This is an excellent argument for a sustained, sequential arts education. However, as the above authors argue, the process of creation can develop excellent work habits that lead to innovation.Ĭreativity is more about the habit of engaging in creation, imagination, and reflection. The arts have naturally embedded in their own process creation, which to me is one of the most magical aspects to me about the arts-the creation of something new that never existed in the world, until you made it such.īut creation doesn’t equate creativity. They are the nuts and bolts of dreaming." If creativity is a habit, then the best creativity is a result of good work habits. The routine is a much a part of the creative process as the lightning bolt of inspiration (perhaps more). This is no different for any creative individual whether it’s a painter finding his way to the easel or a medical researcher returning to the laboratory. That’s why writers, for example, like to establish a routine for themselves…They might set a goal-1,500 words or stay at their desk until noon-but the real secret is that they do this every day. Being creative is an everyday thing, a job with its own routines. " Being creative is not a once-in-a-while sort of thing. Twyla Tharp, a choreographer with an illustrious career, discusses how these thinking skills or as she calls it, The Creative Habit, encourages creativity. The two studies above mention more the thinking skills associated with creation. Stretch & Explore - Learning to reach beyond one's capacities, to explore playfully without a preconceived plan, and to embrace the opportunity to learn from mistakes and accidents. Learning to judge one’s own work and working process and the work of others in relation to standards of the field. Reflect - Learning to think and talk with others about an aspect of one’s work or working process. Observe - Learning to attend to visual contexts more closely than ordinary "looking" requires, and thereby to see things that otherwise might not be seen. Express - Learning to create works that convey an idea, a feeling, or a personal meaning. Envision - Learning to picture mentally what cannot be directly observed and imagine possible next steps. Engage & Persist - Learning to embrace problems of relevance, to develop focus and other mental states conducive to working and persevering. Six of the habits align very well with the 4 C’s:ġ. In their book, Studio Thinking: The Real Benefits of Visual Arts Education, authors Lois Hetland and Ellen Winner discuss how arts can promote eight habits of mind. He then discusses the “tools for thinking” (empathizing, pattern recognition, and synthesizing) that enable these scientists to have innovative breakthroughs. In Robert Root-Bernstein’s work, “ Arts Foster Scientific Success,” he shows that engaging in arts was a good predictor of future innovation for Nobel laureates. Here are some more nuances to this message: Rather it is words like “problem solving,” “motivation,” and “originality.” Being more specific in our message will help others understand what it is that we do. The California standards have an entire strand dedicated to creative expression, but you’ll notice that the word “creativity” does not appear. the creative habit, and some research you can use to back up this advocacy message.įirst, if you want some specific examples of how the arts teach creativity, look to your state standards. So, here I offer a distinction about creation vs. When claiming this monopoly on creativity, I think we need to refine our message. I want to add to Mark and Eric’s sentiments that we need to be careful about the claims of arts education teaching the 4 Cs (critical thinking & problem solving, communication, collaboration, and creativity & innovation).
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