Does the phrase “growth mindset” ring a bell? It’s a term from the book MindSet: The New Psychology of Success by Carol Dweck–a title that is quickly making the rounds among educators at all levels. Dweck’s argument is powerful; essentially, her research shows that people who approach their capacity to learn and achieve as built-in, or “fixed,” are eventually limited in their capacity to find success. In contrast, those who adopt a growth mindset see their learning capacity as an infinite pool, where effort applied equates to possible gain, and failure creates opportunity to evolve. People who adopt a growth mindset are more likely to find fulfillment and success.
Like many of my colleagues, I’ve set a personal goal to incorporate the idea of the growth mindset into my teaching. One of the areas where I think this works especially well is in the learning of creativity. Often, I hear a student who is attempting a free form writing assignment say, “I don’t know what to do. I’m not creative.” That is a fixed mindset if I ever heard one! And it’s a particularly dangerous one. When students abandon the idea that they are capable of creating something new, something unique, or something innovative on their own, they are in essence asking to be told what to do. They’re saying I’m not good enough to stand on my own. Just give me a formula. Let me be a robot. I forsake my power as a thinker, writer, and person. If we want the next generation to be able to create their own success, this can’t happen.
That being said, creative work is hard. It’s really intimidating. Suddenly, instead of languishing in the comfort of meeting standardized requirements, students have to think about whether or not their work is “good.” They need a vision. And so many times that prospect can be paralyzing for those that never learned about the failure-ridden, growth-rich process of creativity.
How does one help students adopt a growth mindset about creativity? I’m still figuring this out, but I have a start for you. And it involves Calvin and Hobbes.
Last year I wrote a post on the new Writer’s Sandbox unit that I teach in my junior Communications class. This year is Year Two of this versatile, dynamic writing unit that was designed to build confidence, creativity, and breadth in our students’ writing. To kick off the unit this year, I wanted to teach about the creativity-as-process early and up front. I started by drawing this on the board:
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I told my students that it’s crucial to see creativity as a process, not just something someone is magically endowed with. Instead, it’s about practicing doing the work of transforming raw material by adding, subtracting, rearranging, or changing it. The creative product is the result of that work. “We have to start with something,” I told them. “That’s the first step. Sometimes we generate that something; sometimes we find it. Today, I found it for you. We’ll start there.”
The raw material I provided my students were cut-apart photocopies of pages from Bill Watterson’s Calvin and Hobbes comics. Anyone who has read them can recognize the creative masterwork that Watterson created, which means his raw material–the drawings and words–are pretty solid too. I put hundreds of panels in a pile, all mixed up: raw material, ready to go.
“Follow the process,” I told my class. I had provided them with raw material. Now, they were expected to add, subtract, rearrange, or change that material. I asked for a “remix” of the strip–students could edit words, draw additional content, and re-contextualize each panel to fit their new vision.
The fact that this was a crafty, cut-and-paste activity that let students play with comics really lessened the pressure of risk that many students put on themselves during creative tasks. It turned out to be the perfect entry point into the subsequent writing unit. For instance, when we moved on to writing flash memoir pieces, students understood that making memory lists was our way of generating raw material. It didn’t matter whether the original material was “good.” It was just material to be re-envisioned. Once we started drafting, students were also more willing to revise in significant ways, trusting that rearranging, adding, and cutting were again parts of the creative process.
There’s a huge value in designing small activities that a teacher can use as a case study for a new process or skill. I find myself reminding my class about the comic remix activity every time we approach a creative task. It works as an analogy to the larger process, and reminds me that sometimes our lessons need to be designed to help students learn more than just content. Sometimes our lessons need to help them learn a new way to think.
Just as Calvin sees so much more than just a stuffed tiger toy when he looks at Hobbes, our students have a whole world of creative possibility inside their brains. It’s our job to help them know how to find it!
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