2GED-HUM01

ART Appreciation
Worksheet No. 3
Creativity, Creative Thinking, and Innovation

Name: Zandra Louise F. Fojas Year/Section: OBTEC I-3

Days: ___________________ Time: _________ Room: ____________

At the end of the session, you will be capable of:

1. Defining the term creativity, creative thinking and
innovation.
2. Discussing the contribution of creativity and innovation to
learning.
3. Developing ideas on how to promote creativity in the
classroom.

We are all creative. When we were children, we were bursting

with creativity. We were not shy to sing, dance, draw, act, and even
create stories and write poetries. We were full of potentials yet, as we
get older it seems that our creativity is weaning off. We have
inhibitions now and we are self-conscious.
This lesson is about creativity. Together we are going to
challenge our creativity through exploration, experimentation, and
discovery.
Enjoy doing the learning tasks and be amazed with what you
might discover about yourself.

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A. Gearing Up: “On a Personal Journey”

What is
creativity?
Creativity involves the creation of new ideas combined with
artistry to produce an artwork. This is a personal quality of
people wherein they use their imagination to produce original
and unique ideas. It is a mental process that involves one’s
curiosity and thinking outside the box to ultimately arrive at an
intangible (creative idea) then tangible (innovation) product.
Some examples of creativity include turning a simple class
presentation into a podcast.

What is creative
thinking?
Meanwhile, creative thinking, from the word itself is a process
wherein we use creativity in thinking. This is usually done to
solve a given problem in new (creative) and effective ways.
Since creativity gives uniqueness, it allows one to be able to
think from a different perspective especially when creating
solutions to a given problem. This can be applied in different
fields such as business and marketing. One example is
combining different ideas from the group into a better plan.

What is
innovation? Innovation involves creativity as its key component.
Creativity is inclined toward generating new ideas while
innovation is inclined toward creating and introducing new
products. It is a creative process wherein one breathes life
into one’s ideas to implement them in reality. It must involve
a carefully planned-out strategy as innovation usually entails
risks, especially in the business field where it is commonly
applied. Examples of innovation are the things we use every
day that make our daily living easier, e.g. the creation of
cellphones and their different functions that evolve and
upgrade over time.

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B. Setting the Mood: “My Curious Mind”

Creativity is a natural ability that we all have. It is a skill that can be learned and developed.
In the process of nurturing creativity, it is necessary that we recognize that creativity
involves cognitive processes that transform one’s understanding of, or relationship to, the
world. Cognitive processes include attention, rehearsal in working memory, retrieval from
long-term memory and metacognitive monitoring. Metacognition is the awareness of one’s
own knowledge.
Creativity Task 1: Inventions
Instructions: Randomly select a common object, then change/reverse the obvious function
and benefit in order to produce a reinvention of the object that seems very contradictory to
existing logic. Find a scenario where the new invention might actually serve a useful
purpose.
Creative Challenge: The challenge is to first reverse the perspective, then ask who would
have benefited from the invention or in what context would it be useful.
Creativity Lesson: Making new connections; reversing the perspective; creating design;
finding alternatives; overcoming constraints.

This is an upside-down photo of an electric

fan. I looked around me while I was doing
this activity to search for possible things that
could be of a different use. Other objects I
thought of were my lanyards that could be
made into a rope, but it was too generic for
me. We also have an old keyboard stand
which I couldn’t think of how to reuse aside
from revamping it into a bench. As I get
frustrated thinking about what to use— I
even thought of using my guitar case as a
small garden, turning our feather duster into
a furry scarf/wallet, or maybe our ref into a
(picture)
cabinet. All of which are ideas I’m not
satisfied with.
As I was about to give up, I looked up and came across the sight of our fan. With a
bit of creative thinking, an image of a bird inside it occurred to me, which made me
visualize that it could be turned into a birdcage because of the pattern. Its circular
shape would serve as the foundational structure for the birdcage while its wire
design would allow for ventilation and visibility for the bird that would be living there.
This would be possible once the fan cover is cleaned thoroughly. The blade itself
would also need to be removed. It can be replaced with a small transparent
compartment in the rounded center where the bird could play around. The place
where the engine is supposed to be could be where food or water can be stored or
transported. Meanwhile, the fan stand still acts as its stand for it to be hanged on a
wall. 3
C. Testing the Gear: “I Can Do This?”
Spine Poetry is considered “found” poetry because it a poem made up of words from other
sources. In spine poetry, books are arranged so their titles create a poem.

