As you just read, some experts think creativity involves doing, making, or creating something (product), or someone’s whose thoughts and actions change a domain, or establish a new domain. Some believe it’s an ongoing process and does not necessarily involve making a product. Others’ definition of creativity lies within particular personality traits, and some maintain that the social and psychological environment (peers/colleagues, society and culture) impact creativity. Despite the disagreements, most theorists and researchers agree that ideas, products or processes that are “new to the person” and sufficiently novel can be considered creative; that it is not necessary for ideas that are “new to the world” to be considered creative. Finally, the idea of usefulness is important. Creative outcomes are not just bizarre or unusual, but must serve a useful purpose. You can now see why there has not been a universal definition of creativity. We have come to understand many aspects of creativity and the creative process, but it still remains a mystery — even to those who have been labeled as highly creative!
If there is one thing we do know it is that creativity is hard to define. It is, however, interesting to listen to people try to define it! Listen to parts of a panel discussion on creativity where teachers are giving their input about what creativity is. Click on the daisy to launch the video.Think about how you would define creativity. Do you agree with any of the definitions already explained, or do you have your own? How do you see creativity in your gifted students? Review the commonly agreed upon traits of creative people and think about which of them you see in your students.
At this time, stop and read Can Creativity be Taught? When you have finished reading, continue with the course content.