DOCUMENT RESUME

ED 082 410 EC 052 627

TITLE Imagination Unlimited: A Guide for Creative ProblemSolving, Upper Elementary Summer School.

INSTITUTION Cleveland Public Schools, Ohio. Div. of Major WorkClasses.

PUB DATE 69NGTE 33p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Creative Ability; *Creative Thinking; Elementary

School Students; *Exceptional Child Education;*Gifted; Imagination; *Problem Solving; *TeachingGuides; Thought Processes

IDENTIFIERS Cleveland

ABSTRACTThe guide gives procedures for helping gifted upper

elementary school students in Major Work classes utilize theirimagination. Appropriate literary quotes introduce a discussion oncreativity, which involves the imaginative recombination of knownideas into something new. Considered are obstacles that work againstcreativity such as mental laziness, fear of being different, andinadequate motivation. Suggested for teachers to help students useimagination to solve problems are procedures such as establishing anenvironment of freedom or encouraging self-initiated learning. Thecreative thinking process is described to consist of defining aproblem, collecting data on the problem, and analyzing facts for thefact finding component; producing ideas, incubating ideas, andforcing different relationships on habitual relationships to developideas; and evaluating and adopting ideas to seek solutions. A7ypothetical problem of a student who dreads classroom electionsbecause she might not be chosen is presented. The first worksheetcontains eight facts on the problem, possible sources, and results.The nest worksheet lists questions that might define the problem. Onthe third worksheet the student circles 16 of 27 ideas that mightlead to a solution. The fourth worksheet contains a matrix listingprevious ideas according to criteria and decision for present orfuture use. The last worksheet shows nine ways to carry out the ideaof making more friends. Sample problems significant to personalrelationships, literature, science, social studies, and generalsituations; a fact finding worksheet; and techniques for producingideas are provided. (MC)

FILMED FROM BEST AVAILABLE COPY

haQKATTai ,t°llarit

A TRIP TOVvAd_2 NEW IDEAS

IN CREATIVE PRO3LEM SOLVING

UPPER ELEMENTARY SUMMER SCHOOL

MAJOR WORK AND ENRICHMENT CLASSES CLEVELAND PUBLIC SCHOOLS

CLEVELAND, OHIO

0

U

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINAT/NG I T POINTS OF. VIEW OR OPINIONSSTATED DO NOT NECESpe REPRESENT OFFICIAL NATION' ' NSTI T UTE OFEDUCATION POSITION OR POLICY

DAGINATIO UNLIMITEDA GUIDE FOR CREATIVE PROBLEM SOLVING

UPPER ELEMENTARY SUMMER SCHOOL

DIVISION OF MAJOR WORK CLASSESCLEVELAND PUBLIC SCHOOLSCLEVELAND-, OHIO1969

Cleveland Public Schools

A Guide for Creative Problem Solving -- -Upper Elementary Summer School

Cleveland Board of Education

Daniel 0. Corrigan, President

Arnold R. Pinkney, Vice-President

William F. Boyd

Hugh Calkins

C2orge Dobrea

Joseph M. Gallagher

Edna C. Shalela

Paul W. Briggs, Superintendent of Schools

Cleveland, Chio

1969

ACKNOWLEDCLEliTS

Special credit is due the follo,,Ting educators. rho prepared these guide-lines for teaching creative problem solving:

Mrs. Gwendolyn A. Frye - ChairmenSpecial Eajor Work ClanHarvey Rice School

Miss M. Jane McGavisk - Major Work Class TeacherBenj amin Franklin School

Mr. Clarence I. Miller - Enrichment Class TeacherHazeldell School

Appreciation is also expressed to Mrs. Ruby Delorater 1.Tho prepared themaster copy for this publication.

Charles N. JordanDirectorDivision of Major Work Classes

Jean ThomSupervisorDivision of i'clajor Work Classes

FOREWORD

"Imagination is more important than knowledge. "1 Go ahead,

challenge these famous words of Albe: t Einstein, but you would

probably be less inclined to refute, "Kno-,rledge can be more power-

ful when creatively applied."2

The importance of imagination cannot be exaggerated. A quick

survey of our international, national, and local affairs will reveal

a dire need for creative solutions to problems of great magnitude

and diversity.

