ASSIGNMENT

ON

CREATIVITY
Subject: Educational Psychology
Programme: Master of Education
University School of Education

Submitted to: Prof. Sangeeta Chauhan

Submitted by: Chhavi (IPU001482)
CONTENT:
Introduction
Defining Creativity
Creativity and Innovation
Creativity and Intelligence
Creative child and Gifted child
Nature and Characteristics of Creativity
Theories of Creativity
Creativity and 4P’s
Stages of Creativity
Educational implications
Questions
Reference
 CREATIVITY
Introduction
Creativity may be defined as the ability or the capacity of a person to
discover and explore new areas to create or produce a new idea, a
new object or a new process including the rearrangement or
reshaping of what already exists. It involves two processes – thinking,
then producing.
In simple words creativity is the ability to transcend traditional ways of
thinking or acting and to develop new and original ideas methods or
objects. It is an ability to generate create or discover new ideas
solutions and possibilities.

Defining Creativity
Spearman (1931)
Creativity is the power of the human mind to create new contents by
transforming relations and thereby generating new correlates.
Bartlett (1958)
Creativity is an adventurous thinking or getting away from the main
track, breaking out of the mould, being opened to experience and
permitting one thing to lead to another.
David Ausubel (1963)
Creativity is a generalized constellation of intellectual abilities,
personality variables and problem-solving traits.
R. Stagner and T.F. Karwoski (1973)
Creativity implies the production of a ‘totally or partially’ novel
identity.
R.C. Wilson, J.P. Guilford and P.R. Christensen (1974)
The creative process is any process by which something new is
produced- an idea or an object including a new form of arrangement
of old elements. The new creation must contribute to the solution of
some problem.
Paplia and Olds (1987)
Creativity is the ability to see things in a new and unusual light to see
problems that no one else may even realize exist and then to come up
with new unusual and effective solutions.

Difference between Creativity and Innovation

CREATIVITY
Creativity is the use of imagination
or original ideas to create
something.
It is imaginative.
The idea requires
experimentation, regularly
preventing, challenges and
prevailing assumptions.
Involves the generation of novel
and useful ideas.
Cannot be measured.
Related to imagination.
Precedes innovation.
Bringing into existence an idea
INNOVATION
Innovation is the introduction of
new or improved goods, services,
processes, etc.
It is productive.
Implementation requires a
process, efficiency, goal
orientation.
Deals the implementation of these
ideas into new products and
processes.
Can be measured.
Related to implementation.
Follows creativity.
The practical application of
that is new to you.
Example - In the case of Uber,
creativity was necessary in
producing the concept of ride
sharing and of making driving jobs
accessible to any individual.
CREATIVITY
Thinks up new ideas.
(Input)
Difference between Creativity and Intelligence
CREATIVITY
Focus on divergent thinking.
Concept of imagination talents
and innovativeness.
Perceive things in novel manner.
See relationships between
unrelated things.
Creativity is adventurous and
open thinking.
Creative persons are oftenly
highly anxious.
New ways of learning.
creative ideas.
Example - Innovation involves
turning an invention into a
commercial success and
encouraging its widespread use.
This is what over has achieved, as
it is used all over the world and
benefit people everywhere.
INNOVATION
Puts into action.
(Output)
INTELLIGENCE
Focus on convergent thinking.
Concept of knowledge, logic,
rational thinking, etc.
Ability to acquire knowledge.
Person has to think about right
solution.
Intelligence is based on closed
ended responses.
Intelligence always think about
facts.
Learning fast and accurately.
Variety of ideas. May have less ideas.
Use of pictures, words, etc. Use only logic, facts.

Difference between Creative child and Gifted child

CREATIVE CHILD GIFTED CHILD

Is never finished with Is self-critical.

possibilities.
Is idiosyneratic. Is intellectual.
Prefers the company of creative Prefers the company of
peers. intellectuals.

Ponders with ideas and concepts. Knows without working hard.

Sees exceptions.
He wonders at different
concepts.
Enjoys creative learning.
Is an inventor and idea
generator.
Poses unforeseen questions.
Is very curious.
Enjoys self directing learning.
Is an expert who abstracts
beyond the field.

