Belén+Florez

belenf47@gmail.com


 * Assignment 1: Scavenger Hunt **

//**Link to Scavenger Hunt Presentation:**// http://prezi.com/hcfg_7omr8fg/creativity-scavenger-hunt/

//**Scavenger Hunt Items**//
 * 1. Someone doing an ordinary thing in a creative way**: Man putting his cigarette out on styrofoam between two walls


 * 2. Three examples of flexibility as defined by Torrance:** Light bulbs used as salt and pepper shakers, Wine bottles that are now part of a ceiling lamp, rakes used to hang cups, mugs that can be used as chalkboards, fruit boxes used as shelves.


 * 3. An art form in an unlikely setting:** Chocolate sculpture in the hallway, were the science labs are located at USFQ


 * 4. An inanimate object communicating in an original way:** Bumper sticker “I need my space”


 * 5. Find a problem that has been solved in an original way:** Wall getting dirty with peoples footprints- Solution: Painting people and animal’s footprints on the wall


 * 6. Find something that Shakespeare would write about:** Pregnant couple


 * 7. Find a problem that needs to be solved:** Accumulated trash in ceramic class


 * 8. Find a basis for Mozart's composition:** Kid riding tricycle during outdoor play.


 * 9. Find something that your favorite singer would sing about:** Singer: Juanes. He is very connected with nature and he has written some songs about it.


 * 10.Interview someone creating about the why, how, what, and when of the project. (I need a transcript of the interview. Find out about their creative process; where do they get ideas; what motivates their creativity.):** Pastry Chef at USFQ

//**Interview**// Victoria Ordoñez (Pastry Chef at USFQ) I'm creating a dessert for the weekly menu for the restaurant Marcus I’m going to make a citric cake, a meringue, a sweet potato pure and a tropical fruit cream. Then I’m going to design different presentations and choose the one I like the most visually and tastefully. What I mean by taste is the amount of each product in it. I’m doing this because I’m the pastry chef at USFQ, and one of my tasks is to elaborate desserts for the menu and for the weekly specials. Everything I taste and see can inspire me to create a dessert. When I go to the supermarket fresh, beautiful or seasonal ingredients call my attention. Also, every meal gives me ideas of tastes, textures or temperatures that I like to recreate in my way. I like to do research as well; my favorite is “evasion et plasirs” (facebook profiles). The need to mix new flavors and create new plate presentations; also, the desire to reinvent things or discover new combinations. When everything goes right it is amazing, I feel pleased with myself. But when the flavors don’t match, or I over cook something it’s like a failure. The good thing is that I learn to never give up so I reinvent the idea if it didn’t work or repeat the products If I messed up because of a technical error.
 * What are you creating?**
 * How are you doing?**
 * Why are you doing it?**
 * Where do you get your ideas?**
 * What motivates your creativity?**
 * How do you usually feel after a creative process like this?**

GREAT HUNT. SEE MY COMMENTS IN RUBRIC IN EMAIL

//**Personal Reflection**// Through this Scavenger Hunt we were able to observe many things that are around us all the time but we don’t realize they are there or how creative they are. At first it was hard for us to find what we were looking for. We wanted to find thing that were extra creative so whenever we found something that was creative we though it wasn’t good enough. Little by little we just started taking pictures of everything we considered creative and we were going to decide what to use later. We were very concerned about finding everything on the list and we wanted to find people and not only things because we wanted to observe the process but we ended up finding many final products. The two most interesting moments on our scavenger hunt were the interview at USFQ and finding so many example of flexibility at “Smoqe” (restaurant). We later realized that we would have also been able to interview these restaurant´s owners. They showed us many things and allowed us to take pictures, everything was made with recyclable materials it was very interesting. At that moment we didn’t entirely “take advantage of chance” as Barron and Eisner would say. We did find some things for our Scavenger Hunt but we kind of forgot about the interview, fortunately we had another chance when we met the Pastry Chef as USFQ and I think it was a great interview. I enjoyed talking to her and seeing all the passion she demonstrated as she spoke about what she does. It really got me to think about how people just lose track of time and take pleasure in doing what they like. I believe that she had fun as she went through her creative process which is what Feynman said about his own creative process. It was a very interesting interview and a great Scavenger Hunt. We got to see things from a new perspective and I think we both learned the importance of stopping and observing things around us in order to appreciate other people´s creativity. FINE COMMENTS. I TOO LOVED YOUR FINDS IN THE RESTAURANT AND YOUR INTERVIEW WAS STELLAR AS THE CHEF TALKED ABOUT HER CREATIVE PROCESS ENTHUSIASTICALLY AND REVEALED BASIC THEMES. I DON'T SEE ,HOWEVER, WHERE IN YOUR REFLECTION, YOU RELATED TO THE CONCEPTS OF BARRON AND EISNER.

