Diana+Boland

email: dboland5@gmail.com

**Assignment 1. Scavenger Hunt**
I recommended that we go to Guapalo for the Scavenger Hunt due to it´s quirky layout and community that resides on the outskirts of Quito. I knew that we would have no difficulty finding creativity and originality because even a blind man can see it there. When given the assignment I thought of a creative place to meet the objectives of the list, not the actual lesson intended, what impressed me was how the lesson found its way. Before the actual ´hunt´ began we meet in Nash and Tammy´s house, we reviewed the list and before we knew it, we started completing the list with the items in their house. I consider myself a pretty open-eyed, open-minded individual but once I was pushed to meet the goals I started to look at everyday items in a new way. The entire process was quite funny, we were all calling out items and giving our reasons and then someone else would make a different connection and it took off. No idea seemed to be a bad one, well some were, but everyone was taking a risk and joking around and the crazier the idea the more creative everyone became. A cracked piece of wood in the ceiling was art in an unexpected place and a wall hanging became an inspiration for Mozart! Ecua roofing which is tin held on by loose rocks and bricks, which we always just laughed at and mocked, became creative problem solving and I personally gave more respect for that person. Once we started going, it seemed like everything could be in the flexibility category, the deflated tire in the window was classic. Eventually we did leave the house, but I believe we all took advantage of chance and the lesson of finding creativity where you least expect it was learned, it was a pleasant surprise. With our newly opened eyes Guapalo took on a whole new life, the appreciation for how a tiny cramped little town built on the side of hill solves problems of irrigation, traffic and graffiti was inspiring and taught me that I don´t have to be limited to resources or space when dealing with problems at home or in school. = = = Thanks for the analysis. Fine examples of Barron and Eisner. =

**Assignment 2. Application of Creative Strategies**

 * __Strategies__ **
 * Brainstorming
 * Attribute Listing
 * Morphological synthesis


 * Lesson #1**


 * Discipline:** Language Arts
 * Strategy:** Morphological Matrix
 * Objectives:**
 * **Creative Writing / Storytelling**
 * Brainstorm ideas and situations to be included on a morphological matrix
 * Select from the morphological matrix an option from each category in order to create a story.

A morphological matrix is a tool that can be used to combine ideas, situations, and other attributes that might not otherwise be paired together.
 * Description of the Strategy:**

Steps:
 * Implementing the Strategy:**
 * 1) Introduce students to the use of a morphological matrix.
 * 2) List categories: characters, setting, time, conflict, solution, etc..
 * 3) Brainstorm possible ideas for each category individually or as a class.
 * 4) Choose a group and draft a simple outline while adding details or new ideas.
 * 5) Follow the proper writing mechanics and process.

Evaluate the brainstorming based on flexibilty, elaboration, and originality. Assess the matrix based on the creativity strategies: existing ideas in a new combination, internal motivation, and resources such as prior knowledge and relevant connections. During the writing process they would not only focus on the mechanics and conventions but if they challenged assumptions, saw patterns, saw themes or ideas in a new way and took risks.
 * Assessment/Follow-up:**

Fine use of morphological matrix that fits your into your content area. I hope you get to use this idea and let me know how it works. Lesson #2

In attribute listing the students list the attributes of an object, idea, or in this case projects and curriculum objectives. Students can then combine the attributes in order to come up with a new way to assess their understanding and synthesis of the standards and benchmarks. This is tapping students’ knowledge about each element and how they can creatively combine them to create something new.
 * Discipline:** Language Arts
 * Strategies:** Attribute Listing
 * Objectives:**
 * Identify and understand what knowledge is required during an academic school year and how to apply the knowledge based on your interests.
 * Take an active role in your education and make real life connections with the curriculum.
 * List the attributes and find connections between the academic curriculum (S&B) and different projects a student would like to create.
 * Description of the Strategy:**
 * Implementing the Activity:**


