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The Efficacy of Teaching Creativity

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Assessment of Student Creative Thinking Before and After Exercises Elena Karpova Sara Marcketti Jessica Barker Iowa State University * * * * * 62% of participants ... – PowerPoint PPT presentation

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Title: The Efficacy of Teaching Creativity


1
The Efficacy of Teaching Creativity
Assessment of Student Creative Thinking Before
and After Exercises
  • Elena Karpova
  • Sara Marcketti
  • Jessica Barker
  • Iowa State University

2
Background
  • Importance of creativity
  • successful adaptation to the demands of daily
    life
  • competitive advantage
  • ultimate source of all intellectual property
  • US prosperity and security
  • Critical skill in the ever-changing world of
    fashion

3
Purpose
  • To help students increase their ability to think
    creatively
  • to develop and implement creativity exercises
  • to measure effectiveness of the exercises by
    assessing student creative thinking before and
    after the training

4
Creativity Exercises
  • Assumptions
  • all people are creative
  • because creativity is a natural human trait, it
    can be cultivated and developed
  • Aimed at creating exercises that were
  • general and could be easily incorporated in
    various courses
  • appropriate for students enrolled in different
    majors (creative vs. non-creative)
  • could be administered by instructors who did not
    have any special training in creativity.

5
Creativity Exercises
  • Four creativity modules
  • What is creativity
  • Opportunity recognition
  • Generation of ideas (techniques for problem
    solving and exploration of mental blocks that
    hinder the creative process)
  • Evaluation of ideas
  • Each module contained from 5-7 distinct exercises
    drawn from various sources
  • 5 to 20 minutes per exercise

6
Exercise Example Bug Report
  • Main idea
  • everyday life problems represent opportunities
    and great ideas often come out of frustration
    when something does not work as it should, or
    something does not exist yet but should.
  • Students are asked to note everything that
    irritates them (bugs them) and create a bug
    list
  • in the context of apparel, identify bugs when
    people design, make, sell, select, buy, wear,
    store, care for, and dispose garments and
    accessories
  • Develop a creative solution to one of these
    problems

7
Research Hypothesis
  • To evaluate effectiveness of the developed
    creativity exercises, we tested the hypothesis
  • H Students will demonstrate higher
  • creative thinking abilities after
  • completing the creativity exercises
  • than before the training.

8
Procedure
  • Exercises implemented in four classes taught by 3
    instructors
  • a learning community orientation course
  • 2 sections of an introductory patternmaking
    course
  • advanced patternmaking course
  • Twelve exercises over the course of 9-12 weeks
  • one to two exercises a week
  • no extra credit for participating in the
    creativity exercises
  • anonymous student feedback was collected at the
    midpoint and after completion of the training

9
Creativity Assessment
  • Torrance Test of Creative Thinking
  • widely used creativity test in education
    industry
  • reliable valid measure of creative thinking
  • appropriate for different ages
  • Figural format
  • Published by Scholastic Testing
  • Services

10
Torrance Test of Creative Thinking
  • Figural test assesses quantity and quality of
    creative ideas produced by a test-taker over a
    thirty-minute period
  • three ten-minute drawing activities
  • Picture Construction
  • Picture Completion
  • Lines/Circles
  • titles for the drawings
  • Form A was administered before
  • the training and Form B after the
  • training

11
Scoring and Interpretation
12
Participants
Class 1 (n 27) Class 2 (n 11) Class 3 (n 15) Class 4 (n 26) Total (n 79)
Course Orientation Patternmaking, section 1 Patternmaking, Section 2 Advanced Patternmaking -
Instructor Instructor A Instructor B Instructor C Instructor B 3
Gender Female Male Missing 21 (78) 4 (15) 2 ( 7) 10 (91) 0 1 ( 9) 13 (87) 0 2 (13) 21 (81) 5 (19) 0 65 (82) 9 (12) 5 ( 6)
Major Apparel FCS Educ. Hospitality Missing 0 9 (33) 17 (63) 1 ( 4) 10 (91) 0 0 1 ( 9) 13 (87) 0 0 2 (13) 26 (100) 0 0 0 49 (62) 9 (11) 17 (22) 4 ( 5)
Year in college 1 2 3 4 Grad student Missing 26 (96) 0 0 0 0 1 (4) 1 ( 9) 6 (55) 2 (18) 0 1 ( 9) 0 9 (60) 2 (13) 2 (13) 0 1 (6) 0 0 13 (50) 13 (50) 0 27 (34) 15 (19) 17 (22) 15 (19) 1 ( 1)
13
Results paired sample t test
Creativity assessment Mean (SD) Mean (SD) t p
Creativity assessment before exercises after exercises t p
Fluency 91.09 (15.74) 108.38 (16.19) - 8.65 .000
Originality 91.10 (19.30) 105.96 (17.28) - 6.21 .000
Elaboration 100.30 (16.41) 102.58 (16.27) - 1.38 .170
Resistance to premature closure 93.92 (16.64) 110.04 (24.32) - 5.90 .000
Abstractness of titles 98.02 (20.42) 104.04 (24.43) - 1.89 .063
Creativity index 107.85 (14.60) 120.61 (14.59) - 7.58 .000
National Percentile 47.70 (26.94) 64.47 (28.30) - 5.19 .000
14
Discussion
  • Some participants did not improve creative
    thinking abilities after the training
  • Contextual characteristics
  • time when the exercises and assessments are
    administered
  • motivational predisposition
  • appear to influence outcomes of creativity
    training and assessment
  • Further research is needed to understand how
    contextual and personal characteristics influence
    creativity and efficacy of training

15
Conclusions
  • The study demonstrates effectiveness of
    creativity training overall and specifically of
    the exercises developed by the authors
  • The creativity exercises incorporated in an
    introductory level course required for all
    students enrolled in the department
  • In spring 2009 will be introduced to veterinary
    medicine students
  • Implications for instructors who want to nurture
    students creative skills

16
Students comments
  • I realized that being creative has some to do
    with how you think and wanting to be creative.
  • I learned that being creative can be
    challenging. I also learned that it takes time
    and practice.
  • The creativity exercises got me to challenge
    myself. I had to think outside the box, and not
    just for 1 idea but to have more than 1 idea.

17
Acknowledgements
  • The study was partially funded by
  • the Pappajohn/Kauffman Foundation
  • Tanya Austins help in developing and
    implementing exercises is greatly appreciated
  • The authors are very thankful to the students
  • who participated in the study
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