guru besar

Creativity:

Creativity

Creativity:

Creativity

Kreatif bila terdesak:

Kreatif bila terdesak

Creativity:

Creativity

Creativity:

Creativity Menurut Willen (1994 ), Tujuan utama pendidikan ialah untuk memperkukuhkan daya fikir seseorang ke tahap maksimum supaya daya fikir seseorang itu bersifat inovatif , kreatif dan imaginatif . Dengan mencerakinkan keseluruhan yang berkaitan kemahiran berfikir dalam pengajaran , memudahkan hasrat untuk melahirkan insan seimbang dan harmonis .

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The creative process consists of four steps: Orientation - idea finding - trying out - implementation

Identifying Creativity:

Identifying Creativity Are we always effective in creating and identifying creativity? Albert Einstein. 4 years old before he could speak and 7 before he could read. Beethoven’s music teacher once said of him, “As a composer, he is hopeless.” Leo Tolstoy flunked out of college. A newspaper editor fired Walt Disney because he had “no good ideas.” Winston Churchill failed the sixth grade. Isaac Newton did poorly in grade school. Thomas Edison’s teachers told him that he was too stupid to learn anything. VRW. Last chair in music class. Creativity needs to be seen as a developmental process. What we look for regarding creativity in young children is quite different with what we look for among older children.

Structuring Creativity out of Existence:

Structuring Creativity out of Existence Children today are socialized to be less creative; however, future societal demands may require them to be otherwise. Oftentimes parents/teachers over structure the environment of children to ensure they don’t get in trouble (Rosenfeld & Wise, 2000). What of creativity? Creativity is fostered in an environment of freedom. Creativity is fostered when there are few evaluative outcomes associated with children’s performance.

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According to Paul Torrance , we have to free ourselves to be creative before we can ever really be creative teachers. According to Paul Torrance , the kind of behaviors teachers tend to desire among students are typically counter productive to creativity. Adults don’t always find it pleasing when a child spills content because of early experimentation with the proper use of drinking or eating. Creative children typically have different personality traits. This is often a challenge to parents/teachers.

Helping Children Express Creativity:

Helping Children Express Creativity Help children accept change . A child who becomes overly worried or upset in new situations is unlikely to express creative potential. Help children realize that some problems have no easy answers . This may help prevent children from becoming anxious when they cannot find an immediate answer to a question or problem. Help children recognize that many problems have a number of possible answers . (story. Geometry class) Help children learn to judge and accept their own feelings . Create an environment rewarding of creativity. Reward children for being creative. Help children feel joy in their creative productions, and in working through a problem. Help children appreciate themselves for being different Help children develop perseverance( Pemantapan usaha )

PROMOTING CREATIVITY:

PROMOTING CREATIVITY The talent of creativity may be inherent but the awareness of the talent may not be prevalent. Therefore: Creativity, the curriculum, and the overall learning environment should complement each other. Creative thinking is contagious- from teacher to child, from child to teacher, and also from child to child and teacher to teacher. Children cannot develop high- level creative thinking skills without the basic knowledge and skills of a particular area. According to Barron (1988), the absence of knowledge yields the absence of creation. Convergent learning gives us our skill base, divergent learning gives us our essence

CREATIVE QUESTIONING FOR CHILDREN:

CREATIVE QUESTIONING FOR CHILDREN Questioning strategies that are intended to help an adult encourage creativity in young children. Making things better with your imagination. Using other senses. Divergent thinking questions What- would –happen-if technique. In how many different ways.

Maria Montessori:

Maria Montessori The second to develop a curriculum based program exclusively for young children. Montessori’s ideas initially came from working with impoverished children in Italy. Key Points to Model: Children learn best from child-sized environments that are stimulating and inviting. Children copy their environment rather than construct it. Consequently, by observing and later practicing what they have witnessed, children begin to internalize the properties of their environment.

MOTIVATING SKILLS FOR MANAGERS:

MOTIVATING SKILLS FOR MANAGERS Several ways to help subordinate become motivated for the creative process. Physical needs Interest Friends Activities for fun Goals Variety Challenge Reinforcement The children’s feelings

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TQ

Characteristics of Creativity:

Characteristics of Creativity Accepts and is attracted to disorder Adventurous, full of curiosity Strong affection Altruistic ( pertimbangan kebajikan masyarakat ) Aware of others Always baffled by something Attempts difficult jobs Outwardly bashful Constructive in criticism Deep and conscientious in convictions( keyakinan ) Determined & energetic Emotionally sensitive

Creativity:

Creativity

Creativity:

Creativity

Creativity:

Creativity

Creativity:

Creativity