Can creativity be taught? Folk crafts: creative learning in the process of art lessons in elementary grades on the example of birch bark craft Is it possible to teach creativity to a project.

Can creativity be taught?

Relevance of the topic

I chose this topic because for me creativity is an integral part of my life, my reliable assistant, whom I turn to when I cannot solve any problem in a logical way. Unfortunately, there are people who do not think about the fact that almost any issue can be solved creatively. And there are people who, with all their desire, are not able to resort to the help of creativity at the right time due to the fact that they simply do not know how to do it. Therefore, they are forced, often even for a very long time, to look for other ways to solve the problem. And it became interesting to me whether it is possible to help people who do not know how to think creatively, i.e. not prone to creativity. How to teach such people to find non-standard solutions, to begin with, to standard, and in the future to more serious issues.

Problem

The main problem is that most people use templates to solve any problems. Template actions are not always effective and people lose interesting opportunities simply by not noticing them.

Hypothesis

In order to be more productive in everyday life, a person needs to learn to consider the tasks facing him from different points of view, i.e. develop creativity. I believe that if every day you devote a certain period of time to exercises that develop creativity, then in the end a person will develop the habit of thinking outside the box. In the future, this will allow him to look at things with a fresh look and not get hung up on patterns.

Goals

The main purpose of this study is to find out if people can be helped to become more creative. I am also interested in what minimum period of time this can be done and what personal data of a person is necessary for more intensive development. To do this, I need to attract a small group of people who will become the object of my observations.

Tasks

So, as I said, for the study, I will need a group of people who will perform various exercises to develop creative thinking.. Observing the results of the work of this group will help me answer a number of questions. Ideally, it should consist of as many people as possible. I will involve only 8 of my friends in this experiment.

After I find the people I need and can convince them to take part in my research, I will need to understand how creative each of the participants is. To do this, I'm going to conduct a psycho-diagnosis of creativity.There are many tests on this topic. Therefore, I plan to study as many of them as possible and choose the most suitable for my research.

The most important part of my research is the process of developing the creative abilities of the participants. Therefore, in addition to finding the most successful test, I need to find exercises and techniques that will help people most effectively cope with this task. The group will have to perform these exercises every day for a certain period of time, say 2 months, after which I will again diagnose their creativity.

In conclusion, I will only have to compare the results of the first diagnosis with the second and understand how and by what signs they differ. And then draw a conclusion about whether it is possible to learn creativity.

Preparation

It's no secret that the development of any abilities most effectively occurs in childhood. However, the purpose of my research is to find out whether adults can be taught creativity. On the one hand, this is a rather difficult task, because the patterns used by adults in solving various problems are much more established than in children. On the other hand, adults have much more life experience, and, accordingly, a field for imagination, one has only to direct the train of thought in the right direction. I asked my relatives and their acquaintances aged 40 to 50 to help me. Thus, a group of 8 people gathered: 4 men and 4 women.

As for tests to determine the level of development of creativity, this task turned out to be a little more difficult due to their number. At the first stage of the search for a suitable test, I realized that the most famous of them are the tests of E. Torrens and J. Gilford. Upon studying them in more detail, I realized that the ideal option for me is the Guilford test. On this option, I stopped.

The basis of my research is the development of creativity by the participants. E. Torrens not only developed a series of tests, but also a program for developing creative abilities in people, but I believe that it will be quite problematic for an adult busy person to perform a whole range of exercises. Therefore, I decided to simplify the task a little and offer the participants my alternative option - to diversify their daily activities. For example, every day to go to work by different roads, diversify morning routines (replace the order of actions, etc.), in a word, set yourself the task of making each day different from the previous ones. In addition, there is one very interesting and simple exercise. It lies in the fact that you need to choose one object and come up with as many uses for it as possible. For example, you can write with a pen, and you can also use a pen as a bookmark, as a hair clip, as supports for indoor plants, collect ethnic-style beads from them, or use pens as chopsticks, etc. Thus, a person develops imagination, which is the basis of creative activity, while not spending a lot of time and effort.