Ana María Egas Belén Florez
 * Assignment 2: Application of Creative Strategies **


 * Lesson Plan #1**


 * Discipline:** Language Arts


 * Topic:** Creative Writing


 * Strategy:** Morphological Matrix & Brainstorming


 * Objectives:**
 * Identify the different elements in a story.
 * Brainstorm about possible characters, settings, problems and solutions in a story and create a morphological matrix that will provide ideas for a new story.
 * Write a story using the morphological matrix.


 * Description of the Strategy**

A morphological matrix is a strategy that allows students to combine different options to create a new option.
 * 1) Explain the purpose of a morphological matrix.
 * 2) Introduce the categories that will be used to develop the morphological matrix.
 * 3) Brainstorm ideas for each category with the whole class and build the morphological matrix on the board/big piece of paper.
 * = **Characters** ||= **Setting** ||= **Problem/Situation** ||= **Possible Solution** ||


 * Implementing the Activity:**

As a whole group, brainstorm about characters, setting, problem/situation and possible solutions in a story. Based on the brainstorming, develop a morphological matrix including all the elements. Group students based on their writing skills. Each group will create a story using the four elements from the morphological matrix. After students write their stories, they will come up with a creative way to present the story to their classmates.


 * Assessment/Follow-up:**

For this activity, the teacher will thoroughly observe students during the whole creative process. After completing this activity students will share a short reflection about the part they liked the most and the least about the process and why.

As a follow-up activity, students can choose the story they liked the most and work as a class developing a presentation for the younger kids in school.

EXCELLENT APPLICATION OF USING THE MORPHOLOGICAL MATRIX IN THE CLASSROOM. WHERE IS YOUR SECOND LESSON?


 * Lesson #2**


 * Discipline:** Language Arts


 * Strategy:** Creative problem solving by writing a But...so Story


 * Objectives:**

• Write a story and create a class book that is based on an initial situation or problem (prompt). • Brainstorm different creative problems and solutions revolving around a situation.

The strategy consists in creating a story that follows a pattern of a character encountering a problem, finding a solution for it, and then encountering a new problem. Students will be provided with a character on a specific situation in order to create a story about it. Each student will use the initial topic as a central idea for the story. Students will first have to identify a problem that would stop the character from his/her purpose and then come up with a possible solution for that problem. Students can be divided in groups and generate ideas by brainstorming about possible problems and solutions. Each group will contribute by creating one page for the But… so story.
 * Description of Strategy:**

• Teacher creates or reads a But… so story for students have a clear idea on what they are going to do. • As a class, come up with a central topic on which the story will revolve. (ex. Peter was walking to the park to meet his friend Max… but) • Divide the class in small groups • Engage students in brainstorming what problem will the character encounter (but) and then possible solutions for that problem (so). Discuss as a group and choose the best ideas. • Teacher will explain and discuss the format of the book. Each group will be in charge of a page of the story, each page has to include a “But…” (Describe the problem) and the “So…” (Solution) • After all the groups finish their page the teacher will collect all the pages and put them together to create a book. The teacher will then read the whole story to the class.
 * Implementing the Strategy:**


