Thursday, May 12, 2022

Write your Creativity essay here, using the text box below. The prompt is: To what degree is art and creativity necessary in our society?

 

Write your Creativity essay here, using the text box below. The prompt is: To what degree is art and creativity necessary in our society?

Essay should include:

  • 5-6 paragraphs
  • MLA formatting (when quoting)
  • 3 assigned readings
  • 1 piece of art
  • 3 new vocabulary words (highlighted or boldfaced, please)

Formatting Your Essay

  • Italicize your thesis statement.
  • Underline your Points (of the PIE paragraphs)
  • To indent each paragraph, press the Space Bar 7 times/spaces
  • Single spacing only (since Quizzes doesn't do double spacing)

Technical problems? Click here to contact the Canvas Student Support Chat Line (Links to an external site.)

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Mapping creativity in the brain

Mapping Creativity in the Brain 

KYLAH GOODFELLOW KLINGE  MAR 21, 2016

New research sheds some light on the neuroscience of improvising.

The writer Edith Wharton, a self-professed “slow worker,” dismissed the idea of easy creative triumph. “Many people assume that the artist receives, at the outset of his career, the mysterious sealed orders known as ‘Inspiration,’ and has only to let that sovereign impulse carry him where it will,” she wrote in her 1925 book The Writing of Fiction. The artistic impulse, she continued,  was instead achieved through “systematic daily effort.”

But while she championed diligence, Wharton was also driven by something she found more difficult to describe. Writing in The Atlantic in 1933, she sought to explain that “central mystery” of spontaneous creative expression—the “teeming visions which, ever since my small childhood, and even at the busiest and most agitated periods of my outward life, have incessantly peopled my inner world.”

 

“It is as impossible to fix in words,” she wrote, “as that other mystery of what happens in the brain at the precise moment when one falls over the edge of consciousness into sleep.”

 

There are many types of creativity, but in recent years, researchers have begun to understand more about the kind of creative flow Wharton described—the state that today is colloquially referred to as “being in the zone.”

 

In a 2008 study published in the journal PLOS, Charles Limb, an otolaryngologist at the University of California, San Francisco and accomplished jazz saxophonist, and Allen Braun, a speech researcher at the National Institutes of Health, designed a clever way to observe creative expression in the brain: an fMRI machine with a specially made musical keyboard. The two men recruited six professional jazz musicians for the study; while in the fMRI, the participants performed musical exercises ranging from a memorized scale to a fully improvised piece of music.

 

So what determines what creative path a person takes at any given moment?

 

Observing the musicians’ brain activity as they performed each task, Limb and Braun found that when their subjects improvised, a region called the dorsolateral prefrontal cortex (DLPFC) became less active. Like a neural mother hen, the DLPFC is connected to planning, inhibition, and self-censorship; its deactivation has been suggested to play a role in altered states of consciousness such as daydreaming, meditation, and REM sleep. (A separate imaging study published in the journal Nature in 2012 found a similar lulling of the DLPFC during freestyle rap.) This pattern of brain activity, Limb and Braun wrote, may be “intrinsic to the creative process,” which “can apparently occur outside of conscious awareness and beyond volitional control.”

 

 

 

 

 

Their findings support a fundamental model of creativity developed by Arne Dietrich, the author of How Creativity Happens in The Brain and a professor of psychology at the American University of Beirut. Dietrich argues that the brain’s prefrontal cortex is central to creativity, and depending on the particular creative activity, the region will either significantly slow—as it did in the jazz study—or ramp up.

 

In other words, creativity is necessarily a variable phenomenon. At times, it’s the composer’s strict pen: intentional, revisionary, critical. And at times, it’s the spontaneous new melody: unconscious, experiential, flexible. So what determines which creative path a person takes in a given moment?

 

Earlier this year, Limb co-authored a new study led by Malinda McPherson, a doctoral candidate at the Harvard-MIT Program in Speech and Hearing Bioscience and Technology, to address that missing element. The study also asked jazz pianists to improvise in an fMRI scanner; this time, though, the musicians were instructed to first review photographs of a woman wearing a positive, negative, or neutral expression, and then to try to match the photo’s mood with their improvised melodies.

 

The results were somewhat surprising. McPherson’s team predicted the creativity-related DLPFC deactivation from the previous study would be found equally in the negative and positive improvisations, but it was much more pronounced during the happy trial. The researchers also found that the negative-photo improvisations showed greater activity in certain brain regions connected to cognitive control and reward; specifically, there was increased connectivity between the insula, an area that controls visceral awareness, and the substantia nigra, an area responsible for reward and pleasure.

