Maria+Veronica+Perez

= ASSIGNMENT 1. Scavenger Hunt =

We went to Inaquito Market for our Scavenger Hunt. I felt delighted for living a great experience looking at things from a different point of view. I have visited this place several times before, but I did not pay attention to the different expressions of art it has, as well as other events that I never thought would be important. We live in such a hurry and everything is so structured in our heads that we forget to see the simple things of life that really make us feel happy. We were a group of five and of course I took my two year old daughter, Becca, with me. While we were watching and looking for evidence to do our homework, Becca was demanding for candies that were being sold in one of the stores. I was holding her up and explaining her everything we were looking after. One of the things she liked the most was the example we chose for flexibility. There was a group of boys playing soccer at the main entrance of the market with a plastic water bottle. She definitely wanted to get down and play with them but I had to go away soon because I was also looking for something that my favorite singer would sing about. I distracted her by taking her to a bench where there were two little girls playing with their baby dolls. They were changing their diapers and feeding them. Oh goodness, now she wanted those toys. I could not say no to the request, so I let her play for a little while, until the rest were taking pictures. I told Becca I saw something really cool and she became interested on what I was saying, so she decided to follow me. I saw at the end of the market the majority of the knitting stores were closed, but there was a last store which was still opened. I called the rest and told them she was sewing something. I talked to the lady and asked her what she was making and she said she is a dressmaker. Becca wanted to specifically touch the skirt she was designing, so I let her see how she was using the sewing machine. The other members of the group came and started the interview. After all, it was a great experience learning about the simplicities of life and having Becca enjoy and being part of this adventure. The next day, we spent three to four hours editing the video and deciding what pictures and music we were going to include for Saturday's presentation. It was amazing how as a group we had another opportunity to express our creativity by selecting and putting together the results of our hunt. I GUESS IN SOMEWAYS BECCA HELPED YOU SEE THINGS THROUGH A CHILD'S EYES BUT AT THE SAME TIME SHE KEPT YOU FROM EXPERIENCING THE FINDS WITH YOU PEERS. I WONDER HOW THIS HUNT MADE YOU SEE THE WORLD DIFFERENTLY AND HOW YOU EXPERIENCES THE BARRON AND EISNER PROCESSES EXPLAINED IN THE ASSIGNMENT FOR THE REFLECTION.

We saw a man selling his DVDs on a wall. He was using the wall to hold them instead of a shelf. A group of boys playing soccer with a plastic bottle, instead of a ball. A lady sitting on a bucket instead of a sit. A crate on a motorcycle to carry items. It was tied with a rope. He decided to adapt his motorcycle and save some money, instead of taking a taxi to transport his items. Due to the catholic culture, there were several paintings of saints and angels on the walls. We also found red balloons that were put together to create a heart shape. Probably, after Valentines, the people forgot to put them down. Sculptures of Mary, Jesus crucified of baby Jesus displayed in different places of the market. In the area where the meat is sold, there was a lady standing a platform so her feet would not get wet because she was washing the glass structure to sell the meat. We found the flames from a stovetop could be inspirational for Shakespeare to write about, as well as flowers and the sunset that was just behind Pichincha Volcano. We say electrical cords hanging outside a box and could cause an accident. A man was sweeping the floor and the sound he was making with the broom created a rhythm that Mozart would use for his composition. We saw two little girls playing with their dolls. We thought that any christian singer would sing about. Freddy Torres made the interview and the transcript was translated by me.
 * //1. Someone doing an ordinary thing in a creative way.//**
 * //2. Three examples of flexibility as defined by Torrance. (Things used differently than intended.)//**
 * //3. An art form in an unlikely setting.//**
 * //4. An inanimate object communicating in an original way.//**
 * //5. Find a problem that has been solved in an original way.//**
 * //6. Find something that Shakespeare would write about.//**
 * //7. Find a problem that needs to be solved.//**
 * //8. Find a basis for Mozart's composition.//**
 * //9. Find something that your favorite singer would sing about.//**
 * //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.)//**