 * Assessment/ Follow up:**

Continue engaging students in brainstorming activities for problem solving and other topics. Create more But…so stories and gradually give students full responsibility of the story (allow them to write it entirely-no prompt provided). Use this strategy to solve everyday problems by acting out different problems and possible solutions during Community Time. YES, THIS SHOULD WORK WITH YOUR CLASSES. I WOULD LIKE TO HEAR WHAT HAPPENS WHEN YOU TRY IT. SMILES, SUE


 * Assignment 3: Class Participation and Reflections **

//Write a summary of five main points you find compelling from these articles.// In the article The Creativity Crisis the author presents the story of a school in Ohio where Project based learning is the main instructional practice. Through this practice students develop creative skills by having open ended projects. They are actively engaged through hand on activities and their teachers become their mentors. In the video, Ken Robinson talks about education and how the system has killed creativity by considering some subjects “Top subjects” while others are at the bottom. He gives a very logical explanation about how this keeps on happening because the system and society keep on creating more job requirements where subjects like Math and Literacy are the most important and the only ones considered important to “succeed” in life while art, music or dance are still seen as subjects that simple don’t allow you to “live from that”. He also reflects upon the fact that intelligence is diverse, dynamic and Distinct and people think in different ways. All the ideas presented both in the article and in the video should be considered by every teacher when planning a lesson or unit. Students need to participate in hands on activities where they are challenged to think, like in project based learning. Teachers should always give importance to differentiation and think creatively when planning activities without forgetting about the objective. Students should be allowed and even “encouraged” to make mistakes, it is essential to create environments where being wrong is something positive. School systems must give importance to all subjects or work on “top subjects” with creative programs or interdisciplinary activities. Finally, we should all consider the fact that the world we live in will not be the world our young students will live in so we need to guide them by preparing them in every possible area. YOU MAKE FINE POINTS. I THINK ACHIEVEMENT AND CREATIVITY GO HAND IN HAND, IF WE DON'T DO THIS OUR STUDENTS WILL BECOME LIFE LONG TEST TAKERS INSTEAD OF LIFE LONG PROBLEM SOLVERS. //Discuss how you nurture creativity in your students currently. Provide concrete examples.// In my class I try to give my students opportunities to express themselves creatively through the use of different art materials to make representations of something they learned. Example: After talking about the different types of clouds we went outside to observe them in the sky and then they worked in small groups and made big poster about clouds and they drew what they saw and what they learned about that type of cloud with any art material they wanted. SO WHAT PART OF THE ASSIGNMENT ALLOWED THEM TO COME UP WITH THEIR OWN IDEAS? IT SEEMS MORE CONVERGENT THAN DIVERGENT?. During Reader’s Workshop I read a story and after reading we have a short “Reader’s Theater” were I “re-read” the story or paraphrase it while students become actors and act out the story on their own without moving in order to connect with their bodies and use other ways of expression besides writing or talking. BUT IS THIS GOOD TEACHING FOR UNDERSTANDING OR IS IT REALLY ABOUT CREATIVITY? THINK ABOUT IT AND BE ABLE TO DEFEND WHAT WAS CREATIVE ABOUT IT. (IT IS THERE, I SEE IT). //Finally list three understandings or skills you would like to learn in this course on Creativity.// I would like to learn more ways in which we can help our students develop creativity. I would also like to have some tips on how not to continue “killing” creativity in our classroom. Finally, I am also interested on talking about preparing our students for the future because we are currently preparing them for the world we know now but What do they actually need to be prepared for? What can we do as teachers in order to prepare our students for the world they are going to live in?
 * //1. Pre Assignment//**

"Creativity is daring to act in response to a challenge in an inventive and unique way"
 * //2. Group definition of creativity//**