Blackout Poetry is an accessible writing exercise that can result in surprisingly meaningful
art. A page of text – it can be an article from a magazine or newspaper, or a page in a novel
or short story – is completely blacked out (colored over with permanent marker so that it is
no longer visible) EXCEPT for a select few words. When only these few words are visible, a
brand-new story is created from the existing text.

Your Spine Poetry/Blackout Poetry

(Photograph or scan copy only)

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 From Chapter 7 of Angela’s Ashes by Frank McCourt

TRAPPED
Zandra Louise F. Fojas

A man might say,

“We go before the night is over.”
Come home to die when opportunity calls,
We know, we sing, we run for nights.

I wonder when one can expect the world to look,

It’s bad, desperate, and bitter.
Leave early, return dead,
No way out; the way is heavy.

NOTE: If you choose to do Blackout Poetry, please write your poem here.

D. Taking the Plunge: “Challenge Accepted”

Torrance Test of Creativity (TTCT) is designed to identify and evaluate creative potential
using parts – a Verbal Test and a Figural test. For this activity, you are going to challenge
yourself by accomplishing the figural test.

Instructions: Try to make each little figure into something else. You can do whatever you
want with these. You can make them funny or beautiful. You can add words. You can use
more than one at a time – whatever you want. There is no right or wrong.

The FIGURAL TEST will challenge your originality, flexibility and elaboration.

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E. Learning Anew: “A Bit Wiser”
Reflection is part of a learning process and as such this part encourages you to write what
you have realized or learned from the lesson.
1) Identify something that you have discovered about your own creativity.

When I was a child, I would often associate random markings on the wall with
images, same goes when I see clouds, smoke, or random puddles of water splashes. From
there my family discovered I was into art and until now continues to support and cheer me
on. They had bought me different art materials especially during the pandemic so that I
had something to do. There, I experimented with different mediums. However, since after
the pandemic and we had more face-to-face classes during Grade 11, I got into an art
slump. I only do art when I need to. By the time I got into college and joined school
organizations, I became part of a pubmat committee and eventually headed the publicity
committee in a different org. From hereon, creating art now became a duty. I switched to
digital art where I discovered my resourcefulness, since I still don’t know how to use
Photoshop, I had to be resourceful in recreating ideas that would be easier with PS and
make use of the tools I have.

Criteria 3 2
1. Effort/Perseverance
The student showed hard work &
gave an effort that was beyond
what was expected
2. Understanding
(Concept) The artwork was planned
carefully with understanding of
most concepts & instructions
3. Craftsmanship/Skill
The artwork was beautiful &
patiently done; it was as good as
hard work could make it
4. Neatness
The artwork showed no
unnecessary marks & creases
5. Details
The artwork showed particular
attention to the placement or
arrangement of the visual
element
TOTAL SCORE: ____________
Rubric
The student finished the project, but it
could have been improved with more
effort
The artwork was planned adequately
with some concepts & instructions
With a little more effort, the work
could have been outstanding; lacks the
finishing touches
The artwork has unnecessary marks &
some crease marks
The artwork showed little attention to
the placement or arrangement of the
visual element
Grade: ____________
1
The students finished the
project, but with minimal
effort to appear appealing
The artwork showed little
evidence of understanding
of concepts & instructions
The student showed poor
craftsmanship; evidence of
laziness or lack of interest in
the task
The artwork is dirty & has
many crease marks
The artwork showed no
attention to the placement
or arrangement of the visual
element