Content Matters: Why Nurturing Creativity Is So Different in Different Domains

Abstract

Personal beliefs about a construct are formed based on individuals’ expe- riences in sociocultural contexts. Personal beliefs are powerful as individuals tend to plan, take actions, and evaluate their own and others’ actions based on their belief system. In this chapter, we review pervasive creativity myths, followed by an exami- nation of teachers’ implicit theories of creative children and creativity and children’s views of creative people and creativity. Contradictions found between teachers’ conceptions of creativity and classroom practices and discrepancies between teach- ers’ and children’ creativity conceptions are discussed along with instructional implications. Themes of contradictions include: (a) Yes, developing creativity in students is important, but no, not my priority; (b) I may do it if things are ready for me; (c) I am almost there, but they are not; (d) Creativity is art; (e) Amicable trait, but not in my class; (f) Not in our culture; (g) Anyone can be creative; sounds good, but really?; and (h) Assessment of creativity? I have no clue. We underscore the need for professional development and offer a few items that might help in teacher preparation for classroom instruction. 17.1