References

Additional Readings

Online Resources

Major Assignment

Activities

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CREATIVITY IN SMALL GROUPS

Due to pressure to conform within their group, the classroom, peer group, and the larger societal context, facilitating creativity in small groups of students can be challenging. Promoting a supportive communication climate and encouraging innovation in in-class activities helps set the stage for a unit on creativity.

Outline of information from student side:

  1. What is Creativity?

    1. Creativity involves communicating with others to develop alternative ideas and novel solutions to problems.

    2. Creativity requires "thinking outside the box" and considering viewpoints we don't ordinarily consider.

    3. Types of creativity in small groups:

      1. Expressive creativity refers to individual group members' creative endeavors that may satisfy their own needs but don't necessarily help the group achieve its goals.

      2. In inventive creativity, group members offer unique solutions to a problem.

      3. Innovative creativity occurs when group members examine an issue from an alternative viewpoint. These latter two types of creativity clearly involve teamwork and collaboration.


  2. Why Aren't Groups Creative?

    1. Conforming to group norms.

    2. Lack of collaboration.

    3. Defensive communication climate.

    4. Differences in group members' communication styles.

    5. Cultural norms


  3. How Can Group Members Encourage Creativity?

    1. Embrace diversity.

    2. Facilitate a supportive communication climate.

    3. Reward inventive and innovative creativity.

    4. Foster collaboration.

    5. Practice active listening.


  4. A Systematic Approach to Creativity:

    1. Determine the purpose of the innovation. The group needs to answer the questions: What do we want to change? Why does it need to change?

    2. Describe the features of the object or process that the group wishes to change. That is, list the object's materials and design or list the parts and steps necessary to complete the process.

    3. Describe the functions of the object or process. Answer the question: What does this object/process do?

    4. Brainstorm for alternative functions. What do we want this object/process to do?

    5. Identify features necessary to fulfill alternative functions.

REFERENCES

Gibb, J. (1961). Defensive communication. Journal of Communication, 11, 141-148.

Goswami, A. (1999). Quantum creativity: Waking up to our creative potential. Cresskill, NJ: Hampton Press.

Jarboe, S. (1999). Group communication and creativity processes. In L. Frey, D. Gouran, & M. Poole (Eds.), The handbook of group communication & research (pp. 335-368). Thousand Oaks, CA: Sage.

Montuori, A., & Purser, R. (Eds.). (1999). Social creativity (Vol. 1). Cresskill, NJ: Hampton Press.

ADDITIONAL READING

Gamez, G., Segal, J., & Ferrant, E. (1996). Creativity: How to catch lightning in a bottle. Peak Publications.

Michalko, M. (1998). Cracking creativity: (The secrets of creative genius). Ten Speed Press.

Ricchiuto, J. (1996). Collaborative creativity : Unleashing the power of shared thinking. Oak Hill Press.

Stacey, R. (1996). Complexity and creativity in organizations. Berrett-Koehler.

Whitney, D., & Giovagnoli, M. (1997). 75 cage-rattling questions to change the way you work: Shake-em-up questions to open meetings, ignite discussion, and spark creativity. New York: McGraw-Hill.

ADDITIONAL READING (instructor)

Ayan, J. (1997). Aha! 10 ways to free your creative spirit and find your great ideas. Crown Publishers.

Edelson, P., & Malone, P. (Eds.). (1999). Enhancing creativity in adult and continuing education: Innovative approaches, methods, and ideas. San Francisco: Jossey-Bass.

Epstein, R. (1995). Creativity games for trainers: A handbook of group activities for jumpstarting workplace creativity. New York: McGraw-Hill.

Fishkin, A., Cramond, B., & Olszewski-Kubilius, P. (1999). Investigating creativity in youth: Research and methods. Cresskill, NJ: Hampton Press.

Miller, M., & Cook-Greuter, S. (2000). Creativity, spirituality, and transcendence: Paths to integrity and wisdom in the mature self. Stamford, CT: Ablex.

