Creative Arts and the Art of Creativity

Amazing how much past learning, reading and conversation is coming to mind and  informing this post.  Thinking of a title for the post I considered Creative Arts or the Art of Creativity. Almost immediately, Uri Alon’s TEDtalk, and his use of the phrase “Yes, and …” popped into my mind. Nope, can’t be or, must be and. Hence the blog post title —  Creative Arts and the Art of Creativity. Both are valuable and important, and I don’t want to suggest anything different in my title.

Will Burns wrote an article entitled Should Education Focus Less on the Creative Arts, More on the Art of Creativity? I loved his conversation with his son about creativity.

Just this morning I asked my son who just graduated high school to name the most creative person in his class and why he thought so. He thought about it and said, “I think it would be Cassidy Davis (changed name) because she is incredibly good at drawing people’s faces.” My son seemed to equate “creativity” with a talent. But, interestingly, he went on to say, “Yeah, she does these drawings of people but then puts them into these scenes that are totally trippy and surreal.” (Will Burns, Forbes, August 7, 2017 @ 01:26 PM)

Burns exclaimed “Now that is creativity.”

I chuckled when I read that. I agree, that does sound creative. Cassidy moved beyond her talent to produce “good drawings” and interjected some creativity — placing the expertly drawn faces in fantastical scenes, created in her imagination and translated onto the page through her fingers.

Considering the definition of creativity, and whether or not something was creative, brings me back to the many awesome conversations with Karl during and after my MA Creative Thinking work at UCLan.

What exactly is creativity? Is it the same as talent? Is it connected to talent? Can we teach it? How? (And, a zillion other questions.) For now, the important conversation centers on the definition of creativity.

Creativity is new and useful or appropriate. So yes, when I read Burn’s son’s description I thought “Wow, that sounds creative, and quite cool.” But, if Cassidy’s drawings were not appropriate to the task at hand, they would not be creative. Talented and unique, perhaps, but not creative. Interesting, right?

I thought of this the other day as I did some plein air painting in the Adirondacks.

After hiking in, I settled myself, and my watercolors, on rocks in the river. I love this spot on the Ausable River, and I wanted to enjoy the river, the air and the moment. My artistic/creative goal was to capture the movement and spirit of the water, while incorporating a bit of the color mixing I had done at home.

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As I sat — breathing and thinking in this great space — I was splashed repeatedly by the river as it flowed by me. Through those splashes, I felt the river asking for my attention, gently nudging me to capture its essence by actually using it in my painting.

I put aside my waterbrush and began gathering water from the river. Slowly, splashes, drips, and then rivers of water, formed on my paper. Grabbing my brush, I wet my paints with the river water. The many colors of nature began to form on the page as the paints moved through the water. Sometimes they glided past one another without mixing, and other times they crashed into one another, swirling into ribbons and pools of new colors.

It was a fascinating and enjoyable process. I noticed the many things I could, and could not control in the process. Much like I must do when walking on the river, I accepted and relaxed – respecting the power but not fearing it.

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I am not sure anyone would consider me a great watercolor talent after seeing this painting. I am growing in my knowledge, skill, understanding and talent. But, a great talent? Not yet.

But, is it creative? Yes — it is a new idea that is appropriate to my task and goal.

I wasn’t sure I had achieved the essence of the river until I tried to photograph the painting. It looked best when it sat amidst the rocks. Just like the water around it, it gathered strength, grace, beauty and meaning from the rocks.

Back to one of my original questions. Is creativity the same as talent? No.

Is it then, completely different, completely removed from creativity? Again, no.

Thesaurus.com includes ability as a synonym for talent. They define it as “natural or acquired power” in something.

I am, for the first time, having this insight about talent and creativity. Perhaps talent and creativity are related just the way talent and playing the piano, talent and doing math, or talent and fencing are related. As my skills grow, my talent grows. As my understanding grows, my talent grows. As I practice, try, fail, learn, succeed — my talent grows. The talent can be in relationship to a plethora of different things — including creativity.

And, as my creativity grows – as a thinker in general, or in a specific arena – my talent, so to speak, always grows. Think of jazz musicians, scientists developing life saving drugs, mathematicians proposing or solving incredible problems, poets writing exquisite poems — their talent feeds their creativity, which in turn feeds their talent! It is a beautiful feedback loop.

Neither talent nor creativity are fixed abilities. We all have the ability to be talented and creative. Some may be more innately talented or creative, and levels of talent and creativity vary.  But, and this is an incredibly important thing for everyone — perhaps especially, parents, teachers and young people — to hear, with learning and practice, everyone can grow in talent and creativity.

