Distinguishing between ‘macro’ and ‘micro’ possibility thinking: seen and unseen creativity
Name:
Publisher version
View Source
Access full-text PDFOpen Access
View Source
Check access options
Check access options
Authors
Clack, JimAffiliation
University of BedfordshireIssue Date
2017-06-16
Metadata
Show full item recordAbstract
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.Citation
Clack J (2017) 'Distinguishing between ‘macro’ and ‘micro’ possibility thinking: seen and unseen creativity', Thinking Skills and Creativity, 26 , pp.60-70.Publisher
Elsevier LtdJournal
Thinking Skills and CreativityAdditional Links
https://www.sciencedirect.com/science/article/pii/S1871187117301426Type
ArticleLanguage
enISSN
1871-1871ae974a485f413a2113503eed53cd6c53
10.1016/j.tsc.2017.06.003