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Creativity has been studied for a long time and it has become a more significant topic of research in educational fields in recent decades. The present paper outlines a multivariate approach to creativity and substantiates this approach by investigating the creative process and multivariate factors through a creative course for master's students at the University of Teacher Education in Switzerland. Our goal is to examine more specifically the stages of the creative process and the emerging multivariate factors in different creative activities. The article reports findings from the analysis of students' creative report process diaries as well as semi-structured interviews. Drawing on experiential learning, this pilot study was conducted in collaboration with master's student teachers (n = 10). The results show that the different microlevels of the creative process are the subject of variations from one creative experience to another. Most factors of the multivariate approach emerge from this kind of creative training. The discussion will allow for a review of the research results and also a better understanding of the creative process in the pedagogy of creativity. [ABSTRACT FROM AUTHOR]

In the present work we explored in two separate studies the modulatory role of trait emotional intelligence (EI) over the effect exerted on children's creative potential by two other key elements defining creativity, namely cognitive resources (here explored through basic executive functions, Study 1) and contextual-environmental factors (that is, teachers' implicit conceptions of the factors influencing children's creativity, Study 2). Confirming previous research, executive functions (particularly interference control and working memory) emerged as main predictors of children's creative performance; however, their positive effect arose especially when associated with a high trait EI level. In the same vein, teachers' implicit conception about children's creative potential and about their efficacy in teaching creativity emerged to exert a facilitatory effect on children' creative potential. This effect occurred particularly when associated with low trait EI levels, affecting differently girls and boys. Trait EI emerged from these studies as an important individual resource to consider in order to understand the potential benefit of other (cognitive and contextual-environmental) resources on children's creative potential. The implications on the role of trait EI as a constitutional element of children's creativity, capable of promoting the expression of their creative potential, are discussed. [ABSTRACT FROM AUTHOR]

In this review of emotion, emotional intelligence (EI) and creativity, we look at the various ways that these topics can be explored together using the seven Cs of Creativity as a structuring framework. The seven Cs of creativity are: creators, creating, collaborations, contexts, creations, consumption and curricula, representing the different facets of creativity research. The question of emotion and creativity has a long historical lineage, which has led up to the study of intelligent and dynamic aspects of emotion and their impact on creativity. Previous and emerging work on EI, related emotional aspects and creativity offer promising ways to advance this field of research. However, we show that some aspects of creativity and EI are less explored than others. We offer several implications for the direction of future work. [ABSTRACT FROM AUTHOR]

Although the purpose of schools can be (and has been) debated, one common goal that most people agree upon is that schools can and should play a role in preparing young people for the complexities of the future. This goal is somewhat paradoxical in that the future is unknown. So how might schools prepare young people for the unknowable? The prototypical response has been to design learning experiences based on what is already known in the hope that the knowledge, skills, and experiences in school will be durable enough to equip students for navigating the complexities of the problems they will encounter in the future. Consequently, most of what students learn in schools is predetermined. Although we recognize that some of these experiences can be beneficial for helping students in the future, we assert in this concept paper that schools can (and need to) get smarter about the kinds of educational experiences that students engage with if we are to prepare them for addressing the uncertainty of complex problems that they face now and into the future. More specifically, we open this concept paper by briefly discussing the prototypical curricular experience that schools provide young people and how these experiences sometimes fall short in providing students with the opportunities, experience, and confidence necessary to creatively engage with, resolve, and communicate about their experiences addressing complex problems. We then introduce a collaborative creative curricular experience called Journalistic Legacy Challenges (JLC). JLCs can support students in learning how to identify, address, document and communicate about complex problems that can make a difference in their communities and in their own and others' lives. The experiences offered by JLCs differ from prototypical learning experiences because they require young people to identify problems that matter to them, collaborate with skilled others to address those problems, develop their creative confidence, and learn how to use journalistic learning to document and communicate about their work to broader audiences. [ABSTRACT FROM AUTHOR]