Abstract
Many fear that rigorous content standards will impede efforts of those who want to nurture creativity in students, but the Common Core and creativity offer each other far more potential synergies than obstacles. Creativity requires content skills and knowledge—very substantial degrees of skill and knowledge in some domains, with the degree of expertise needed generally increasing for higher levels of creative performance—so the development of such content knowledge and skills promotes the development of creativity by providing many of the tools needed for creative thinking.
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
References
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview.
Ambrose, D. (2011). An interdisciplinary flight over dogmatic socioeconomic, political, ideological, and cultural terrain. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 64–76). New York, NY: Routledge.
Ambrose, D. (2016). Twenty-first century contextual influences on the life trajectories of creative young people. In D. Ambrose & R. J. Sternberg (Eds.), Creative intelligence in the 21st century: Grappling with enormous problems and huge opportunities (chapter 2, this volume). Rotterdam, The Netherlands: Sense Publishers.
Amrein, A. L., & Berliner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32–38.
American Federation of Teachers. (2013, May). AFT poll of 800 teachers finds strong support for Common Core Standards and a moratorium on stakes for new assessments until everything is aligned (Press Release). Retrieved from http://www.aft.org/newspubs/press/2013/050313.cfm
Ariely, D. (2011). Want to stop teachers from cheating? A history lesson from corporate America. Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/want-to-stop-teachersfrom-cheating-a-history-lesson-from-corporate-america/2011/07/18/gIQAtEbtLI_story.html
Baer, J. (1997). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10, 25–31.
Baer, J. (1998). Gender differences in the effects of extrinsic motivation on creativity. Journal of Creative Behavior, 32, 18–37.
Baer, J. (1999). Creativity in a climate of standards. Focus on Education, 43, 16–21.
Baer, J. (2002). Are creativity and content standards allies or enemies? Research in the Schools, 9(2), 35–42.
Baer, J. (2003). Impact of the core knowledge curriculum on creativity. Creativity Research Journal, 15, 297–300.
Baer, J. (2012). Unintentional dogmatism when thinking big: How grand theories and interdisciplinary thinking can sometimes limit our vision. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 157–170). New York, NY: Routledge.
Baer, J. (in press). Domain specificity in creativity. San Diego, CA: Elsevier/Academic Press.
Baer, J., & Kaufman, J. C. (2013). Being creative inside and outside the classroom. Rotterdam, The Netherlands: Sense Publishers.
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1, 13–79.
Beghetto, R., Kaufman, J., & Baer, J. (2015). Teaching for creativity in the common core classroom. New York, NY: Teachers College Press.
Bush, G. W. (2009, January 8). Remarks on the no child left behind act. Retrieved from http://www.presidency.ucsb.edu/ws/?pid=85420 and http://www.presidency.ucsb.edu/ws/index.php?pid=85420&st=charter+school&st1=
Clarke, L. K. (1988). Invented versus traditional spelling in first graders’ writings: Effects on learning to spell and read. Research in the Teaching of English, 22, 281–309.
Conti, R., Collins, M. A., & Picariello, M. L. (2001). The impact of competition on intrinsic motivation and creativity: Considering gender, gender segregation and gender role orientation. Personality and individual differences, 31(8), 1273–1289.
Cropley, D. H., Cropley, A. J., Kaufman, J. C., & Runco, M. A. (Eds.). (2010). The dark side of creativity. New York, NY: Cambridge University Press.
Diehl, M., & Stroebe, W. (1991). Productivity loss in idea-generating groups: Tracking down the blocking effect. Journal of Personality and Social Psychology, 61, 392–403.
Duncan, A. (2011, July 11). Despite cheating scandals, testing and teaching are not at odds. Washington Post. Retrieved from http://www.washingtonpost.com/national/on-leadership/despite-cheatingscandals-testing-and-teaching-are-not-at-odds/2011/07/19/gIQADUb3NI_story.html
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153–1166.
Eisenberger, R., & Rhoades, L. (2001). Incremental effects of reward on creativity. Journal of Personality and Social Psychology, 81, 728.
Eisenberger, R., & Shanock, L. (2003). Rewards, intrinsic motivation, and creativity: A case study of conceptual and methodological isolation. Creativity Research Journal, 15, 121–130.
Harris, D. N. (2011). Value-added measures in education: What every educator needs to know. Cambridge, MA: Harvard Education Press.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13, 1–12.
Heinlein, L. M., & Shinn, M. (2000). School mobility and student achievement in an urban setting. Psychology in the Schools, 37, 349–357.
Mitchell, R. (2006). High-stakes testing and effects on instruction: Research review. Retrieved October 20, 2014, from http://www.centerforpubliceducation.org/Main-Menu/Instruction/High-stakes-testingand-effects-on-instruction-At-a-glance/High-stakes-testing-and-effects-on-instruction-Researchreview.html
Mullen, B., Johnson, C., & Salas, E. (1991). Productivity loss in brainstorming groups: A meta-analytic integration. Basic and Applied Social Psychology, 12, 3–23.
Mumford, M. D. (2003). Where have we been, where are we going? Taking stock in creativity research. Creativity Research Journal, 15, 107–120.
Nijstad, B. A., Stroebe, W., & Lodewijkx, H. F. M. (2003). Production blocking and idea generation: Does blocking interfere with cognitive processes? Journal of Experimental Social Psychology, 39, 531–548.
Persaud, R. (2007). Why teaching creativity requires more than just producing more ‘creativity’. Thinking Skills and Creativity, 2(1), 68–69.
Ravitch, D. (2011). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
Reilly, R. C. (2008). Is expertise a necessary precondition for creativity? Thinking Skills and Creativity, 3(1), 59–76.
Rickards, T. (1999). Brainstorming. In M Runco & S Pritzker (Eds.), Encyclopedia of creativity (Vol. 1, pp. 219–228). San Diego, CA: Academic Press.
United States General Accounting Office. (1994). Elementary school children: Many change schools frequently, harming their education (GAO/HEHS-94-45, pp. 1–55). Washington, DC: Health, Education, and Human Services Division.
Weisberg, R. W. (2006). Expertise and reason in creative thinking: Evidence from case studies and the laboratory. In J. C. Kaufman & J. Baer, (Eds.), Reason and creativity in development (pp. 7–42). New York, NY: Cambridge University Press.
Woolfolk, A. (2012). Educational psychology (12th ed.). Boston, MA: Allyn and Bacon.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Baer, J. (2016). Creativity and the Common Core Need Each Other. In: Ambrose, D., Sternberg, R.J. (eds) Creative Intelligence in the 21st Century. Advances in Creativity and Giftedness, vol 11. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-506-7_11
Download citation
DOI: https://doi.org/10.1007/978-94-6300-506-7_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-506-7
eBook Packages: EducationEducation (R0)