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| Test Your Cultural Literacy. How many people viewed the mainstream magazine images above and did not “get” the metaphor? Which Artwork is referenced here? Name of work? Artist? |
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What is Beauty? How about Ellen? Discuss the metaphor displayed abov |
What is Creativity?
Creativity: Definition: One can define creativity as the mental phenomena, skills and/or tools capable of originating (and subsequently developing) innovation, inspiration or insight. Pop psychology generally may associate it with right or forehead brain activity or even specifically with lateral thinking.
| Creative Thinking – the ability to createcreativeness, creativityability, power – possession of the qualities (especially mental qualities) required to do something or get something done; “danger heightened his powers of discrimination”
fecundity, fruitfulness – the intellectual fruitfulness of a creative imagination flight – passing above and beyond ordinary bounds; “a flight of fancy”; “flights of rhetoric”; “flights of imagination” wizardry, genius – exceptional creative ability imagination, imaginativeness, vision – the formation of a mental image of something that is not perceived as real and is not present to the senses; “popular imagination created a world of demons”; “imagination reveals what the world could be” invention, excogitation, innovation, conception, design – the creation of something in the mind cleverness, ingeniousness, ingenuity, inventiveness – the power of creative imagination divergent thinking, out-of-the-box thinking – thinking that moves away in diverging directions so as to involve a variety of aspects and which sometimes lead to novel ideas and solutions; associated with creativity
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Dr. Robert J. Sternberg ** Professor of Psychology **Yale University:
I have proposed an investment theory of creativity (with Todd Lubart) and a propulsion theory of creative contributions. The former theory is based on the notion that creative people are ones who buy low and sell high in the world of ideas. In other words, they defy the crowd by generating ideas that tend to be unpopular at the time they are first proposed; then they convince others of the worth of their ideas; then they move on to their next unpopular idea. The latter theory is based on the notion that creativity is a form of leadership. People try to move a field through their creative contributions, and there are various ways in which one can move a field. For example, a forward incrementation moves the field forward in the direction it already is going, whereas a redirection moves a field in a new direction.
Test Yourself
Click here for HOW to develop creativity
REVIEW ( I hope)!!
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| Can you deconstruct the metaphor above?REVIEW The Gardner’s Model we all learned – Multiple Intelligences are seven different ways to demonstrate intellectual ability. As you will see… paper and pencil assessment is only one way to judge “intelligence”. |
1. Visual/Spatial Intelligence
These people tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.
2. Verbal/Linguistic Intelligence
These people have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. Their skills include: listening, speaking, writing, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.
3. Logical/Mathematical Intelligence
These people think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments. Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes
4. Bodily/Kinesthetic Intelligence
These people express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body
5. Musical/Rhythmic Intelligence
These people might be musically inclined and think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music
6. Interpersonal Intelligence
These students try to see things from other people’s point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people’s moods and feelings, counseling, co-operating with groups, noticing people’s moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.
7. Intrapersonal Intelligence
These students try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. Their Skills include: recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others
You should also be aware that Daniel Goleman has extended Gardner’s research to include a category he calls:
EMOTIONAL INTELLIGENCE (EI) This category is defined as social intelligence (unrelated to traditional abstract intelligence) and is a relatively new idea in the popular culture. Goleman defines EI as ‘the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions’. In other words, does this individual play well with others? This relatively new idea is a departure from the traditional attitude, still prevalent in many school settings, that intelligence can be divided into the verbal and non-verbal (performance) types. In fact, these are the abilities that the traditional school based IQ tests
assess.