Wujec, T. (1995). Five star mind: Games and exercises to stimulate your creativity and imagination. Main Street Books.

ONLINE RESOURCES

American Creativity Association
http://www.amcreativityassoc.org/
This interdisciplinary association was founded in 1989. ACA holds annual conventions. The site includes a creativity bibliography and recent issues of the organization's newsletter.

Creative Center of the Universe
http://www.gocreate.com/
Includes articles, right brain workouts, quotes, suggested reading, and a creativity timeline. An information rich site.

Creativity & Communication
http://www.communicreate.com/create.html
Part of the Communicreate site (a PR firm), this page provides links to other sites that focus on creativity.

Creativity Cafe
http://www.creativity.net/
With its bright graphics and cheery message, Creativity Cafe‚ invites visitors to contribute their stories to the site. "At Creativity Cafe, we live for the artist in everyone and believe creative people have the solutions to the ills of humanity...and that everyone is creative." Includes links to other creativity pages, resources, and a listserv.

Creativity Unleashed (CUL)
http://www.cul.co.uk/
This site focuses on creativity in business. Includes a discussion of creativity, free software, and an index of creativity websites. Includes suggestions (such as games) to enhance creativity.

Creativity Web
http://www.ozemail.com.au/~caveman/Creative/index.html
Click on the light bulb to enter the site. Many resources for facilitating creativity. Includes a section on individual exercises that encourage new ways of thinking; many, such as "Ideatoons," can be applied to small group situations.

Enchanted Mind
http://enchantedmind.com/
The music can be annoying, but the site includes challenging puzzles and techniques that encourage creative thought. Another site that focuses on individual creativity, though some exercises could be adapted for small groups.

The Official Odyssey of the Mind Homepage
http://www.odysseyofthemind.com/
The Odyssey of the Mind School Program fosters creative thinking and problem-solving skills among participating students from kindergarten through college. Practice problems for small groups are included on the site.

Exploring Creativity
http://www.womenfolk.com/creativity/
Writer Anne Johnson focuses on encouraging creativity in women.

Innovation Network
http://www.thinksmart.com/
Clicking on "Things to Read" will take you to a list of links, including "Articles," where you'll find a long list of essays on creativity. Clicking on "Thought Stimulators" will take you to two ways to facilitate creative processes. Also includes corporate information on conferences and training.

Noesis: Philosophical Research Online
http://noesis.evansville.edu
Noesis "is an indexing and accrediting effort dedicated to organizing the philosophical content of the Internet into an academically-viable network of resources for use by philosophy teachers, researchers and students." Type "creativity" into the search function for hundreds of books, articles, and convention papers on the topic.

MAJOR ASSIGNMENT

Have students apply the systematic approach to creativity to an object or process on campus. First, have them identify the purpose of the innovation (What do we want to change? Why does it need to change?). Second, have students complete the steps in the systematic approach to creativity, while recording all discussions. Third, have students develop a written proposal based on their ideas. Fourth, have students present their proposals to the class, using visual materials to demonstrate their ideas.

IN-CLASS ACTIVITIES

  1. Bring in ordinary objects to class (pencil, paper clip, rubber band, or coffee cup) and have students work in small groups to identify 20 different uses for each object.

  2. Develop descriptions of common problems (locked out of the house, ice on car windshield and no ice scraper, raining and no umbrella or rain coat) and have students work in small groups to identify 20 ways to solve the problem.

  3. As a warm up for the major assignment, have students apply the systematic approach to creativity to an object, such as a kitchen water faucet, athletic shoe, chair, or the front door of a house. Have marking pens or crayons and large sheets of paper or poster board so students can visually demonstrate their ideas.

  4. Often, it's useful to demonstrate the utility of working in groups to develop innovative ideas. For the above activities, have students first complete a brief activity individually, such as 20 uses for a sheet of paper. Then have them repeat the project in small groups.


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