The Creative Habit, Learn It And Use It For Life By Twyla Tharp

The summary and critical reflection of the book, Out of Our Minds: Learning to be creative" is presented as follows (Robinson, 2011)

This would help in many ways. In the book of Hatchet, Brian needed to be creative to make his place to live, to make his tools, and to make his raft. His home, an overhang he had found where had put sticks around for walls, had to have been made from creativity, because if he had not used it he would probably have not had a place to live. To make all of his tools, he was being very creative, because e needed to find things to make them with and how to put them together with only the things he had. Brian’s raft that he made from big branches used creativity because he figured out how to put them together without string and he made it using only sticks. Ernest Shackleton used creativity when he and his crew had to build an entire town made of igloos and other buildings to survive on

Kaufman and Beghetto (2014) further suggest that creativity can be fostered in children to a certain extent by providing them with opportunities to express their own unique ideas.

What creativity actually is when you use your imagination, allowing things in the mind to occur that wouldn’t actually occur and also things to better the world. “Being creative is not only about thinking: it is about feeling” (160). You can not just think but you have to have feelings to make sure that you doing things right and feeling like you made something productive in the time. Being creative requires a long process, “magination which is the process of bringing to mind things that are not present to our senses; creativity, which is the process of developing original ideas that

Hayakawa writes, “Another characteristic of the creative person is that he is able to entertain and play with ideas

This approach believes that all children can be creative but this will be suppressed if children are not given the opportunity or supported to explore and be creative in their environment.  If children are given the opportunity to be creative and explore and supported then they will develop their creative learning and creativity.

In this age of high-stakes standardized testing the idea of creativity in the classroom has become less and less popular. Susan W. Cress and Daniel T. Holm present a compelling case study for keeping creativity in the classroom in “Creative Endeavors: Inspiring Creativity in a First Grade Classroom” published online April 1, 2015 in the Early Childhood Education Journal.

For the entirety of the fall semester, I took on a project to create a three-page layout for a fictional campaign in National Geographic magazine about endangered species. The goal was to create different content for my portfolio, challenging my skills in photography and photo-manipulation. I transformed people into animals and used gel lighting and Photoshop to create my artwork (see Appendix A figure 1 & 2). At the end of the semester, I reviewed my completed pieces and two theorists best fit my creative process, Julie Burstein, and Teresa Amabile. Julie Burstein discusses the best way to foster creativity is by ‘letting go’ she outlines this in four lessons (Campbell and Dubois, “Artist Best practices” 25). These lessons include experiences, challenges, limitations and loss (Campbell and Dubois, “Artist Best practices” 25). While Teresa Amabile discusses how the theory of creativity is fostered through her componential model of creativity (Campbell and Dubois, “On theories of” 14). These include domain-relevant skills, creative thinking skills and motivation (Campbell and Dubois, “On theories of” 14). Both of these theorists go hand in hand providing me with the framework for my best work. This essay will discuss how Amabile’s theory for intrinsic motivation and Burstein’s lesson of experience and loss, align in my creative process to be conducive to my work.

In the beginning, I grab my curry comb, my pen, and begin dusting off new ideas. The rubber nobs on the curry are perfect for breaking up ideas that are clumped together. Stirring up the dust allows me to see what ideas are lying under the dirt that I can’t see at the first glance. Sometimes hidden in the far corners of my brain, under layers of mud and dirt, are ideas that are waiting to see the light and be used. The immensity of the task can be so overwhelming that an instructor has to remind me that even baby strokes help in the beginning. Making circles and lists, covering every part, not caring how many pages that I use is how I knock off the dust from ideas I need. While I am brushing, I am also thinking about who my audience is. Knowing who I am writing to helps me to be able to be more efficient in getting off the dirt where it is stuck.

Creativity is often more about the process rather than the end project, it is useful for many reasons:

Summarise the main points of your chosen reading, and evaluate, with reference to other material in the module you have engaged with to date, the extent to which it helps you understand how to identify creativity in everyday language.

The word creative sums up my friend Sydnie perfectly she does everything on her own, she is always looking for ways to express her creative ability, and she is always using what she has learned in any way possible. From doing everything on her own to writing her own novel my friend Sydnie is one creative girl. The day that Sydnie stops being creative I will find it common sense to call 911. Sydnie has shown me that those who are creative are the ones that are running the

In the first English class, I was only there for the last half of it. Before I came into the class, I was worried that I would not find any creativity because English can be a tough subject to add creativity too. The teacher, Mr. Romono, did a marvelous job of teaching the common core and maintaining his students interest, with creativity. Not only did he come up with a creative way to teach his students, or let his students accomplish creativity, his classroom was also creative. He had student’s artwork on his wall of characters from books they were reading. He also had a ton of posters with different ideas behind them. (Quote). This provides the students’ something to look at, and in addition, to develop excitement for learning about these books. (quote form pp). The students in the ninth grade English class are working on

When it comes to the topic of addiction, most of us will readily agree that it is a miserable trait to possess. An addiction is a physical and psychological state of being that if not treated correctly could result into harmful wrongdoing. In The Power of Habit by Charles Duhigg, he recounts a story in which a fatigued housewife named Angie Bachmann lost all of her family’s assets, amounting to a million dollars due to a gambling addiction. Every habit has three components: a cue or a trigger of an automatic behavior to start, a routine the behavior itself, and a reward which is how our brain learns to remember this pattern for the future. According to Duhigg, “you cannot extinguish a bad habit, you can only change it” (63). Duhigg

According to the ethnographic approach defined by Papen and Tusting (2006, p.312-359), creativity refers the production of something ‘new’ and ‘original’. In written language, creativeness should not be perceived as a decontextualised, individual activity or as being entirely shaped by context. It should be seen as being dependent on and emergent from the creative literacy practices through which texts are constructed because they are shaped by people, who in pursuit of their own