Discuss the investment theory of creativity and how it understands creative individuals and the creative process
What will be an ideal response?
An alternative integrative theory of creativity suggests that multiple individual and environmental factors must converge for creativity to occur. What distinguishes the highly creative individual from the modestly creative one is the confluence of multiple factors, rather than extremely high levels of any particular factor or even the possession of a distinctive trait. This theory is termed the investment theory of creativity. The theme unifying these various factors is that the creative individual takes a buy-low, sell-high approach to ideas. In buying low, the creator initially sees the hidden potential of ideas that are presumed by others to have little value. The creative person then focuses attention on this idea. It is, at the time of the creator's interest, unrecognized or undervalued by contemporaries, but it has great potential for creative development. The creator then develops the idea into a meaningful, significant creative contribution until at last others also can recognize the merits of the idea. Some of these contributions may be stunning; others more modest. Once the idea has been developed and its value is recognized, the creator then sells high. He or she then moves on to other pursuits and looks for the hidden potential in other undervalued ideas. Thus, the creative person influences the field most by always staying a step ahead of the rest. In the ideal, students would develop not only a strong knowledge base, but also the skills and attributes discussed here that are essential to creativity.
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Ms. Kovalik works with her third grade reading groups to teach her students the skill of identifying the main idea when they read a passage. She wants the students to transfer the skill to reading in content areas. Which of the following is most likely to help her achieve the goal?
a. Teach students different skills to use in understanding content area reading. b. Ask parents to identify the main idea for their child when the child reads assignments for homework. c. Provide practice with the skill to the point of overlearning the strategy and repeating it. d. Teach students how to identify the main idea or topic sentence when they write.
When a politician explains how she overcame a difficult childhood and endured hardships only to emerge as a success story, she is describing which of the positive psychological capacities associated with the theoretical model of authentic leadership?
What will be an ideal response?
"When you finish the worksheet, leave it on your desk so that I can check it when I come around." This direction by the teacher to a class is an example of
a. momentum. b. group alerting. c. withitness. d. accountability.
Who writes that the school and student situation will be greatly improved when local schools and districts have the “flexibility to create innovative solutions to meet their own unique situations”?
A. Torp and Sage (2002) B. Ball (2004) C. Guilfoyle (2006) D. Condliffe Lagemann (2007)