Drama in Creativity Week 14 NJ Kang Definitions of creativity • makes a new idea or product to match his or her social context, it can be called “creative.” (Yoon, 2012) • Cognitive and Artistic Creativity( Cognitive characteristics • facilitate people to use their imagination and produce novel and appropriate ideas. • Cognitively, creative people are generally good at metaphorical thinking, have flexibility in decision making, independence in judgment, logical thinking skills, visualization and are able to find order in chaos. Metaphorical thinking • finding commonality between unrelated or remote things to make new synthesis or perspective, is one of the most remarkable things (Mednick, 1962). • Some of creative people use a ‘homospatial process,’ which brings ideas together in the same physical or psychological space to create new metaphors, i. e. synectics (Rothenberg, 1990). Flexibility in decision making • consider a situation from varied standpoints and produce diverse reactions. • Schlicher, Palmer, & Palmer (1993), flexibility in decision making is a crucial component in creativity. • make open-ended questions in class than close-ended ones (Fairweather & Cramon, 2010; Fleith, 2000; Horng et al.; 2005). • People who have more independence in judgment tend to determine situations by their own criteria and are more likely to follow their own preferences rather than others’ judgments. Logical thinking skill • outstanding. In focusing on issues or assessing various ideas, people need to have the skill of logical thinking. This skill is needed to have divergent thinking measures to develop creativity. • Visualization • visualize imagine things beyond the given context to connect the topic with their real life. • To do this, students are asked to visualize their ideas after reading a book or an article, listening to a song or to make posters or advertisements about a topic. • Finding order in chaos • Mackinnon (1978) found that it is one of the interesting characteristics of creative people. • Disorder provides more opportunities to make use of flexible and divergent thinking skills than fixed order to elicit various ideas. • According to Barron (1968), creative people prefer disorder because they are able to impose their own order in a chaotic context. Creative personality • creative people have a willingness to take risks, intuition and deep emotion, openness to experience and tolerance for ambiguity (Sternberg, 1988). • Most creative people are more willing than others to take intellectual risks. In some measure, they are brave in that they express their own ideas, not fearing taunts or criticism (Mackinnon, 1978). Creative people prefer to learn • something in a more intuitive or indirect way. As a way to improve this part of our personality in students, Starko (2010) suggested that teachers support students with opportunities to show their opinions about what may not be explainable. Openness to experience • refers to accepting new ideas without rejection or reluctance in an unfamiliar situation. People of this type are willing to receive their own inner emotional change as well as any complicated outer input. With this element, students can find diverse possibilities or ideas which help them evolved into new ideas (Starko, 2010). Higher tolerance for ambiguity • Creative people can produce creative products or ideas after looking at many things that are uncertain or confused. This factor is related to openness to diversity and to taking risks, which is crucial in making an innovative idea. • For high school students, however, it is one of the most difficult elements to develop, because older learners want more explicit explanation to meet their logically direct thinking needs. In school, it is recommendable to design learning tasks that can have multiple answers in class (Starko, 2010). Activities to Foster Creativity • Bernsteins (1999) found out that being creative means feeling through intuition and “gut feelings.” • They identified 13 “thinking tools” to mix and blend imagination and experience. • The thinking strategies are as follows: imaging, abstracting, recognizing patterns, pattern forming, analogizing, body thinking, empathizing, dimensional thinking, modeling, playing, transforming and synthesizing. Convergent and divergent thinking • Guilford (1976). • convergent thinking aims for a single, correct answer to a problem, • divergent thinking requires one to think of many ideas (fluency), think of varied ideas (flexibility) and unusual ideas (originality) and to add to their ideas to make them better (elaboration). To promote divergent thinking • , teachers can use brainstorming based on Osborn’s (1953) principle of deferred judgment. • It has variations of popcorn thinking, brain writing, brain walking, accumulating brainstorming and reverse brainstorming. • In this study, the researcher employed brainstorming or popcorn thinking with famous paintings, a drawing or a movie in introductory step. SCAMPER • is another way to promote divergent thinking. It stands for substitute, combine, adapt, modify, put to other uses, eliminate and rearrange or reverse any idea to extend to deeper thinking. This can guide students’ thinking or problem solving more actively than brainstorming, which makes them wait for the new ideas to emerge. In this research, the researcher developed lesson plans using combine, substitute, modify and rearrange techniques. Attribute listing • Crawford (1954) • First students need to identify the important attributes of a product or situation. • Then they change each item on the lists one by one through examining each alternative with other students. • This can be used in representing story structure or creating fantasy characters, inventions or products. • It also was applied to CEWT 6 in changing the personality of characters and the story in a movie. Definition of Writing • Byrne (1988) defines writing as creating a whole unit by putting literal symbols together consistently. • Lynch (1996) said that writing is a process of communication between a