Creative Thinking

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Creative Thinking
Communicating
Social Awareness and Responsibility

Context

During free exploration, children choose and design their own activities. They interact freely with materials that are provided, with other children, and with families who are there with their own children. They are self-directed during this time but receive support from the teacher as they play. Sometimes, they engage in explorations or play that extends over several sessions.

The teacher observed and documented two girls, as they created a “nail salon” over two sessions, several weeks apart, and involved other children and families in their play. She focused her observations primarily on “B” and offered the following questions about what she observed:

"I wonder where B gets her creativity from? How does collaborating with her friend S lead them to open a nail salon and other businesses? I wonder how both can work together and reach non-verbal agreements on how they would play. How does her actions impact the way other children perceive her, and how does that tie into making meaningful and long-lasting relationships with her friends and classmates?"

Illustration

Learning Story

During free play, B and her friend S took eggs, a telephone, a jar with markers and a watch over to the “literacy corner” where the teacher had set up some “dot the letter” provocations. Then they sat down and said:  "We’re going to do a nail salon".

They set up their items on the back of the table. S cleans B’s nails with the egg

They set up their items on the back of the table. S cleans B’s nails with the egg

  • S: B what color do you want for your nails?
  • B: Hmm the pink one.
  • S: Okay. First we have to clean your nails. (S takes the egg and cleans B’s nails)
  • S: Now we put the color. Put your hand here. (S opens the marker).
  • Teacher: S let’s ask B’s mom first if we can put the color on B’s nails.
  • S & B: Good idea. (B and S go over to B’s mom) Auntie can we put the color on B’s nails?
  • B’s mom: Oh no, I think not. (S interrupts mid-sentence.)
  • S: It’s okay. We’re just pretending. See we put the lid on.
  • B: Yeah just pretend.

 The children switch seats and B does the same process to S’s nails.

Polish and drying process. Polish and drying process.

They run back to the table to continue. S pretends to put the pink marker on B’s nails.

  • S: Now we have to polish.
    S uses the watch to polish B’s nails.
    S takes the bottom of the phone and tells B to put her hand in
  • S: Don’t move, your hand needs to dry.
  • B: Okay. Is it done?
  • S: Yeah all done. Check your nails. Do you like it?
  • B: Yeah!. Okay now it’s your turn for your nails.

The children switch seats and B does the same process to S’s nails. 

B polishing S’s nails with the watch

Next, they decided to go around the classroom to ask other parents and children if they would like to get their nails done. After one mom and dad finished getting their nails done, B said,  we need to make a sign so people know they can get their nails done in our store! B grabbed a piece of paper from the art table and wrote her name. She asked S to write her name, and a dad to write the word “nails” and draw a hand with nail polish. S asked the teacher for tape. “Ms. M we need tape to put our sign up for our nail shop!  They put up the sign and started to ask other children if they would like their nails done.

B polishing S’s nails with the watch More customers for the nail salonMore customers for the nail salon

Soon a line up forms and other children are waiting to get their nails done. As the children get their nails done B and S treat the children as customers, commenting on their dress and nails (e.g., Do you like them? I like your dress. That’s Elsa.)

A few minutes later, the children begin to add other signs such as Flu shot:

  • S: Make sure to put registered nurse because only a registered can do a flu shot.

They also created a sign for a “Gluten free hair salon.”

  • S: I like that name, that’s why.

This observation occurred on the last week before winter break. The educator decided to leave the signs up and see if the children would return to their work in January. As the children entered their first day of school after the break, S and B surely went back to their work. They both came back to their “salon” and asked different friends which service they would like.  They added new services(e.g., face-paint shop), and each day, specified which service they had available. Children and parents could choose from of the options available.

Profiles
PROFILE THREE

I communicate purposefully using forms and strategies I have practiced

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn/share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly  about topics I know and understand well, using forms and strategies I have practiced. I gather and present basic information I need

PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

 

PROFILE TWO

In familiar settings, I can interact with others and my surroundings respectfully

I can build relationships and work and play cooperatively.  I can participate in activities to care for and improve my social and physical surroundings and use materials respectfully. I can solve some problems myself and ask for help when I need it; I listen to others’ ideas and concerns. I can be part of a group, and invite others to join. I can identify when something is unfair to me or others

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Critical and Reflective Thinking
Creative Thinking
Communicating

Context

Students were engaged in a free inquiry project. They chose their own essential question, the authentic product they would develop, and the resources they would use. Students developed their own criteria and rubric to self-assess their work and identified the curricular content and core competencies they thought were relevant to their work.