The purpose of this guide is to stimulate thinking on how we

can help boys and girls to effectively utilize their imagination,

and to offer suggested procedures and guide lines that have been

reasonably successful.

1Alex F. Osborn, Applied Imagination (New York: Charles Scribner's

Sons, 1963), p. 1.

2Ibid., p. 1.

IMAGINATION UNLIMITED

TABLE OF CONTENTS

Foreword

Page

Quotes to Know before You Go . 1

What Do We Mean by Creativity

Road Block Ahead

The Teacher's Role . . . .

....

Directions and Road to:, Creative Problem Solving 6

Creative Problem Solving in. the Classroom . . 11

Worksheet No. 1 Find the Facts . . . . . ... 13

Worksheet No. 2 Defining the Problem . . ... i1

Worksheet No. 3 Finding the Ideas . . . . . . . . . . . 15

Worksheet No. 4 Finding the Solution . . . . . . . . 17

Worksheet No. 5 Implementing the Final Solution 18

Sample Problems You May Want to Use 19

Fact-finding Worksheet . . . . . 2 ... 22

Techniques for Producing Ideas 24

Bibliography 25

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The best way to have a good ideais to have lots of ideas.

Linus Pauling

*I A1railDre It

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litre oP te°`6:,r5 Is T arit

Inspiration is the impact of afact on a well- prepared mind.

Louis Pasteur

A fair idea put to use is betterthan a good idea kept on the polish-;ing wheel.

-Alex F. Osborn

The larger the island of knowledge,the longer the shore line of wonder.

Ralph Sockman

_It takes courage to be creative,Just r.s soon as you have a newidaR, ::ou are a minority of one.

E. Paul Torrance

Highly intelligent, but rathernon-creative individuals, havea disinclination rather than in-ability, to use their imaginations.

Sidney J. Parnes

-Observation, not old age,brings wisdom.

Publilius Syrus

Are you stimulated to continue onward? Do you want to find out more about what youcan do about creative problem-solving in your classroom? Then read on

WHAT DO WE MEAN BY CREATIVITY?

Every person born has the gift of

creativity. It is used by the

child in his play, in doing or in

getting out of doing his daily

chores, in building friendships,

in meeting the challenges of his

day at school.

As the child grows, he finds new ways of applying creativity in

sports, in hobbies, in meeting and socializing. In adulthood the

housewife uses her creativity to establish and decorate her home,'

in planning daily meals, in providing daily activities for her

children, in developing their patterns of growth.

The housewife, in fact, may have to show more creativity in her work

than her husband who is more apt to follow routine or the assembly

line. Even so, he may be expected to contribute new techniques or

ideas.

Creativity manifests itself in several ways. One is in creative im-

agination. This is the ability to visualize, to foresee possible

outcomes, and to generate new ideas.

Creative imagination is not just. imagination alrne, but imagination

coupled with both intent and effort. Using creative imagination in-

volves looking forward, foreseeing, supplying, completing, planning,

inventing, solving, advancing, originating.

-2-

Note: Not a single, passive verb nresent: Creativity involves action:

Creative action then, is another phase of creativity.;.

Creativity is best manifested in solving problems. Creative problem

solving involves fact-finding, idea-finding, and solution- finding --

each of which will be further discussed in this guide.

What else can be said about creativity?

Here are some ideas you might consider:

Creativity is imaginatively recombining ideas already known into some-

thing new.

It is that "creative spark" that enlightens, illuminates, and excites.

It is an ideative effortthe more ideas gathered, the greater the

quality of the ideas will be.

Creativity is adventurous, bold. It gets away from the main track--

breaks out of the mold.

Cre-ji've. %5PIIRR"ENGI oit.y

rt ri si Asi c. STA 'Tr"c plc ral r or new iclea.s

?I) DRIVETake 0PP t e SRAxESFUEL virtil c( c2 as

STOP! ROAD BLOCK. AHFAD!

