سامانه جامع مدارس فصلی خلاقیت و ایده پردازی
 

Seasonal Schools of Creativity and Ideation

1. A Procedural Approach to Develop Students’ Creativity and Ideation
The 21st century asks for creativity in almost all aspects of one’s life. The complex conditions of everyday life drive people to be creative thinkers to deal with educational, social, emotional, economic, and, sometimes, cultural issues (Pink, 2005; Sternberg, 2006). Despite the fact that creativity is of utmost importance in the process of students’ educational development, it is not, mostly, implemented within the educational system of many countries. Consequently, the students and especially those who live in rural areas are in paucity regarding creative learning. That said, Fars Elites Foundation (Fars, Shiraz, Iran) has proposed a series of seasonal schools of creativity and ideation with the purpose of providing instructions on creativity and ideation for the high school students. This procedural schools include four stages, each has its own features and characteristics. By holding each seasonal school of creativity and ideation around 80 high school students will participate in the various workshops on creativity and ideation leading them to develop their creative thinking, divergent and convergent thinking, critical thinking, and some of life skills. In the forthcoming sections we will discuss different aspects of seasonal schools of creativity and ideation, the workshops, the instructional creativity competitions, and the strategies for its implementation. Fars Elites Foundation, since 2015, in accompany with Fars elites tried to provide high school students with creative related stuffs such as creative thinking, critical thinking, and ideation through their participation in seasonal schools of creativity and ideation. It is worth mentioning that the program is a project-base one in which students will be instructed to be creative during one year. The instructional objective is to prepare a venue for the students to enhance their creativity and ideation.
2. Instructional Stages
The seasonal schools of creativity and ideation held by Fars Elites Foundation have four stages, each of which has its own instructional framework. In the following sections we will introduce these stages: Stage A: The first stage of seasonal schools of creativity and ideation take three days. In this stage 80 students, encompassing 40 girls and 40 boys, ranging in age between 14 and 16, participate in workshops and creativity competitions. It is a crossed stage program, meaning that while in the morning girls are taking part in the creativity workshops, boys are participating in the creativity competitions. In the afternoon, there will be a substitution in the program in which the girls will take part in the creativity competitions while the boys will take part in the workshops. In the following lines of explanation we explicate the workshops and the creativity competitions. Observation and ideation workshop In the first phase of this workshop, students will be notified of the concepts such as observation, seeing, ideation, and thinking. Later on, in a very interactive way, the students take part in some activates such as observing their environment and talking about the features of thing around them. Then after, they assign into different groups and do some activities in group. One of the most interesting observations is that the students do a guessing game observation of the changes made to their environment. The objective of the workshop is to familiar the students with the importance of ideation as a result of good observation. Brainstorming workshop In the first stage of the seasonal schools, we will notify the students of the different techniques of creativity, including A to Z techniques. One of the preliminary techniques which is a starting point to other techniques of creativity is brainstorming. In the process of this workshop, the students will face with several problems and through the instructions about brainstorming, they try to find solutions for those problems. They will learn to find the gaps existing in the problems and make many ideas for removing the problems. Lateral thinking workshop Lateral thinking is defined by Oxford dictionary as “…a way of thinking which seeks the solution to intractable problems through unorthodox methods, or elements which would normally be ignored by logical thinking.” According to de Bono lateral thinking can be directly taught. He suggested that through some techniques such as providing non-related input, providing various approaches to solve a problem, and cross-fertilization one can make his/her lateral thinking performance better. Through participating in this workshop the cognitive domain of the student will enhance. The main objective of this workshop is to accelerate the cognitive functions of the students to make use of what they have already learned in observation and ideation workshop and brainstorming workshop in order to provide solutions to the problems. Creativity assessment workshop One of the workshops held in the first stage of the seasonal schools is creativity assessment workshop. In this workshop the students will review the definition of the concept for creativity. After that we will discuss what and how of assessment. Later on, we will discuss the creativity assessment. Meanwhile, the students conduct a project which requires them to draw a logo and then assess the creativity of their production. Through participating in this workshop, the students will be able to assess the creativity of their future productions. Value creation workshop Due to the age of the participants of seasonal schools of creativity and ideation, it is an appropriate opportunity to inform them of the values and how they can be the creators of values. That said, a workshop is held in the first stage of the schools which leads the students to be familiar with the definitions of value, the approaches and methods of creating values, and how to be a value creator. Creativity competitions As it was stated earlier, creativity competitions are conducted along with the workshops. These competitions are conducted and managed by a group of Shiraz University and Shiraz University of Medical Sciences students called KAPA. One extra and interesting feature of the creativity competitions is that the conductors provides some creative instructions while they conduct the competitions. According to Vygotsky (1978) this is effective sort of dynamic teaching since the instructors identify the zone of proximal development of the students and provide prompts for them. .)
Stage B
