Pauli+Lucero

** ASSIGNMENT 1: Scavenger Hunt **
I could realize with this project that it is necessary to pay attention and take time to appretiate creativity around us. Also, I noticed that the process of being creative can take a person to find a solution using different and unique resources or giving another type of use to things. It is esential to see and value the simplicity of the things and understand that sometimes we can find solutions and creativity in the simplicity, however it does not mean that creativity is a simple task. It means that creativity follows a thinking process with big parts of motivation because a person develops creativity based on opportunities or big needs as Viviano who found a creative way to work and earn money to live.
 * Personal Reflection: **

I AM PLEASED WITH WHAT YOU LEARNED ABOUT CREATIVITY FROM THE HUNT. BUT YOU NEVER REFLECTED ON BARRON AND EISNER'S PROCESSES AS REQUIRED BY THE ASSIGNMENT.

** Application of Creative Strategies ** ** Gabriela Larrea2 ** ** Paulina Lucero **
 * __LESSON 1__ **

**1.****Discipline and Topic:** Language

**2.****Strategy:** Brainstorming/Morphological synthesis

**3.****Objectives:**

- Classify different animals and their habitats. - Create a story using different animal characters found on tales. - Brainstorm ideas about different animals. - Generate ideas for the morphological matrix to create a story**.**

**4.****Description of the strategy**

- One group will generate ideas about the different animals based on the prior knowledge they have about animals in tales. WHAT IS THE OPEN-ENDED QUESTION THAT WILL STIMULATE THE BRAINSTORMING. THIS SEEMS LIKE A MORE CONVERGENT TASK. THE SAME WITH THE PROMPT BELOW. - The other group will generate ideas about the different habitats where animals live. When the brainstorming is finished we will make a chart to classify animals according to their habitats. Classification Chart NO CREATIVITY HERE EITHER. Morphological Matrix NOT SO SURE WHY THEY NEED TO LIMIT THEIR STORY TO THE CATEGORY OF LEAST EXAMPLES BECAUSE ALL OF THEM WILL HAVE SELECT SIMILAR ANIMALS? **5.****Implementing the Activity:**
 * For brainstorming we will divide the class in to two groups:
 * Farm Animals || Jungle Animals || Sea Animals || Dessert Animals ||
 * For the morphological matrix, children will choose only two classifications of animals, by looking which category has more animals and which one has less. After that, they will combine the ideas using the matrix in order to create a story. They will have to generate some ideas about the difficulties of being part of the animal kingdom. (Deforestation, endangered animals). And also they have to come out with solutions.
 * For the morphological matrix, children will choose only two classifications of animals, by looking which category has more animals and which one has less. After that, they will combine the ideas using the matrix in order to create a story. They will have to generate some ideas about the difficulties of being part of the animal kingdom. (Deforestation, endangered animals). And also they have to come out with solutions.
 * For the morphological matrix, children will choose only two classifications of animals, by looking which category has more animals and which one has less. After that, they will combine the ideas using the matrix in order to create a story. They will have to generate some ideas about the difficulties of being part of the animal kingdom. (Deforestation, endangered animals). And also they have to come out with solutions.
 * For the morphological matrix, children will choose only two classifications of animals, by looking which category has more animals and which one has less. After that, they will combine the ideas using the matrix in order to create a story. They will have to generate some ideas about the difficulties of being part of the animal kingdom. (Deforestation, endangered animals). And also they have to come out with solutions.
 * For the morphological matrix, children will choose only two classifications of animals, by looking which category has more animals and which one has less. After that, they will combine the ideas using the matrix in order to create a story. They will have to generate some ideas about the difficulties of being part of the animal kingdom. (Deforestation, endangered animals). And also they have to come out with solutions.
 * Hero || Opportunity || Problem || Solution ||

We will use this morphological matrix as a project to close “Animals” unit. This is an activity that integrates all the different learning areas, helping students create and reinforce their knowledge. Kids will edit the book, about the story they created using the morphological matrix. They will be divided in learning centers to make the front cover of the book, the back cover, and the story pictures.

**6.****Assessment:**

We will assess the knowledge of animals and habitats during the process of the creation of the brainstorm, and matrix. Finally kids will present their story to kids to students in other classes. THIS HAS GREAT POTENTIAL BUT DO MAKE SURE THAT YOU ARE LOOKING FOR DIVERGENT NOT CONVERGENT THINKING.


 * __ LESSON 2 __**


 * 1. Discipline/ area: ** Language
 * 2. Strategies: ** Brainstorm and morphological matrix.
 * 3. Level: ** Kinder
 * 4. Objectives: **

-Identify vocabulary about community helpers and more professionals.