And, of course, before starting my work, I should finally decide on the meanings of the terms:

Creativity is an activity in the process of which a new, original, unique is created, something that was not previously in the experience of a person or humanity as a whole.

Imagination - the ability to create new images, new ideas in the mind

Creativity - creative abilities, characterized by a willingness to create fundamentally new ideas that deviate from traditional or accepted patterns of thinking, an unusually wide range of points of view.

Having dealt with the basic definitions, you can start working.

Progress

The results of the first test seemed quite depressing to me. However, in the female half of the group, the indicators were slightly better than in the male half.

Next, I explained to all participants how they should do the exercises, how to combine this task with daily activities. They had to come up with new solutions to their daily tasks every day, try to deviate from patterns already established in their behavior, which is a very difficult task, especially for adults.

In the first month, almost all participants had serious problems. Fantasy was exhausted after 3 days. However, I did not back down and asked the participants to try their best. After a week and a half - two weeks, I noticed that it became much easier for the participants to come up with various purposes for ordinary things, much more new ideas began to appear, and for some women, the fantasy “was in full swing.” During the project, I often noticed that the success of the female half of the group exceeded the male , although progress was noticeable for each participant, just to a different degree.

After 2 months of hard work on myself and my creativity, the decisive moment has come. I had to re-test and find out if the exercises I invented helped them, if there was a shift from the dead center. As it turned out, two months was enough to see the progress. The data of each participant has undoubtedly improved significantly, so one can only guess what the results may be if you continue to work in the same vein.

Conclusion

By doing the exercises I suggested every day, a group of 8 adults were able to increase their level of creativity in just two months of hard work. They began to look at their daily tasks from a different angle, to think more broadly and diversified, which allowed them to see many ways to solve the issues that confront them. Therefore, my hypothesis was confirmed.

The main goal of the project was to understand whether it is possible to help people become more creative, whether it is possible for them to learn creativity. As it turned out, it's never too late to learn, you just have to want to. This requires a lot of patience and a lot of willpower, but I personally think that anyone who wants to become more creative can do it. And as for the time, then everything is very individual. In addition, development is ongoing, so it is impossible to judge any time limits in this matter.

Can creativity be taught?

« Children should live in a world of beauty,

Games, fairy tales, music, drawing,

Fantasies, creativity.

V.A. Sukhomlinsky.

Children are naturally curious and eager to learn. All that is needed for them to show their talents is the skillful guidance of adults.

Every child has abilities and talents. It’s just that some of them were not stirred up, not fully taught, not fully developed. One should not miss such a fertile, from the point of view of development, various abilities, childhood, when the child is most open and receptive to the wonders of knowledge, to the richness and beauty of the world around him. Until he forgot how to be surprised at the ray of the sun that awakened through the cloud, a small insect on a flower petal and much more. Many other things that we adults have forgotten how to enjoy.

The subject of music, like no other, has the potential for creation. But it is not enough to organize the process of communication with music in such a way as to connect the child's soul with it, it is necessary to evoke in children such a feeling that music for them is the very life of their soul.

It is important to awaken a constant need for communication with music and creative activity.

Creative tasks.

Children, as a rule, have a need for self-realization - both those who are capable of music and those who are not so gifted. But those who want to join the creativity.

In the classroom, various creative tasks are used that develop direct skills, creative tasks are offered for the development of the plastic expressiveness of the image, tasks for the development of speech intonation expressiveness, creativity in movements, pantomime and theatrical and gaming activities.

• Creativity in movements, pantomime and theatrical and game activities

Exercise-game "At the mirror"

1. Frown like

A) the king

B) a child whose toy was taken away

2. Smile like

A) a cat in the sun;

B) a mother to a baby;

B) polite Japanese

3. Sit like

A) a bee on a flower

B) an offended dog

C) punished Pinocchio;

D) a monkey depicting us

• transformations

(Concise game exercises can be used to develop a child's expressiveness and imagination when conveying various emotional states)

"Two Clowns" by D.B.Kabalevsky

Depict the following situation: two cheerful clowns juggle with imaginary multi-colored rings without noticing each other

Suddenly they collide with their backs and fall. They are a little sad; they sit on the floor and shake their heads.