WE'VE RUN INTO A PROBLEM!

THE FACTS: 1. Every one of us hts some creative thinking ability.2. We regularly use only a fraction of our potential.

THE QUESTION: What's keeping us from using more, or all, of the creativethinking potential we now have?

WHAT'S HOLDING US BACK?

THE ANSWER: There are manv obstacles that work against the wider appli-cation of our latent creative powers. There are both in-ternal and external blocks that inhibit productive thinking.

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Steer Clear or TheseAn awareness of these inhibiting factors can and should lead to the develop-ment of ways to alleviate them, offset them, or eliminate them. Educationalprograms should be designed and implemented to help the student gain an under-standing of past influences on his present behavior, to help him perceive ofhimself as a creative being, and to provide environmental conditions that en-courage creative functioning.

You are in the Driver's Seat

The Teacher's Role

Remember: Every person has this creative imagination and

ability to solve problems creatively. It is up to you, as

the teacher, to see that it is used.

How can this be done?

1. Obtain and_ protect a hearing for minority ideas andsolutions to problems.

2. Create an environment of freedom, keeping guidanceto a minimum to allow the child to express ideascontrary to those commonly held by the majority.

3. Be an adventurous, spirited teacher, willing tolisten to wild ideas.-

h. Develop a tolerance of the creative personality,at times it can be "hard to take."

5. Provide for active and quiet periods.

6. Create "thorns in the flesh."

7. Create necessities for creative thinking.

8. Teach the child to value his creative thinking.

9. Teach skills for avoiding peer sanctions

a. Avoid over-assertion.b. Avoid bookishness.c. As your ideas are repeated, respect others.

10. Encourage and evaluate self-initiated learning.

11. Develop constructive criticism.

12. Make children more sensitive to environmental stimuli.

13. Encourage the habit of working out the full.imnlica-tion of ideas.

14. Encourage acquisition of knowledge in a variety offields.

15. Make available resources for working out ideas.

16. Beware of forcing a set pattern.

-5-

THE'CREAT1VE THIUKTUG PROCESS

I. Fact-finding

A. Defining the problem

1. Picking out the problem2. Pointing up the problem3. Making the target specific4. Writing the problem

a. Stated clearlyb. Stated broadlyc.. Expressed as a question

B. Preparing data relevant to the problem

1. Gathering facts

a. Previously stored (memory)b. Newly acquired

(1) Related facts(2) Contributory facts

2. Analyzing facts

a. Why-so and what-ifb. Interrelationships of facts

II. Idea-finding (the most neglected part)

A. Idea-production

1. Characteristics of ,ideation

a. Numerous approachesb. Piles of tentative ideasc. Quantity breeds qualityd. Deferred judgment

-7-

Deferred Judgment

Alfred N. Whitehead observed thatthere is a certain amount of fool-ishness in any new idea when itis first produced. Many sillyideas have later become usefulin solving problems. In' heearly stage of generating ideas,we should give imagination pri-ority over jud5ment. This tem-porary withholding .of evaluation

is called the princiTile of de-ferred juclment.

So, don't. judge too soon. Whennovel ideas are permitted tocome forth, they may often berefined and developed intoworth-while means of solvinE.;

Problems.

e. Incubation process incuban P2190 0S

The incubation process has beengiven several descriptions:

1. "Do-nothing" period2. Sleeping on a problem3. Unconscious effort4. Letting; up

5. Purposive relaxation

This important phase of ideationfreouently results in brigrtIt has been suggcJsted that thisperiod of little conscious effortmay be successful because of theprevious periods of much consciouseffort. Those of us who havetoiled writing tern pacers, canremember retiring and awal:cningwith a new idea that was formedwhile we were not consciously .

involved with the term paper.

f. Habitual relationships Habitual Relationoi.zips

We are creatures of habit. How

else could we crowd so much intoa day? These automatic responsesenable us to swift3y face rianyeveryday situations. Yet, whenyou think about it, we frequent-ly let our habits keep us fromhandling new problems as effec-tively as we might. We permitthe "habit" approach to inter-fere with creativity.