** INTERVIEW TRANSCRIPT ** Diseno blusas, faldas, pantalones, disfrases.
 * SPANISH **
 * 1. Que cosas dise **// ñ //** a? **

En los figurines, o a veces me entregan el modelo, me lo dibujan y yo saco el modelo.
 * 2. En que se inspira para realizer sus disenos? **

Definitivamente es un arte porque creamos con nuestra manos.
 * 3. Usted cree que esta es una forma de arte para? **
 * Como puede explicar este proceso de creatividad? **

Tengo clientes que me dicen que disene modelos que les quede. Yo conozco mis clientes y se lo que les queda.
 * 4. Hay algo que usted haya hecho sin mirar a un modelo? **

I design blouses, skirts, pants and disguises.
 * TRANSLATION TO ENGLISH**
 * __ 1. What do you design? __**

I inspire myself by looking at models from magazines. Sometimes the client draws the model for me.
 * __ 2. In what do you inspire to make your designs? __**

Definitely, it is art because I do it with my hands.
 * 3__. Do you think what you do is an art form? If so, can you explain it?__ **

Yes, I have clients that ask me to design models for them and I know what it fits them.
 * __ 4. Is there anything you have done without looking at any model? __**

SCAVENGER HUNT- Wednesday media type="youtube" key="R2ri62zN2xU" height="315" width="420"

= ASSIGNMENT 2. Application of Creative Strategies: =

__Lesson Plan 1__ by Maria Veronica Perez and Tricia Bastidas

 * Discipline:** Language Arts **Topic:** Adjectives
 * Strategy:** Imagery
 * Essential Question**: How does a spider make me feel?
 * Objectives:**


 * **Understand the relationship between nouns, verbs and adjectives.**
 * Imagine a story that can be described using adjectives.
 * Identify what descriptive words are for.
 * Description of the Strategy:**
 * Description of the Strategy:**

Imagery is a strategy that can be used to help students form mental images of an idea or situation. Students can benefit from this strategy by reflecting on their prior knowledge of a spider.


 * Steps:**


 * 1) Brainstorm words that can describe a spider. Write them on the board as they say them aloud.
 * 2) Identify the written words as nouns and adjectives.
 * 3) Imagine this spider is in your hair, hand, stomach, toe and favorite food.


 * Implementing the Activity:**

WHEN YOU USE IMAGERY YOU NEED TO HAVE THE CHILDREN CLOSE THEIR EYES AS YOU DESCRIBE THE IMAGE. LIKE THIS. THE SPIDER IS CRAWLING UP YOUR STOMACH WITH ITS LONG LEGS. HOW DOES THAT MAKE YOUR SKIN FEEL? THE SPIDER KEEPS GOING AND TICKLES THE TINY HAIRS ON YOUR SKIN? ARE YOU GIGGLING? WHAT DOES IT FEEL LIKE? THE SPIDER STARTS TO WHISPER AND YOU FEEL IT ON YOUR SKIN? ETC THEN YOU BRING THEM OUT OF THE GUIDED IMAGE AND HAVE THEM SHARE WORDS THAT EXPLAIN HOW IT FELT. THEN THE CHILDREN CAN USE ALL THE WORDS FROM THE LIST TO CREATE A DESCRIPTIVE PARAGRAPH USING LOTS OF ADJECTIVES.
 * 1) Prior to the lesson, students already know what a noun and a verb are. Students recognize the two parts of speech in the 1st grade book.
 * 2) Students brainstorm words that are related to a spider.
 * 3) They will find a card under their chairs and group by the icon on the card. There are five groups hair, hand, stomach, toe and favorite food.
 * 4) Place students in different sections of the classroom and ask them, How would you feel if you have the spider on your hair, hand, stomach, toe and favorite food?
 * 5) Students imagine and share ideas as a group and draw how they would feel.
 * 6) Individually, students will write two sentences of how he/she would feel about the spider.
 * Assessment:**