After calming down, the clowns help each other to stand up, collect the rings and juggle again. Now they are throwing rings to each other.

"New doll" P.I. Tchaikovsky.

The girl was given a new doll. She is happy, jumps merrily, spins, shows everyone the desired gift, presses her to her and spins again.

• Game tasks for the development of plastic expressiveness when creating an image

(It is important that the children themselves notice the differences in the performance of their friends and strive to find their own movements, facial expressions)

1. Children need to walk on the pebbles through the stream
2. (on behalf of any character. Fairy tale, story, cartoon of their choice)

1. Invite the child on behalf of any character to sneak up on a sleeping animal (hare, bear, wolf)
2. Depict a walk of a family of three bears, but in such a way that all three bears behave and act differently.

• Tasks for speech intonation expressiveness

Invite children to say phrases

"rainbow appeared"

"the sun has risen"

"my phone rang"

Differently.

Then repeat these options, but without words, paying attention to the fact that the words have disappeared, but the melody of the pronunciation of the phrase:

That enthusiastic

That surprised

That woeful

That angry - remained.

When all the options for pronouncing the text have been exhausted, you can offer to sing. phrases in a variety of voices and ways:

singly

jerkily

With light sound, etc.

• Creative exercises in the perception of music.

"Which line to choose?"

When a piece of music sounds, the child must draw different lines on a piece of paper, for example:

smooth, wavy - under the slow and calm;

straight, curved - under decisive

intermittent - to light jerky music

The lines can be of such a color that, in the opinion of the child, is most suitable for the mood of the musical fragment being performed.

"Magic Picture"

For work you will need:

watercolors or gouache, brush, blotting paper (white) palette (tiles can be used)

When listening to a piece of music, find a paint that is in tune with the mood at the moment, and drip it onto the palette using the spray method.

While listening to the mood, and therefore

and colors may change several times.

At the end of listening, invite the children to carefully place the blotting paper on the palette. The colors will merge, and a color scheme will appear that matches the feeling of each child.

• Creative tasks for the development of imagination

" Wizard"

As a musical material, use the music of P.I. Tchaikovsky "Sleeping Beauty"

After listening to the musical characteristics of the Lilac Fairy and the Karabas Fairy, suggest patterns of "sorceresses". Finish these figures, turning one into a "good" and the other into an "evil" sorceress.

It is expedient to make an exhibition of children's drawings and note the efforts of children.

"Dance"

(psychological training - dance psychotherapy)

The child is invited to dance to express some image invented by him or proposed.

The main rule for choosing topics:

go from simple to complex, from animate to inanimate

For example: dance "Butterfly", "Cat", "Horse", "Flower", etc.

In order for children to show their talents, they need skillful guidance from adults, who must always be in “form”, be able to evoke an emotional upsurge in themselves at the right time and pass it on to children.

“Whoever has experienced the accumulation of creativity, for him all other accumulations do not exist.”

A.P. Chekhov.

"Without impressions, enthusiasm, inspiration, without life experience - there is no creativity."

D.D. Shostakovich.

“Only the chosen one can create art.

To love art - every person "

Julien Grun.

"Inspiration is such a guest who does not like to visit the lazy."

P.I. Chaikovsky.

This delusion is very common because it frees everyone from having to work on their mind. If the ability to is an inborn gift, you should not go out of your way to learn it.

In this case, as a rule, they refer to exceptional cases of innate talent, such as Mozart, Einstein or Michelangelo. Following the same, it can be argued that it is pointless to teach children to play the violin or tennis, because it is impossible to make Poincaré, Liszt or Martin Navratilova out of every child.

Even if you are not far away, knowing math or playing the piano can be very useful.

Imagine a group of runners getting ready to start. At the signal, everyone rushes forward. Someone always comes first, someone lags behind. The advantage is on the side of those who have innate running data. Now imagine that someone invented a board on wheels and taught everyone to ride on it. The competition starts again. Now the speed is much higher, but anyway, someone will come earlier, someone later.