-Recognize the importance of community helper’s and professionals’ jobs.

-Brainstorm ideas to complete the morphological matrix.

-Select specific ideas to fill the morphological matrix about community helpers and professionals.

-Draw and write the ideas and present the project to the class.


 * 5. Description of the Strategy: **

** BRAINSTORM: **

1.- The children will share ideas about different types of community helpers and professions.

2.- The children will share ideas about the possible problems that community helpers and professionals can help to solve.

*The class will be divided in two groups to do these 2 brainstorms.

3.- The children will classify in three columns the following categories: community helpers, professions and problem solving situations.

**// *Chart of classification: //**


 * ** COMMUNITY HELPERS ** || ** MORE PROFESSIONS ** || ** PROBLEM/SOLVING SITUATIONS ** ||

** MORPHOLOGICAL MATRIX: **

1.-The children will choose community helpers and other professions to fill the categories in the morphological matrix.

2.-The children will choose the problem/ solving situations that they want to connect with each community helper and professional.

3.- The children will have to combine the three categories: community helpers, more professionals and problem/ solving situations.

4.-They children will talk about the connection between community helpers /professionals and the problem that they can help to solve.

5.- The children will draw and write the idea on big papers to present in front of the class.

*The children will work in groups for this activity. AGAIN I AM NOT SURE WHERE THE CREATIVITY IS THAT SHOULD RESULT FROM THESE STRATEGIES? YOU SEEM TO BE USING THE STRATEGIES TO BUILD UNDERSTANDING, WHICH IS A FINE GOAL. BUT MY GOAL FOR THESE STRATEGIES IS TO UNCOVER CREATIVE THINKING.

**// Example of the Morphological Matrix about Community Helpers and Professions: //**

DOES THIS MEAN THE POLICE AND TEACHERS WILL HELP TO CONTROL TRAFFIC? I JUST DON'T UNDERSTAND THE PURPOSE OR PROCEDURE.
 * ** Community Helpers ** || ** More Professionals ** || ** Problem ** || ** Solution ** ||
 * Police officer || Teachers || Traffic || ? ||


 * 6. Implementing Activity: **

We will use this activity to review the content of the Unit: Community Helpers. The children will work in groups.


 * 7. Assessment: **

The teacher will assess the activity during the process. The teacher will considerate the process of the creation of the brainstorm, the morphological matrix, the drawing and writing. Finally, the teacher will considerate the presentation of the groups in front of the class. WHAT ARE THEY PRESENTING? IF THEY CAN COMBINE A TEACHER WITH A POLICE OFFICER WHAT JOBS WOULD THAT PERSON HAVE?

** ASSIGNMENT 3: Class Participation and Reflection **
**__ 1.- PRE- ASSIGNMENT __** **Why is studying creativity important?** The video of Ken Robinson’s Ted Talk and the creativity crisis article show interesting points of view related on Education and Creativity, the main ideas I find compelling are: 1.- Education has stopped the creativity process of students because all of educative systems around the world are based on the idea of academic ability. The objective of this educative system is to prepare people to enroll in the traditional working system. 2.- Educative system do not consider the different types of intelligences that a human being can have and develop. In this way, Education maintains the principal idea of developing academic abilities. For this reason, subjects as math and language are on the top of the hierarchy and art (music, dance, etc) is on the bottom. The result of this fact is that many talents are not value in the school. YES, I WISH ROBINSON DIDN'T EQUATE TALENTS AND CREATIVITY JUST WITH THE ARTS. FIELDS LIKE ARCHITECTURE, ENGINEERING, KINESTHESIOLOGY, CINEMATOGRAPHY ARE ARTS RELATED BUT ARE NOT REALLY VALUED IN SCHOOL EITHER. 3.- Children and future generations have and will have to face a world in constant change: technological inventions, increase of population, transformation of the labor system. This fact obligates Education to change the ways to define intelligence and at the same time obligates it to prepare students with different types of skills to face the new world. In this way, intelligence has to be defined as diverse, dynamic and unique. For this reason, schools can not only based the teaching system on the development of academic abilities because the human being has to be prepared to face the situation using the gift of his/her imagination. EXCELLENT POINT HERE. 4.- Education should have the objectives of helping children to discover their creative capacities, their best ways to learn and educating the integral being to face the future. YES, YES, YES 5.- Ken Robinson says that “Creativity is the process of having original ideas”. The most interesting way to develop creativity is managing a creative problem- solving program with the students in the classroom. The creative problem- solving program motivates students to develop specific skills such as generates unusual ways or solutions to face a problem, formulates action plans and evaluates actions. I LIKE THE IDEAS THAT YOU CHOSE TO THINK ABOUT.
 * Paulina Marcela Lucero CRS 560Quito- Ecuador**
 * 1) **Write a summary of five main points you find compelling from these articles.**
 * 2.- Discuss how you nurture creativity in your students currently. Provide concrete examples:**

1.- The children work on projects according of the learning units every month in my classroom. The children have to think about different possibilities of activities to achieve for the unit.