It is understandable that we tendto associate ideas or objectsto each other in fixed patternsbecause of habit. These associa-tions could be called habitualrelationships. Some examples of"habit assoc.-3ations" are ham and

eggs, bread and butter, and sisterand brother.

-8-

g. Forced relationships Forced Relationships

-4

2. The working mood

a. Flex imaginationb. Arget everything elsec. Uninhibit yourselfd. Keep an open minde. Be alert for hunchesf. Try anything

3. Techniques of idea-production

a. Association of ideas

(1) The role of a catalyst(2) The mind - a kaleidoscope(3) The accidental factor(4) The laws of association

(a) Contiguity (nearness)(b) Similarity(c) Contrast

b. Brainstorming for ideas

Deliberate or forced relationshipsmust be "turned on while habitualrelationships are suspended orshelved temporarily. We make anhonest effort to step out of the"rut of habit" to make differentassociations between ideas and ob-jects. These different associationsare called "forced" relationships.

Let us consider the habitual associ-ation of bread and butter. We willtemporarily shelve butter and thinkof othe:,. = rereads. It is possibleto think of ideas that might leadto another "Harmers Big Boy."

(1) A conference - group technique(2) A group list of ideas(3) Free-wheeling of ideas(4) Versatility of application

c. Attribute - listing

(1) Everything starts from something else(2) Creation equals observation plus adaptation

B. Idea - development

1. Selecting from resultant ideas2. Adding .other ideas

3. Reprocessing ideas

-9-

a. Modificationb. Combination

III. Solution - finding

A. Evaluation of idc=.s

1. Verification of tentative solution:32. Confirmation of worth

B. Adoption of ideas

1. Adaptation2. Modification3. Substitution4. Implementation

LET'S SEE HOW THIS CREATIVE R:OBLEASOLVING

PROCESS CAN BE EFFECTIVELY. USED Iii THE CLASSROGI:--

Since creative problem-solving is a shill, it can be developed

and improved with practice. The structured worksheet approach

is a valuable aid in supplying such practice. Prior to indi-

vidual effort, the total process is presented to the group,

and each step is thoroughly discussed. Then several problems

are worked on a group basis. Five separate worksheets, one

for each of the five steps, are provided. A child's sample work-

sheets illustrating the use of the creative problem-solving

process have been reproduced.

It should be noted that a rigid structure cannot be supplied

for so dynamic a process as creative problem-solving. While

the five phases or steps provide a helpful guide, they are not

an inflexible formula for meeting all challenges. These work-

sheets should be adapted to suit the special needs of each

particular problem depending upon the nature of the problem.

What ,51RouId. 1 do ?

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am in a fifth grade !!..2..jor Work class, and although we have

had officers in our classes since the third grade, I ho.ve

never even been nominzAed. I just dread the times when we

elect new class officers because I know I'll never be chosen,

and this is soraething I would really like.

Worksheet No. 1 FIUD1WG THE FACTS

What other facts would youlike to know about theproblem? (List only fact-finding auestions) .

Where might the answers tothe questions be obtained?List all possible sources.

When you are able, investi-gate your sources for fur -ther information. Whatdid you learn?

1. Me. the rte, ochek chi,E-dken in the koom whohave the isame pkobeem?

Ctaeszmat esTeackeA4

yea, a tninonity group o4about 8.

2. Ake the same eJ'iadkenetected time adte)t.tone?

Ce..a64 1ilate6Teachex6 (paezent andpkeviows)

Same chit.d.A.en do ze.eni toget e.tected, but azo4 orate new chadir_en.

3. What wte theta e chit-.&Len (the ones elec.-ted) -Eike?

Pens onat obs eiwationTeadiekCta,s6MateZ

Fkiendey, help others , dOwokk on time,. don't goo6alLOUnd

4. What qua,P,_,Weis zizouida. peAison have to bean oiiiice)/.?

TeacheAzP0A-ent6

Read books

.S enz e o kezpon-sibitity,matuke, 01,Lendly, intet-tigmt, wZeing to wand',deziAe to do we.0

. Do I have these quati-ti.e4?

