Carla+Amores

**Reflection** [[file:Reflection - Scavenger Hunt.docx]]
Going on our Scavenger Hunt together with my colleagues was a really interesting and fun experience. It’s incredible to realize that the most amazing and creative ideas can be a positive result of a small group work and not just individual work. Through our Scavenger Hunt we had the opportunity to visit different places and interact with different people. While looking for the different tasks, our minds were set to look for different things creativity, this allowed us to develop something completely and totally new. Creativity was enhanced when we worked together in this project. As a social process, we were constantly communicating with each other to develop alternative ideas and solutions to problems. This required "thinking outside the box" and being “open minded” by taking points of view we don't ordinarily consider. While working together we were able to observe different forms of creativity among all of us. Some would offer unique solutions to a problem; others would examine an issue from an alternative point of view. In the end, all involved teamwork and collaboration. Small group work, teamwork and collaboration are the foundation of creativity. This project was a great experience to realize that we should seek diverse perspectives and welcome the opportunity to listen to different views and approaches to problems. We should support a communication climate; encourage each other; foster collaboration; and actively listen to each other.
 * Reflection – Scavenger Hunt **

You have captured the key elements to what makes the creative process work. Also you hinted at the Barron and Eisner key ideas. More of that was asked for in your rubric. Your group conducted a great hunt see comments in the rubric in your email.

**Assigment #2 - Application of Creative Strategies** [[file:Lesson Plans.docx]]
Lesson Plan 1 Pre K, “The Arts and Us”
 * 1) // Discipline and Topic //


 * 1) // Learning outcomes for lesson in relationship to unit goals //

__ Unit of Inquiry __, How We Express Ourselves
 * __ Central Idea __****, ** We use art, music, movement and drama to express ourselves, and learn new things.

Perspective: Different types of artistic expression Reflection: Learning that occurs through the arts

Lines of inquiry will define the scope of the inquiry into the central idea Teacher questions/provocations that will drive these inquiries
 * Exploring different types of artistic expression
 * Learning that occurs through the arts

-In which ways could you show your ideas and feelings? - Can you show that you are happy through art, music, movement, and/or drama? - What have you learned through: art, music, movement, and drama (this song, that play, etc)? - How does (this picture, that song, etc.) make you feel? - How do you think the artist felt when they drew this picture/wrote that song, etc.?

Morphological Matrix – We will teach the different Nursery Rhymes, songs, fables, and tales to children. Students will dramatize these creating a new ending to this or creating a new story.
 * 1) // Strategy and rationale for strategy use //


 * 1) Description of strategy that includes outlining the steps involved

Children will use the Morphological Matrix chart

|| Favorite character
 * Foil / Opportunity || Problem || Solution ||

Children will tell us their favorite characters in the stories read, they will come up with “Foil, Opportunities”, “Problems” and “Solutions”. They will combine these in any way they wish to create a mew story. Students will chose an art form (art, music, drama, movement) to creatively express themselves and the story they came up with. They will reflect on the process they went through. Parents will be invited to the presentations. The assessment will focus on the student's ability to express ideas and the details he/she includes when creating a story. Student is able to explain or describe what the process was like for them Through this activity my students had to think of their favorite character, Foil/ Opportunities, different problems and solutions in order to get started with this activity of creating a new story through The Morphological Matrix. When already figuring out their favorite characters, opportunities, problems and solutions, they had to use their previous knowledge in order to combine these and create a new different story. I noticed they were very into it, very interested and were able to elaborate their stories in a very creative way. The whole fact of combining the different characters with the opportunities, problems and solutions was a creativity booster. They so much loved it they got carried away and came up with many different combinations and stories. Next time, I will work in groups and have them think of their favorite character, setting, problem and solution. I am glad you were actually able to try some of this before the end of school.
 * 1) Description of how you would implement and assess the activity
 * Meeting: ** student is able to work individually or cooperatively to express him/herself through an art form and includes 4 details when creating a story (fluency, flexibility, elaboration).
 * Exceeds: ** leadership, helps others, includes more than 4 details, is original when creating and elaborating a story.
 * Approaching: ** depending on level of assistance, or can do one or other (express or reflect)
 * 1) // Reflection: How did the lesson help students’ be more creative? What did you notice? What would you extend or do differently next time. //

Lesson Plan 2 1. Discipline and Topic Pre K, “Things That Go”

2. Learning outcomes for lesson in relationship to unit goals

Unit of Inquiry: How We Organize Ourselves Central Idea: We People need and develop new ways to move from one place to another.

Form: Exploring different means of transportation Function: How means of transportation work. (Wheels, engine, fuel, etc). Connection: How transportation connects people.

Lines of inquiry will define the scope of the inquiry into the central idea •Different means of transportation •How means of transportation work •How transportation connects people

Teacher questions/provocations that will drive these inquiries -How do you go from one place to another?

- How does move?

- How can you make something move?

- How does a wheel work?

- Why have people created means of transportation?

- Why are means of transportation good for us?

- What would happen if there were no means of transportation?

3. Strategy and rationale for strategy use Problem finding – Discovery Center and Creative Crafts Center

4. Description of strategy that includes outlining the steps involved After taking about the different means of transportations and brainstorming the different answers to the questions above. Our Discovery Center will be set with different parts of a car, a wagon and an airplane, although none of these are complete to assemble one of these means of transportations. The purpose of this activity is for children in groups of 4 or 5 to build one vehicle of their choice by using all the parts they have. Students will create and elaborate a story showing how their vehicle may be helpful for people Our Creative Crafts center will be set with all kinds of recycling materials such as: water bottles, juice cartons, Kleenex boxes, lids, eggs cartons, etc., plus glue, scissors and markers/crayons. Children will work in groups of 4 or 5 creating a vehicle of their choice. Students will create and elaborate a story showing how their vehicle may be helpful for people

5. Description of how you would implement and assess the activity RUBRIC:

4: Student takes a leadership role and helps others make connections.