YOUR OBJECTIVES ARE ABOUT ADJECTIVES AND ABOUT RESPONDING FLUENTLY TO THE IMAGE PRESENTED.
 * 1) Does the student participate in the brainstorming process?
 * 2) Does the student list people, places, and things as nouns orally?
 * 3) Does the student list action words as verbs orally?
 * 4) Does the student describe how he/she is feeling by drawing a spider?
 * 5) Does the student write two sentences of how he/she would feel about a spider?
 * Follow-up:**


 * -Students could hunt for a spider outdoors and then observe the live spider while it is held within a glass jar. They could record its actions by using adjectives.**


 * -Students could study a spider by placing it in different glass jars that have: water vs. dirt, with food vs. no food, daylight vs. darkness, ect. connecting it to a Science theme.**

__ Lesson Plan 2: __ by Tricia Bastidas and Maria Veronica Perez

1. Discipline and Topic: Reading and Writing / Animals 2. Learning outcomes for lesson in relationship to unit goals: __ Essential Question: __ How can a character be developed in a new setting? __ Objectives: __ -Write a descriptive story based on characters from the Reading Unit. -Write a story that establishes a clear character, setting, problem and solution. -Write the beginning, middle and ending of a story. -Use descriptive vocabulary to elaborate on reading characters. 3. Strategy and rationale for strategy use: Morphological Matrix can be helpful for students to review the various characters that have been read throughout a Reading unit. Since the original stories only give the students a bit of background knowledge about the characters they can have fun using descriptive vocabulary, as an author, to create the characters more elaborative. They can be creative by placing different characters in alternative settings other than the original one. Students can use vivid adjectives to make their stories more interesting. Since there are so many variations that can be written, students can continue writing about the Reading characters in their free time, for the pleasure of writing. 4. Description of strategy that includes outlining the steps involved: The Matrix allows students to create a variety of stories and outcomes by combining a character with a different setting, problem and solution. Step 1: Create a Matrix with different categories. Put headings to label the categories, for example: character, setting, problems and solutions. (see illustration below) __Reading CharactersMatrix__


 * Reading Character || Setting || Problem || Solution ||

Step 2: The Matrix is filled-in by brainstorming ideas: __Columns One - Four:__ Each category is filled-in with different ideas. Step 3: Students choose one item from each category to make a unique combination. This combination is the source of the student´s writing sample. Step 4: Students can repeat Step 3 by choosing another character, setting, problem and solution in order to create a new combination and story.

5. Description of how you would implement and assess the activity: To begin, activate prior knowledge by asking the students about the characters that existed throughout the Reading unit. Introduce the Reading Characters Matrix. Explain that the class is going to create stories by using a Matrix. Review the writing objectives. Encourage the class to think of ideas to complete the four categories on the Matrix. First, ask students to provide the names of important __characters__ from the Reading unit. Then ask students to brainstorm various places to be used as __settings__. Have students think of some __problems__ that the characters could have. Lastly, students will need to provide some possible __solutions__ to the problems. Once the Matrix has been completed explain to the class that they need to choose a character, setting, problem and solution from the Matrix to write a story. They should write a beginning, middle and ending, and they should use as much descriptive vocabulary as possible to develop their character and story. Teacher´s Evaluative Questions: Does the student write a story that includes a character from the Matrix? Does the student write a story that includes a setting from the Matrix? Does the student write a story that includes a problem from the Matrix? Does the student write a story that includes a solution form the Matrix? Does the student write a story that has a beginning, middle and ending? Does the student write a story that has descriptive vocabulary? 6. Reflection: How did the lesson help students be more creative? What did you notice? What would you extend or do differently next time.

**// Predicted outcome as this lesson has not actually been given yet: //** I predict that the Matrix would give a variety of choices for the students to choose from so there would be no two stories alike. I believe the Matrix would give the students structure in writing their stories so they would not leave out an important element like the problem or solution. I would expect them to be creative on their own. I would expect most of the class to not need much of a push to use the combinations of the categories. However, I would expect that a few students would want to be reassured of their choices by asking if they are okay. I would give the class an opportunity to read their stories out loud and see if they appreciate listening to other students´ stories. In the future, I would have students brainstorm settings that are not on earth. Also, students could add make-believe characters to the Matrix. Plus, students could act out their stories instead of reading them to each other. Students could make the story´s solution based on the use of different modes of transportation.