Myze,4reachmPaAents

Sane (intel,eigence, de,s-Ueto do welt) but not otheitz

6. Do 7 have. many clas e.tclac, acts?

Mys et().cp.2t64Plate6 .

Parents.

Onty 2

. What do adcd,ts do. toget elected?

TeachmsPaAents.(?then aduLtsBootzz

Campaign, Wank haiLd

. What chit.dken do /vote 6 a?,

My4see6 Ficiendey peopte who axenice. to me

-13-

Worksheet No. 2 DEFINIIIG Tl1G PROd=1

List all the questions or challenges suggested by the problem.(Use creative tya)e. nuaStions such (1'.;: 'Tow mic;at I

?It

"What ways might I ?" "nat. might I do to 9").

1, Whcu mi.ght I do to get elected?

2. How YilLrillt 1 bC.0011!2. rilOAC, p0Plitike

3. How I becoii2, a a0,56 :e.Padert.?

4. What ways i?Light 1 116 e to keep the tame" people PCOM CC,e41.1(ty.L

getting cha5en?

5, How might I get zafiieone to no.i.,Enate ire?

(;hat rii.ght I do to get the qua-U:2. 3 needed to be etected?

7, flow inLght 1 coo:Lk ti,),Uh otheA. tt,'"LO have neveA. beeno64-ice)t.s?

8. How might I be. happy 1.4.tithout even. both g etec,ted to ano4(lice?

9.. How ngight 1 becme a betteA. 6tudent?

10, How Might I maize morc.e. pirEenclz?

11, How might. I change?

Now circ]e the most promising statement for creative attack.Perhaps it is the one that vrould give you the greatest leeway,the largest number of approaches. It may be one of th, nar-rower statements that is really the crux of the situation.Choose the one which is most significant to you.

Worksheet No 3 FINDING TEE IDEAS

The principle of deferred jud6lient is put into practice atthis stage.

Write the problem statement here: What might I no to get(This is the one you have selected the quaZitie4 needed tofrom the previous wo,7ksheat). beeteaed?

IdeaS: List as mny I-!d.ds to the solution as you

can. Do not juclge or evaluate your ideas -just list themall--wild, zany, or sensible.

Be a heady hetpeA.

Get my woAk done.

3. Be Onny.

Atway4 do my but.

5. Be quiet.

6. Look pAetty.

7, Be harqu'e to the teacheA.

0 Be witting to make Wends.

(D Don't distukh people..

Listen potitely even i6 I atAeady know it.

11. BAing an apple Son the teacher.

Don't make bun o6 peopee.

(g) Send get-weLe catLd6 when peop.ee cute Aick.

(0 Don't tel on peopZe.

(g) Biting in extra, intelLuting thing's to zhalte.

16) Don't cheat.

17. Stay aemt.

18. Don't 6idget.

-15-

Worksheet Mo. 3 (Continued)

19. Be genekows w.f.:tit thinc45.

(20},) Ignme peolote that botheiz. me.

21. lkiitg

Be. especialty to P-Lien cf.5 I at'A.e.ady

23. Don' t zaff thi1ig3 that calgek peotiLec.

(21)

5

(2-6)

67.)

Dort': coript.ain orL di4agkee, 6o melt.

Get Aid ,Wtit citing habit4.

Don't 4i/ow 066.

Don' t /stick my rime othut bEtsine..

Now go back and circle the ideas that seem to offer the bestpotential for solving the problem.

W'orkshe'et No. 4 FiliiiTIG feliE SOLU:f_r 0:1

1. List the criteria. Tirnat arc the ksi by 1..-laich you can nlentally testthe effectiveness of each of your ideas? Try to anticipate all effects, re-percussions, and conseauences.

2. Evaluate only your circled. ideas from the previous worksheet. For each ofthese ideas, indicate a rating in each block. (Ggood, P-poor,DP- doesn' t pert ain ) .

