Nature gives us glorious creative visions with the coming of each season. Spring is an especially enchanting display of objects that catch our eye and capture our imaginations. We took this inspiring photo as we walked through Denver Botanic Gardens. When we approached the tree from a distance it looked like a tree full of roosting birds. As we moved nearer, we could see it was an azalea tree in full bloom – white flowing petals that looked like cats, helicopter blades, and jellyfish. What do you see?
Perception
What is perception, and what does it have to do with creativity? Perhaps a helpful way to think of perception is to look at some synonyms: insight, awareness, acuity, discernment, observation, and viewpoint. All may have a different emphasis, but they are similar in meaning.
Creativity involves changes in perception; in other words, a newfound way of looking at or viewing something. Perception allows us to look at something and see something different than that seen by others. This is a prerequisite skill to being able to produce at any level of creativity. In our classrooms we noticed students who were more flexible in changing their perceptions demonstrated higher levels of creativity . . . it’s a sign!
Mental Filters
To be more efficient and effective thinkers, we all have mental filters that help us disregard or ignore minor stimuli in our environment. If this did not happen, we would have to pay attention to every minor detail, we would perhaps be prone to sensory overload, and we would never get anything done. However, this very system that facilitates successful thinking often interferes with creative thinking.
Adams (2001) in his classic book Conceptual Blockbusting: A Guide to Better Ideas, refers to these natural filters as perceptual blocks. They can be cognitive, emotional, or environmental in nature and include:
Fear of taking an intellectual risk.
Fear of making a mistake or failing.
No appetite for chaos or ambiguity.
Fear of the unknown or a need for security.
Judging, stereotypes, and preconceived ideas.
Fear of criticism, ridicule, rejection, or just being different.
Acquiescing to: “The way it’s supposed to be” and “The way it has always been” or “If it ain’t broke . . .”
Clinging to reason and logic versus imagination and innovation.
Past Predictions of the Future
Take a moment to consider another category of perceptual roadblocks to creativity in these Past Predictions of the Future. It is amazing to look back at the predictions made by some experts in their fields and see how unrealistic and even laughable they are today. Epicetus stated it somewhat differently, “What concerns me is not the way things are, but rather the way people think things are.”
What if everyone believed the following and acted accordingly:
“This telephone has too many shortcomings to be seriously considered as a means of communication. The device is inherently of no value to us.” – Western Union internal memo (1876)
“Everything that can be invented has been invented.” – Charles Duell, Commissioner of the U.S. Patent Office (1899)
“I think there is a world market for maybe five computers.” – Thomas Watson, Chairman, IBM (1943)
“There is no reason for an individual to have a computer in his home.” – Ken Olsen, President, DEC (1977)
“640K ought to be enough for anybody.” – Bill Gates, Microsoft (1981)
Logic vs. Perception
Edward de Bono states, “Most of the mistakes in thinking are inadequacies of perception rather than mistakes of logic.” This makes sense, as the emphasis is traditionally placed in the secure truth of logic rather than the ambiguity and capriciousness of perception. In other words, we often continue to see the world as we initially perceive it, not the way it can be.
For Your Classroom
1. Here is the dilemma. Our practical and useful mental filters can get in the way and become perceptual blocks when we need to think creatively. If we want our students to learn to think more creatively, the major challenge is to teach them ways to temporarily suspend or ignore these perceptual blocks.
2. One simple activity is looking at photos like the one above, the clouds or stars in the sky, and creating your own interpretations. You can find our favorites in our book The Curiosita Handbook of Instructional Strategies and by Googling divergent thinking activities.
3. Flexibility exercises must be practiced daily to produce changes in the malleability (stretching) of the brain. This is an essential trait of the creative mind. It opens the doors to changes in perceptions.
4. The ability to form diverse perceptions is one of the essential steps in becoming a more creative thinker. Being aware of the role perception plays in our creative thinking, and knowing we have the ability to actively or intentionally change our perception, is part of the growth mindset of creativity. We can teach students through frequent practice to throw off their mental chains and open their minds to improved creative thinking.
Let’s Reflect and Remember . . .
Creativity involves changes in perception.
The ability to form new perceptions is an essential step in becoming a more creative thinker.
Perceptual blocks interfere with creative thinking.
We have tools to help us temporarily ignore or suspend perceptual blocks.
. . . and finally we will leave you with a new perception of the beautiful blooming azalea flower.
“If the doors of perception were cleansed, everything would appear to man as it is, infinite.
Ambassador I. Rhonda King, Permanent Representative to the United Nations from St. Vincent and the Grenadines, delivered a speech to the General Assembly in support for World Creativity and Innovation Day, April 21. This resolution was voted to become a UN Day of Observance.
It is so decided . . .
World Creativity and Innovation Day is proclaimed by the UN! “Few attributes of human performance have as much impact on our lives and our world as creativity. Outstanding achievements in the Arts and Sciences depends on creativity. Creativity has been linked to the development of new social institutions and the leadership of . . . Ambassador Kings’s speech at the UN April 21, 2017.
