Chapter 2 - What Science Says About the Arts and Creativity

1. Convergent and Divergent Thinking

1.1. Different "types" of thinking

1.1.1. Continued focus on convergent thinking in STEM subjects may be stifling creativity in students which is in turn limiting the development of pathways that support divergent thinking

1.1.1.1. Integrating both ways of thinking in STEM

1.1.1.1.1. E.X. Think of as many principles of physics/chemistry/biology you could investigate using each of the following: a paper clip, a blanket, and a brick.

1.2. Convergent Thinking

1.2.1. Convergent Thinking - works best with a well defined problem; only one solution to a problem

1.2.1.1. Uses relevant facts, data, and procedures

1.2.1.1.1. "Generally the only type of thinking measured on standardized tests because there is only one answer . . ." (Sousa & Pilecki, 2018)

1.3. Divergent Thinking

1.3.1. Divergent Thinking - Many unique ways to solve a problem; works best with poorly defined problems that can have many solutions

1.3.2. Typically associated with artistic activities

1.3.2.1. Open-ended questions

1.3.2.2. E.X. Think of as many uses as you can for each of the following: a paper clip, a blanket, and a brick

1.3.3. Moves students to higher levels of thinking

2. Divergent Thinking Challenges the Brain - That's a Good Thing!

2.1. Many studies have measured brain waves through EEG while someone performs tasks that require convergent and divergent thinking. The studies showed higher brain activity during tasks that required divergent thinking.

2.2. Divergent thinking challenges the brain which requires more neurons to be used which allows for new connections to be made between different brain regions.

3. Divergent Thinking Changes the Brain - That's a Better Thing!

3.1. Divergent thinking activates many areas of the brain. It can even change the structure of the brain.

3.1.1. Study of taxi drivers page 38

3.1.1.1. Artistic activities that involve spatial features or music can better the growth and development of brain structures in all age groups.

4. Why Don't Schools Engage in More Divergent Thinking?

4.1. " . . . Studies find that a teacher's mindset about student behavior while learning can enhance or hinder creativity in his or her classroom." (Sousa & Pilecki, 2018)

4.1.1. STAY POSITIVE!

4.2. Students have very few opportunities to practice divergent thinking because standardized testing procedures require convergent thinking.

4.3. Mind-set can be a barrier for divergent thinking if students do not feel safe enough to be creative or to take a creative risk.

5. Summary of Sections

5.1. Convergent and divergent thinking are both essential in any classroom, especially a STEAM classroom. Both types of thinking are necessary for students to be engaged in. However, it is important that teachers do not solely focus on convergent thinking for the purpose of test prep. Students need many opportunities to exercise their brains by using divergent thinking techniques. If students are not given the opportunities to practice with divergent thinking at early ages, they may become more reluctant to really engage in the creative process as they are older.

6. Sousa, D. A., & Pilecki, T. (2018). From STEM to STEAM: Brain-compatible strategies and lessons that integrate the arts. Thousand Oaks, CA, CA: Corwin.