Nature and Characteristics of Creativity

Creativity as a unique and novel personal experience, and on
the basis of the experiences and findings of the various
scholars, may be said to possess the following characteristics:
 UNIVERSAL

INNATE AS WELL AS
WIDE SCOPE
ACQUIRED

ADVENTUROUS
MEANS AS WELL AS
END
CREATIVITY AND OPEN
THINKING

REST MORE ON
NEW OR NOVEL DIVERGENT
THINKING

EGO INVOLVEMENT

 Creativity is universal.
Creativity is not confined to any individual, groups of individuals,
caste, colour or creed. It is universal and is not bound by the
barriers of age, location or culture. Every one of us possesses and
is capable of demonstrating creativity to some degree.
 Creativity is innate as well as acquired.
Although many research findings and incidents favour the
suggestion that creativity is a God given gift and natural
endowment, the influence of cultural background, experiences,
education and training in the nurturing of creativity cannot be
ruled out. Thus, one’s creativity may be correctly said to be a
function of natural endowment as well as its nurturing. It is a
combination of responses or ideas in novel ways.

 Creativity produces something new or novel.

Creativity denotes the ability of a person to produce something
new or novel, but it does not necessarily imply the production of
a totally new idea or object which has never been experience or
has never existed before. The only precondition for naming an
expression as creative is that it should not be repetition or
reproduction of what has already been experienced or learned by
an individual.

 Creativity is adventurous and open thinking.

Creativity is not a product of the stereotyped, rigid and closed
thinking. It encourages and demands complete freedom to
accept and express the multiplicity of responses, choices and
ways of action.

 Creativity is a means as well as end.

Creativity as an urge inspires and persuades the individual to
create something unique and does as an impetus for expression.
The creator expresses himself as fully as possible through his
creation and has his own perceptions about his creation. It is,
therefore, not essential that a creative work would arouse the
 same feelings or give the same joy and satisfaction in others as is
experience by the creator himself.

 Creativity carries ego involvement.

There is complete involvement of one’s ego in the creative
expression. One’s individuality and identity are totally merged in
one's creation. Here ‘I’ is given more weightage.

 Creativity rest more on divergent thinking then on convergent

thinking.
Divergent thinking is a broad concept which enables a person to
multiple possible solution and hence it is put into use when one is
confronted with the problem which is many possible solutions.
Convergent thinking on the other hand, requires narrowing
process leaving the individual to pinpoint the one most
appropriate solution or response.

 Creativity has a wide scope.

Creative expression is not restricted by any limits or boundaries.
It covers all fields and activities of human life in any of which one
is able to demonstrate creativity by expressing or producing a
new idea or object.

Theories of creativity
Hemisphere theory of creativity
According to this theory, creative acts are said to be the result of
interaction between the 2two hemispheres of the individual’s brain. It
gives quite a predominant biological base to the upsurge and
functioning of creativity. The research into hemispheric functioning of
Clark (1983) and Kitano and Kirby (1986) have demonstrated that
creative individuals are usually right hemisphere-dominant while
logical rational thinkers are left hemisphere-dominant.

Taylor's level theory of creativity

According to the level theory initiated by I.A. Taylor (1975)
creativity may be described as existing at five levels in an ascending
hierarchy. A person is said to be creative to the extent that he is
able to reach these levels. The 5 levels are the following:
 Expressive creativity
This stands for spontaneous expression without reference to
originality and quality of the product.

 Productive creativity
At this level, a person is able to produce something innovative.

 Inventive creativity
This level is marked by the presence of ingenuity with a clear
emphasise on novel use of old ideas.

 Innovative creativity
At this level one is able to develop new ideas or principles with
the help of highly developed abstract conceptualizing skills.

 Emergentive creativity
The fifth and highest level of creativity is rarely achieved. The
most abstract ideational principles or assumptions underlying a
body of art or science are made use of at this level of creation.

Psychoanalytical theory of creativity

According to Freud, known as father of psychoanalysis, creativity is
the result of expression of repressed desires (mostly sexual in nature)
reaction against the difficult circumstances. Besides the role of sexual
energy, the unconscious was also described by the Freudians, to play a
significant role in one's creative expression and output.
Some different approach was adopted by later psychoanalysts like Kris
(1952), Kubie (1958) and Jung (1933) for explaining creative
expression. They opposed the unconscious-seated and sex-dominated
approach of Freud and advocated the use of preconscious rather than
unconscious mental mechanism in the creative act.