This student decided to explore her artistic abilities through this inquiry. Her essential question was: How do artists best express how they think or feel? She kept an inquiry journal as she worked and competed a reflection form with teacher prompts at the end of the inquiry.

A few months after this assignment was completed, she wrote a myth and created a book illustrated in watercolours. 

Illustration

Samples Student Work

Artist pictureArtist picture

 

Student Reflection

 

Profiles
PROFILE FIVE

I can evaluate and use well-chosen evidence to develop interpretations; identify alternatives, perspectives, and implications; and make judgments. I can examine and adjust my thinking.

I can ask questions and offer judgments, conclusions, and interpretations supported by evidence I or others have gathered. I am flexible and open-minded; I can explain more than one perspective and consider implications. I can gather, select, evaluate, and synthesize information. I consider alternative approaches and make strategic choices. I take risks and recognize that I may not be immediately successful. I examine my thinking, seek feedback, reassess my work, and adjust. I represent my learning and my goals and connect these to my previous experiences. I accept constructive feedback and use it to move forward.

 

PROFILE FOUR

I can get new ideas or reinterpret others’ ideas in novel ways.

I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.           

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Critical and Reflective Thinking
Creative Thinking
Social Awareness and Responsibility
Communicating

Context

The Teacher’s Voice

Students in my classroom are often asked to consider social issues, particularly with reference to valuing diversity. This lesson was developed to prompt students to understand that design can be responsive to identified needs, in this case, the need for access to universal washrooms.

To design logos for a universal washroom, students:

  • Analyzed design features for logos
  • Developed understanding about Universal Washrooms
  • Considered who needs access to Universal Washrooms
  • Worked in design teams to create a logo for a universal washroom
  • Shared their designs; offered and received feedback
  • Pitched their design to the class

A detailed lesson plan can be found at the following website as part of a collection of SOGI resources.

http://www.lostboysconsulting.ca/sd-41/

Illustration

Student Work Samples

Students recorded the iterations of their design process:

Students then presented their final logo design:

Student Reflection

Profiles
PROFILE FOUR

I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.

I can use what I know and observe to identify problems and ask questions. I explore and engage with materials and sources. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans. I consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can assess my own efforts and experiences and identify new goals. I give, receive, and act on constructive feedback.

PROFILE THREE

I can get new ideas in areas in which I have an interest and build my skills to make them work.

I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practising, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries.

PROFILE FIVE

I can advocate and take action for my communities and the natural world. I expect to make a difference.

I am aware of how others may feel and take steps to help them feel included. I maintain relationships with people from different generations. I work to make positive change in the communities I belong to and the natural environment. I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to meet the needs of others, and evaluate actions. I value differences; I appreciate that each person has unique gifts. I use respectful and inclusive language and behaviour, including in social media. I can advocate for others.

PROFILE THREE

I communicate purposefully, using forms and strategies I have practiced.

I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present it.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Critical and Reflective Thinking
Creative Thinking

Context

The class was learning about the basic needs of animals by investigating the question “How might we keep our fish happy and healthy in our new aquarium?” This investigation included class discussions, reading texts, watching videos, and listening to a guest speaker/parent. This student then made a model of an aquarium with all the essential parts required to keep the fish happy and healthy. He also helped other students create their models.

Illustration

Student Work Sample

I made a fish tank aquarium for my fish to be happy and healthy in. This is the thermometer, and the fishie home. The food is on top falling down to feed them. This black twisty bits the filter. It needs to stay clean!

"I made a fish tank aquarium for my fish to be happy and healthy in. This is the thermometer, and the fishie home. The food is on top falling down to feed them. This black twisty bits the filter. It needs to stay clean!"

Teacher Reflection

After completing his model, the student reflected that it is important to have a kind heart when creating a caring environment for living things. His reflection demonstrated to me how important it is to talk to children about what they are creating because without their voice, and the documentation of their voice, I would never discover or fully understand just how thoughtful, caring, and competent children truly are.

Profiles
PROFILE TWO

I can use evidence to make simple judgments.

I can ask questions, make predictions, and use my senses to gather information. I can explore with a purpose in mind and use what I learn. I can tell or show something about my thinking. I can contribute to and use simple criteria. I can find some evidence and make judgments. I can reflect on my work and experiences and tell something I learned.

PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Creative Thinking
Critical and Reflective Thinking
Communicating
Positive Personal and Cultural Identity

Context

Students were asked to select or create a one-act play that examined the theme of identity. This student decided to write a play about how people struggle to reconcile how they view themselves with how others view them.

After writing the play, this student was inspired to continue his exploration of identity. Over the next couple of years, he created additional plays, artwork, and costumes. His body of work explored his own identity, how we project or mask our identities, the role of art in developing and expressing one’s identity, and artists’ identity in relation to their art.

After graduation, he has continued the examination of these themes in his creative work and is currently working to produce one of his plays.

Illustration

Teacher Reflection

During a class assignment, this student developed a deep interest in the theme identity and decided to build a collection of creative work. His dedication to this work included a continual revision process focused on improvement. He continuously looked for ways to expand his thinking, to challenge his own assumptions, and to develop projects that go above and beyond. He created work in multiple disciplines that impacted himself as well as the school and local communities. He took pride in his work and continues to develop this work after graduation.

Student Work Samples

The following drawings reflect how hockey goalies play with their identities and emotions essentially hidden behind their masks, unlike their teammates who wear facemasks that allow their faces, and their emotions, to be seen. In the drawings, the student represents aspects of his own identity that are often hidden by the various masks he wears.

Picture of masks

The student created the costume below to represent how people use costumes to convey identity.

Picture of a person in a costumePicture of artist making the brest plate

The student completed portraits of artists he artistically identified with including Robert Downey Jr as Ironman; The Weeknd; and Lin Manuel Miranda. The artists were selected due to their ability to create and convey emotions through their creative work.

 

Portrait of Robert Downey Jr as Ironman Portrait of Lin Manuel Miranda

Student Reflection

I have found art a way to put myself into all of my work, exploring themes I found interesting, using different mediums to express myself and sharing the knowledge I have accrued as part of my journey with my peers and audience. I have often turned what would have been regular projects into thought provoking assignments intended to raise interesting questions. For example, I compared historical figures to characters from popular fiction in Social Studies essays and political cartoons (e.g., an essay “Louis Riel is Batman”), used different mediums to turn scientific diagrams into edible 3D models (e.g., a plant cell made of Jell-O), and parodied popular songs to bring a new life to dead presentations (e.g., Light and Lens - Thrift Shop parody). I think the challenge of trying to present information in a creative way has not only bettered my own understanding of the material but helped my peers to understand it better as well.

In Drama class, we were given the opportunity to perform one-act plays as part of a competition. I wrote, directed, choreographed, made music for, and acted in a 40-minute original rap musical, Painter and the Painted (PDF). In the play, an artist “who never had a chance to truly shine, now gets his chance when one of his works of art, one he doesn't like, makes him famous.” He and his creation debate the question of who made who. It explores the questions, Is the artist’s creation a true reflection of himself? and “What is the relationship between an artist and his art?

I had to learn and utilize new art forms, memorize lyrics and dance routines, build large-scale props, and perform, all within the very limiting time constraints of a month. I achieved this by doing countless hours of research and rehearsal, and sometimes, creative corner-cutting. Where I could not bring my vision to life, I would improvise, adapt, and improve within the new found art forms I was learning.  

In the first performance I had to improvise song lyrics and choreography on stage due to unforeseen challenges but the audience applauded. Audience members seemed interested in the intense debate between the creator and the created in the play. I developed even more dedication to my craft following this success.

I later wrote a larger scale original two-act play titled Masterpiece (PDF), and worked with a peer to produce it. I found that directing and organizing a production with a larger cast provided scheduling, efficiency, and social conflicts. I had to creatively arrange scenes and adapt the play to meet the needs of the cast and crew, as well as work to make production run as smoothly as possible. We successfully did a string of performances that raised money for the school’s drama program.

Art is integral to finding oneself. My goal is to showcase that to my audience.

Profiles
PROFILE SIX

Au fil du temps, je suis capable de créer un ensemble d’œuvres créatives dans des domaines qui m’intéressent ou me passionnent.