 

Positive emotion seems to be related to a deeper state of creative flow.

 

Broadly, McPherson’s findings support Dietrich’s argument that creativity doesn’t stem from one easily definable process or brain pattern. The results also indicate that “emotion has a huge effect on the way our brains can be creative,” McPherson says. Positive emotion, for instance, seems to be related to a deeper state of creative flow. Her findings also seem to indicate that unhappy artistic expression requires more conscious restraint than happy music—but may also be, on some level, more rewarding.

 

“Sadness in art is perplexing,” McPherson says. “People love performing and listening to sad music, but generally try to avoid sadness in other areas of their lives.” It may be that the arts give us the chance to safely practice and experience a range of emotions, she says—or, as Wharton writes, to experience feelings “quite unrelated to the joy or sorrow caused by real happenings, but as intense.” Sad music, then, could be especially pleasurable because the musician “knows that the sadness is coming from the art, and not from any other loss,” McPherson speculates. Happy art, on the other hand, may allow a deeper creative flow because it carries less emotional risk, even if it also means less of a reward or release.

 

 

 

But Dietrich advises caution in extrapolating too much from McPherson's study or any neuroimaging research on creativity. “Even for the wilderness of human thinking, creative ideas seem to be deliberately designed to defy empirical enquiry,” he says, adding that some ideas pitched as neural explanations for creativity have “completely failed” to produce coherent results. Dietrich remains skeptical that fMRI-bound improvisations are an accurate representation of truly freewheeling creative flow. Even so, he says, the McPherson study is a “genuine addition to the literature.”

 

Of course, the more questions that are answered, the more questions arise: Do the findings about jazz improvisation apply equally to other forms of art and music? If there are distinct paths to creativity, how can we steer our brains to enter a state of creative flow? What happens to the brain during those more deliberate creative efforts, such as revising an artistic work?

As they move forward, Limb and his colleagues are working to both deepen their understanding of musical improvisation and extend the research to other areas of creativity. “There are so many deep and critical questions when it comes to the neuroscience of art,” he says. “It may take a while before we are able to unify the knowledge across disciplines.”

 

 

 

 

Stanford Study Reveals This Brain Booster Increases Creativity by 60 Percent By Logan Chierotti

PUBLISHED ON: APR 20, 2017

 

Many business people are now looking for brain-enhancing substances and techniques that increase creativity and focus.

A new form of "cognitive enhancing" drugs called nootropics are sweeping through the business world. Said to increase productivity, creativity, and focus, these legal drug compounds are beginning to find a following across a variety of industries. Part of the larger biohacking movement, nootropics come in many forms, from prescription drugs like Adderall and Modafinil to over the counter brands such as Nootrobrain, TruBrain, and Nootroo.

 

These cognitive enhancers are all the rage, with programmers, salespeople, and even executives testing out drugs that claim to offer a mental edge.

 

But, when it comes to stimulating creativity, as opposed to increased mental focus proposed by proponents of nootropics, a Stanford University study offers a basic, alternate prescription - walking.

 

Yes, you read that right. The most basic form of movement, walking, is one of the most beneficial activities to stimulate creativity.

 

So, if you're looking for increased mental focus, you can purchase a variety of these so-called smart drugs, most of which contain some combination of caffeine, B vitamins, CDP Choline and L-Theanine. However, none of the nootropics brands are FDA approved, and thus far, reviews are mixed.

 

I've experimented with many of these "smart drugs" and from my experience, the negative side effects outweigh the short term benefits.

 

However, if creativity is what you're looking for, there seems to be a simpler medication. Stop staring at your computer screen, stand up from your desk, and walk outside.

 

In the long run, the latter option is cheaper, healthier and more impactful. Yes, outworking the competition is one route to success. But wouldn't you rather disrupt a market, or create an entirely new one, through a burst of creative genius.

 

And if you're someone that makes decisions based on results, the creative benefits of walking found in the Stanford University study should not be ignored.

 

Here's are the findings between creativity and walking:

    Divergent thinking, one's ability to generate creative ideas through many possible solutions, significantly accelerates while walking.

    100% of participants completed complex analogies while walking outdoors, compared to 50% of those seated inside.

    Overall, creative output increased by an average of 60% when walking.

 

Apparently, you don't even have to be walking outdoors to receive the metal benefits of movement. The study found that even walking indoors on a treadmill led to creative jumps.

 

So next time you see that strange guy walking on a treadmill in the

office space next to yours, don't hate. Sure, he might be sweating through his dress shirt at 10:30 AM, but he could be on the verge of a creative outpouring the likes of which the world has never seen.

