Creativity

Creativity is a constructive process which results in the production of essentially a new product. Creativity is seeing or expressing new relationships. Creativity is not limited to the objects of everyday use, but it is an instrument for increasing knowledge. Creativity is possible in all areas of life like thinking, working, playing or social interaction.

In almost everything we do, we can change old relationships into new arrangements, add new items or forms to the old structure.

It is used in connection with Guilford’s divergent thinking.

Creativity involves at least three conditions:

(1) Production of a novel idea or a response, (2) this idea must solve a problem or accomplish some goal and (3) the original insights must be sustained and developed to the full. Creativity is extended over a period of time than limited to a brief episode. It is characterised by originality, adaptiveness and realisation.

Creativity is not equivalent to intelligence. A highly intelligent individual need not necessarily be creative.

Studies show that there is no significant correlation between the two. Creativity is more governed by the mode of thinking, rather than the amount of intelligence. However, creativity needs some amount of intelligence.
Fostering creativity: Educationists always emphasise the importance of developing creativity in children.

They are of the opinion that, the necessary steps must be taken by the concerned to foster creativity among them. It is found that development of creativity involves genetic as well as environmental factors.

Though we cannot alter genetic factors, we can alter behaviour through manipulation of the environment in which the individual lives. It is found that the culture, family atmosphere and education play significant roles in the development of creative talent. “Creativity flourishes when creative behaviour is encouraged.

It is also observed that by proper training creative thinking can be improved. Recognition of the creativeness of the child by the family members and teachers and encouraging the child to develop creative thinking yields good results as found by studies.

Gold (1965) has suggested the following guidelines for school personnel to foster creativity among pupils.

1. Rich environment which stimulates creative thinking is essential
2. Freedom from completely structured situation allows the child for free expression in art, science, etc. instead of assigning endless task to perform

3- Recognizing the creative child and reinforcing his creative abilities

4- Teachers should put emphasis on helping children see relationships, contrasts and sequences

5- Group contributions and interpersonal stimulation to be encouraged

6- Teachers must help children for creative play, dramas, drawings, paintings, music, dance, etc.

7. Role of self-discovery in creative activities must be recognized

8. Recognition of readiness for creativity

9. The importance of the whole community as a stimulus to creative effort has to be realized

10. Good and stimulating environment is necessary so that the child develops self-confidence

11. The teacher instead of expecting mere obedience, encourage for free expression, originality and variety.