If we do not take care of our own, we will only have to rely on "innate data". But if we make an effort and learn to purposefully apply special methods, then we will dramatically increase the overall level of our creative capabilities. Of course, there will always be someone more talented than you, but everyone is able to master the mind enough to benefit from it. The words "training" and "talent" are not mutually exclusive. This can be confirmed by any coach or singing teacher.

Just because some people are naturally creative doesn't mean they can't enhance their natural gifts with special techniques and training. This also does not mean that all other people cannot learn creativity.

When I started writing on this subject, I was almost sure that really talented people would decide that they did not need such methods. The reality turned out to be just the opposite. Many famous people have told me about how useful some of my techniques have been for them.

Today, a solid one has been accumulated, talking about how the method helps to develop brilliant ideas, and about what benefits a trained mind can bring to a person.

With simple examples, it is very easy to demonstrate how even something as simple as the random word method can immediately generate some completely new ideas - ones that would otherwise never come to mind.

From my point of view, learning a creative method of thinking is no different from learning math or any kind of sport. You can not sit idly by, saying that the talent is given by God and a person can do nothing about it. Today we know that it is possible to teach everyone useful skills. We know that nature's gift can be improved through targeted techniques and exercises.

Creativity can and should be taught. Those who hold opposing views hinder the development of society.

We may not be able to make every person a genius - but there are so many opportunities for creativity in the world that everyone can find their place here.

PHOTO Getty Images

“First of all, creativity is the process of generating original ideas that have value. This is a process, not an event that happened overnight. Original ideas rarely happen by chance (although they do). As a rule, you have to spend a lot of time and effort before you can solve a complex problem. Then this decision needs to be implemented, and the end result may be very different from the original idea.

Secondly, creative thinking is original thinking. It is not necessary to come up with something new for the whole world, the thought must be original for yourself and, possibly, for your circle. Sometimes discoveries happen that completely change people's view of the world around them, but this is not a prerequisite for creativity.

Thirdly, in any creative process, we have to evaluate and criticize our work in order to achieve the “ideal”. Whether you're writing a poem, designing, or planning a speech, it's natural to look at your work and feel like "this is a bit different than I had in mind" or "I'm not sure I did a good job of it." We constantly evaluate, change something, because creativity is not a spontaneous process that has a beginning and an end. Often everything starts with brainstorming, theories and hypotheses, and then relentless work, trying again and again to do everything right.

There is an opinion that creativity cannot be evaluated. However, if we return to the definition, the key concepts of creativity are originality and value. In any field, you can define criteria for originality, as well as think about what ideas can be considered valuable. How would you rate math work, for example? You can ask the opinion of people who understand this area and can judge how original the work is. But remember that you cannot evaluate a child's drawing and an Olympic champion by the same standards.

Another myth is that creativity cannot be taught. In fact, when people say this, they are based on a very narrow idea of ​​what teaching is. Yes, teaching creativity is not the same as teaching how to drive. You can’t teach to be creative through direct instructions: “Just do what I do and you will immediately become more creative.” In any field, there are techniques and techniques that need to be mastered. But teaching is much more than just instructions. To teach means to open up new possibilities, to inspire, instruct and support. Gifted teachers help people discover their creative talents, nurture them, and become more creative as a result.

You can be creative in any field. People often say: “I am not a creative person at all”, meaning only that they are far from art. They do not play any instruments, do not draw, do not go on the stage and do not dance. We forget that it is possible to be a creative mathematician, a creative chemist, or a creative chef. Everything in which the human intellect is involved is the field in which creative achievements are possible.

Sir Ken Robinson is a British writer, motivational speaker and world-renowned expert in education, creativity and innovative thinking. One of the inspirers and organizers of positive education programs based on the ideas of positive psychology.

District competition "Teacher of the Year 2013"

Nomination "To educate a person"

MBOU "Yasnenskaya secondary school No. 7"

The text of the public lecture on the topic:

« Can creativity be taught?

Compiled by: Ermolina N.G., teacher of the GPA

2013

epigraph for my speech, I took the poems of the famous Ukrainian poet Lev Boleslavsky

Creative does not know poverty.

Far from worldly bounties,

Prey wealth not busy, -

He from the heart gets them.