 * Inventing a Project. **

> **webpage: categories, video links, ect.** > **game: interactive,** > **research paper : thesis, factual** > **creative writing:** **originality** > **documentary: interviews, outside opinion** > **graphic novel: imagery** > **essay: thesis, writing process** > **blog / debate / speech: oral or written skills, persuasive,** > **musical soundtrack / song: emotional connections** > As a form of assessment, the pairs of students could present to the class and discuss the process, and how they modified the projects to meet the attributes of the Benchmarks. Assess the final projects based on the creativity of and actual learning of the learning of the Benchmarks. The process should lead to synthesis of the information and made real life connections and applications. This looks like it has potential but I am unclear about how this lesson works.
 * Standards and Benchmarks Attributes || Attributes (for example) ||
 * Standard 6.Uses reading skills and strategies to understand and interpret a variety of literary texts || retelling in their own words, graphic organizers, discussions, persuasive writing, ||
 * // Makes connections between his or her own life and the characters, events, motives, and causes of conflict in texts // || teenage behaviors, struggles, how the media is given (digital) ||
 * // Understands relationships between literature and its historical period, culture, and society // || political events, social standards or influences, traditions, education of audience ||
 * // Understands how themes are used across literary works and genre // || universal themes in literature of different cultures, such as death and rebirth, initiation, love and duty ||
 * // Understands the effects of author's style and complex literary // //devices and techniques on the overall quality of a work// || tone; irony; mood; figurative language; allusion; diction; dialogue; symbolism; point of view; voice; narrator; poetic elements, such as sound, imagery, personification ||
 * 1) Project Attributes (for example)
 * Assessment/Follow-up:**

Assignment 3. Class Participation Diana Boland EDU 560 Pre-assignment

Creativity is a rare quality in our students not because they lack creativity but because they have been taught that following explicit directions is the only way to succeed in school. The possibility of making mistakes hinders them from taking risks and one of the ideas presented in these articles was that risks fosters creativity. Today’s society demands success and they believe it has to do with intelligence and academic success yet according to the articles it has to do more with one’s ability to be creative and think of new ideas; this involves risk. I was floored with the statistic that in the past few decades our environment has fostered a 10% increase in intelligence while decreasing the level of creativity due to its’ stable and safe nature. It is true that children need security and rules to flourish but I didn’t realize that there was such a delicate balance between security and anxiety that it would actually hinder creativity because they weren’t being challenged enough. Perhaps we have provided such a world in which our children are complacent and forgot how to problem solve and now it is my responsibility to push them out of their comfort zones, make them problem solve and teach them how to be creative again. EXCELLENT INSIGHT HERE.

One way I nurture creativity in my 9th grade Literature class is that I allow them to help me brainstorm new project ideas. We read the //Lord of the Flies// this year and instead of giving them choices, I allowed them to come up with new ideas for projects such as creating a webpage, original soundtracks, and a Hollywood news reels with interviews of the characters. When it came to the creating of the project I refused to give them explicit instructions for a project assignment. I wanted them to be creative and show me what they learned. When we read Romeo and Juliet they had another chance to brainstorm project ideas with only one requirement, they had to be digital. They had many ideas and I rarely told them not to do something, I wanted them to take risks and during the process I would help them modify it in a way that would relate to the content. I told them to put it together and let’s see how it works out. In essays I don’t take off points if the analysis of the novel isn’t exactly correct especially if they support it with text evidence. I want them to think for themselves and not regurgitate what they have heard in class or read on cliff notes. There are many ways to interpret literature and they will inevitable chance with generations.

I SEE YOU ADAPTED THE IDEA ABOVE INTO YOUR APPLICATION ASSIGNMENT. I WOULD BE INTERESTED IN UNDERSTANDING HOW THE ATTRIBUTE LISTING ENHANCES THIS IDEA. MORE DETAIL WAS NEEDED IN THAT LESSON FOR CLARITY'S SAKE. What I want to learn is how I can teach creativity in my 9th grade English class. I want to learn Treffinger´s Creative Problem solving method and more Project-based learning activities based in English and language arts. I would also be interested in administering and applying the results of the Creative quotient test.

