Distinguishing between ‘macro’ and ‘micro’ possibility thinking: seen and unseen creativity

Jim Clack

Research Output: Contribution to journal Article Peer-review

Abstract

This paper proposes a model that describes potential ways in which creativity may be manifest in the classroom. Building on the work by Craft and her colleagues (e.g. Chappell, Craft, Burnard, & Cremin, 2008; Craft, Cremin, Burnard, Dragovic, & Chappell, 2012), this paper uses empirical evidence from the author's PhD study (Clack, 2011), to propose further developments in the ‘Possibility Thinking’ model. It is argued that it is possible to characterise ‘types’ of Possibility Thinking activity. The first ‘type’ identified is ‘macro’ Possibility Thinking, characterised by ‘large’, observable events in the classroom. The second type, ‘micro’ Possibility Thinking, may be characterised as 'smaller’, more thoughtful, personal moments that are less visible to an observer. Developing the existing model in this way helps provide insights into the creative process and as a result helps provide insights into how we may foster and develop creativity in the classroom and indeed in everyday life.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 60-70

Journal (Volume, Issue Number)

Thinking Skills and Creativity (Volume 26)

Publication milestones

Published - 16/06/2017

Publication status

Published - 16/06/2017

ISSN

1871-1871

External Publication IDs

handle.net: 10547/624565
Scopus: 85030457703

Access to documents

10.1016/j.tsc.2017.06.003

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