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Murdock, Mary C.; Keller-Mathers, Susan (2002). The foundation of the torrance incubation model: Identifying and using a creativity skill set. Celebrate Creativity: The Newsletter for the Creativity Division of the National Association for Gifted Children, 8 (2) , pp. 5-6, 13.

Type of Resource: Magazine Article
Online Resource: HTML

The authors point out the distinction between teaching the content of creativity and/or using creativity skills to teach another content creatively. The point is made that there is little or no direct teaching of the range of concepts or language of creativity and consequently there is little or no transfer of learning within the content of creativity itself. Educators, the authors point out seem at a loss to know what to teach as creativity. There fallback position seems to be to teach creatively and hope for the best. So the authors provide educators with a beginning creativity skill set that they can use with the Torrance Incubation Model(TIM). Educators/users need a creativity skill base to integrate into content and they need to be facile in both understanding and using it. Thusly, it is important, when using the TIM, to engage a creativity skill base equally with the model itself. The authors' provide some elaboration of the creativity skill set as presented in the book 'Making the Creative Leap Beyond by Torrance and Safter. The point is made by the author's that once teachers/educators start to understand the concepts within a creativity skill base, working with the TIM becomes easier and more efficient. Additionally once students start to learn actual skills they broaden their repertoire of creativity skills beyond the the basic four skills of divergent thinking. Then students are set for the transfer of learning to other contents.

cognitive / creativity / education / models / process / thinking / techiques

CBIR Record Number: 2420

Buffalo State College, State University of New York