3: Student actively participates in developing project. Story shows clear understanding of how the vehicle is a helpful resource.

2: Student works collaboratively in developing project and shows some understanding of how vehicle is a helpful resource.

1: Student needs much prompting to participate or make connections.

6. Reflection: How did the lesson help students’ be more creative? What did you notice? What would you extend or do differently next time.

This lesson helped my students be more creative by working in groups and giving them a problem to solve. Children were very excited to try assembling the parts they had in the Discovery center. They all tried something, either adding one part or removing another. There were children who gave ideas others who followed along. It was really interesting to see them trying to make something different, not a regular car or airplane. Next time, we can have some kind of fair in which parents and other classes can come to observe the different projects made by our students. We could also try working in pairs, having one student begin building the vehicle and the other to finish. THIS IS AN ACTIVITY THAT YOU CAN ALSO TRY TO USE SCAMPER WITH. DID YOU HAVE THEM NAME THEIR VEHICLE AND TELL WHAT IT CAN BE USED FOR? I LOVE THE IDEA THAT YOU HAD A DISCOVERY CENTER. KIDS THAT AGE ARE NATURALS FOR HAVING FUN INVENTING AND TINKERING.

1- Pre-Assignment: Carla Amore[[file:PRE_ASSIGNMENT_FOR_CRS_560[1].docx]]
YOUR PREASSIGNMENT IS NOT HERE. IF YOU WOULD HAVE PASTED YOUR WORK IN AS I ASKED YOU WOULD HAVE NOTICED THE LINK WAS NOT CORRECT. IT TAKES ME MUCH TO LONG TO ACCESS YOUR WORK THIS WAY.

2- Group Definition of Creativity


I DO LIKE THIS METAPHOR

3. Block Busting Activities [[file:Block busting activities.docx]]
Block busting activities (MONDAY) Comment on your page: Consider Joshua in his box. What constitutes your box? In short talk about your blocks to creativity: include environmental blocks. Also, conclude with what you learned about yourself when participating in the activities in class. You can include images if you like

Emotional block Regarding my box, my blocks are mostly emotional. I consider myself a very creative person when it comes to art, crafts and teaching my students through play. This is the reason why I love teaching Pre-K, dancing, movement activities, games, drama/performances, outdoor and hands on activities. I feel I can be highly creative in my class with my students, and at the same time motivate them to be creative. However, when it comes to working with my coworkers / principal, I depend a lot on their approval. I feel much better and confident when people give me feedback and praise my work. I can say, even on those days that I feel I’m not being as creative as I would like to, the best results are when I see my students demonstrating creativity through their work and play. THAT IS WHY YOU ARE A GOOD TEACHER--YOUR JOY COMES FROM YOUR PROFESSION. When participating in the activities in this Creativity Course, I realized that the best ideas come when we’re calmed and relaxed which is not always an easy task to accomplish. I enjoyed being a risk taker, and forgetting about approvals and feedback for a while. I will have to work on this more often. We are all creative in different ways, there are no wrongs or rights, we’re just different. NOW YOU NEED TO CONVINCE YOURSELF OF THIS.

4. TED TAlK: A new way to think about creativity by Elizabeth Gilbert...


FUN AD AND IT DOES MAKE SENSE.

5. Math Problem:
Math Problem 3 ZACK the Massai Pre Warrior with “witch doctor” powers The caller is complaining about his constipated cow causing a lack of manure for the fields. To cure, the caller will need to purchase: 4 shiny beads, 1 bead = $ 1,00 5 shell, 1 shell = $1,00 2 metal medals, 1 medal = $15 1 lion tooth = $ 50,00 1 rabbit’s tail = $ 5,00 1 lock of human hair = $ 0,10 5 red beans, 1 bean = $ 0,25 1 toe bone of a bat = $ 100, 00 5 shavings of eyebrow hair, 1= $0,10 If a cow is worth $ 200,00 should patient buy a new cow or save his constipated cow? IT WAS A RIOT WORKING WITH YOU FOLKS ON THIS PROBLEM. GOOD WORK.

Group members: Tricia Bastidas Monica Gamboa Dayana Boland Carla Amores Gabriela Larrea Margarita Delgado Veronica Perez Ximena Paola Branganza Lisa Barba

**Assigment #4: Creayivity Socratic Seminar**
FINE ENTRY CARD FOR THE SEMINAR. I THINK YOU FOLKS IN EARLY CHILDHOOD CAN BE EXPERTS ON HOW PLAY CONVERTS TO PRODUCTIVITY.
 * Article: The Value of Play in the Workplace**
 * This article taled about work and play as an organizational structure and about Hedonism; how people should enjoy their work and live in a relaxed environment to work. It talked about intiatives taken in workplaces such as: meetings after lunch, celebrating mayor festivals, sports events, giving paid vacations, binding empoyees with core values and ethics, etc. There were theories agaianst this that said that play cam lead to: the lack of commitment and seriousness, such fun is a waste of time, fun leads to a decline in the productivity.**
 * 1. How sdo you get to a balance were you can play and don't decline in the productivity in our work place?**
 * TED TALK - Elizabeth Gilbert**
 * 2. What do you do when you have a Creative Block? What works and what doesn't?**