“If I wasn’t careful, I would treat creative work as a dessert rather than the main course.
… re-frame creativity as a process. … a skill that we can develop over time
… self-assessment doesn’t always need to be self-evaluation. It includes analysis and diagnosis, as students reflect on new ways to solve problems or different ways to engage in a creative work. Here, the assessment focuses less on “better” and more on “different.” We might ask students a question like, “Is there a different way to solve that problem?” or even “How did you approach it this way versus last time?”
John Spencer, “We Want Students to Be Creative, But How Do We Assess This?“
Doing it differently can be something small, such as how we hold a pencil when we draw. Years of habit means that when we pick up a pencil we hold it as we would to write, which gives us fine control over its movement from our fingers. If you shift your grip on it to how you’d hold a broom or tennis racket, with your fingers wrapped around the pencil (the point on your thumb side), the movement changes to a wrist action. It’s also easier to shift the angle of the pencil’s point on the paper, creating thicker and thinner lines.