As educators, we are thrilled this has happened in our lifetimes. Creativity is the essence of human potential. Waiting to be realized in every student! This proclamation will open many classroom doorways. Paving the way for creativity for creativity to be seen as tangible and teachable. Mindsets, toolsets, and skillsets – essential for all students!
Let’s Reflect and Remember . . .
Creativity changes children’s lives.
Creativity changes the world.
Creativity . . . for every student, every teacher, every parent, every school . . . Every Day!
“Life isn’t about finding yourself or finding anything. Life is about creating yourself and creating things.” ~ Bob Dylan
Grandpa was in the garage working on building a dollhouse when eight-year-old granddaughter Ella walked in and asked, “Can I help?” “Sure,” he replied. “Why don’t you hand me a screwdriver?” She paused for a moment, her eyes sparkled, and she asked, “Do you want the “plus or minus?” Grandpa got a puzzled look on his face and then broke into a big grin and said, “Oh, I get it – please pass the “Plus” screwdriver!” Ella said, “See, this one looks like the plus sign we use when we are doing addition in school and the other one reminds me of the minus sign we use for subtraction.” Grandpa’s eyes sparkled and he said, “Wow, Ella that’s really fun thinking – from now on that’s what we’ll call the Phillips and Flathead screwdrivers!”
Individual Creativity
Ella’s association of a screwdriver with the mathematical symbols of minus (-) and plus (+) represents an individual level of creative thinking. What’s important to realize is that every time a student, anywhere around the globe, has the same “aha” moment with screwdrivers, they are demonstrating the same individual level of creatively. Perhaps you might wonder if this is a novel or unique way of thinking. You can test it out by asking a group of adults how many have made the plus and minus association with screwdrivers – prepare to be surprised!
Levels of Creativity
As students continue to make creative connections, their individual expressions of creativity will rub off on classmates. Professional group levels of creativity may someday lead to innovations in organizations, countries, and even the world. There is an “exponential potential” in recognizing and finding value in creativity at all levels. Kaufman and Beghetto (2009) formally identify four developmental levels of creativity:
Mini-c: Any time one attempts a new task, a level of creativity is involved. What one creates is not revolutionary, but new and meaningful to them. Example: Your first time sketching a picture. You feel pretty good about it – perhaps feeling some degree of self-satisfaction.
Little-c: Improvements are made in your skill level and content, and the creation may be of some value to others. Example: You share your sketch with others who encourage you through feedback.
Pro-c: The ability to be creative at a professional level. You would have had many years of practice and training. Example: You take classes and enter works in juried shows. Eventually your works hang in galleries and you are recognized by art experts and critics as being creative.
Big-C: You and your body of work are now remembered in history books. Example: Your works hang in famous galleries and are regularly discussed by experts. Decades from now, you will be considered one of the greatest artists of all time.
Creative Response vs. Teachable Moments
Although well intentioned, viewing all interactions as “teachable moments” derails creative exploration. The moment Ella picked up the screwdriver, Grandpa could have said, “Now Ella, we call that a Phillips head screwdriver.” The conversation, the thinking, and the creativity would have ended right there – a sure fire method to weaken the curiosity-creativity link. So, the next time you are about to provide your student with a “correct answer” question, stop and consider asking one of these provocative questions:
Would it be possible . . .?
Have you explored . . .?
What if . . .?
How else might . . .?
I wonder . . .?
Wouldn’t it be funny if . . .?
What other . . .?
Can you imagine . . .?
Creativity often begins when simple observations meet up with child-like curiosity. This open-mindedness, coupled with a desire to learn more about the world, changes the way children interact with their environment and each other. Encouraging comments like the ones Grandpa shared with Ella nurture and support the development of future “curiosity-creativity links.” Grandpa’s modeling of his own creativity in his “doll-house” workshop will forever be imprinted in Ella’s memories as a fun and engaging moment. And even more importantly, when Ella enters the world of work in 2030, she will have practice using the mindsets and skillsets needed to be creatively productive and successful.
For Your Classroom
The conversations that spin off from the provocative questions mentioned above strengthen the curiosity-creativity link – opening doorways to wonder and exploration. Here’s one you might try with your students. Ask them, “How many ways might you come to school?” Note the word might. What a difference in excitement and engagement levels when the word might is emphasized! It affords the freedom, yes, even the permission, to think creatively. Our favorite response so far – a magic carpet ride!
Let’s Reflect and Remember . . .
There are four developmental levels of creativity.
Well intentioned “teachable moments” can derail creative exploration.
Asking provocative questions can strengthen the “curiosity-creativity link.”
“Discovery (creativity) consists of looking at the same thing as everyone else and thinking something different.”
~ Albert Szent-Gyorgyi
Live, learn, and lead creatively!
Patti and Rick
Originally published in Innovate, Issue 5 March/April 2019