** Possible Matrix Outcome: ** __ Reading Characters Matrix __ = SOUNDS LIKE A FINE ASSIGNMENT. THE STORIES SHOULD BE UNIQUE AND INTERESTING. I AM NOT SO SURE YOUR LEARNING OBJECTIVES CAPTURE THE ESSENCE OF THIS ASSIGNMENT. IT REALLY IS ABOUT THE RELATIONSHIP AMONG THE CHARACTER, PROBLEM AND SOLUTION. = = =
 * Reading Character || Setting || Problem || Solution ||
 * Little Duck || Zoo || Sickness || Sunny Day ||
 * Stan the Owl || Farm || Hunger || Strawberry Patch ||
 * Shrinking Mouse || School || Rainy Day || Birthday Party ||
 * <span style="font-family: Arial,sans-serif; font-size: 16px;">Max the Cat || <span style="font-family: Arial,sans-serif; font-size: 16px;">Park || <span style="font-family: Arial,sans-serif; font-size: 16px;">All alone || <span style="display: block; font-family: Arial,sans-serif; font-size: 16px; text-align: center;">A Special Visitor Comes ||
 * <span style="font-family: Arial,sans-serif; font-size: 16px;">Big Billy Goat || <span style="font-family: Arial,sans-serif; font-size: 16px;">Home || <span style="display: block; font-family: Arial,sans-serif; font-size: 16px; text-align: center;">Too small in size || <span style="font-family: Arial,sans-serif; font-size: 16px;">The gift ||

= ASSIGNMENT 3. Class Participation and Reflection =

1. Pre-assingment

<span style="font-family: Verdana,Geneva,sans-serif;">**Read**: [|**The creativity crisis (Newsweek) « Scott Berkun**] <span style="background-color: initial; font-family: Verdana,Geneva,sans-serif;">[|**www.scottberkun.com/blog/2010/the-creativity-crisis-newsweek/**] <span style="background-color: initial; font-family: Verdana,Geneva,sans-serif;">[|**www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html**] <span style="font-family: Verdana,Geneva,sans-serif;">The author considers that if students do not learn how to be wrong, they will never learn how to be creative. There are over 120 definitions of creativity, however Ken Robinson believes that creativity now is as important as education and literacy and we should treat it with the same status.
 * <span style="font-family: Verdana,Geneva,sans-serif;">View Ken Robinson’s Ted Talk. **
 * <span style="font-family: Verdana,Geneva,sans-serif;">1. Write a summary of five main points you find compelling from these articles. **

<span style="font-family: Verdana,Geneva,sans-serif;">He says that schools are educating kids without a creativity capacity. The education system has focused on the academics and it was invented before the 19th century. It’s two aims were to meet the Industrialism needs. All subjects were meant to be purposeful to work and the academic ability would be our glasses to view the students’ potential and intelligence. Many highly talented, brilliant, creative people think they are not because they thought they were not valued and felt stigmatized. Probably because people would tell them they will not get a job if they are into music, arts and dram.

<span style="font-family: Verdana,Geneva,sans-serif;">He says that according to the Unesco, more people will be graduating through education than since the beginning of history. Degrees will not worth anything due to the academic inflation.

<span style="font-family: Verdana,Geneva,sans-serif;">He believes that human resources are like natural resources. They are buried deep and if you want to see them, you have to look for them. Many people might have so many talents that they do not even know. We need to help them find it and value their contribution to the society. <span style="background-color: #00ffff; font-family: Verdana,Geneva,sans-serif;">YOU HAVE CHOSEN IMPORTANT POINTS TO OUTLINE HERE. I WISH ROBINSON DIDN'T MAKE IT SOUND LIKE CREATIVITY ONLY EXISTS IN THE ARTS. AS I AM SURE YOU LEARNED IN THE COURSE, CREATIVITY EXISTS IN ALL DISCIPLINES AND HELPS FOLKS TO SURVIVE. THERE WOULD BE NO SURVIVAL AS A CULTURE WITHOUT INNOVATION AND IMAGINATION.