3. Hake a decision regarding each of the circled ideas by checkinL or cornmentinzin one of the boxes under "Decision. .

f.'Eumber of Ideas mci0

.,--1

-./...

from Previous 02c,,i n.' Ci

.'' C.)1../orksheet o o o4--)Cs' XI E /'.1

,..0 0 0 .-' c, ti o0 0 0 Ci

'-'1(..-1 i ..)

11 I L15)

2

4

8

9.

100

12

G I G G

_DP X

G F I F

G G 1 F

G G I

F F 1 G

F F 1 G G

F F G G

F F 1 G

Not es

--;;G--- G

Gt

G " X 8 , 32.q..:0 11).G G H X into one

DP X more friends.DP 1j X

F DP X .

6 DT i 1--F G

Flc

X

1,; X

G DP 11X

DP .$ X

DP 6

GIDP. ii;

17PAx

Criteria for each problem will be determined by the nature of the problem.

17

Worksheet No. 5 BIPLETMTING Pith FINAL SOLUTION

First idea (or combination of ideas) to be developed. (Select from the previousworksheet).

Write the idea here: Make moke 6kiend6.

Do not fill in Columns B & C until youhave finished Column A.

Column A

Ways of carrying out theabove idea (use deferredjudgment)

Column B

Who, When, and/or Where?

Column C

How and/or Why?

I .1 Be heZp6uZ and co--opekative.

To aZZ cta6.6mate6--piek upthing's, had dom., .e-tthem go iciA4t

To picactiee bettek mannek6--I wiet be be-tte.A. tiked

Shot' 1 am i.HUke6ted7inothek pcoac.

C2.) Be a gbod7Mtenek. Conien -t on kepokt6; testa

suutions.3. Give a pakty.

4. Don't be puishy.___

5.) Don't day thLng4 toMutt othek peekee. _ .

CorvZiment instead o Liz-

cruet; think be1oke I- 4peak.

Peopteaelkeatize I amkind.

6 Comptiment. othuuswhen they Zook niceok do good things .

Notice- othek peopte4ctothe6 and 4ay 40 when Itike them.

(7) Be happy - zraae..:,

AZwayz zmite! Avoid fikowning and pouting I

(pople won't tike me) .i

c, Take my twin.',/

AZway4! Don't push akabove.

0) Don't monopotizedi6cu,s4ion. .-

Duking dacumion6, letothek people. have a ttlz.n

taking.

My idea4 might not be the 1

best.

10. Don't-teZZ on othenz.

11. Give out tkeat6.

12. Laugh at foke.6.

13 Develop Zike intek-eats.

.

Find out Nftat othek cZaz4-

matez tike and then headand teakn about then.

The more inteAutds I have,the make 1 witZ have incannon 4o I can make. mope4kiend4.

OP Look pketty. Take cake o6 my clothez--away4 clean and neat!

Now go back and circle the best ones in Column A. Then for each circled one, listfurther thoughts in Columns B and C regarding the who, when, where, how, and why.You will need a separate sheet for each idea you decided to use on the previous work-sheet.

-18-

r Li tc u p a e 71 s r Y c

HERE ARE SOME SAAPLE PROBLEIJS YOU MAY WANT TO USE

Personal Relationships

1. Your best friend has invited you to a party. He has also in-vited someone who you do not like and with whom you do not wishto associate. You want to go to the party, though. What will

you do?

2. You have moved and as a result you will be transferred to aschool where you know you will be the only one of your race.How will you meet this situation?

3. One of your close personal friends has lately developed some badhabits that will get him into trouble if discovered. You knowyour parents would stop you from associating with this personif they knew about these habits. Can you solve this problem?

4. Every day you hear your friends, neighbors, even relativestalking about people of other races or religions as thoughthey were evil. You know that much of That they say is nottrue, but you don't want to be "dropped" from your group. Is

it possible for you to solve this problem and still be fair toall?

5. Someone has taken something that belongs to you. You know hehas but you have no way to prove it to anyone else. What canyou do about it?