Au fil du temps, je suis capable de trouver des idées très originales et déstabilisantes et de les développer afin de former un ensemble d’œuvres qui retentissent sur ma collectivité et au-delà. Je remets naturellement en doute les a priori et j’ai recours à des stratégies réfléchies (écriture ou dessin libre, méditation, usage de métaphores et d’analogies) pour trouver de nouvelles idées de façon intuitive. Je suis profondément attaché à mes valeurs et à une esthétique personnelles et je possède une motivation profonde pour persévérer pendant des années au besoin afin de développer mes idées. c

PROFILE FIVE

J’évalue et utilise des données soigneusement choisies pour les interpréter, trouver d’autres solutions, points de vue et conséquences et porter un jugement. Je suis capable d’évaluer mes réflexions et de les moduler.

Je pose des questions et propose des jugements, des conclusions et des interprétations fondés sur des données rassemblées par moi-même ou par d’autres. Je suis flexible et ouvert d’esprit; je suis capable d’expliquer plus d’un point de vue et d’en examiner les conséquences. Je rassemble, sélectionne, évalue et synthétise de l’information. J’examine d’autres approches et fais des choix stratégiques. Je prends des risques et j’ai conscience que je ne réussirai peut-être pas immédiatement. J’évalue mes réflexions, cherche à connaître l’opinion des autres, réévalue mon travail et apporte les modulations nécessaires. Je représente ce que j’ai appris et mes objectifs et fais le rapprochement avec mes expériences antérieures. J’accepte les commentaires constructifs et je m’en sers pour avancer.

PROFILE SIX

Je communique de sorte à produire l’effet voulu, sous des formes bien structurées et efficaces pour mon auditoire et pour atteindre mon objectif. Je participe de manière réfléchie aux discussions. Je fais la synthèse de mes propres réflexions et de celles des autres, je les approfondis et je les transforme. Je suis capable d’introduire de nombreux messages dans mes communications; je sais que l’auditoire se servira de ses connaissances et de ses expériences pour dégager un sens. Je montre que je comprends et maîtrise les formes et technologies que j’utilise; je suis capable d’évaluer la réaction de l’auditoire et de puiser dans mon répertoire de stratégies pour amplifier l’effet que je recherche. Je suis capable d’acquérir de l’information soigneusement choisie de sources variées, d’en faire l’analyse critique et de l’intégrer.

PROFILE SIX

Je peux constater comment mes expériences de vie ont contribué à faire de moi la personne que je suisJe reconnais que mon identité continuera d’évoluer.

Je reconnais la façon dont mes forces m’aident à surmonter les difficultés et je sais que ces dernières peuvent devenir une occasion de grandir. J’ai conscience que je continuerai d’acquérir de nouvelles habiletés, aptitudes et forces. Je peux décrire l’influence que mes expériences de vie, mes antécédents familiaux, mes origines et l’endroit où je vis (ou j’ai vécu) ont eue sur mes valeurs et mes choix. Je sais que mon apprentissage est continu, que ma perception de moi-même et de mon identité continuera d’évoluer et que mes expériences de vie pourraient m’amener à me reconnaître dans de nouvelles collectivités ou dans de nouveaux endroits.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Positive Personal and Cultural Identity
Creative Thinking

Context

The teacher shared the model of an “I Am From” poem with a class. Students then wrote their own “I Am From” poems and then worked to create a mixed media self-portrait that reflected the imagery and information in their poems.

General information about “I Am From” poems are available at

www.georgeellalyon.com/where

Illustration

Student Work Sample

 

 

Profiles
PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Personal Awareness and Responsibility
Communicating
Creative Thinking

Context

This student participated in a district workshop with professional poets and learned how to use poetry as a medium to discover personal awareness. In her poem, she discusses her lifelong challenge of being naturally thin and the trauma she has suffered to her self-image and in her relationships.

In her poem presentation, she takes her audience through her personal journey and by the end of the poem, expresses how she now feels and the acute personal awareness she has gained through her experiences. Her presentation provides an opportunity for others to learn from her experience.

Illustration

Activity Video

Profiles
PROFILE SIX

I can identify my strengths and limits, find internal motivation, and act on opportunities for self-growth. I take responsibility for making ethical decisions.

I am aware of my personal journey and reflect on my experiences as a way of enhancing my well-being and dealing with challenges. I can advocate for myself in stressful situations. I can take the initiative to inform myself about controversial issues and take ethical positions. I take ownership of my goals, learning, and behavior. I act on what is best, over time, in terms of my goals and aspirations. I recognize the implications of my choices and consult with others who may be affected by my  decisions.. I can identify my potential as a leader in the communities I belong to. I sustain a healthy and balanced lifestyle.