 

 

 

 

 

 

 

Learning to Think Outside the Box

 

Learning to Think Outside the Box

Creativity Becomes an Academic Discipline

By LAURA PAPPANO  FEB. 5, 2014

Students in creative studies at Buffalo State College posted key points to being a creative thinker.

IT BOTHERS MATTHEW LAHUE and it surely bothers you: enter a public restroom and the stall lock is broken. Fortunately, Mr. Lahue has a solution. It’s called the Bathroom Bodyguard. Standing before his Buffalo State College classmates and professor, Cyndi Burnett, Mr. Lahue displayed a device he concocted from a large washer, metal ring, wall hook, rubber bands and Lincoln Log. Slide the ring in the crack and twist. The door stays shut. Plus, the device fits in a jacket pocket.

not the advance technology even around our surrounding materials we can create to solve the problem . 


The world may be full of problems, but students presenting projects for Introduction to Creative Studies have uncovered a bunch you probably haven’t thought of. Elie Fortune, a freshman, revealed his Sneaks ’n Geeks app to identify the brand of killer sneakers you spot on the street. Jason Cathcart, a senior, sported a bulky martial arts uniform with sparring pads he had sewn in. No more forgetting them at home.

I don’t expect them to be the next Steve Jobs or invent the flying car,” Dr. Burnett says. “But I do want them to be more effective and resourceful problem solvers.” Her hope, she says, is that her course has made them more creative.

Once considered the product of genius or divine inspiration, creativity — the ability to spot problems and devise smart solutions — is being recast as a prized and teachable skill. Pin it on pushback against standardized tests and standardized thinking, or on the need for ingenuity in a fluid landscape.

 

 

Cyndi Burnett teaches Introduction to Creative Studies at Buffalo State College.

 

 “The reality is that to survive in a fast-changing world you need to be creative,” says Gerard J. Puccio, chairman of the International Center for Studies in Creativity at Buffalo State College, which has the nation’s oldest creative studies program, having offered courses in it since 1967.

Identify and adapt to student needs

f“That is why you are seeing more attention to creativity at universities,” he says. “The marketplace is demanding it.”

Critical thinking has long been regarded as the essential skill for success, but it’s not enough, says Dr. Puccio. Creativity moves beyond mere synthesis and evaluation and is, he says, “the higher order skill.” This has not been a sudden development. Nearly 20 years ago “creating” replaced “evaluation” at the top of Bloom’s Taxonomy of learning objectives. In 2010 “creativity” was the factor most crucial for success found in an I.B.M. survey of 1,500 chief executives in 33 industries. These days “creative” is the most used buzzword in LinkedIn profiles two years running.

 

Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.

 

Creative studies is popping up on course lists and as a credential. Buffalo State, part of the State University of New York, plans a Ph.D. and already offers a master’s degree and undergraduate minor. Saybrook University in San Francisco has a master’s and certificate, and added a specialization to its psychology Ph.D. in 2011. Drexel University in Philadelphia has a three-year-old online master’s. St. Andrews University in Laurinburg, N.C., has added a minor. And creative studies offerings, sometimes with a transdisciplinary bent, are new options in business, education, digital media, humanities, arts, science and engineering programs across the country.

 

Suddenly, says Russell G. Carpenter, program coordinator for a new minor in applied creative thinking at Eastern Kentucky University, “there is a larger conversation happening on campus: ‘Where does creativity fit into the E.K.U. student experience?’ Dr. Carpenter says 40 students from a broad array of fields, including nursing and justice and safety, have enrolled in the minor — a number he expects to double as more sections are added to introductory classes. Justice and safety? Students want tools to help them solve public safety problems and deal with community issues, Dr. Carpenter explains, and a credential to take to market.

 

The credential’s worth is apparent to Mr. Lahue, a communication major who believes that a minor in the field carries a message. “It says: ‘This person is not a drone. They can use this skill set and apply themselves in other parts of the job.’ ”

 

On-demand inventiveness is not as outrageous as it sounds. Sure, some people are naturally more imaginative than others. What’s igniting campuses, though, is the conviction that everyone is creative, and can learn to be more so.

 

Just about every pedagogical toolbox taps similar strategies, employing divergent thinking (generating multiple ideas) and convergent thinking (finding what works).The real genius, of course, is in the how.

 

 

Dr. Puccio developed an approach that he and partners market as FourSight and sell to schools, businesses and individuals. The method, which is used in Buffalo State classrooms, has four steps: clarifying, ideating, developing and implementing. People tend to gravitate to particular steps, suggesting their primary thinking style. Clarifying — asking the right question — is critical because people often misstate or misperceive a problem. “If you don’t have the right frame for the situation, it’s difficult to come up with a breakthrough,” Dr. Puccio says. Ideating is brainstorming and calls for getting rid of your inner naysayer to let your imagination fly. Developing is building out a solution, and maybe finding that it doesn’t work and having to start over. Implementing calls for convincing others that your idea has value.