writer and a reader, which makes it successful to do the task, considering the readers. • Lee (2005) stated that writing is the process of thinking to express and modifying the idea of the writer, communicating with the invisible readers or audience in the course. • Three kinds of approaches to teaching writing • product-oriented, process-oriented, and an integrated view of writing approach. • The product-oriented approach; writing is viewed as the writer’s knowledge about language and copying the right form in a text provided by a teacher (Ferris & Hedgecock, 1998). • The process-oriented approach put emphasis on the process in writing: generating ideas and collecting and organizing data into a unit (Ferris & Hedgecock, 1998). • focuses on content, rather than linguistic form (Zamel, 1982; Rames, 1985) • three steps for this process: pre-writing, writing, and post-writing. • An integrated view of writing postulates that the aim of writing process is to consider each writer’s development in writing ability (Celce-Murcia, 2001). Writers are to be independent to create, modify and revise their own ideas while completing writing tasks. This approach supports students’ work on meaningful tasks through extended cycles of planning, drafting and revising. Cognitive and meta-cognitive strategies • Tsai (2004) • Cognitive strategy (O’Malley & Chamot, 1990) includes psychological operation and material modification in comprehending and memory-retrieving process. • Meta-cognitive strategy (Purpura, 1999) is applied in planning, considering the audience, monitoring and evaluating products. • Writers use different strategies in the process of writing. Previous Researches • Noh (2006) used English poetry to activate students’ thinking and motivation in research. Based on good poetry, she developed 13 class activities in teaching vocabulary, reading and writing that were excelled at showing human being’s thoughts, emotions and reality in life and were easy to memorize due to their rhythmical rhymes. Because it generally has good metaphor and visual images which encourages students’ understanding, poetry can be a good material to enhance students’ creativity. • Lee (2011) suggested using English learning and teaching materials to help improve students’ creativity in communicative language teaching (CLT) classrooms. She designed the class through using integrated skill activities with authentic audio-visual aids including movies, advertisements, and artwork. To develop activities to promote students’ creativity, she suggested using a variety of authentic communicative materials for pair or group work about personally familiar topics, considering students' proficiency levels. She asserted open-ended questions which have no right answers, to make the learning integrated and meaningful for the students. Research Questions • How do the students perceive CEWT tailored to the NEAT writing section to prepare for the test? • Does a student’s perception of CEWT have something to do with that student’s English proficiency or creativity? Methodology • Experimental lessons using CEWT • Survey NEAT Writing Question Type 1 • The first type of writing question on the NEAT is to write about one’s daily life. • Test-takers are supposed to write about topics closely related to their daily lives such as their favorite teacher, places, or movies according to three required prompts within 60 ~ 80 words for 10 minutes. Visualization • the name of the teacher Metaphor • · the description of teacher • · the reasons why you respect the teacher NEAT Writing Question Type 2 write an essay on a debatable issue like the advantages or disadvantages of online shopping or paper books, the pros and cons of college education or the use of cellphones in school. This type is assumed to be the most difficult one among the 6 NEAT writing question types, which requires a typical essay form in English writing. Though two reasons for each argument are given as a form of a phrase, students are required to think about the last reason on their own and organize a whole paragraph based on those three reasons. This test lasts for 20 minutes and has a limit of 80 to 120 words in time. Advantages Disadvantages introduction introduction ↓ ↓ 1. contact with adults in urgent cases 1. distract from studying 2. use other useful functions 2. cost a lot of money 3. __________________________ 3. _____________________ ↓ ↓ Steps Introduction TTF CEWT To greet and review To warm-up introduce the topic Development To teach transition words and expr To choose one abstract painting, find features in it essions for essay and relate them together in each group of five stud To help students write the assign ents ed sentence in their own group To synthesize and make a title of their own in their group To write a sentence for each student To connect the sentences with suitable transition w ords and compose a whole paragraph Closing Students edit each other’s work To give feedback and comment on the best work NEAT Writing Question Type 3 Steps Introduction TTF CEWT To greet and review To warm-up introduce the topic Development To choose one of the options in the pi To show students sample writing cture and show a sample work to the s To present words about feeling tudents To help students make sentences with To help students write on their own Closing “I feel ~.” Students edit each other’s work To give feedback and comment on the best work for NEAT Writing Question Type 4 Steps Introduction TTF CEWT To greet and review To warm-up introduce the topic Development To show students how to m ake a present progressive fo rm To help students write sente nces, using present progress ive form To make students choose two figures from the pai ntings To have students make a lining drawing with the s elected figures and make interaction between the m To help students describe the people and the int eraction using present progressive form Closing Students edit each other’s work NEAT Writing Question Type 5 Steps Introduction TTF CEWT To greet and review To warm-up introduce the topic