EDFD460 AT2 MIND MAP: IMAGINATION & CREATIVITY
por mikayla sparrow
1. a state of effortless concentration and enjoyment that tends to occur when a person faces a clear set of goals that require appropriate responses and can be achieved at work, at play, and in social situations
2. imagination
2.1. Imagination is the ability to think/conceive what does not exist, creativity is what occurs when imagination is applied. (Eric Lou et.al , p.19-20)
2.2. can be predictions of what's to happen in the future.
2.3. Everyone has the capability of being imaginative and it can be taught.
2.4. “Imagination allows us to particularise, to see and hear things in their concreteness” (Greene, 2000, p.29)
2.5. It is imagination that draws us on, that enables us to make new connections among parts of our experience, that suggests the contingency of the reality we are envisaging” (Greene, 2000, p.30)
3. flow
3.1. Any boring tasks can be lessened if we try to create flow in the activity (doing some smaller tasks to achieve the main goal)
3.2. Flows exist in our daily activities
3.2.1. Learning how to control your attention in a task will allow you to enjoy the activity for its sake and realise what is important in the activity, including the activities that you are not a fan of doing.
4. benefits
4.1. enables students to effectively solve problems in both educational and personal contexts
4.2. creativity plays a powerful role in healthy mental status, coping with change, and emotional growth (Plucker, Beghetto, & Dow, 2004; Richards, 2001).
4.3. Learners enjoying school life and learning (DePriest, 2017)
4.4. students develop critical and creative thinking skills
5. creative learning
5.1. when students use their past experiences/prior knowledge and imagination to extend their learning
5.2. can be achieved through incorporating their ideas/views in class discussions and activities, vocalising their opinions in relation to the classroom pedagogy and curriculum used and reflecting on their own learning and the pedagogies used within the class
5.3. can differ from effective learning
6. The 4 C Model
6.1. mini C
6.1.1. interactive creativity
6.2. little C
6.2.1. everyday creativity
6.3. pro C
6.3.1. expert creativity
6.4. big C
6.4.1. eminent creativity
6.5. mini C and Little C are most relevant to the classroom
7. theories/theorists
7.1. Piaget's theory of cognitive development
7.2. Vygotsky
7.3. Sternberg's triarchic theory
7.4. Theory of multiple intelligences (Gardner, 1983)
7.5. systemic model
8. influences on imagination and creativity
8.1. media
8.1.1. social media
8.1.2. television
8.1.3. newspapers
8.1.4. magazines
8.1.5. radio
8.2. culture
8.3. environments
8.3.1. school
8.3.2. home
8.3.3. social settings
8.4. music
8.5. family
8.6. friends
8.7. societal norms
9. creativity
9.1. our ability to use our imagination and think of new ideas.
9.2. putting our imagination to work
9.3. Creativity can be defined as our ability to use our imagination and think of new ideas.
9.4. Creativity is imagination when its applied (Liu & Noppe-Brandon, 2009).
9.5. creativity is originality and effectiveness working together (Runco & Jaeger, 2012)
10. challenges/limitations
10.1. standardised testing
10.2. lack of pedagogical content knowledge (PCK) by teacher may impact ability for creative learning/teaching
10.3. 'crowded curriculum'
10.4. teaches fearing that creativity in the classroom will be disruptive
10.5. lack of resources
10.6. teachers needing to meet certain deadlines with assessments and outcomes
10.7. heavy workload and lack of opportunities for creative expression
10.8. how do you measure creativity?
10.9. educators needing to remove biases
10.10. certain teaching styles may hinder creativity
11. curriculum
11.1. learning areas
11.1.1. the arts
11.1.1.1. visual art
11.1.1.2. performing arts
11.1.1.3. music
11.1.1.4. dance
11.2. capabilties
11.2.1. critical and creative thinking (ACARA)
11.2.1.1. reflecting on thinking and processes
11.2.1.2. Inquiring – identifying, exploring and organising information and ideas
11.2.1.3. Generating ideas, possibilities and actions
11.2.1.4. analysing, synthesising and evaluating reasoning and procedures