Theory describing creativity equivalent to insanity.

According to Cesare Lambroso, creativity and insanity go hand-in-
hand. An insane person lived in his own world. His thinking, feelings
and actions are concentrated and centred around his own interests
and intentions. The states of mind of highly creative persons are
somewhat similar and their behaviour may be considered quite
abnormal and even insane. However, these findings are not based on
objective and empirical studies. Certainly, no definite correlation has
so far been established between insanity and creativity.
The creative individual may seem to be far from normal because of his
constant absorption in his creative pursuits, but that does not mean
he is mentally abnormal or that his creative strivings can be taken as
sign of madness.

Arieti’s theory of creativity

The theory of Arieti (1974, 1976) Represent the contemporary views
about the nature and meaning of the terms creativity, creative process
and creative output. the major theoretical notions in the line theory
are as follows:
  Creativity mental illness are parallel to one another in that both
involve the transformation of reality. The distinction between
them is that while creatives aim to change reality for broader and
more useful social purposes and self-actualization, psychotics
want to transform reality within the framework of their private
world regardless of serving any useful purpose do their selves or
society.
 To say that a creative person is mentally ill is quite incorrect. He
is in fact, a person who enjoys good mental health which
energises his cognitive abilities to create something unique or
novel.
 The creative process is a ‘magic synthesis’ two modalities, the
primary process and the secondary process and may thereby be
termed the “tertiary process”.
The primary process, as Freud maintains, originates in the primitive
part of the mind called ‘id’ and the archaic ego. The secondary process
is the outcome of the developed mind and involves logical and
systematic thinking at the conscious level.
In the words of Arieti (1976), “in the creative process both these
primary and secondary processes work in the quite strange and
intricate combinations, synthesising the rational with the irrational
and, thus, instead of rejecting primitive, the creative mind grades
integrate it with the normal psychological processes. It is from this
magic synthesis that something new, novel, the unexpected and
desirable emerges.”

Creativity and 4P’s

Psychologists view creativity from different dimensions. Hence it
would be better to discuss the term creativity from different angle i.e.,
from psychological traits of a press, process, person and product.
Rhodes (1962) proposed four P’s of creativity person, process, product
and press (example environment), whereas Glaveanu (2013) has
conceptualised the P’s in the form of five As. The person, for instance
becomes an actor; process becomes an action; and the product
becomes the artifact. Press is divided into two concepts audience and
affordances.

The person is the entrepreneur. The
entrepreneurs use their skills, creative
abilities and motivation to create the
product.
Product is built by the person and is the
result of the creative process. It is
PRODUCT
t the new innovation.

PERSON

4P’s
Press represents the environment in The product process
which the person operates in to refers to the procedure used by
the person to develop the product.
PRESS

create the product. PROCESS

ELEMENTS OF TEACHER’S RESPONSIBILITIES

CREATIVITY
Place Establish context, support and underling classroom
culture, identifying materials and resources
Person Support personal creative qualities; encourage lack
of conformity and questioning
Process Link explorations to concepts; support innovative
combinations and experimentation; provide models
of divergent thinking
Product Evaluate the usefulness of a product; determine
quality of an end result

Stages of Creativity
In the book The Art of Thought from 1926, Graham Wallas proposed
one of the first complete models of creative process. Wallas described
how it consists of the four-stage process of preparation (or
saturation), incubation, illumination and verification (or
implementation).
 Preparation
This first stage is all about gathering information. The material
and facts relevant to the solution are then collected and
examined and the plan of action is formulated. In between, if
essential, the plan of action is modified, switch over to another
method or take the help of other relevant data if those in hand
failed to help us. In this way a continuous and persistence effort
is made. In case, it appears at some point that we cannot solve
the problem, frustration leads us to set the problem aside for the
time being.
 Incubation
This kind of deliberate or voluntary turning away from the
problem is the beginning of the second stage i.e., incubation. This
stage is characterised by the absence of activity, or in many
instances, even of thinking about the problem. We may rest,
sleep or engage in other interesting activities. If this is done ideas
which were interfering with the solution of the problem, tend to
fade. In the absence of such interference our unconsciousness
begins to work towards finding a solution of the problem.
Sometimes, the things we experience or learn in the meantime
may provide a clue to the solution.
 Illumination
 this stage essentially describes the classic ‘eureka!’ or ‘aha’
moment of insight. However, the fact that illumination has an
entire stage devoted to it shows that it's essentially not just a
quick moment of insight and help us understand that it’s
something we can and should work towards achieving. The third
stage is what most people think is a classic characteristic of a
creative person, but creativity is a process which even the most
seemingly unimaginative people can learn to manage and
nurture.
 Implementation
Add this fourth stage, you built on the ‘aha’ solution, you
evaluate, analyse and build on your idea. You then polish it to
make sure that it's both useful and novel. At this stage, you
would also often choose to prototype and test your ideas in order
to find out if it meets the users’ need which you defined at the
preparation stage and, if so, polish it as needed.

