Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-586b7cd67f-2brh9 Total loading time: 0 Render date: 2024-11-24T19:31:01.775Z Has data issue: false hasContentIssue false

18 - Creative Identity Development in Classrooms

from Part IV - Environments and Contexts

Published online by Cambridge University Press:  19 November 2021

By
Ronald A. Beghetto
Edited by
Sandra W. Russ ,
Jessica D. Hoffmann  and
James C. Kaufman
Sandra W. Russ
Affiliation:
Case Western Reserve University, Ohio
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

Outside of the home environment, classrooms represent one of the most persistent and frequented settings where young people spend their time. Classrooms thereby hold much potential for creative identity development. “Creative identity development” refers here to the crystallization of creative interests (“I like writing short stories”) and aspiration (“I want to be short story writer”) into more stable beliefs about one’s broader identity (“I am a creative short story writer”) and sense of self (Beghetto, 2013; Beghetto & Dilley, 2016). Given that some young people also go on to become teachers, classrooms represent a site where adults can continue to develop and express their creativity in the domain of teaching (Beghetto, 2017). How then might school and classroom experiences support students’ and teachers’ creative identity development? The purpose of this chapter is to provide an overview of factors involved in creative identity development.

Keywords

creativitycreative identity developmentclassroomseducationteachingcreative learningearly childhoodK12 schoolhigher education
Type
Chapter
Information
The Cambridge Handbook of Lifespan Development of Creativity , pp. 395 - 414
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adams, G. L., & Engelmann, S. (1996). Research on direct instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement System.Google Scholar
Beghetto, R. A. (2013). Killing ideas softly? The promise and perils of creativity in the classroom. Charlotte, NC: Information Age Publishing.Google Scholar
Beghetto, R. A. (2014). Creative mortification: An initial exploration. Psychology of Aesthetics, Creativity, and the Arts, 8, 266–276.Google Scholar
Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15(1), 6–23.Google Scholar
Beghetto, R. A. (2017). Creativity in Teaching. In Kaufman, J. C., Glăveanu, V. P., & Baer, J. (Eds.), The Cambridge handbook of creativity across domains (pp. 549–564). New York: Cambridge University Press. doi:10.1017/9781316274385.030Google Scholar
Beghetto, R. A. (2018). What if? Building students’ problem-solving skills through complex challenges. Alexandria, VA: ASCD.Google Scholar
Beghetto, R. A. (2019). Structured uncertainty: How creativity thrives under constraints and uncertainty. In Mullen, C. A (Ed.), Creativity under duress in education? (vol. 3, pp. 27–40). New York: Springer. doi:10.1007/978-3-319-90272-2_2Google Scholar
Beghetto, R. A. (2020). Education and creativity. In Runco, M. A. & Pritzker, S. R. (Eds.), Encyclopedia of creativity (3rd ed.) (pp. 417–422). San Diego, CA: Elsevier/Academic Press.Google Scholar
Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 151, 85–95.CrossRefGoogle Scholar
Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In Karwowski, M. & Kaufman, J. C. (Eds.), The creative self (pp. 3–22). San Diego, CA: Academic Press.Google Scholar
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73–79.Google Scholar
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. doi:10.1016/j.edurev.2017.10.003Google Scholar
Corazza, G. E. (2016). Potential originality and effectiveness: The dynamic definition of creativity. Creativity Research Journal, 28(3), 258–267. doi:10.1080/10400419.2016.1195627Google Scholar
Duckworth, E. (2006). “The having of wonderful ideas” and other essays on teaching and learning (3rd ed.). New York: Teachers College Press.Google Scholar
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.Google Scholar
Edwards, J. R., Caplan, R. D., & Van Harrison, R. (1998). Person–environment fit theory. Theories of Organizational Stress, 28, 67.Google Scholar
Glăveanu, V. P. (2013). Rewriting the Language of Creativity: The Five A’s Framework. Review of General Psychology, 17(1), 69–81. doi:10.1037/a0029528Google Scholar
Glăveanu, V. P., Hanchett Hanson, M., Baer, J., Barbot, B., Clapp, E. P., Corazza, G. E., … Sternberg, R. J. (2019). Advancing creativity theory and research: A socio‐cultural manifesto. The Journal of Creative Behavior. doi:10.1002/jocb.395Google Scholar
Glăveanu, V. P., & Kaufman, J. C. (2019). The creativity matrix: Spotlights and blind spots in our understanding of the phenomenon: Creativity matrix. The Journal of Creative Behavior. doi:10.1002/jocb.417Google Scholar
Halpern, D. F. (2010). Creativity in college classrooms. In Beghetto, R. A & Kaufman, J. C (Eds.), Nurturing creativity in the classroom (pp. 380–393). New York: Cambridge University Press. doi:10.1017/CBO9780511781629.019Google Scholar
Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111–127.Google Scholar
Hirsh-Pasek, K., Hyson, M. C., & Rescorla, L. (1990). Academic environments in preschool: Do they pressure or challenge young children. Early Education & Development, 1(6), 401–423. doi:10.1207/s15566935eed0106_1Google Scholar
Hoffmann, J. D., & Russ, S. W. (2016). Fostering pretend play skills and creativity in elementary school girls: A group play intervention. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 114–125. doi:10.1037/aca0000039Google Scholar
Hollinger, M., & Kaufman, J. C. (2018). The relationship between creativity and feedback. In Lipnevich, A. A. & Smith, J. K. (Eds.), The Cambridge handbook of instructional feedback (pp. 578–588). New York: Cambridge University Press.Google Scholar
Jackson, P. W. (1990). Life in classrooms. New York: Teachers College Press.Google Scholar
Karwowski, M., & Beghetto, R. A. (2018). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. doi:10.1037/aca0000190Google Scholar
Karwowski, M., & Kaufman, J. C. (Eds.). (2017). The creative self: Effect of beliefs, self-efficacy, mindset, and identity. Boston, MA: Elsevier.Google Scholar
Karwowski, M., Lebuda, I., & Beghetto, R. A. (2019). Creative self-beliefs. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge handbook of creativity (2nd ed.). New York: Cambridge University Press.Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C model of creativity. Review of General Psychology, 13, 1–12.Google Scholar
Land, G., & Jarman, B. (1993). Breakpoint and beyond: Mastering the future – today. New York: HarperCollins.Google Scholar
Lewis, M., & Sullivan, M. W. (2005). The development of self-conscious emotion. In Elliot, A. J & Dweck, C. S (Eds.), Handbook of competence and motivation (pp. 185–201). New York: Guilford.Google Scholar
Lillard, A. S. (2012). Preschool children’s development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50(3), 379–401.Google Scholar
Piaget, J. (1976). To understand is to invent: The future of education. New York: Penguin Books.Google Scholar
Plucker, J. A., Beghetto, R. A., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83–96.Google Scholar
Plucker, J. A., & Beghetto, R. A. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction does not matter. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From potential to realization (pp. 153–167). Washington, DC: American Psychological Association.Google Scholar
Plucker, J. A., & Dow, G. T. (2010). Attitude change as the precursor to creativity enhancement. In Beghetto, R. A & Kaufman, J. C (Eds.), Nurturing creativity in the classroom (2nd ed., pp. 190–211). New York: Cambridge University Press.Google Scholar
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159–175.Google Scholar
Renzulli, J. (2017). Developing. In Beghetto, R. A & Kaufman, J. C (Eds.), Creativity across all areas of the curriculum. New York: Cambridge University Press.Google Scholar
Root-Bernstein, R., & Root-Bernstein, M. (2017). People, passions, problems: The role of creative exemplars in teaching for creativity. In Beghetto, R. A. & Sriraman, B. (Eds.), Creative contradictions in education (pp. 143–180). Cham: Springer.Google Scholar
Runco, M. A., & Beghetto, R. A. (2019). Primary and secondary creativity. Current Opinion in Behavioral Sciences, 27, 7–10.Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24, 92–96.Google Scholar
Russ, S. W. (2014). Pretend play in childhood: Foundation of adult creativity (1st ed.). Washington, DC: American Psychological Association.Google Scholar
Russ, S. W., & Lee, A. W. (2019). Pretend play in the classroom. In Charles, M & Bellinson, J (Eds.), The importance of play in early childhood education: Psychoanalytic, attachment, and developmental perspectives (pp. 19–32). London: Routledge.Google Scholar
Schrage, M. (1999). Serious play: How the world’s best companies simulate to innovate. Boston, MA: Harvard Business Press.Google Scholar
Simonton, D. K. (2010). Creativity in highly eminent individuals. In Kaufman, J. C & Sternberg, R. J (Eds.), The Cambridge handbook of creativity (pp. 174–188). New York: Cambridge University Press.Google Scholar
Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. Early Childhood Research Quarterly, 19(3), 375–397. doi:10.1016/j.ecresq.2004.07.007Google Scholar
Tracy, J. L., & Robins, R. W. (2006). Theoretical model. Psychological Inquiry, 15, 103–125.Google Scholar
Vygotsky, L. S. (2004). Imagination and creativity in childhood (M. E. Sharpe, Inc., Trans.). Journal of Russian and East European Psychology, 42, 7–97.Google Scholar
Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M., & Dore, R. A. (2017). Where learning meets creativity: The promise of guided play. In Beghetto, R. A. & Sriraman, B (Eds.), Creative contradictions in education (vol. 1, pp. 165–180). Cham: Springer. doi:10.1007/978-3-319-21924-0_10Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×