:The second stage of the seasonal schools of creativity and ideation has a higher order cognitive and psychological purposes. Roughly speaking, the second stage will be more advanced in terms of content and structure. The second stage will be held in three days with the accepted students from the first stage. In the second stage the focus of the instructions will be on three fields. First of all, we will intend to develop the students’ knowing and knowledge of research. To do so, a research proposal workshop will be held. Furthermore, students will take part in literature workshops whose focus on creative literature. The idea behind the two workshop is that in the both of them the students will be familiar with some instructions which lead them to develop their ideas and creative things they have in mind either through doing research or in the literature field. Moreover, some workshops will be held of self-discipline, as a psychological term at focus. Through taking part in this workshop, the students will learn how to put their ideas in a disciplined way..
Stage C
:The third stage of the seasonal schools of creativity and ideation is devoted to the viva sessions of the projects which the students send as their proposals. In this stage of the seasonal schools of creativity and ideation students will defend their proposals in front of the scientific committee of the seasonal schools of creativity and ideation. Later on, the projects which have the potential will be selected for further provisions. First of all, the students will be given grant to conduct their projects. Second of all, there will be a consultor in the field which the project of the students are. The consultor will guide the students in their path to fulfill the project. It should be stated that each students should give a report of what she/he does to his/her consultor. This is done through the page of seasonal schools of creativity and ideation available at madaresfasli.ir. Moreover, the students can visit their consultor in person at Fars Elites Foundation, Shiraz, Iran. On top of that, they can call their consultor in specific times to consult their issues. )
Stage D
: In the final stage of the seasonal schools of creativity and ideation, all the students, who will be able to reach this stage, present their projects. In this stage, the projects will be defended by the students in front of the referees who are the combination of both the students and the consultors. In this stage, the role of the students will be highlighted by the organizers of the seasonal schools of creativity and ideation, and they will do many of the duties. In some sections of the final stage of seasonal school of creativity and ideation the students will hold some workshops on the issues they have learned during the period they work upon their projects under the supervision of their consultors. Al in all, the scores of the students will be obtained from different criteria and those who will obtain more scores will be selected as the representative of Fars Elites Foundation in their own cities and schools. After obtaining this success, the students will be given some responsibilities, in accordance with the seasonal schools of creativity and ideation, to do.
Current outcome
There is a research group for seasonal schools of creativity and ideation which conducted some research studies to investigate different outcomes of the seasonal schools of creativity and ideation. In one of their recent investigations, they have studied the effect of instructing creativity and ideation during the workshops held at seasonal schools of creativity and ideation on the cognitive related factors to creativity including observation ability, thinking ability, data analysis, coherent thinking, in-text relationship, and using schemata. The results of the study showed that teaching creativity will be beneficial in enhancing the students’ performance on the mentioned cognitive factors. Tables 1 and 2 show the results with regard to the students’ individualistic performance.
Table 1
Inferential Statistics of the Students’ Performance (Boys)
Factors f t Sig.
Observation Ability 67.82 -6.04 0.001
Thinking Ability 77.58 -6.54 0.001
Data Analysis 76.82 -6.12 0.001
Coherent Thinking 75.27 -1.30 0.192
In-Text Relationship 77.77 -3.87 0.001
Using Schemata 77.91 -3.77 0.001
Table 2
Inferential Statistics of the Students’ Performance (Girls)
Factors f t Sig.
Observation Ability 59.36 -6.20 0.001
Thinking Ability 59.52 -5.76 0.001
Data Analysis 63.61 -3.72 0.001
Coherent Thinking 61.73 -3.74 0.001
In-Text Relationship 62.37 -6.97 0.001
Using Schemata 63.41 -3.91 0.001
Tables 1 and 2 indicate that with regard to the creativity related cognitive factors, students, both girls and boys, have better performance when they have participated in the creativity and ideation workshops. In the second research, the research group has examined the effects of instructing creativity on the happiness and psychological well-being of the students. This was a qualitative study which examine the relationships of these factors from an emic perspective, the students. The results of this study showed that the students, approximately all of them, mentioned that though participating in the workshops held in seasonal schools of creativity and ideation their happiness and psychological well-being have increased. Figure 1 shows some related information.

As can be seen in Figure 1, students have related creativity with the other two factors including psychological well-being and happiness. This shows that from the perspective of the students, participating in the workshops held in the seasonal schools of creativity and ideation would help them to find a better psychological well-being and happiness. In another research study conducted on the outcomes of seasonal schools of creativity and ideation, the research group has investigated how creative self-efficiency can predict self-control. If the researchers could find any relationships between the two variables, they could prove that the creativity workshops held in seasonal schools of creativity and ideation could lead to better self-control of the students. Table 3 shows the results in this regard.


Table 3
The Regression Outcomes: Self-control and Creative Self-efficacy
Variables 1
2
Sig.
Self-control 1
.305
0.001
creative self-efficiency .305
1
0.001
References
  • Livingston, L. (2010). Teaching creativity in higher education. Arts Education Policy Review,111(2), 59-62.
  • Pink, D. H. (2005). A whole new mind: Why right-brainers will rule the future. New York, NY: Riverhead Books.
  • Sternberg, R. J. (2006). Creativity is a habit. Education Week, 25(24), 47–64.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.


بستن

ثبت نام

فیلدهای ثبت نام

بستن