Mode of Program Participation
Community Organizing and Educational Programming
Participation Type
Workshop
Session Title
Creativity in Schools: Changing Perspectives to Reach Diverse Populations
Session Abstract or Summary
We admire students who think outside of the box and extend their creativity beyond traditional ideas. Creativity is grounded in original and unconventional cognitive abilities. As creativity and innovation continue to be embedded in 21st Century Skills, it is important for educators, parents, and counselors to understand how creative potential may be expressed across diverse populations. Standardized tests and traditional models of teaching may overlook creative potential among students who are non-White, hold low socioeconomic status, or come from disadvantaged backgrounds. As a result, biased instruments and practices have resulted in an underrepresentation of diversity in gifted and talented education programs.
The first presentation of this workshop will focus on perspectives of creativity among diverse populations, placing emphasis on the work by Dr. E. Paul Torrance. Torrance, a renowned scholar of creativity, was a native of rural Georgia who began to research how to identify and develop creative potential in the mid 1900s. He continued his work by advocating for the recognition of creative potential among children who were considered part of the minority population.
The second presentation will provide research-based strategies designed to recognize and enhance creative thinking among children in efforts to increase creative potential among children from different backgrounds. Participants will engage in a variety of activities that can be translated across classrooms and subject areas.
Presentation #1 Title
Creative Potential: Perspectives from the Work of Dr. E. Paul Torrance
Presentation #1 Abstract or Summary
This presentation will focus on perspectives of creativity among diverse populations, placing emphasis on the work by Dr. E. Paul Torrance. Torrance, a renowned scholar of creativity, was a native of rural Georgia. From his experiences working with school-age children, Torrance noticed that “undesirable” behaviors in the classroom and on the playground prevented disadvantaged children for being considered creative. From a short stint working for the Air Force during World War II as a counselor, Torrance recognized that the same traits that were considered “undesirable” in children in the classroom were actually considered strengths of successful jet pilots. His interest and research of how to identify and develop creative potential began in the late 1930s and continued through the early 2000s.
Throughout his research, he continued to advocate for the recognition of creative potential among children from diverse populations. In the late 1960s, Torrance developed the Torrance Test for Creative Thinking (TTCT) – a tool used to identify creative potential. Today, the TTCT continues to be an unbiased assessment regardless of gender, age, race, ethnicity, or background.
At-A-Glance Bio- Presenter #1
Kate H. Guthrie is a doctoral student in Educational Psychology at the University of Georgia, with a concentration in Gifted and Creative Education. She is an experienced high school math teacher, and has worked with diverse populations of adolescents. Her graduate research now focuses on the social and emotional needs of gifted females across diverse populations.
Presentation #2 Title
Strategies to Enhance Creative Potential Among Diverse Populations
Presentation #2 Abstract or Summary
While creative outcomes look different across areas of expertise, some core aspects of creativity are found to be universal regardless of age, race, ethnicity, or socioeconomic status. This presentation will provide research-based strategies designed to help teachers identify creative potential beyond its traditional expressions. The presenters will outline lists of positive and negative creative traits, with the goal being to increase one’s understanding of creativity in diverse populations.
Participants will also engage in a variety of activities known to increase the four areas of creativity – fluency, flexibility, originality, and elaboration. For example, participants will complete modified components adapted from the TTCT. Active participation in exercising one’s own creative thinking abilities will help the audience better understand how the strategies and activities can be translated across domains, in the classroom, or at home.
At-A-Glance Bio- Presenter #2
Sarah Marie Catalana is a doctoral candidate in Educational Psychology at the University of Georgia, with a concentration in Gifted and Creative Education. She instructs an undergraduate educational psychology course, works closely with a university-school partnership to enhance minority talent development, and serves as a graduate assistant for the Torrance Center for Creativity and Talent Development.
Creative Potential: Perspectives from the Work of Dr. E. Paul Torrance
This presentation will focus on perspectives of creativity among diverse populations, placing emphasis on the work by Dr. E. Paul Torrance. Torrance, a renowned scholar of creativity, was a native of rural Georgia. From his experiences working with school-age children, Torrance noticed that “undesirable” behaviors in the classroom and on the playground prevented disadvantaged children for being considered creative. From a short stint working for the Air Force during World War II as a counselor, Torrance recognized that the same traits that were considered “undesirable” in children in the classroom were actually considered strengths of successful jet pilots. His interest and research of how to identify and develop creative potential began in the late 1930s and continued through the early 2000s.
Throughout his research, he continued to advocate for the recognition of creative potential among children from diverse populations. In the late 1960s, Torrance developed the Torrance Test for Creative Thinking (TTCT) – a tool used to identify creative potential. Today, the TTCT continues to be an unbiased assessment regardless of gender, age, race, ethnicity, or background.
