Torrance Journal for Applied Creativity

our initial thoughts (Merriam, 2009).
Then we synthesized relevant themes
(Patton, 2002). These themes emerged
from similarities and contradictions
between the participants’ responses, and
in correlation to literature on the creative
process (Seidman, 2006). We grouped
relevant quotes under themes to provide
support and elaboration. In order to
increase the credibility of the themes
found in the interviews, we triangulated
data with observations and photos taken
during the week-long camp (Farmer,
Robinson, & Elliott, 2006).
Results
Several themes came to light
from our data analysis of the children’s
perspectives of creativity. We used
representative quotes and observations to
describe each theme.
Using Imagination
Students described how it was
necessary to have an open mind and a
wild imagination when trying to be creative.
One boy in the spy and espionage
group shared, “We are making gadgets
today, and you can do anything. The
mind has to be open so that it can think
of anything.” Another boy described the
process of modifying a gadget over the
course of the week. He said, “My mind
took me on an adventure.”
Other students shared issues
that detract from creative potential.
One student explained, “Everybody says
you have to stay focused, but really that
is the enemy of creativity. You have to
just open your mind to all of the possibilities.
You get one idea and if you
just go with it; it’s so cool to see all the
things you can come up with.”
Having Faith and a Vision
Students described the importance
of having a vision to pursue. One
student explained what makes a person
creative. He said, “Their vision. What
they can see happen, and then they can
make it possible.” Students described
the importance of having self-confidence
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and believing in their ideas. One girl
shared, “You have to believe in yourself
to be creative! Better to believe than not
to believe.” Another student used the
Wright Brothers as an example, describing
the idea they envisioned and then the
obstacles they faced. One girl shared, “Be
original, not afraid to branch out. If you
fail, try again. Eventually you will get it.”
Students understood that the creative
process involved setbacks, alluding to the
importance of resilience.
Perseverance
Students expressed that creativity
required perseverance or grit. One
student said, “You have to work hard.
You can’t give up. You have to keep on
trying.” Students described their successes
and setbacks throughout the week
at RTC. The students in the animation
group explained the process of developing
characters, stories, sets, and learning
how to use the various forms of technology.
One boy described the set he and
another group member designed, “The
painting didn’t look perfect, but that was
okay. We had to keep pushing through.”
When faced with setbacks, students
relied on strategies to help them overcome
the issue. Students in one group
explained, “We used the SCAMPER
method and sometimes you just have to
sit down and brainstorm.”
On Becoming More Creative
Students offered a variety of
opinions about whether people can
learn to be more creative. One girl said,
“If anyone doubts that you are creative
just ignore them because anyone can be
creative. It’s the best thing in the world.”
Other students offered advice on how to
become more creative. One shared, “You
can learn to be creative by experimenting
on things and trying to do new things.”
Another said, “You can help others
become more creative. Motivate them.
Give them guidance.” One girl talked
about the decline of creativity. She said,
“Some people may be born creative, but
may lose it, if they don’t use it.”
When we interviewed students
in three groups, one student initially said
people were born creative while another
said creativity can be developed. As the
children discussed their ideas, the one
who initially said you were born with it
changed his/her mind and agreed that it
could be developed.
Pathways to Creativity
Some of the younger children
correlated creativity to arts and crafts,
but a majority saw it all around. One
said, “Everything is creative, including the
desks that are attached to the chairs with
all of the colors.” Students described the
complicated process of generating ideas.
Many spoke of modifying or improving
current inventions. One student said,
“You can use other people’s ideas in
different ways and ask for other people’s
opinions.” Another used SCAMPER to
generate ideas. He said, “I used SCAM-
PER about 10 times. Adapt I used three
times, eliminate six times.”
Students described the necessity
of time, practice, and thinking differently
in order to be creative. One girl, offering
advice on how to become creative shared,
Think of projects to do. They may
not work out, but it’s good practice.
It can be frustrating when it doesn’t
work out, but if you’re doing it for
fun, it’s okay. Paint, draw…writing
is my thing.
Other students mentioned that
you have to break the rules in order to
be creative and be willing to be different.
One girl described, “I always followed the
rules, but then I started being creative.”
Another explained, “You can’t worry
about what other people think.” In addition
to breaking the rules, other students
described the importance of humor in
the creative process
Nina Charlier