Use a wide range of idea creation techniques (such as brainstorming).
Create new and worthwhile ideas (both incremental and radical concepts).
Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.
Work Creatively with Others
Develop, implement and communicate new ideas to others effectively.
Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.
Demonstrate Courage to Explore
View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.
Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.
Student Learning Targets:
Skills (Performance) Targets
Exemplary and Exceeds Proficiency
Shows an impressive level of depth of understanding of the problem, investigation, or challenge.=Shows an impressive level of depth of understanding of the audience for the solution to the problem, including expectations for and constraints on the solution.
Takes an original, unique, imaginative approach to idea generation.
Demonstrates a complete understanding of all the characteristics of divergent thinking skills, such as:
Fluency—generates a high volume of new ideas in response to open-ended questions or problems;
Flexibility—openness to examining ideas in unexpected ways;
Originality—generating options that are unusual or statistically infrequent;
Elaboration—making ideas richer or more complete;
Metaphorical thinking—using comparison or analogy to make new or unique connections, making the strange familiar, or the familiar strange.
Demonstrates a sophisticated understanding of mindfulness; uses all appropriate senses to discover details that might go unnoticed.
Finds important, interesting, and relevant information that others did not find from sources that others did not think of using.
Asks sophisticated, open-ended questions that lead to the generation of original ideas.
Effectively finds a compelling problem or area of focus that demands their attention. Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
Reframes the problem, investigation, or challenge into a metaphor or analogy to yield a clear direction regarding how to approach the task (e.g., “a personal music player is jewelry” metaphor sparked creativity in the idea generation phase that led to the iPod).
Generates a sufficient volume of new ideas. Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
Offers ideas that are broad in their diversity; ideas are clearly articulated and closely related to the creative challenge at hand.
Regularly asks and answers “what if” questions in order to propose new solutions or new criteria for making decisions.
Somewhat effectively, finds a compelling problem or area of focus that demands their attention. Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
Reframes the problem, investigation, or challenge into a metaphor or analogy, but the metaphor or analogy does not provide a sufficiently clear direction regarding how to approach the task.
Communicates some new ideas, but the volume is not sufficient to spark a creative process. Asks, “Is my idea really new?” Learning from research about precedents is not sufficient to inform the creative innovation process.
Offers ideas that are somewhat diverse and reasonably clear, though they may not be detailed or expanded enough to show a relationship to the creative challenge at hand.
Sometimes asks and answers “what if” questions, but has difficulty clearly expressing ideas to convince participants to consider new solutions or new criteria for making decisions.
Shows an inability to find a compelling problem or area of focus that demands their attention, or to grasp the problem, investigation, or challenge provided.
Shows an inability to reframe the problem, investigation, or challenge into a metaphor or analogy.=Generates few ideas.
Offers ideas that are limited in diversity; ideas are often vague and loosely related to the creative challenge at hand.
Shows an understanding of the concept of precedents, but fails to research whether ideas offered are new ideas.
Participates in limited amounts of brainstorming; raises few open-ended, “what if” questions during the idea generation process.