<span style="font-family: Verdana,Geneva,sans-serif;">They make connections and see relationships when talking about animals.
 * <span style="font-family: Verdana,Geneva,sans-serif;">2. Discuss how you nurture creativity in your students currently. Provide concrete examples. **

<span style="font-family: Verdana,Geneva,sans-serif;">They imagine: What if….?, talking about using certain clothes in a specific weather condition or during reading time.

<span style="font-family: Verdana,Geneva,sans-serif;">Create clothes that can work for two seasons.

<span style="font-family: Verdana,Geneva,sans-serif;">Provide them with time to explore for shapes or colors in the class or playground.


 * <span style="font-family: Verdana,Geneva,sans-serif;">3. Finally list three understandings or skills you would like to learn in this course on Creativity. **


 * <span style="font-family: Verdana,Geneva,sans-serif;">Creativity in a Language and Math Therapy classroom.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Project based learning in students with learning disabilities.
 * <span style="font-family: Verdana,Geneva,sans-serif;">How to develop creativity under diverse situations.
 * <span style="background-color: #00ffff; font-family: Verdana,Geneva,sans-serif;">I HOPE YOU GOT ANSWERS TO YOUR TOPICS THROUGH CLASS ACTIVITIES, READINGS, AND DISCUSSION.

2. Group Definition of Creativity **__<span style="font-family: Verdana,Geneva,sans-serif;">GROUP DEFINITION OF CREATIVITY - Saturday __** BUT WE WANT CUPCAKES THAT ARE ALL DIFFERENT.

Creativity is the ability to solve problems in a different way. Sometimes, when people face problems they struggle and even projects are drawn because they were not able to view inconveniences as opportunities to succeed. Steve Jobs considered creativity as a connections of dots. He said that when creative people do something new, they feel like their creation is obvious after all and that they did it just by looking at something. No matter what the personality of a person is, creativity keeps as alive and without too much thinking and planning, ideas come up and draw us the path to follow. The illustration above shows how the words written on the board were categorized into Basics, Tools, Process, Effects and Negative Perceptions. The Basics are the ideas to create something. The tools are the elements you need to start with a creation. The process is the plan for having the project done. The Effects is the final product and the Negative Perceptions could be the fear to be wrong or ruined results. In our case, we represented our definition with the process to make cupcakes. As a result, we will definitely have different, unique and special cupcakes. GREAT DISCUSSION HERE. I LOVE HOW YOUR EXPLANATION ALIGNES TO YOUR IMAGE. WELL DONE.
 * WHAT IS CREATIVITY?**

3. Block Busting Activities Joshua in his box: When I saw the video I was shocked. It is amazing how sometimes we feel comfortable in any situation even though we know we need a change. After being shut in a box, trying hard to get out in many ways, trapped and figuring out a strategy to be free, he finds a crack in the box and gets free. After the change, he feels sad and even cries for not being imprisoned again. Probably he was not ready to face freedom and decided to get back in to relax and wait. My box is sometimes full of frustration for not having a problem solved quickly. I crash my head hard to the wall, and when I find the solution, I challenge myself for the next step. BUT IT WAS A DIFFERENT BOX MADE UP OF HIS OWN PARAMETERS--VERY DIFFERENT. I might fear, but tend to keep walking. However, when I still do not find a way to figure things out, I get impatient and do not rest until I solve a situation, even more if it is a situation where I have my students involved. My blocks have been deeply touched by culture, circumstances and family. Due to my introverted personality, I fear being wrong. I consider myself very creative when it comes the challenge to teach specially the ones that need extra attention. I create activities that would help them develop and even give them an environment where they could feel free to express themselves, respect themselves and accept themselves. However I still need to break down experiences that marked my life for a long time, specially during my preschool years. My teachers would label several of us for being wrong, for behavioral problems, for expressing ourselves too much, for being too creative or for having learning disabilities. I was part of a group that she would put apart and would give her best with the ones that were gifted and quiet. It took me a while to overcome this blocks when there came the time to choose my career. I needed to face the situation and now I am currently working with preschoolers. YOUR SELF AWARENESS IS ALLOWING YOU TO CHANGE AND MAKE A POSITIVE DIFFERENCE IN THE LIVES OF YOUR STUDENTS. As soon as I see my four year old children coming into the class, I see those faces of intrigue, curiosity, and even sometimes fear the first day of school, I decide to treat them the way I would have liked to be treated. I offer them a secure environment, where they are free to learn being wrong and right. They tolerate themselves and accept each others rhythm. They cheer themselves up, when they are challenged to do something extra I know they are able to do. EXCELLENT I enjoyed so much every activity in the class. I felt comfortable and felt peace, however I tended not to participate in the big group. When we were divided into small groups to create things with newspapers, I felt more confident that before. I have worked with newspaper several time before, so it was not hard for me to contribute with ideas. Probably because it was something I was familiar with. However it was totally different when it came the time to make up a Math Problem. I felt shrank and fully scared of being wrong. Finally, all of us valued what we did, respected and accepted everyone's ideas. YES, THAT IS HOW THE ENVIRONMENT CAN ENCOURAGE RISK TAKING.