PROFILE FIVE

I communicate confidently, using forms and strategies that show attention to my audience and purpose.           

In discussions and conversations, I am focused and help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of communications that feature powerful images and words, and I identify ways to change my communications to be effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize and present it with thoughtful analysis.

PROFILE SIX

I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.

I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyze, and integrate well-chosen information from a range of sources.

PROFILE FOUR

I can get new ideas or reinterpret others’ ideas in novel ways.

I get ideas that are new to my peers. My creative ideas are often a form of self-expression for me. I have deliberate strategies for quieting my conscious mind (e.g., walking away for a while, doing something relaxing, being deliberately playful), so that I can be more creative. I use my experiences with various steps and attempts to direct my future work.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Creative Thinking

Context

This class was engaged in exploring 3D shapes when the teacher gave them the story “Changes, Changes” by Pat Hutchin. In this wordless picture book, each page uses the same blocks to create different objects to tell a story. The students were then asked to create different objects with the exact same pieces of Lego. When they finished creating something using all their pieces, they took a picture with an iPad and then started again. They used the app Picollage to create the collages.

Illustration

Student Work Sample

 

Profiles
PROFILE TWO

I can get new ideas or build on or combine other people’s ideas to create new things within the constraints of a form, a problem, or materials.

I can get new ideas to create new things or solve straightforward problems. My ideas are fun, entertaining, or useful to me and my peers, and I have a sense of accomplishment. I can use my imagination to get new ideas of my own, or build on other’s ideas, or combine other people’s ideas in new ways. I can usually make my ideas work within the constraints of a given form, problem, or materials if I keep playing with them.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Creative Thinking
Critical and Reflective Thinking

Context

A class participated in a focused study of architecture. After visiting the Vancouver Art Gallery’s “Grand Hotel” exhibit and exploring the central themes of that exhibit (e.g., public and private spaces, travel, and design), students were encouraged to respond to the subject of architecture in their own way. They utilized materials of their choice including found objects.

Illustration

Student Work Sample

 

Teacher Reflection

This student questioned and investigated the concept of the hotel and determined that it had certain functions, simultaneously acting as a public space and private refuge. Her choice of materials and the development of her piece came from an interest in some of the conventions of the hotel (e.g., windows, inhabitants, intimate private moments). The shape and arrangement of the pieces of film reinforce, or at least suggest, architecture.

This student chose to work outside her comfort zone of drawing and illustration. She used found materials and translated them from one context to another and altered what they signified.

Profiles
PROFILE SIX

I can examine evidence from various perspectives to analyze and make well-supported judgments and interpretations about complex issues.

I can determine my own framework and criteria for tasks that involve critical thinking. I can compile evidence and draw reasoned conclusions. I consider perspectives that do not fit with my understandings. I am open-minded and patient, taking the time to explore, discover, and understand. I make choices that will help me create my intended impact on an audience or situation. I can place my work and that of others in a broader context. I can connect the results of my inquiries and analyses to action. I can articulate a keen awareness of my strengths, my aspirations and how my experiences and contexts affect my frameworks and criteria. I offer detailed analysis, using specific terminology, of my progress, work, and goals.

Illustration Elements

Illustration Éléments

Illustration Sub-competencies
Creative Thinking

Context

The Teacher’s Voice

In my classroom, an hour a week is set aside as “Genius Hour”. This is a time when students can pursue their own interests by working on projects of their own choosing.

I found that initially the students did quite safe, school-like projects but I decided to “trust the process” and persevere. Some students are now in their second year with me and have started to find interests and passions to pursue.

Illustration

Student Work Sample

Teacher Reflection

This student is pursuing her interest in painting. She has been painting towers. The first attempt was a three-story tower but the student was not happy with the result. While she was on a family vacation in Italy she saw the Leaning Tower of Pisa. When she returned, she worked out a way to enlarge her sketch and paint it.

Profiles
PROFILE THREE

I can get new ideas in areas in which I have an interest and build my skills to make them work.

I generate new ideas as I pursue my interests. I deliberately learn a lot about something by doing research, talking to others, or practicing, so that I can generate new ideas about it; the ideas often seem to just pop into my head. I build the skills I need to make my ideas work, and I usually succeed, even if it takes a few tries.

 

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