2.- The schedule and curriculum permit the children enjoys art, music and dance. This subjects support the learning process in Language and Math.

3.- The children have the possibility to use their imagination when they work on a task. In fact, the children can choose the concrete material (paper, paint, etc) they prefer to do a fine motor skill task.

4.- In the classroom, the children work on problem- solving program all the time. The children are developing problem- solving skills when they complete math, language, social studies activities in the classroom. Also, the students work on the levels of reading comprehension strategies which requires attention on problem- solving skills.

ACTUALLY ALL PROBLEM SOLVING DOES NOT MEAN CREATIVE PROBLEM SOLVING. CONVERGENT THINKING IS USUALLY REQUIRED TO SOLVE MATH PROBLEMS OR OTHERS WHRE THERE IS MAINLY ONE RIGHT ANSWER. WE CAN MAKE IT MORE CREATIVE BY SIMPLY ASKING HOW MANY DIFFERENT WAYS ARE THERE TO SOLVE THIS PROBLEM. 1.- The stages or phases of creative problem- solving in the class.
 * 3.- Finally list three understandings or skills you would like to learn in this course on Creativity:**

2.- Creativity and the different intelligences.

3.- Creative process.

4.- Context for creativity in the classroom (learning environment).

I DO HOPE THAT THE COURSE READINGS, DISCUSSIONS, AND ACTIVITIES HELPED YOU GAIN INFORMATION ABOUT YOUR STATED GOALS.


 * __ 2.- GROUP DEFINITION OF CREATIVITY: __**


 * Definition:** Creativity is the combination of characteristics that overcome difficulties in a unique way using a specific process based on strong motivation and reasoning.

I LIKE THE WAY YOUR GROUP FASHIONED THEIR DEFINITION COMBINING THE KEY FACTORS AND THE ACCOMPANYING IMAGE. BRAVO.


 * __ 3.-BLOCK BUSTING ACTIVITIES: JOSUA IN THE BOX __**

I consider that the video shows the desire of a person of being different and creative. The situation when Josua tries to think different ways to go out of the box has a relation with the fact that sometimes people try to be different and do efforts to create something new eventhough the society presure or influence and they do it. However, the strong influence and the presure of the society and culture can make that the people who want to be different go back to the same box because it is to hard not to follow the rules or the conceptions that the culture imposes and also the personal and emotional conceptions. At the end, a person stops trying and goes back to the same box. In this way, I can say that being creative needs that a person becomes brave to continue creating in a different way. BUT DID JOSHUA REALLY GO BACK TO THE SAME BOX? THIS IS KEY TO UNDERSTANDING THE IDEA THAT ONE NEED NOT BEND TO THE NORMS OF A CULTURE BUT RATHER CREATE THEIR OWN BOX OF VALUES AND TALENTS TO CONTRIBUTE.

4.- TED TALK ANALYSIS :

We considered these points about the topic:
 * __ Classical Music: Shining Eyes __**

- All people can appreciate classical music because this music expresses feelings and tells stories related to people's lives. -People can use their imagination to understand the message of the piece. -It is necessary to influence in other people's lives in a positive way in order to illuminate their lives. -To understand the part of success that is to develop shining eyes as a reflection of people's lives.

GLAD YOU IDENTIFIED THESE KEY IDEAS AND THE PHRASES YOU PICKED FOR YOUR AD CERTAINLY WOULD MAKE ME WANT TO ATTEND THIS TED TALK!!! Masato is a tourist guide on his spare time. He receives a call from some tourists. They need a guide for three groups of twenty three tourists that come from different countries. They wish to visit Masai. How many tourists does he need to guide in a week to earn 126$. He charges 13 $ per hour. Since it is a large group he usually offers a 10% discount. Finally he needs to know how much he will earn in shillings. The currency change at the moment is 85,23 shillings are equal to 1$. COMPLEX, ORIGINAL PROBLEM WITH INTERESTING ELABORATION. BRAVO!!!
 * __ 5.- MATH PROBLEM: __**

The main points are:
==== - Bodily intelligence is not separate from other intellectual competences because people can use the body movement as a symbolic tool. Also, bodily- kinesthetic intelligence follows a cognitive process and is coonsidered as a mean of expression. ====