C.

The Creative Process:

DEVELOPING CREATIVITY
Reporters:
Barroga, Kimberly
Calimlim, Joana
Catchico, Betty Mae
Mercado, Honey Mae
Peralta, Cristina
Simon, Charls
 Learning Outcomes
1 Distinguish between the creative process and artistic process.

2 Model ways on how to promote creativity in the classroom.

3 Devise an outline of a lesson plan that promotes students

creativity.
“Creativity involves breaking out
of expected patterns in order to
look at things in a different way”
-Edward de Bono

ard de Bono
Edw
 THINK
Origination: Creativity and Ideation

Creativity is using one’s imagination to combine two

ideas to make a new one. Original means something
that is new and has not been done before. Creativity
in children does not emerge from a vaccum, rather ,
art skills and competence develop from the nurturing
environment that provieds opportunity for them to
learn about art in different ways (Dobbs 1992)
Creativity is a human resource. It is one aspect
in the industry that can be difficult to get
replaced by artificial intelligence. Creativity can
be spontaneous and original and will depend
from generation, culture, and people. It is
constantly needed in this fast-changing world. It
is unlimited but can be rare and scarce because
more original ideas are made every second.
Right now, creative people can be the highest
demand in the future because creativity is the
skill of the best problem solvers.
 The Creative Process vs. Artistic Process

The creative and artistic processes may be distinct from each other in
a way that creative process does not always result to artistic creation,
and productive work in the arts does not necessarily involve creativity
in terms of developing original ideas (Botella, Zenasni, Lubart 2018).
The creative process as defined by Lubart (2001) is a succession of
thoughts and actions that leds to original appropriate productions.
The key word is original concepts and ideas, something that the
student was able to come up on his or her own.
Artistic process is mainly production of art such as painting by
copying from a photograph, weaving by following a pattern, or
creating thousand paper cranes which invovles craftmanship and
skills, but does not involve creating new ideas.
 Stages of Creative Process Based on
Wallas (1926), Botella (2018), and Applications in the Art Class
Salder Smith (2015)

Simplified
Stages Description Sample Tasks
Stages

• Showing video clips of other artists

Discovering problems and • Outdoor trips, museum tours, nature
directing attention to
something of interest trips, science experiments, watching
Preparation Probing educational movies
Can be dependent on a
• Life experience, anomallies, milestones,
specific content or idea
random happenings, etc.
 • Let time pass.
• Do other tasks, and do not
Subconscious, involuntary
think about it too much.
thinking; letting the mind rest
Incubation/ • Play games, storytelling,
and soak in the idea while
and other activities that are
Intimation being distracted to other things
not directly connected to
what they are working on.

The “Aha!” moment where the • This is an instantaneous

evennt that happens on its
Insight/ idea moves to be the conscious
own
Illumination thinking: an instant “flash” that
cannot be forced
• Select materials and
Choosing the idea: this is techniques that will work
where the divergent and Planning best.
convergent thinking comes into • Consult with peers and
Verificatio/ play: trying out what works teachers for feasibility and
Evaluation and what does not; and validation of idea.
figuring out if the idea is valid • Specific plan on how to
or not complete the artistic
process.
• Creating the artwork
Synthesis Putting the idea into a concrete
artistic output Production
/ Creation • Art production
 How to Promote Creativity in the Classroom
One way to practice creativity is to force yourself to think outside
the box. Most teachers think that creativity cannot be taught
directly, rather some people are just born with the talent, or grow
up in an environment conductive to nurturing it. In a space where
original ideas are tolerated and encouraged, children are most
likely to develop creativity as they grow. Inhibition in children is due
mostly to over restriction, children not being allowed to express
their ideas freely or without judgement, such as a restricted
teacher-centered setup wherein children imitate rather that
create (CCSES 2008). Creativity entails freedom to think. Teachers
should encourage this in the early grades so students won’t be
afraid to express themselves through art.
 Strategies for Ideation: Adaptation
Ideation is generating new ideas. Creativity is quite a challenge to
‘teach” in the art room because the teacher cannot directly teach how
to be creative, but can only provide opportunities to develop it. Start by
imitating a “portion” from a previous work then combine those
“portions” to create one whole original piece. Adaptation lets a student
modify or alter a small aspect of the work, adding own input one idea at
a time. In Austin Kleon’s book Steal Like An Artist (2015), he mentioned
that one should not just steal the style, rather steal the thinking behind
the style. The teacher should welcome and encourage questions,
thoughts, insights, and curiosity in children so they develop a habit of
“free thinking” and not just rely on the teacher on what to do next.
Students can use a sketchbook, idea bank, or a journal where they put
their random and even craziest ideas.
 How to Look for Inspirations
Creative artists are great observers. They see what other
people do not see that is why they are able to do what
other people never thought of doing. Teach students to
observe and always keep an open eye. Some examples are,
upcycling, materials as craft items, noticing the different
styles of artists, and using objects that are not likely
used in normal situations. Parents also play an important
role in reinforcing and extending their childcare’s art
education by taking their children to art museums,
galleries, and art centers, acquiring and encouraging them
to learn about art (Dobbs 1992)
 How Limitation Fosters Creativity
One way to be creative is to “think outside the box,” but
the problem with other art classes is that teachers do
not provide a “box.” In other words, when students are
always given the ideal materials, tools, and methods,
there would be no more room to be resourceful, solve
problems, and creativity. Third world countries like the
Philippines has a lot of boundaries but being creative
knows no boundaries, in fact, creativity can be more
evident when there’s limitation resources.
 Thanks
for
Listening!