1. "Knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution" - Albert Einstein
2. Imagination
2.1. The ability to conjure new realities and possibilities which currently do not exist
2.2. The first step in the creative process. Without imagination we cannot develop new ideas
2.3. Completely malleable: We ALL have it, and we can ALL develop it (Liu & Noppe-Brandon, 2009, p. 22)
2.4. Imagination makes education relevant
2.5. Imagination is the gateway through which meanings derived from past experiences find their way into the present; it is the ‘conscious adjustment of the new and the old’ (Greene, 1995, p. 20)
2.6. Imagination provides the foundation for knowledge
3. Benefits of Classroom Inclusion
3.1. Imagination makes education relevant
3.2. Development of higher order thinking skills including critical and creative thinking, problem solving abilities and connection making
3.3. If not nurtured, creativity takes a nosedive by fourth grade (Honig, 2006, p. 130
3.4. Encourages self-expression, feelings of achievement and promotes risk-taking behaviour
3.5. Promotes life-long learning opportunities
3.6. Allows exploration of individual areas of interest which ultimately increases motivation
3.7. Opportunity for collaboration and fostering of deeper connections between both teachers and students
4. Limitations of Classroom Inclusion
4.1. Teacher Centred vs. Student Centred Approach
4.2. Standardised Testing / Assessment and Reporting Requirements
4.3. Presence of teacher biases surrounding creativity
4.4. Complaints of 'crowded curriculum' making the inclusion of imagination and creativity difficult
4.5. Broader knowledge requirements / lack of Pedagogical Content Knowledge (PCK) required to teach in a way which inspires imagination and creativity
4.6. Fear of increased behaviour management challenges when imagination and creativity is involved
4.7. Lack of familiarity with open-ended questions which promote imaginative and creative thinking
5. Questions
5.1. What If?
5.2. Why?
5.3. As If?
5.4. What Next?
5.5. How?
6. Influences of Imagination and Creativity
6.1. Environment
6.1.1. Country / State / Suburb
6.1.2. Travel
6.1.3. School
6.2. Relationships
6.2.1. Parents
6.2.2. Grandparents
6.2.3. Carers
6.2.4. Siblings
6.2.5. Teachers
6.2.6. Friends
6.3. Media
6.3.1. TV Shows
6.3.2. Movies
6.3.3. YouTube
6.3.4. Video Games
6.4. Personal Interests
6.4.1. Sports
6.4.2. Reading
6.4.3. Drawing
6.4.4. Gardening
6.4.5. Cooking
7. Creativity
7.1. An extension of our imagination
7.2. Creativity is imagination applied (Liu & Noppe-Brandon, 2009, p. 19)
7.3. Bilateral - involves both originality and effectiveness (Runco & Jaeger, 2012)
7.4. Present in all areas of our lives on a daily basis
7.5. Needs to be nurtured by all stakeholders in child's life
7.6. 'Creative Genius' Phenomenon
7.7. Kaufman and Beghetto Four C Model of Creativity
8. Myths about Imagination
8.1. You either have it or you don't
8.2. Not a skill which can be developed or nurtured
8.3. We cannot understand how imagination works
8.4. It is for kids and has no place in the adult world
8.5. Has no practical use
9. ICI Continuum
9.1. Interchangeable use of words imagination, creativity and innovation - INCORRECT
9.2. Imagination →
9.2.1. Creativity →
9.2.1.1. Innovation
9.3. Without a healthy and well-fed imagination, there is no creativity or innovation (Liu & Noppe-Brandon, 2009, p. 20)
10. Four C Model of Creativity
10.1. Creativity Spectrum ranging from Mini - C to Big - C
10.2. Mini - C
10.2.1. Personal Creativity
10.2.1.1. e.g. Daily imaginative play of a child
10.3. Little - C
10.3.1. Everyday Creativity
10.3.1.1. e.g. Writing a story / poem
10.4. Pro - C
10.4.1. Expert Creativity
10.4.1.1. e.g. Professionally performed play
10.5. Big - C
10.5.1. Genius Creativity
10.5.1.1. e.g. Albert Einstein
10.6. Mini - C and Little - C are most commonly present in the classroom environment
10.7. Kaufman & Beghetto, 2009)
11. Myths about Creativity
11.1. Creativity = Innovation
11.2. A rare talent only few are born with
11.3. Individual process - cannot be experienced in collaborative environments
11.4. Can only be expressed through the arts
11.5. Discipline free
12. Curriculum
12.1. Complaints of 'crowded curriculum' making the incorporation of imagination and creativity difficult
12.2. Learning Area
12.2.1. Humanities
12.2.1.1. Exploration of issues (social, environmental, etc.) challenges students to ask questions and propose imaginative solutions
12.2.2. The Arts
12.2.2.1. Creation, interpretation and reflection of a variety of artworks draws on student imagination and curiosity
12.2.3. Technologies
12.2.3.1. Development of abstract thinking skills through the creation of imaginative solutions to challenging problems
12.2.4. Health and PE
12.2.4.1. Through critical evaluation of media and other sources, students pose imaginative questions and propose creative solutions. In addition to the creation of original games, dances, etc.
12.2.5. English
12.2.5.1. Creation of own written, visual and multimodal texts based on real or imagined events, in conjunction with exploration of others creativity through books, poems, etc.
12.2.6. Mathematics
12.2.6.1. Utilisation of unique solutions, recognition of similar patterns and equations in imaginative ways and creation of diagrams to assist with understanding
12.2.7. Science
12.2.7.1. Thinking creatively to develop new ideas in individual scientific understanding and posing questions which seek the expansion of knowledge (made possible by imagination)
12.3. Capabilities
12.3.1. Critical and Creative Thinking
12.3.1.1. Inquiring: Identifying, Exploring and Organising Information and Ideas
12.3.1.2. Generating Ideas, Possibilities and Actions
12.3.1.3. Reflecting on Thinking Processes
12.3.1.4. Analysing, Synthesising and Evaluating Reasoning and Procedures
12.4. (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014)
13. Relevant Theorists
13.1. Lev Vygotsky's Theory of Imagination and Creativity in Childhood
13.1.1. Imagination forms the basis of all creativity and creativity comes from any human activity which produces something new. Children learn through active play in their environment - without this, they cannot be imaginative or creative.
13.2. Sternberg & Lubart's Investment Theory of Creativity
13.2.1. Compares creative individuals and their ideas to market investors - creative people 'buy low' on ideas which seem novel and unrealistic, but 'sell high' once the idea has gained acceptance.
13.3. Piaget's Theory of Cognitive Development
13.3.1. Suggests that children in the early stages of cognitive development learn best from exploration of their environment through use of their senses. By doing so, problem solving abilities using imaginative and creative solutions begin to develop.
13.4. Howard Gardener's Theory of Multiple Intelligences
13.4.1. Proposes that similar to intelligence, every person possesses creativity but the way it is expressed and understood is different - multiple.