5.7.3 Creativity Composure: Reasonable Identification and Practice, Reasonably Applied

Different models of giftedness and talent evolve and coexist as research constantly adapts to learners. The focus of this presentation will center on creativity. This session, "Creativity composure: Reasonable identification and practice, reasonably applied" will discuss methodology and pedagogy behind identification of creativity relative to gifted learners, the constraints associated with programming for creativity identified gifted learners, and practices that enhance creative productivity.

Identification of gifted learners in the field of creativity should be based in methodology and pedagogy while allowing multiple pathways for identification and inclusivity. In my presentation, I will share the research I have read to support the multiple methods I use to identify gifted learners for creativity and well as the tools I use at steps towards creativity identification for gifted learners.

Constraints exist in the identification, practices, and programming for gifted learners exhibiting high performance in areas of creativity. Creative productivity requires both volition by gifted learners and the support of that creative stamina and will power to be supported within the context of the local gifted program. For that support at the local level to be capacity building, identification, practices, and programming should establish reasonable constraints, reasonably applied with fidelity and equity.

As a method to develop and foster emerging and existing talents and gifts exhibits by learners, practices in creativity should incorporate a sense of belonging, wantedness, and connectiveness among gifted learners. To accomplish this task, programming must complement and be responsive to the aptitudes, interests, and readiness of creativity identified gifted learners. In my presentation, I will share the procedures I use to design programming options for creativity identified gifted learners and the framework I use to illicit programming options from creativity programming facilitators.

This session is important to ECHA attendees as it: considers and provides resources towards the methodology and pedagogy behind identification of creativity relative to gifted learners, evaluates constraints associated with programming for creativity identified gifted learners, and discusses the advancement of practices that enhance creative productivity for gifted learners.

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