This leads me back to Mr. Burn’s article Should Education Focus Less on the Creative Arts, More on the Art of Creativity?  and back to my “Yes, and …” from the beginning of this post. I love Burn’s thoughts in his article about the importance of creativity, and of a teacher with an MA Creative Thinking to help others navigate. However, I lean towards Uri Alon’s idea — Yes, and.

Yes, creative arts, AND, yes, ABSOLUTELY, POSITIVELY the art of creativity.

I think, perhaps, Mr. Burn’s would agree with that statement. But, that’s for another post!

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Yes, and … in the classroom

Back in July, I hipped you to Uri Alon’s awesome TED talk. (https://creativitylovingeducator.com/2014/07/05/in-the-cloud-with-uri-alon/) I said we’d talk once you watched the video. Well, hopefully you found the time (If not, go now!), because here we go!

So, yes, Uri Alon. How do we transfer his ideas into the classroom? Do his ideas have any merit in a classroom where we are laying a foundation of skills, facts and knowledge? Isn’t it important, and in fact necessary, that we as teachers teach our students what is correct? Wouldn’t we be doing a disservice to our students if we engaged in “Yes, and …” conversations? How is “Yes, and …” valuable in, for instance, a kindergarten classroom?

All great questions. I think it is a matter of balance – not “either or” but, “yes, and!” LOL!

As a teacher I understand the necessity of giving my students a broad base of knowledge and facts. It would be irresponsible of me to never correct a child, but it would be equally irresponsible if I never engage in “yes, and …” conversations with them.

“Yes, and …” conversations provide opportunities for profound things to happen for me, and for my students. Given a “yes, and …” response by me, my students are given permission and space to enter into a dialogue with me, their peers, themselves, and their work and thought.

They must engage in metacognition and  attempt to articulate their thinking. Why do they believe what they believe? How is it true?

By thinking about their thinking, and struggling to adequately express their thoughts, they will practice, and hopefully enhance, many essential skills:

  • metacognition
  • thinking about their thinking
  • critical thinking
  • creative thinking
  • articulating
  • emotional intelligence
  • negotiation
  • listening
  • analyzing
  • comparing
  • evaluating
  • experimenting
  • summarizing
  • valuing mistakes and learning from them, instead of running from them

They may discover their thinking was flawed at a certain point, and upon rethinking, may arrive at the correct answer with greater understanding and knowledge. Or, they may discover why their answer was correct, and grow in confidence and understanding.

Additionally, “Yes, and …” conversations benefit me as a teacher (and learner). By engaging in “yes, and …” conversations with my students I too enhance all the skills listed above. I may discover they are thinking along a path I never considered. I may discover that my instructions, or thinking, were flawed or ambiguous, or, simply different from theirs. Plus, I grow in my understanding of my students’ thinking. Focusing on the process, and the path they took to their answer/understanding, I am more able to encourage, affirm, and/or correct.

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One year I asked my students to draw a picture of their family. One student came to me, excited to show me her picture. It was a lovely picture, but their were no people in it! I looked at her, and she looked at me. I was perplexed, so I asked her what she drew. “My house,” she replied. “Did I ask you to draw your house?” I asked. “Nope,” she replied. “You asked me to draw my family.” I looked at her with a smile, and a bit of a raised eyebrow and said “So, where’s your family.”

It seemed she hadn’t noticed any problem until I asked her about the whereabouts of her family. She leaned on the table – one hand on either side of her paper – studying her drawing intently. She looked, and thought. I waiting silently.

Finally she looked up, with a huge smile on her face – eyes glowing with the discovery she had just made. “THEY’RE IN THE HOUSE!!!!!” I couldn’t restrain myself, as the answer was so unexpected, and burst out laughing! “They’re in the house? What are they doing in there? Do you think you can draw them so we can see them?” She looked at the picture one more time, said yes, and began to draw faces in the windows.

That was an awesome example to me of a “Yes, and …” type of conversation benefiting both my student and me. She had to think about the task and her response. She had to problem solve. I had to trust her, wait, and re-evaluate my directions.

We both walked away with greater understanding and confidence in ourselves and each other. Fabulous!

 

RESOURCES:

The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, edited by R. Brian Stanfield,  http://www.amazon.com/The-Art-Focused-Conversation-Workplace/dp/0865714169

In the cloud with Uri Alon

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If you haven’t watched Uri’s TED talk, you should!

His TED talk bio begins …. “Uri Alon studies how cells work, using an array of tools (including improv theater) to understand the biological circuits that perform the functions of life.”

How awesome is THAT?? A big time scientist using improv theater as a research aid. Give it a look and then we’ll talk.

http://www.ted.com/talks/uri_alon_why_truly_innovative_science_demands_a_leap_into_the_unknown?utm_source=newsletter_weekly_2014-06-13&utm_campaign=newsletter_weekly&utm_medium=email&utm_content=bottom_left_image#t-927335