Attend
Exhibit
Cultivating Creative Capacity K-12 to Higher Ed |
Participate and share : Interactive session
Matt Dombrowski Jacqueline Gardy Dan Ryder
Complex challenges facing our communities require flexible and unexpected solutions. Yet opportunities to foster creativity often seem limited at best and exclusive at worst. How might we provide all learners and educators opportunities to grow their capacities for creative thinking and expression? Explore innovative strategies designed for just that.
| Audience: | Teachers, Teacher education/higher ed faculty, Technology coordinators/facilitators |
| Skill level: | Beginner |
| Attendee devices: | Devices useful |
| Attendee device specification: | Smartphone: Android, iOS, Windows Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows |
| Topic: | Creativity & curation tools |
| Grade level: | PK-12 |
| Subject area: | Language arts, STEM/STEAM |
| ISTE Standards: | For Educators: Designer
Creative Communicator
|
During this session, participants will learn:
How to identify a variety of strategies to grow creative capacity in learners and educators across ages, contents and contexts by using three classroom-tested strategies.
Participants will be able to apply these creative strategies to designing solutions for problems of personal, local and global concern using computational thinking skills, deconstruction, and abstraction techniques.
Participants will be able to assess the growth of their own creativity capacities over the course of this interactive session by documenting initial thoughts and key findings from start to finish.
Part 1:
Warm-up: What IS and what is NOT creative expression? Brainstorm (10 minutes)- F2F: notebook and paper. Online: Jamboard. Jamboard will be streamed live. Presenters will add to the Jamboard as audience provides answers.
Part 2: Intros: 3 speakers talk about creativity and their backgrounds (10 minutes) Jacquie, Matt, and Dan will discuss their creative journeys and how they incorporate creativity into their daily lives and how they teach creative strategies to their learners.
Part 3: Quick-fire strategies: (25 minutes)
Each facilitator will introduce one of three strategies for participants to practice. Each strategy engages visual and linguistic modalities and can be amplified through technology tools and experienced through analog creation. A slide deck will include links to all resources and provide links to digital spaces for creativity include Google Slides, Sketch.io, Padlet and Noun Project.
Frankenword: Illustrated
Participants will be provided a word bank from a particular context. In this case, the ISTE Standards. Participants re-mix and mashup the words into a series of original words with unique definitions determined by the participant. With the new word defined, participants illustrate the word with either original art, an image from their camera roll, or a creative commons image.
This exercise helps participants experiment with computational thinking skills, deconstruction and abstraction. Participants also explore changing contexts and their impact on meanings.
One Panel Zoom
Participants will be shown how to use simple geometric shapes to represent people, objects and locations. They will then be given a six-panel storyboard template and sample. Each panel is labeled with a different camera angle: Medium, Close Up, Extreme Close Up, Long, Wide, Drone. Participants are given a scenario i.e. two people recording a protest in the park. They then draw a single moment of that scenario at a medium distance. They then use the guide to help them illustrate that same moment at each of the camera angles.
This exercise helps participants with the computational skills, algorithmic thinking and pattern recognition. It also challenges them to adopt multiple points of view.
Haikonography
Participants are reminded of the 5-7-5 traditional haiku structure and provided with a link to the Noun Project website. They are then challenged to create a visual haiku of 5 images, 7 images, and then 5 images that represents their current feelings about the role of technology in our daily lives. They may create this haikonography in any digital tool of their choice or may draw original icons and doodles.
Part 4: Sharing out and reflection and Q&A (15 minutes)
Our exit ticket reflection will ask participants to choose a color from a color palette selection to represent their takeaways from this session.
Alves, J., Gardy, J., and Daniel Ryder. “Panels and Perspectives: Creating Comics in the English as a Foreign Language Classroom.” 2020. Global Publishing Solutions, Manila, Philippines.
“Blind Readers and Comics: Reflecting on Comics' Storytelling from a Different Perspective.” Comics Forum, 4 Aug. 2019, comicsforum.org/2019/08/04/blind-readers-and-comics/.
Burvall, Amy, and Dan Ryder. Intention: Critical Creativity in the Classroom. EdTechTeam Press, 2017.
Dombrowski, Matt. Limbitless Creativity. Adobe Blog, 2018. https://blog.adobe.com/en/publish/2018/10/19/limbitless-creativity.html#gs.cpxdrv
Hill, Linda. How to Manage for Collective Creativity. 2015.
Jacobs, Jessica. (2018). Intersections in Design Thinking and Art Thinking: Towards Interdisciplinary Innovation. Creativity. 5. 4-25. 10.1515/ctra-2018-0001.
Mattson, Kristen. Digital Citizenship in Action Empowering Students to Engage in Online Communities. International Society for Technology in Education, 2017.
Needles, Tim. STEAM Power: Infusing Art Into Your STEM Curriculum by Tim Needles (Author).
Provenzano, Nicholas. Creativity in the Classroom. Edutopia, 2015,https://www.edutopia.org/blog/creativity-in-the-classroom-nicholas-provenzano
Sousanis, Nick. Unflattening. Harvard University Press, 2015.
Williams, Jennifer. Teach Boldly: Using Edtech for Social Good Illustrated Edition.
The Power of Moments: Why Certain Experiences Have Extraordinary Impact Book by Chip Heath and Dan Heath
Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration Book by Amy Wallace and Edwin Catmull
Associate Professor Matt Dombrowski is Creative Director at Limbitless Solutions Inc, a nonprofit organization within University of Central Florida (UCF). He leads an interdisciplinary team in the development of 3D printed, visually expressive bionic arms and training video games for children with limb difference properly utilize their prosthetics. His work has been featured by Adobe, Autodesk, Unity, Huffington Post, Gamasutra, Fast Company, Smithsonian American Art Museum, GDC, SXSWEDU, and Gates Foundation. He received two of the highest teaching related awards at UCF, the UCF Undergraduate Teacher of the year, and the Chuck D. Dziuban Award for Excellence in Online Teaching.
Jacqueline Gardy is a Virtual Exchange Specialist and materials editor in the U.S. Department of State in Washington, DC at the Bureau of Educational and Cultural Affairs in the Office of English Language Programs. Prior to this, she was an English Language Fellow in Novi Sad, Serbia, through the State Department’s English Language Fellow Program, and was a high school ESOL teacher and community college ESL teacher. She has been on the board of the ISTE Online and Blended Learning Network and the M-Education Alliance. Her interests are in design thinking, edtech in low-resourced environments, and creative thinking.
Design thinker, improviser, and educator, Dan Ryder is a learning facilitator at CRCS Overman in rural Skowhegan, Maine. Public charter school CRCS Overman provides a customized, project -based learning experience for learners of all abilities and backgrounds, grades 7-12. Dan also consults with the Office of English Language Programs at the US Department of State, creating content such as Panels and Perspectives: Creating Comics in the EFL Classroom and co-facilitating experiences such as the global PD, AE Comics VX. He's also co-author of Intention: Critical Creativity in the Classroom w Amy Burvall.
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