculus. Robert Oppenheimer. Nuclear physicist with many outstanding theoretical and research achievements; leader of the Los Alamos Atomic Bomb project. Lisa Randall. Professor of physics, Harvard University; specialist in particle physics and cosmology. Neil deGrasse Tyson. Director of the Hayden Planetarium, New York City Sculpture Deborah Butterfield. Master of the horse. Software Developers Bill Gates and Paul Allen. Microsoft Corporation. Technology Innovators Thomas Edison. Inventor of the light bulb, phonograph, and movie camera. Dean Kamen. Entrepreneur and inventor of the Segway Personal Transporter. William Shockley, John Bardeen and Walter Houser Brattain. Inventors of the transistor. Nikola Tesla. Engineer and physicist; made significant contributions to the design of alternating current. Wright Brothers. Systematically studied the principles of flight; made first airplane flights in the United States. 60
Concept of Synergy as a Major Factor in Creativity Walt Disney Pictures was in the forefront of cinematic innovation using a uniquely American art form, the animated feature film. I (Walters) took students who were in a special summer enrichment program that combined photography with English language acquisition to see Disney's The Lion King. Although this enrichment program was designed to improve their English language skills, they were attracted by the Disney-like synergy of photography, reading and writing. Many of them were in fact gifted. As I observed during the movie and afterwards, the more gifted students were particularly stimulated by this film's synergy (i.e., the combination of the visual effects of animation and color, music and sound, narrative flow, plot and characterization). They experienced a complex range of emotions and cognitive insights regarding the story. Disney has a tradition of using synergy in its movies from Snow White and the Seven Dwarfs (1937) to Pinocchio (1940), Fantasia (1940), Dumbo (1941), Bambi (1942), Cinderella (1950), Lady and the Tramp (1955), Jungle Book (1967), Beauty and the Beast (1991), and Aladdin (1992). The Lion King reflects a mythic consciousness that has a universal appeal and unique qualities of its own. It was no accident that a gifted individual such as Leopold Stowkowski (1882-1977), a highly respected symphonic conductor, worked closely with Walt Disney (1901-66) to achieve Fantasia's synergy. Gifted students will thoroughly enjoy this most recent expression of Disney's synergy. The Lion King roars and the gifted child's creativity and sensibility respond to it! Creative Collaboration What factors lead to highly productive groups? What types of individuals make the best leaders for organizing and directing these groups? Warren Bennis (1997), a Distinguished Professor of Business Administration at the University of Southern California, and Patricia Ward Biederman (1997), a feature writer for the Los Angeles Times, provided informative answers to these questions based on their intensive study of seven “Great Groups” – the Walt Disney studio that produced such classics as Snow White and the Seven Dwarfs and The Lion King; the Computer Science Laboratory at the Palo Alto Research Center (PARC) of Xerox Corporation (developers of the first personal computer); the Apple Computer team that expanded PARC’s concepts into the Macintosh computer; the 1992 Clinton presidential campaign team; the Skunk Works group at Lockheed Corporation (designed the first U.S. jet fighter near the end of World War II, the U-2 longrange aircraft, and the Stealth fighter-bomber); the professors and artists who founded Black Mountain College; and the scientists who produced the Atomic Bomb in the Manhattan Project. To learn how these groups operated, the authors interviewed hundreds of former participants and other people associated with them. “All All seven groups are great in several seven groups are great in several senses. Each was or is made up of senses. Each was or is made up of greatly gifted people. Each achieved greatly gifted people. Each achieved or or produced something produced something spectacularly spectacularly new, and new, each and was each widely was influential, widely influential, often sparking creative often sparking collaboration creative elsewhere. collaboration . . .” (p. 4). elsewhere. “ . . . (p. 4). We We chose chose our our seven seven Great Great Groups Groups to underscore to underscore the range the range of fields, of fields, including education, including in education, which creative in which collaboration creative can take collaboration place. We also can picked take these seven place. because We also each picked makes these a fascinating seven story. because Vibrant each with makes energy a fascinating and ideas, full story. of colorful, Vibrant talented with energy people and playing for ideas, high stakes full of and colorful, often racing talented against a deadline, people playing Great Groups for high are stakes organizations and often fully racing engaged against in a the deadline, thrilling process Great of Groups discovery. are . organizations . .” (p. 7). fully engaged in the thrilling process of discovery. . . . (p. 7). There are many useful lessons here for educators of the gifted concerning the organization of group work by highly gifted individuals. All of these lessons converge on the issue of cooperative learning is currently practiced in today’s classrooms. From gleaning the major points of Organizing Genius (1997), it can be concluded that cooperative learning can be effective for groups of similarly gifted and creative students when they are encouraged to function in a dynamic and innovative classroom. But, they must work with other students of similar high abilities under creative leadership for cooperative learning to have a positive influence on their lives. To understand this conclusion, it is necessary to study Bennis and Biederman’s findings which are discussed in their first two chapters (“Introduction” and “The End of The Great Man”). . . . Groups become great only when everyone in them, leaders and members alike, is free to do his or her absolute best. This book is about organizing gifted and creative people in ways that allow them both to achieve great things and to experience the joy and personal transformation that such accomplishment brings. In today's Darwinian economy, only organizations that find ways to tap the creativity of their members are likely to survive" (p. xvi). Although the myth of the lone leader dominates American culture, the reality is that many outstanding accomplishments in modern society involve great talents coalescing around a great leader (e.g., Steve Jobs at Apple Computer, and Robert Oppenheimer in the Manhattan Project). This principle can be seen in many different areas of human attainment, for example, in the Bauhaus School in Architecture, the Guaneri String Quartet, the Duke Ellington Band, the New York Philharmonic, developments in technology, and advancements in medical science. A great leader is usually necessary for a Great Group to reach its goals – the authors believe that the future success of industry will be based on identifying and nurturing this dynamic combination of gifted individuals (p. 3). Bennis 61
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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
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: Movie Actors and Actresses Lauren B
Page 71 and 72: Fisher, Maurice D. (2000). Multiple
Page 73 and 74: The Learner-Directed Studio-Classro
Page 75 and 76: Borrowing Torrance’s words to pro
Page 77 and 78: Curious about the degree to which s
Page 79 and 80: the next few years of the rigor it
Page 81 and 82: Cerulean Hero by Karen Morse I know
Page 83 and 84: Purpose of the Study We thought the
Page 85 and 86: Benefits of Creativity Many student
Page 87 and 88: III. Models of Creativity: Torrance
Page 89 and 90: 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
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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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