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7 - The Five Core Attitudes, Seven I's, and General Concepts of the Creative Process

Published online by Cambridge University Press:  05 June 2012

By
Jane Piirto
Edited by
Ronald A. Beghetto  and
James C. Kaufman
Jane Piirto
Affiliation:
Ashland University, USA
Ronald A. Beghetto
Affiliation:
University of Oregon
James C. Kaufman
Affiliation:
California State University, San Bernardino
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Summary

When I began working in the field of the education of the gifted and talented, as a county coordinator in Ohio, in 1977, I looked at the categories of giftedness as described in the Marland Report of 1971. These categories were superior cognitive ability, specific academic ability, creative thinking, visual and performing arts ability, and psychomotor ability. I asked myself, “Aren't smart people creative? Aren't people good at academic subjects creative? Aren't visual and performing artists creative? Aren't athletes creative? Why is there a separate category for creativity?” Over the next thirteen years, I was a county coordinator in two states and the principal of New York City's Hunter College Elementary School, the oldest U.S. school for gifted children. I am now a college professor who runs a graduate program for certification for teachers of the gifted and talented. I am unusual, I suspect, because in my inner life, my real life, I am and have been an artist – a published novelist and a poet – and I see the world not only through the eyes of a researcher in education and psychology but also through an artist's eyes (e.g., Piirto, 2008b; Piirto & Reynolds, 2007). I have also been what is called a teaching artist (Oreck & Piirto, 2004), as I also worked for four years as a Poet in the Schools in the National Endowment for the Arts “Artist in the Schools” program during the late 1970s and early 1980s.

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Nurturing Creativity in the Classroom , pp. 142 - 171
Publisher: Cambridge University Press
Print publication year: 2010

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