 * //LOVED YOUR PERFORMANCE//**

After watching Joshua in the box I thought of it as a common journey that we go through when we decide to try out something new. At first it all seems impossible, as if we were trapped in a box with no possible solution or way of getting out. Little by little we realize that if we calm down and try to see things from a different perspective we may start discovering a way to get out of the box. At the end of every journey we are able to leave the box and as we leave it we take with us new knowledge and understandings in order to start a new journey in a new colored box. I think that my biggest block is emotional. I am not the type of person that will take the risk of doing something when I’m with people I don’t know. I am usually the quiet type, I observe what is going on around me and what people do, after getting to know who I’m working with I will start feeling better in the group and interacting in a more natural way. This is a big block for me because I’m also the type of person that likes to do things the right way and I don’t like “disappointing” others. I definitely have environmental blocks, it is hard for me to take risks and I tend to look for other people’s approval, especially authority figures like my parents or my supervisors. When participating in class activities I felt very good with the people who sat in my table. I feel that in some way they understood how I was but at the same time they tried to encourage me to talk a little more and share my ideas. I enjoyed working with them and I met people with very interesting ideas and very interesting personalities. I THINK YOU UNDERSTAND HOW IMPORTANT THE ENVIRONMENT IS IN GETTING YOU TO CREATE. I also realized that I was a “quiet observer” when I was in elementary but later, in middle school and high school I was completely different and when I got to college I became this quiet observer again. These activities allowed me to see things about myself that I already knew (I’m still the “quiet observer” when I’m working with people I don’t know or don’t feel “safe” with) but I was also able to reflect on who I am and what things I would like to change about myself.
 * //3. Block busting activities//**


 * //4. TED Talk Analysis//**

I LOVE YOUR AD-- BRIBE BUSTERS, VERY FUNNY AND ON TARGET HERE. Thomas and Rusesabegina were hunting antelope in a field. Rusesabegina tripped and speared himself. Thomas called an ambulance. The ambulance left the hospital located 200 miles from Thomas and Rusesabegina’s location and traveled at 60 MPH. At the exact moment the ambulance left the hospital, an antelope began charging in a straight line towards Thomas from 100 miles away at a speed of 35 MPH. If along the way, the antelope stops at a watering hole during the length of time it takes the ambulance to travel 20 miles, which will arrive first and how much sooner will it arrive? WOW, SUPER PROBLEM--VERY CREATIVE
 * //5. Math Problem//**
 * Assignment 4: Socratic Seminar **

//Entry Card//

__//Things that were interesting or confusing//__ In the article __Arts at the Center__, Robert and Michele Root-Bernstein talk about many Nobel prize winners and they explore the areas of their work as well as their hobbies and how this influenced their most recognized findings. I found the relationship between the sciences and the arts to be very interesting. The fact that they influence each other in both directions should be considered by everyone who is part of a person´s education through their lives. For this reason, education should not be centered on traditional subjects, instead it should integrate many areas and educate for creativity. Through the arts people can develop a set of skills that will allow them to improve their creative thinking skills in other subject areas.

Creative people are more focused on the process than on the final product or the recognition. As teachers we tend to give importance to the process and later to the final product. How can we support our students in their creative process if they always end up getting the feeling that the final product is what matters? How can we make them enjoy the process more than the final product considering that school systems give importance to the final product. GREAT QUESTION. AS LONG AS WE CENTER ON TEST SCORES WE DO COMPROMISE THE KIDS' UNDERSTANDING OF PROCESS AND HOW THEY THINK AND CREATE.

//Questions// One of the articles presents creativity as a decision made by individuals. Why do you think creativity can be a decision and how can we encourage our students to make the the decision of being creative?

What can you do to promote the arts and teach for creativity among teachers who believe that traditional teaching and subjects such as science, math, literature an business are the important subjects? EXCELLENT ENTRY CARD. I AM PLEASED WITH THE OPEN ENDED NATURE OF EACH OF YOUR QUESTIONS.