Literature

1. Your parents have special permission from the school to takeyou on a long trip during the school year. In order to goyou must report on all the new things you have seen and learnedon your trip. How can you keep a careful record and make a re-port when you will be too excited to even think of school?

2. Examine some winners of the newberry Award and compare themwith books that have not won such an award. Why do you thinkthe Newberry winners received the award? What is different

about them?

3. You are having difficulty with some of the words in a book youare reading. Can you devise a game that can be used to teachyourself and others the troublesome words?.

1L Reading poetry can sometimes be difficult. Perhaps the read-ing of poems can be coupled with the playing of rhythmic instru-ments. What will you need to know before this can be done?

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Literature (Continued)

5. The book you eve reading is exciting to you. You would like torewrite it as a play and have your group perfom it for others.This involves a great deal of planning. What are some of theprobies. you will have?

Science

1. In your lifetir.e there have been many new di; co't'eries and inven-tions. Your parents Lr srandper:,nt:-, /.-yr not understand some ofthem as well aq you do. How can you keep from seeming to be over-bearing when discussing these i,hin,s at home?

2. If you had a lar; e reek to be reuoved from your yard and only oneother pelson to he:2n you, ,hat, methods night you emeloy to removeit?

3. You are moving; to a second story aPartr,ent. When you arrive youfind. that the stove will not go through the door. How would yougo about solving this problem?

L. You would like to discover the ecological history of the area inwhich you live. Looks have been written to tell you about that,specific area. ',hat reans might you use to find out this informe.-tion?

Social Studies

1. raps and globes change daily because nations change names andboundaries. What might be done to keep our expensive maps andglobes up-to-date and usable?

2. You would like to write a history of the important events of theworld that have haopened in your lifetime. How will you go aboutthis?

3. While studying a foreign country you decided you would 17,':.e tolearn its language. Find out hoer you may do this and db it..

4. Would it be possible for you to take a trip around the world with-out using any means of commercial transportation?

5. Newspapers record history as it is happening. With your class-mates take a major problem from the daily paper and decide howyou might go about solving that problem, (e.g. Lee-Seville housingsituation).

6. Your class has been studying Latin America and another class hasbeen studying the growth of the United States. How might youwork together to present a program to the school?

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General

1. List your pet peeves. Determine which of these bothers you most.How can this problem be solved? Can the others be solved in likemanner?

2. You are Giving a surprise party for a friend. You want it to bea different'kind of party than you've ever given before. Remember,a party takes a great deal of planning!

3. You have planned your party and are ready for it. Refreshments areout, decorations up, gifts or prizes bought, and no one shows up:What can you do?

1. You have traveled all the way from Cleveland to California to visita relative. When you Get there you discover all your luggage ismissing. What will you do about it?

5. You wanted a baby brother and got a baby sister instead.

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WORifSBEET

Fact-finding

List. problems, needs, opportunities for creative problem-solving. To helpyou think of problems, consider the folloing:1

1. What would you like to do, have, accomplish?

2. What do you wish would happen?

3. What would you like to do better?

1i. What do you wish you had more time for?, more money for?, etc.?

5. What more would you like to get out of life?

6. What are your unfilled goals?

7. What angered you recently?

8. What makes you tense, anxious?

9. What misunderstandings do you have?

10. WYpt have you complained about:

11. With whom would you like to get along better?

12. What changes for the worse do you sense in attitudes of others?

13. What would you like to get others to do?.

14. What changes will you have to introduce?

15. What takes too long?

16. What is wasted?

17. What is too complicated?

18. What "bottlenecks" exist?

19. In what ways are you inefficient?

20. What wears you out?

21. What would you like to organize better?

1Sidney J. Parnes, Creative Behavior Workbook (New York: Charles Scribner's Sons,1967), p. 105.

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JUST L.:1.:P ROLLI/L7 1L07!

DO YOU NEED A PUSH IN PRODUCING IDEAS?