**__<span style="font-family: Verdana,Geneva,sans-serif; font-size: 16px; line-height: 24px;">BLOCK BUSTING ACTIVITIES - Monday __**

media type="youtube" key="tmvIX85I1EM" height="315" width="560" align="center"



Sebas making his mask.



Creating our projects.

Dayanne with her sexy antennas.



Tricia creating her life saver.

4. Ted Talk Analysis We created this slide to explain the Ted Talk by Tim Harford: **Trial, Error and the God Complex** .
 * My TED Talk: by Tim Harford**



**__<span style="font-family: Verdana,Geneva,sans-serif; font-size: 16px; line-height: 24px;">TED ADVERTISEMENT - Tuesday __** "Smite me oh mighty Smiter"! YOUR GROUP DID A GREAT JOB GETTING US INTERESTED IN THIS TED TALK. 5. Math Problem __**Math Problem 3**__ 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?** THIS WAS ONE OF THE FUNNIEST GROUPS WHO DON'T LIKE MATH I EVER WORKED WITH. LOOK AT HOW YOUR CREATIVITY SHAPED THE GREAT ELABORATE AND ORIGINAL PROBLEM. BRAVO. = ASSIGNMENT 4. Creativity Socratic Seminar = **TED Talk: Trial, Error and the God Complex by Tim Harford** I liked the way Tim develops the definition of God complex. He says it has symptoms which emphasize in that no matter how big the problem is, you will always come up with a right and perfect answer to solve it. Tim says there is a way to solve problems in such a complicated world and it is humility through trial and error. This process shows us a path to keep trying, not matter how far we need to go to find a solution.
 * ZACK the Massai Pre Warrior with witch doctor powers**
 * Group members:**Tricia BastidasMonica GamboaDayana BolandCarla AmoresGabriela LarreaMargarita DelgadoVeronica PerezXimena Paola BranganzaLiza Barba

Questions: How can teachers become proactive providing students options of problems that do not have an absolute answer and help them develop tolerance and humility through out the process?

Instead of giving students a problem solving template or strategy, can we was teachers provide a safe environment where students find answers through trial and error, making good mistakes? How? **The Creative Personality by** **Mihaly Csikszentmihalyi** Mihaly Csikszentmihalyi considers that creative people are extraordinary for the ability they have to adapt anything and reach their goal to come up with something new. Salvador Dali says that Painting is an infinitely minute part of your personality. I believe that every single person has his or her own personality as a painting with similarities and differences. There might be similar characteristics in the creative person, and there are tendencies in the personality, however each remarkable creative individual is unique.

Questions: Is it possible to develop a creative personality on a student that does not seem to be interested on a project? How can we as teachers contribute to shape this character?

How can an introverted person receive criticism without having negative input affect his or her creation?

EXCELLENT SUMMARIES AND OPEN-ENDED QUESTIONS. EACH OF THEM WOULD STIMULATE GREAT CONVERSATION IN THE SOCRATIC SEMINAR. AGAIN, FINE WORK.