I HOPE WE COVERED THESE GOALS. BUT YOU ARE A CREATIVE THINKER YOURSELF AND I AM SURE YOU MADE CONNECTIONS BETWEEN CLASS ACTIVITIES AND HOW TO APPLY THEM TO YOUR CURRICULUM.

2 Definition of Creativity



GOOD METAPHOR BUT DO WE WANT THE CUPCAKES TO ALL LOOK THE SAME?  3. Consider Joshua in his box. What constitutes your box? In short talk about your blocks to creativity: include environmental blocks. conclude with what you learned about yourself when participating in the activities in class.  A major block in creativity is an intellectual block coupled with the need to succeed quickly and obtain some sort of successful result. I usually have no problem taking risks, or being wrong and have a high level of energy when brainstorming or developing a new lesson but due to my lack of education and experience I tend to face problems that need more knowledge than I have and it can be debilitating to my self esteem and creativity. Furthermore, when I do finally create a lesson and it does not produce the results I had anticipated or worse nothing comes of it, I get frustrated and want to throw the whole idea out. I need to learn to be patient and reflective on how I can modify, or simply be flexible and analyze the actual results instead of focusing on how it did not work. . GREAT MESSAGE TO SELF. REMEMBER IT FOR THE NEXT TIME YOU IMPLEMENT A CREATIVE IDEA. AWARENESS IS THE FIRST STEP TO SOLVING THE PROBLEM.     4. Ted Talk Analysis Organic Design by Ross Lovegrove  Ross Lovegrove presented the idea that inspiration for creativity is in nature. Nature, responds to a need, designs simplistically using only minimal resources. Like the water drop presented in our poster, nature adapts, molds itself to create. According to Ross a person must be open and observe, I would consider Mr. Lovegrove very creative but slightly abrasive in his idea of how to create and what is innovative. According to several articles creative people need to be confident and passionate and abrasive when creating and defending their work. They also need to be surrounded by a group of like minded and supportive people. I enjoyed the tour of his office or gallery and can understand how such an open and wild environment generates more ideas. His process begins with observation not only to see what is there but what is missing and how to fix it (press). The divergent thinking is then combined with how nature might create this new item or necessity and how it will come together in a simplistic yet efficient manner. Mr. Lovegrove has designed chairs of one material, bio-polymer water bottles and a prototype of a car with only 300 parts due to his observation of the natural world. The world needs conserve our resources and we need to create new methods new products out of what we have and no one does it better than nature itself. GREAT AD. FINE SUMMARY OF IMPORTANT POINTS FROM TED TALK.  5. __**Math Problem**__ 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 = $ 1,005 shell, 1 shell = $1,002 metal medals, 1 medal = $151 lion tooth = $ 50,001 rabbit’s tail = $ 5,001 lock of human hair = $ 0,105 red beans, 1 bean = $ 0,251 toe bone of a bat = $ 100, 005 shavings of eyebrow hair, 1= $0,10 <span style="background-color: #ffffff; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> **If a cow is worth $ 200,00 should patient buy a new cow or save his constipated cow?****Group members:**Tricia Bastidas ,Monica Gamboa Diana Boland, Carla Amores, Gabriela Larrea, Margarita Delgado, Veronica Perez, Ximena Paola Branganza, Liza Barba FUN EXPERIENCE WITH ALL OF YOU AND WHAT A CREATIVE PROBLEM YOU PRESENTED!!!
 * ZACK the Massai Pre Warrior with witch doctor powers**

**Assignment 4 Socratic Seminar**
= = I LOVE THIS LAST QUESTION. WISH WE HAD HAD TIME TO EXPLORE IT. FINE WORK.
 * 1. Could your lack of knowledge or intelligence actually help your creativity because you are not faced with some blocks such as perceptual or intellectual?**
 * 2. Why do we as a society initially reject creative ideas or innovative ideas? How can you / we help change this hesitation in ourselves or in our students?**
 * 3. How can we use nature to inspire our students across all curriculums? What else could we use to inspire our students creativity?**
 * 4. How has your lack of creativity hindered your students creativity? We ask our students to take risks, where can you take a risk i your school to protect the creativity of your kids?**