Is it possible teach creativity? Question, set by the topic of the lecture, you can discuss for a long time. Subject raised in it, indeed, very relevant. I tried to find an answer to this question, but whether I found it is up to you to judge.

When we talkingabout creativity , we mean first of all great people: writers, artists, scientists. However, everyone engaged in creativity in his life. " Every person- considered Semyon Lvovich Frank, a famous Russian philosopher - there is at least a small measure or potential form creator. Wherever purpose of activity born from the depths of human spirit, occurs creation.»

Even the humblest ordinary a person other than a simple one, outside the prescribed performance of his duties contributes to his work element of flair, improvisation, conjecture copes with individual situations some new in an unprecedented way born from his soul, and then they speak of such a person as a creative person.

Elements of creativity accompany us. Agree if we go to buy ourselves a new coat, we are definitely looking for not easy in size, and beautiful, different from others. We don't even think that we are looking for, as a matter of fact, creative work of a fashion designer, moreover, a fashion designer professional. If we are building a summer house and equipping a summer cottage, we are looking for or designing such a project, main which criterion there will be uniqueness, dissimilarity to others. Each of us in more or less degree creative person And ready to improve in this direction.

But any architect, fashion designer, artist once studied at a school where there is no subject "creativity". In this regard, the question arises:

Is it possible to teach creativity the way you teach dance? How?

Let's go first denote more precisely the concept itself "Creation"

According to New Philosophical Encyclopedia, creation is a category of philosophy, psychology and culture, expressing essential meaning of human activity, which consists in increasing the diversity of the human world in the process of cultural migration. Consequently, the concept of creativity refers to several branches of scientific knowledge at once and affects many areas of human life.

The encyclopedic dictionary gives such interpretation:

2) Creation- activity that generates something qualitatively new and is distinguished by originality, originality and socio-historical uniqueness. Creativity is specific to a person, since it always presupposes a creator - the subject of creative activity.

Vitaly Tepikin, a researcher of the creative factor of a person and the phenomenon of the intelligentsia, highlights the following types of creativity

Artistic,

scientific,

technical,

Sports and tactical,

As well as military-tactical creativity

Mechanisms creativity is still studied not enough. Describing the problem of creativity as one of the most mysterious, exciting and topical, philosophy. first of all, he is concerned with the essence of the creative process itself - how at all maybe creativity?

Attempts understand And describe the phenomenon of creativity immediately encounter unresolvable paradoxes: People who know a lot about creativity, do not create themselves, unless they write interesting articles and books on the problem of creativity, (which Same in a certain sense is creativity). The one who creates creates completely new values ​​in science or art, most often does not know, how from it does (and the fact that it then tells creativity theorists, is of no particular value, because none general conclusions or recommendations from his purely individual experience to receive it is forbidden).

Can arbitrarily to sort through the knowledge gained at school, subtracted from books - nothing new you won't create. Need it yourself change need to learn all the time wonder at the world, all the time to see secrets and problems there, where is the other nothing like this does not see.

Creativity is a way of life.

Means, learn creativity it is possible for those people for whomcreativity is a way of life ? Where find such people? It is clear that the role those who educate children - parents, teachers, educators, teachers of additional education.

Nature decreed that creativity naturally accompanies All child's actions. More Hegel noted: the boy, throwing pebbles into the water, sees the seal of his influence in divergent circles. A child who saw in the bizarre outlines of clouds locks, luxurious gardens and bays creator, really Bye castles in the air. Building them, he satisfies his creative thirst. Girl first in my life I drew a spaceship. She invites everyone look on her creation, in her eyes she is now a face more active than before. Liberation from oppression imitations got a boost. Such feeling is strengthened by the influence approval adults.

Studying the phenomenon of creativity associated with the names of A.M. Leontiev, S.A. Rubinshtein, D.B. Bogoyavlenskaya, A.M. Matyushkin, L.A. Ponomarev, O.K. To children these scholars introduce the term "Creative skills". Therefore, it is more correct to speak about development of creativity, but about the development creativity children .

