Encouraging a Sense of Innovation in Young girls through Creativity
Creativity is using imagination to design and build unique or innovative ideas. The ability to create new ideas from things we have previously known is one of humanity's greatest gifts. Being creative has been described as the key to education in its fullest sense and the solution to Mankind's problems. But what comes to mind when you think of the word creativity? A painting? A dance? A wind turbine?
When I was younger, my favourite classes were creative writing and arts because they implied colour and a certain freedom of expression. It would have been great if we had a science or math class that implied the creative process of problem-solving! Classes like creative writing and creative arts imply a certain way of expressing ideas that are removed from scientific learning.
For example, a painter may need to understand how hundreds of colours blend to create a masterpiece. Similarly, data analysis requires the understanding of how hundreds of pieces of random information can be rearranged for a clearer picture of what is happening. The two do not have to be separate, students should be encouraged to explore both types of creative thinking.
Young girls who are just beginning their education journey are exposed early on to how creativity is portrayed and it does affect how they envision their futures. Making connections between creativity and science learning may help young girls form STEM identities at an early age. Today, we focus on how creativity encourages problem-solving, independent thinking and observation of the natural world.
Creativity Encourages Independent Thinking
To find creative solutions to problems, young learners must be able to explore their own unique ideas with confidence. Thinking independently and bringing your distinct perspectives to a social environment means you are willing to go against the norm and fight for your convictions.
Many young women struggle with being authentic, especially in fields where they are underrepresented. Trying to fit in where you may be criticized for your way of thinking is a difficult scenario for youth just beginning their careers. Many young women express frustration at feeling like they don’t belong simply because their ideas are not always validated. Unique and clear perspectives can always bring fresh eyes to a problem and should be encouraged.
Emphasizing the importance of independent thinking and being authentic will go a long way in fostering a sense of confidence in young girls. Being creative helps us to think independently by giving us a free space to explore our own interpretations of the world without interference from external forces. Next time you or your little one encounters a problem, give them some space to think on their own and you will be amazed at the solutions they create!
2. Creativity Encourages Problem Solving
The problems we face in 2022 vary in subject and complexity. From the sudden pandemic to the effects of climate change, it is hard to think of solutions for the furture. Unique problems require unique solutions and creativity creates an environment where different perspectives can thrive. As Albert Einstein said, “We cannot solve our problems with the same thinking we used when we created them.”
Many innovative solutions are born from people who identify real problems in their communities and strive to make a change. Research shows many young women follow career paths that they believe will help lead to societal change. Making connections between problem solving and creativity will help young girls see themselves as innovators who can make a significant impact as free thinkers.
So next time your little one comes across a problem, encourage them to think outside the box! Use those ideas for something productive. That way, youth can see themselves in more than one light, a light that does not put restrictions on what a person can do based on a few things they enjoy.
3. Creativity Promotes Inquiry & Observation
Unique ideas don't often come out of the blue. They are usually the product of someone observing the natural world and modifying something they have seen or heard. Understanding how the natural world works goes a long way in stimulating inventive ideas.
Biomimicry is a great example, in which scientists use animals and plants to create technology and gadgets that benefit human beings. An artist may use the symmetry of a butterfly to create a colourful and eclectic piece of art. On the other hand, marine biologists may study octopi to mimic their ability to camouflage themselves in almost any environment.
The ability to inquire about life and apply what you learned is a skill needed by both scientists and artists alike. With this approach, both STEM and art can benefit from each other by sharing the knowledge gained from observing the natural world and how it works.
See the Creative in Everything
Despite the connections between creativity and science, the two are still often considered mutually exclusive and nothing could be further from the truth. It is up to us as a society to dispel the notion that young girls or boys have to be one or the other. There is room for both scientific and artful thinking in an individual and it is important to encourage that connection without making anyone feel alienated from a particular career path.
The lesson for all of us is to constantly look for ways that we are using our own creativity to make life better or more fun on a daily basis. DIY projects, painting classes and robot building are all a part of being creative! No matter which aspect of creativity your little one loves, the possibilities are endless!
References:
Nazzal, & Kaufman, J. C. (2020). The relationship of the quality of creative problem solving stages to overall creativity in engineering students. Thinking Skills and Creativity, 38, 100734–. https://doi.org/10.1016/j.tsc.2020.100734
Van Broekhoven, Cropley, D., & Seegers, P. (2020). Differences in creativity across Art and STEM students: We are more alike than unalike. Thinking Skills and Creativity, 38, 100707–. https://doi.org/10.1016/j.tsc.2020.100707