Development To teach the form of a letter and r To randomly choose two different pictures drawn by othe elated words and sentences To help students write an invitatio rs n card on their own To make students imagine about one object inviting the other object To make students think about needed information of th e invitation To write an invitation letter as an object Closing Students edit each other’s work To give feedback and comment on the best work NEAT Writing Question Type 6 Steps Introduction TTF CEWT To greet and review To warm-up introduce the topic To think of the characters and adapt them Development To describe the picture one by one To make a list of the adapted characters in th To infer the following last scene i e story n the picture To predict what happened with the new charac To connect the sentences and mak ters in the story e a whole story To describe and write a whole story based on t he characters Closing Students edit each other’s work One word drama A: Good. B: Good? A; Good. B: OK, then. A: Sorry. B: Whew---. A: Sorry. B: Oh! A: shut up. B: why? A: look. B: Oh! A: Gone! B: Really? A: Surprise? B: Oh, no!!! Is it interesting and exciting? Physical setting; Where are they? Emotional setting: Who are they? What relationship? Are they happy, tired, excited, sad, angry? Scripted role- play A: How about going to the movies? B: If you like to. A: You do want to go, don’t you? B: Well, you know very well, I like going to a movie. • Physical setting • Emotional setting. Textbook dialogues A: Is this your book? B: yes, it is. Thanks. A: your welcome. A: Is this your ball? B: No. Scripted role-play (Refering) A: It’s me. B: Me who? A: Who’s talking? B: Who’s that? A:Police man! B: You! Does this dialogue make sense? Grammatically? Pragmatically? Referring problem? Open ended. A: some one. B: Sanshinryung. In front of a pond. A: Ahhhhh Ahhhh. B: Why are you crying? A: I’ve lost my ____________. B: (goes into the pond and comes out holding something he lost on his hands) Is this your ___? A: Oh, no that isn’t mine. B: (goes into the pond and comes out holding something he lost on his hands) Is this your ___? A: Oh, no that isn’t mine. B: (goes into the pond and comes out holding something he lost on his hands) Is this your ___? A: Oh, yes, that is my ______. B: _________________________. 3.3 Open drama activities Mapped role-plays • Written mapped role play • Picture mapped role play. Written mapped role-play. 1. The beast invited the beauty. 2. The beast introduced his place to the beauty 3 The beauty felt hungry and the beast offered some food and drin ks. 4. The beauty was sleepy and fell a sleep in one the rooms. 5 When the beauty was sleeping alone, a bad witch appeared to th e beauty and woke her up. 6. The witch forced her to play sports. 7 The witch also threatened to curse her if she did not do as the wi tch said. 8. What would they do? Picture mapped role-play Situational role-plays Your self in an imaginative situation. Imaginative roles in an imaginative situation. Your self in an imaginative situation. • You are walking on a street. A stranger comes to you and say whether you can give the person some money. • What would you do? Imaginative roles in an imaginative situation. • You are a city mouse and a country mouse. The city mouse is invited by the country mouse. The city mouse is offered to eat something it cannot eat. The city mouse must not eat the food and the country mouse must make the city mouse eat it. • What would you do if you were they? Simulation Shipwreck • You are in an isolate island. There is no sign of water. You hav e no food, no fire. There are pine trees and bamboos in the woods. Each person should give one suggestion to survive in the island and to be saved. Suggestions should reflect each o ne’s professions. Carpenter, geologist, hunter, cook, mathematic teacher. Simulation Just outside a village in the town of Brobnag, a deep hole appears overnight. A small child discovers it in the morning and runs to inform the police. What would people with different kinds of job respond on this situation? • The child • The police chief • The mayor • A scientist • An artist • A practical joker • A businessman • A pessimist • A retired army colonel. Debating Issue 1: Cinderella Accusation. Cinderella accused her step mother and two step sisters on their physical and mental abusing. Issue 2: Plastic surgery. You have to think about this issue from different views of different people. Positive viewers. Negative viewers. Process drama Every one participate in this drama. Death of the Former president Noh, Moo Hyun. What kinds of people would have different views on this sudden death? Process drama Read a newspaper article. Choose one event from the news article. Analyze main event within a few parts. Identify the main people who are involved in this event Analyze each character of the event and their perspectives and attitudes for this event. • Divide a class into a few groups of people that represent each party of the event. • • • • • • • • Creativity in Drama using Attributing • • • • • • • • • • • • Read and adapt the story using attributing lists. Read or watch a story Analyze the structure of a story Analyze the physical context Analyze characters Change characters’ personalities and appearances Think of expected outcome of a story due to change of a story Write a role play script Edit your story Have peer editing Revise your story Have a performance. Analyze this one using SCAMPER. • Use one of the historical moment make a role play • Use one of a non-human feature and empathize your feelings toward the feature and make a role play. Inductive Approaches • Concept formation: identifying and enumerating data grouping items into categories. • Interpretation of data • Application of principles. • https://www.youtube.com/watch?v=gqkQKZYDImM • Watch and think about what are the commonalities of these commercials? • Explain how these three strategies of inductive approaches worked. • How can you make a commercial for this creative class? Homework Read chapter 10