Dear listeners, speaking about the creative abilities of children, let's imagine for a moment a portrait of such a child. And how do you feel- T creative child - is it good or bad ?

It can be said that this strange question, of course Fine! Let's not rush. Answer not so clear as it might seem at first glance. Back in the seventies of the last century, the American researcher P. Torrens noticed that most creative people turned out to be among losers, the unemployed, etc. Associating this fact with the misunderstanding and rejection of them by society, heoffered teachers to characterizecreative student in a number of ways. And it turned out that most of them called traitsnot typical at all such children. Teachers tend to imagine the creative studentas a fast learner , disciplined, erudite, sociable, executive adaptable, etc. And hereaccording to researchers , they differ justopposite qualities:conflict, inconsistency, increased sensitivity and vulnerability, criticality, uneven behavior, etc.It turns out that adults"do not see" truly creative children, bringing their abilities within the walls of the schoolgo unnoticed , unrealized and often appearin the negative behavior. Here is what the German sociologist and psychologist Erich Fromm said about this: “If the attraction to creativitygets no real exit, gravity arisesto destruction . The psychological tension is such that if a person cannot connect himself with the world in an act of creativity, then an impulse is born to eliminate and destroy the world ... The alternative is completelyclear - create ordestroy ". Of course, one can argue that there are many creative personalities among disciplined and balanced children, but it is worth taking a closer look at the results of scientific research.

Primary school operatingfor the future , must beoriented on the development of the creative abilities of the individual.

Psychologists claim-younger students are interestedand drawing and construction. He likessing, dance, craft , he has a brightinformative interest based on the intuitive acceptance of the value of knowledge. Highemotionality , lack of abilityto long volitional efforts determine the predominance of interestto small, close, specific results cases that children are well aware of from conception to completion (apparently this is the reason for the duration of the lesson no more than 30 minutes). There are children whoNot yet installations on independence, activity, creativity. Scalehis work while limited. And at the same time heconstantly o solves new tasks for him, makes new discoveries for himself. Of course, the level of creative attitude in each particular casedifferent childrendifferent. The teacher should try toSo so that in every socially useful business the childcreative an approach.

My profession as an educator gives me the opportunity tune on the wave of creativity, specify ways of creativity to my primary school pupils, especially since children of this age always ready create something new, they know how sincerely surprised, With desire perform work.

Mine experience in teaching artistic and aesthetic direction in the extended day group, I used to create a working program Creative workshop "Fantasy" for students in grade 1 - it's no secret that according to new GEF extracurricular activities are given big role.

How very indifferent to creativity man i love to create custom gifts for friends birthday I decorate the house with my own hands, looking for new ideas in magazines and the Internet. Meet and learn new technologies children and colleagues. Allow me to introduce their findings to you.

(Presentation - showing your work)

Letsummarize said:

Creation naturally accompanies All child's actions.

Primary school age hasrichest opportunities for developmentcreativity . Unfortunately, these opportunities over timeirreversibly are lost , so it is necessaryas efficiently as possible use them in elementary school.

-Successful the development of creative abilities is possible, but only when creatingcertain conditions conducive to their formation.

Such conditions are:-

- well-planned educational work,

Well organized extracurricular activities

Diagnostic work to identify the abilities of children,

Creation of a creative friendly atmosphere at every lesson and extracurricular activities and the formation of the same approach to children's creativity and its result in parents,

Participation of children in various competitions.

Konstantin Eduardovich Tsiolkovsky hasgreat “Formula” that lifts the veil over the mystery of birthcreative mind: “First discover the truth knownmany then discover the truths knownsome and finally discover the truth,nobody still unknown." Apparently, this isway of becoming creative side of the intellect, the way of talent development. Ourduty Help your child get on this path.

So is it possible to teach creativity? "Creativity" is a synonym for the word "uniqueness", "uniqueness" is a philosophical category. It is impossible to teach him. Butpossible and necessary :

Develop Creative skills children,

Learn creativity in any kind of activity

Show examples of famous peoplecreative possibilities in human nature ,

To build a system for educating children so that creativity becomes theirway of life.

May in our life with you alwaysthere is a place creativity!

Thank you for your attention!

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