 

 

Edwin Perez's FaceSaver keeps your phone from falling.

 

Jack V. Matson, an environmental engineer and a lead instructor of “Creativity, Innovation and Change,” a MOOC that drew 120,000 in September, teaches a freshman seminar course at Penn State that he calls “Failure 101.” That’s because, he says, “the frequency and intensity of failures is an implicit principle of the course. Getting into a creative mind-set involves a lot of trial and error.”

 

His favorite assignments? Construct a résumé based on things that didn’t work out and find the meaning and influence these have had on your choices. Or build the tallest structure you can with 20 Popsicle sticks. The secret to the assignment is to destroy the sticks and re-imagine their use. “As soon as someone in the class starts breaking the sticks,” he says, “it changes everything.

 

Dr. Matson also asks students to “find some cultural norms to break,” like doing cartwheels while entering the library. The point: “Examine what in the culture is preventing you from creating something new or different. And what is it like to look like a fool because a lot of things won’t work out and you will look foolish? So how do you handle that?”

 

It’s a lesson that has been basic to the ventures of Brad Keywell, a Groupon founder and a student of Dr. Matson’s at the University of Michigan. “I am an absolute evangelist about the value of failure as part of creativity,” says Mr. Keywell, noting that Groupon took off after the failure of ThePoint.com, where people were to organize for collective action but instead organized discount group purchases. Dr. Matson taught him not just to be willing to fail but that failure is a critical avenue to a successful end. Because academics run from failure, Mr. Keywell says, universities are “way too often shapers of formulaic minds,” and encourage students to repeat and internalize fail-safe ideas.

 

Bonnie Cramond, director of the Torrance Center for Creativity and Talent Development at the University of Georgia, is another believer in taking bold risks, which she calls a competitive necessity. Her center added an interdisciplinary graduate certificate in creativity and innovation this year. “The new people who will be creative will sit at the juxtaposition of two or more fields,” she says. When ideas from different fields collide, Dr. Cramond says, fresh ones are generated. She cites an undergraduate class that teams engineering and art students to, say, reimagine the use of public spaces. Basic creativity tools used at the Torrance Center include thinking by analogy, looking for and making patterns, playing, literally, to encourage ideas, and learning to abstract problems to their essence.

 

In Dr. Burnett’s Introduction to Creative Studies survey course, students explore definitions of creativity, characteristics of creative people and strategies to enhance their own creativity.These include rephrasing problems as questions, learning not to instinctively shoot down a new idea (first find three positives), and categorizing problems as needing a solution that requires either action, planning or invention. A key objective is to get students to look around with fresh eyes and be curious. The inventive process, she says, starts with “How might you…”

 

Dr. Burnett is an energetic instructor with a sense of humor — she tested Mr. Cathcart’s martial arts padding with kung fu whacks. Near the end of last semester, she dumped Post-it pads (the department uses 400 a semester) onto a classroom desk with instructions: On pale yellow ones, jot down what you learned; on rainbow colored pads, share how you will use this learning. She then sent students off in groups with orders that were a litany of brainstorming basics: “Defer judgment! Strive for quantity! Wild and unusual! Build on others’ ideas!”

 

As students scribbled and stuck, the takeaways were more than academic. “I will be optimistic,” read one. “I will look at tasks differently,” said another. And, “I can generate more ideas.”

 

Asked to elaborate, students talked about confidence and adaptability. “A lot of people can’t deal with things they don’t know and they panic. I can deal with that more now,” said Rony Parmar, a computer information systems major with Dr. Dre’s Beats headphones circling his neck.

 

Mr. Cathcart added that, given tasks, “you think of other ways of solving the problem.” For example, he streamlined the check-in and reshelving of DVDs at the library branch where he works.

195COMMENTS

The view of creativity as a practical skill that can be learned and applied in daily life is a 180-degree flip from the thinking that it requires a little magic: Throw yourself into a challenge, step back — pause — wait for brilliance to spout.

The point of creative studies, says Roger L. Firestien, a Buffalo State professor and author of several books on creativity, is to learn techniques “to make creativity happen instead of waiting for it to bubble up. A muse doesn’t have to hit you.”

 

Laura Pappano is writer in residence at Wellesley Center for Women at Wellesley College and author of several books, including “Inside School Turnarounds.”

 

 

 

tumutuous

  making a loud, confused noise; uproarious.