Creativity as a Critical Construct for Student Success: Defining and Measuring Creative Opportunities and Outcomes for Students

• In Event: 52.043 - Measuring What Matters: Broadening Measures of Success in Schools

Abstract

To review literature on creativity as a critical value within society

To discuss the importance of creative opportunities and skill development for students

To propose an applicable index through which creativity can be operationalized and measured within classrooms

Perspective

Creativity, creative competencies and acts are central to self-directed, problem-based learning which is becoming common in todays workplace. It is widely agreed that creativity involves the generation of novel and valuable ideas or products (Meusberger, 2009; Mumford, 2003). While other terms are used in association with creativity, such as divergent thinking (Guildford, 1967) and fluid intelligence (Cattell, 1971), the complementary notions of novelty and value are pervasive. The notion of creativity used within this paper follows Kaufman and Beghetto (2009) in breaking creativity into big C creativity- creativity considered substantial in a particular field or discipline and little c creativity- creativity as everyday problem-solving and creative expression. In considering the role creativity plays within schools, little c creativity is of particular importance in schooling. It can play a role in learning within all subject disciplines and can create a bridge across subject disciplines for students (Ulbrict, 1998). Creativity has critical components that can be and are taught and measured (Lucan, Claxton and Spencer, 2012).

Modes of Inquiry and Sources of evidence

This paper uses secondary and primary sources of evidence to review the history of ideas in scholarship around creativity as a core competency. The paper first argues that creativity is essential area for students’ ongoing potential success in school and beyond. The paper then discusses how creativity can be taught and measured as a critical area within schooling.

Point of view

While creative acts can be fulfilling in and of themselves, creativity also serves deeper and wider purposes. Creativity is a driver for innovation of all kinds. And it is innovation that is required to solve problems faced by individuals, by communities, and by our collective global society (Kaufman & Beghetto, 2009). As such, schools play a central role in providing pedagogic opportunities for students to work creatively while also supporting students in building core creative competencies.

Significance

Creativity is a hallmark of economic strength, health, and wellness. Before today is over, we who live on this planet will destroy 60,000 hectares of rainforest: this is destruction that occurs on a daily basis. Each day, over 140 species of plant and animal life face extinction (Raintree Nutrition, 2007). Current levels of CO2 in the atmosphere are higher than they have been for 650,000 years (NASA, n.d.). Approaches that will call on creative and innovative thinking from all disciplines and acting are needed to alleviate the impact of human life on our planet. Over the next few decades, schools will have a crucial role to play. In schools where creativity is fostered, students will not only have the intellectual tools to innovate, but also, the passion to direct their skills to problems of global concern.

Author

• Rena Upitis, Faculty of Education