As students enter class, they see a prompt written on the board:
If creativity were an animal, what would it look like? Draw it.
“If you captured creativity under a bell jar, what would you see when you looked inside? Would you know creativity if you saw it? Have you ever wondered what exactly creativity is? What do we mean when we say 'creative'?"
“My goal today is for you to leave here knowing less about creativity than when you walked in,“ I tell my students at the beginning of our third class. They are undergraduate early-childhood majors in my Art & Curriculum Concepts for Teachers class, a 2 credit course that meets once a week for a semester. They are required to take two out of the three choices between visual art, music, and drama.
Is creativity the act of creation? Does it happen whenever anything is made? Or are only some creations creative? How do you tell the difference? Does it matter if it’s Paint-By-Number? Does it matter who is doing the creating? Can a painting be creative if it’s made by a paintbrush being held by a long, grey trunk?
Is creativity a kind of thinking, more about ideas than about things? Is it thinking that is divergent; the more ideas the better? Can the thinking be convergent too; an idea honed to a sharp point? Do creative thoughts move vertically, laterally, randomonly, or even transdimensional? Does it move it swim or scuttle or skip? Can it crawl and climb and fly?
Does creativity have to be original? Something that’s never existed before? Is each of us therefore creative, even if we’re remixed versions of what came before? Can it be a reference so obscure that most no one has heard it? Does a drop of unoriginality change an otherwise original whole? Is there anything anywhere that hasn’t built on what’s come before?
Does creativity move gradually, imperceptibly slow like a glacier remaking a whole landscape? Does it increase incrementally as we toil and sweat like the ants in hidden hallways beneath our feet? Can it be ordered into a system like our entire solar system? Or does it strike like a bolt of lightning and disappear in a flash? On a long enough timeline entire civilizations become more like fruit flies, does it matter how long our creations last?
Can it be creative even if you don’t have a reason or know what to do with it? Robots and AI and billionaire space colonies; tiny computers and black holes and quantum thingamajigs. As more and more “What if?” becomes what is, I often wonder to myself can we perpetually do whatever we muse or is there a ceiling on what can be done? I’d like to ask Jules Verne.
Is creativity innovation? Can it be imitation? Iteration? Incremental? Sometimes imperceptible? Can creativity be pointless, another novelty or fad? Or must it change the world and the way everyone thinks? Does it matter if that thinking is good or bad? Can creativity be judged? Can creativity be in the wrong place at the wrong time? Is the Baghdad Battery as creative as a phone in someone’s pocket?
Does it spend its time solving our problems or does it appear daydreamy or even lazy and tired? Does it conjure images of a Bart Simpson or a gifted over-achiever? Is it poorly behaved or just bored out of its mind? Is it more interested in problem-finding? And what does it feel like if we feel it inside? Is it cursed to be moody like the myth of the “tortured artist?” Or can something more appealing, like a rollercoaster ride?
Is creativity like a yin and yang, existing in tension between what is and what could be? Does creativity need to make sense to us? Can it be so many different things all at once? Is creativity as indefinable as you or me?
1. Creativity: Asset or Burden in the Classroom? Westby, Erik L and Dawson, V L. 1, 1995, Creativity Research Journal, Vol. 8, pp. 1-10. 2. Predicting Creative Behavior: A Reexamination of the Divergence Between Traditional and Teacher-Defined Concepts of Creativity. Dawson, V L, et al. 1, 1999, Creativity Research Journal, Vol. 12, pp. 57-66.
When creativity experts describe creativity, they describe it differently than teachers. Are experts and teachers describing the same thing? Can they both be right?
If creativity walks into our classroom, do we welcome it? Or is it more like a double-edged sword that seems scary; that we were never taught how to wield? Is creativity something special, that only special people really feel? Or is it as common as the nose on our face? Do we make space for creativity, as a matter of inclusion?
If we thought of creativity like a wagon wheel, what skills and abilities might the hub of the wheel unite? Or if we took creativity apart - if we looked inside - what characteristics might we identify
If creativity is a skill, something anyone can learn, would we know when to use it? And would we be inclined to do so?
Is what’s most important about creativity is what it means to you? And to know what it means, mustn’t one experience it? To see it in ourselves and others and especially to feel it? If so, then shouldn’t we as teachers be able to describe it and provide evidence of our sighting it in the wild? And after thinking about all this, do you still think it’s fair to grade “creativity” so generally? Would I ever find “intelligence” in a rubric from your class?
Is creativity inherent in the arts, the domain of the art teacher, or does it belong to most any field? Does creativity live in the human heart? Does it inhabit moreso the mind? Does creativity occupy my physical body? Are its origins spiritual or supernatural? Or is creativity everyday, as common as carbon? Is it as natural as gravity - a constraint humans intuitively felt inspired to defeat? Necessity is the mother of invention. Shouldn’t we also consider creativity a necessity for our very survival? Our imagination finds ways to pass the second-hand of the school clock as it ticks sadistically slowly. Our dreams can take us away from tedium and trauma alike, transporting us to places of infinite possibility.
But can creativity wither like a raisin in the sun? Are my students still creative if I don’t try to see it? Am I still creative if I say I’m not? Does it disappear if I deny it? "I'm not creative," declare 1/5 of my students. After our conversation, are they still so sure?
At the end of class, my took turns sharing our drawings of creativity as an animal. It was fantastic listening to the reasoning behind their artistic choices and learn the many ‘whys’ behind their images. They were all so meaningful. Originally, I thought of these drawings as just an entry point into our discussion of creativity. A primer. But since then, I’ve decided that I’ll invite my students to to revisit these drawings several times as a way to develop artistic skills, refine their artwork, and think like artists. I see a lot of potential here. But I don’t know for sure, and that is indicative of creativity for me - you have to trust the process. It’s a risk with no guarantee. But rather than another ‘one-and-done,’ let’s try to build something here. There is creative and intellectual juice left unsqueezed.
To make things memorable and meaningful, I think that it is helpful to continually build upon and revisit ideas and skills. Sharpen the saw. I suspect that these early-childhood majors can develop some sophistication in their drawing while simultaneously encouraging them to consider their conceptions of creativity. At the end of this semester, I will post before and after pics with the final versions of these drawings. I’m excited to see how they turn out!
What would creativity look like if it were an animal to YOU? I’d love to see you draw it and share!
I'll mostly be blogging about my experiences teaching. I teach a class online right now called Teaching K12 Art Online where I'll be exploring art online with art teachers. I also currently teach a (formerly?) face-to-face course called Visual Culture: Investigating Diversity & Social Justice which is an art, critical writing, and research course for undergrads. Before this, I taught a class called Art Curriculum & Concepts for Teachers where I was experimenting with cooperative & creative teaching integrating art and "going gradeless" with preservice early childhood education majors.