Educational Implications
Good classroom environment always has some elements of creativity
which makes the lessons more interesting and interactive. The right
mix of creativity along with curriculum helps students to be innovative
and also encourages them to learn new things. In fact, creative
expression plays a key role in a student’s emotional development.
Education can help To Kindle the spark of creativity among children by
following ways:

 Learn with fun.

 Creativity gives an opportunity for student to learn with fun
teaching activities such as storytelling, skits and group activities
help them to learn without pressure of learning.
 Freedom of expression.
Unlike the conventional teaching methods, the creative
classroom gives them opportunity to express themselves.
Freedom of expression gives them a sense of goodness and
happiness. Making some contribution in the learning session
gives them a sense of satisfaction too.
 Emotional development
Creative expression is important for a kid to trigger up their
emotional development. Importantly this has to happen at their
lower classes itself so that they grow up by responding well to
the happenings around them. Creativity gives them that freedom
to explore the surroundings and learn new things from them.
 Enhances thinking capability.
Creativity can stimulate imaginative thinking capabilities in the
students. Teachers promote activities such as open-minded
question, creative team building activities, brainstorming sessions
and debates amidst busy curriculum schedules.
 Reduced stress and anxiety
When some time is set aside for creativity in between all the
strenuous study times, it takes a lot of stress away from students.
This sense of joy keeps them relaxed and reduces their anxiety
which in turn helps them to prepare well for exams and excel in
it.
 Boosts problem solving skills.
The brainstorming activities involving puzzles can stimulate the
skills of problem solving in children. Creativity can really alter the
way students approach a problem and it can be impressively
optimistic once they go through creating education.
 Improve focus and attention.
 The average attention or concentration span of a lower-class kid
is just a few minutes. Creative teaching strategies such as
storytelling and skits improve their focus and attention, and the
study time would be more productive.
 Better communication.
Education that promotes creativity opens them a world of
communication. Students can make better conversation and
stimulate innovative thinking and talking session in their free
time. Classroom debates not only help them to think creatively
but also understand and welcome other’s views. This kind of
shared creative experience help them to open up to one another
and grow up as a better communicator.
 Follow passions.
Working out the passions in addition to excelling in academics is
important for a student to come up successful in life. Education
should give space to students to follow their fashion's whether it
is music, dance, poetry, drawing or other art forms or sport. This
gives students a sense of happiness which in turn help them to
approach academics with a free mind.
 Future opportunities
Creative persons have an upper hand in triggering future
opportunities than those with a more academics skill set. They
can express freely during knockout rounds and the way they
present themselves really matters in this competitive phase.
 Driving lifelong learning
A person with a creative mindset always has that craving to learn
new things every time and this helps them to have lifelong
learning. A curious mind always loves to learn more, and the
creative classroom can build up a curious mindset in child
through unconventional ways.
 Innovative mindset
 Open ended questions and classroom discussions are two popular
creative teaching strategies that help students to develop an
innovative mindset. Students get opportunities to think more
critically about the question or subject and come up with
innovative ideas.

Questions
 What is Creativity? Explain the process of Creativity.
 Explain the educational implications of Creativity.
 Define Creativity. How it is different from intelligence?
 Differentiate between creative child and gifted child.

REFERENCES
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Gabrielė (2019), Creativity and Innovation. September26,2019
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Hughes, C.E. (2016), 4P's of Creativity. January,2016
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https://www.interaction-design.org/literature/article/what-are-the-
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