Try these techniques:'

Use of idea - spurring questions (help stretch the ability to produce creativeideas) :1

1. To what new uses can the idea be put?

2. How can I adapt the idea to another use? What else' is like this? What__other ideas does it suggest?

3. How can I modify the idea? For instance, could I change the meaning,color, motion, sound, odor, taste,-form, shape--give it a new twist?

4. How could I magnify the idea? Could I acid something to it--more time,greater frequency, extra value - -make it stronger, higher, longer,thicker, larger, heavier? Could. I duplicate, multiply, exagr;crate?

5. Could I minify the idea: subtract something, make mailer, condense,put in miniature, lower, shorten, narrow, lighten, omit, slow, stream-line, understate?

. Could I substitute: who else, what else, other ingredients, othermaterial, other process, other place, other Dower, other plane, otherapproach, other tone of voice, other time?

7. Could I rearrange it: change components, pattern, layout, seauence,schedule, change pace?

8. Could I reverse it transpose, positive and negative, opposites, turnit around, turn it backward, upside down, inside out, reverse roles,turn tables, transfer cause and effect?

9. Could I combine it with something else: a blend, an alloy, an assort-ment, an ensemble, combine units, purposes, appeals, ideas?

1James A. Smith, Setting Conditions for Creative Teaching, in the ElementarySchool (Boston: Allyn and Bacon, Inc., 1966), p. 165.

BI BE I OGIRAPHY

BIBLIOGRAPHY

Bainbridge, John. Biography of an Idea: The Story of Eutual Fire and CasualtyInsurance. New York: Doubleday and Company, 1952.

Gruber, E. Terrell, G. and Wertheimer, M. Contemporary Approaches to CreativeThinkinj. New York: Atherton Press, 1962.

Guilford, J. 'P. "Creativity: Yesterday, Today, and Tomorrow," Journal ofCreative Behavior, Vol. I, No. 1, January, 1967.

Guilford, J. P. The Nature of. Human Intelligence. New York: McGraw-Hill, 1967.

. Hepner, Harry W. psychology Applied to Life and Work. New York: Prentice-Hall,Inc. , 1941.

Keyes, Kenneth S. Jr. How to Develop Your Thinking Ability. New York: McGraw-Hill Book Co., Inc., 1950.

Meadow, A. and Parnes, S. J. "Evaluation of Traininrr in Creative Problem" Journal of Applied Psycholog Ey,Vol.-, 1959, pp. 189-194.

Mednick, S. The Associative Basis of the Creative Process," Psychological Re-vie, Vol. 69, pp. 220-232.

Osborn, Alex F. Applied Imagination. Neu York: Charles Scribner's Sons, 1967.

Parries, Sidney J. Creative Behavior Guidebook. New York: Charles Scribner'sSons, 1967.

Parnes, Sidney and Harding, Harold F. A Source Book for Creative Thinking. .

New York: Charles Scribner's Sons, 119611:

Piltz, Albert and Lund, Robert. Creative TeachinR of Science in the ElementarySchool. Boston: Allyn and Bacon, Inc., 1966:

Shallcross, Doris. "A Creative Problem-solving Course." N. E. A. Journal,1967, p. 57.

Smith, James A. Settinc, Conditions for Creative TeachinglpLtils12.ementLaSchool. Boston: Allyn and Bacon, Inc., 1966.

Smith, James A. Creative Teaching of the Social. Studies in the ElementarySchool. Boston:..Allyn and Bacon, Inc., 1967.

Taylor, Jack H. How to Create New Ideas. Englewood Cliffs, New Jersey:Prentice-Hall, Inc., 1965.

Torrance, E. P. Guiding Creative Talent. Englewood Cliffs, New Jersey:Prentice-Hall, Inc., 1962.

Torrance, E. P. Rewarding Creative Behavior. Englewood Cliffs, New Jersey:Prentice-Hall, Inc., 1965.

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Wolf,.Jack L. The Production Conference. Boston: Houghton, Mifflin Company,1944.

Young, James W. A Technique for Producing Ideas. Chicao: Advertising Publica-tions, Inc., 1940.

Zirbes, Laura Slurs to Creative Teaching. New York:. Putnam's Sons, 1959.

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