CREATIVITY A POTENTIAL WITHIN! PRESENTED BY ALISTAIR MATHER

THE DESIGN PROCESS: (NCS policy) ….at the heart of this process is the identification of everyday problems, needs or wants of people, and the selection and application of appropriate resources, knowledge, skills and values to develop practical solutions. The design process encourages the development of critical and creative thinking skills

Critical vs Creative Thinking http://www. asa3 CRITICAL THINKING CREATIVE THINKING Analytic Generative The answer An answer Yes but Yes and Verbal Visual Objective Subjective Linear Associative

The best way to have a good idea is to have lots of ideas. Linus Pauling, physicist Linus Carl Pauling (February 28, 1901 – August 19, 1994) was an American chemist, peace activist, author, and educator.

ARE YOU A CREATIVE TEACHER? THE CHALLENGE? AS TEACHERS WE MUST NURTURE THE POTENTIAL OF CREATIVITY IN ALL CHILDREN BY PROVIDING THE CONDITIONS FOR GROWTH. WHAT IS YOUR INTENTION? ARE YOU A CREATIVE TEACHER?

SELF ASSESSMENT: ARE YOU ENCOURAGING CREATIVITY IN YOUR CLASS? Criteria: YES NO Time for play and experiment Class atmosphere allows risk taking Time for critical evaluation Learners have ownership of the task Learners make their own decisions Respects the creativity of others

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COMPONENTS of CREATIVITY mental play / connect unconnected things 1. Imagination – 2. Originality- 3. Values- to self / peer / history the gatekeeper / makes judgements

1. IMAGINATION: PLAY- BY CONNECTING IDEAS OF PREVIOUSLY UNCONNECTED IDEAS THINK UNCONVENTIONALLY AND THEN CHOOSE TO DO IT DIFFERENTLY (Croft 2000)

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2. ORIGINALITY: to the individual, peer group and Historic (unique) “THE CREATIVE ACT IS NOT AN ACT OF CREATION LIKE IN THE BIBLE THAT CREATES SOMETHING OUT OF NOTHING: IT UNCOVERS, SELECTS, RESHUFFLES AND COMBINES, ALREADY EXISTING FACTS AND IDEAS.” (Ashcroft and James 1999) e.g: Telephone and Camera +

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3. VALUES: MAKE A JUDGEMENT BASED ON VALUES ACTS AS A GATE KEEPER

INVENTIONS TO AMUSE YOU! CHINDOGU: INVENTIONS TO AMUSE YOU!

CHINDOGU: Continued ampontan.wordpress.com/.../

PRITT + BUTTER = www.boston.com/news/globe/ideas/articles/2005...

FOUR PHASES OF CREATIVITY 1.Preparation – research stage 2.Incubation – time away from the task 3.Illumination- creative leap / in a flash 4.Verification- testing

MAKING IT SEE-THROUGH ://www. toxel MAKING IT SEE-THROUGH ://www.toxel.com/wp-content/uploads/2008/11/cbiked1.jpg&imgrefurl

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ACTIVITY vs. DESIGN APPROACH TO TEACHING Activity Approaches: Open ended explorations Directed activities Design Approaches: Design and make Scaffold parts of Design and make Redesign/ modify / improve Investigate / disassemble / evaluate

EDWARD DE BONO: SIX THINKING HATS WHITE HAT Information/ facts What do you know, what do you need to know, how will you find out? YELLOW HAT Benefits / positive Say what you see that is positive or a benefit. BLACK HAT Caution / weaknesses Point out any potential problems. RED HAT Feelings / emotions What do you feel about the situation? GREEN HAT Creativity / alternatives What possibilities, new ideas, alternatives could improve the situation? BLUE HAT Organisation thinking / thinking about thinking What do you need to think about next? What will you do next?

EACH START THEIR DESIGN AND MOVES IT ON TO BE ADDED TO BY ANOTHER ROUND ROBIN STRATEGY EACH START THEIR DESIGN AND MOVES IT ON TO BE ADDED TO BY ANOTHER

PIES INFORMATION SHEET http://www. foresight. gov P = Physical need I = Intellectual needs E = Emotional needs S = Social needs Questions: What are each needs? What is needed to meet the needs?

Examples of needs! EMOTIONAL: SOCIAL: PHYSICAL: INTELLECTUAL: Food, water, air, keep warm, protection … INTELLECTUAL: Learn new things, games, books, TV, radio … EMOTIONAL: Feel safe, care, how I feel SOCIAL: Friends, talking…..

Problem Solving Technology Education Focuses on . . . within a real context! Don’t give the learners the answer to the problem, give them the knowledge / skills to solve the problem! K Walstra –St Stithians College

DESIGN: CONSTRAINTS AND SPECIFICATIONS Is the order as listed in the assessment standard problematic? (Grade 4-6 has no reference) Grade 7: Lists product and design specifications and constraints for a solution to a given problem, need or opportunity based on some of the design key words: DESIGN BRIEF SPECIFICATIONS: people: age, target market, human rights, access;• purpose: function, what the product will do;• appearance: colour, shape;• environment: where the product will be used or made, impact on the environment;• safety: for users and manufacturers;• cost: cost of materials, wastage, cost of manufacture, maximum selling price. CONSTRAINTS: Factors that limit

THANK YOU! singularityhub.com/.../ amather@pgwc.gov.za