In today’s culture many myths about creativity abound, the most damaging of which is the idea that creativity and talent are synonymous. This faulty assumption has grown over time as the arts have been relegated to the realm of the professional. Historically, creative arts were part of the community and all members participated. Everyone sang, danced, told stories and participated in visual arts experiences. As cultural and educational institutions have evolved, exposure and participation to the arts have been limited for many unless they are identified as possessing a “talent” or “gift” for the arts. In short, creativity is often seen as a precious commodity in short supply or something elusive and mysterious that one either possesses or does not. (Epstein, 1996) This is pure rubbish.

 

Another myth about creativity is that it is synonymous with intelligence. Research indicates that environment is more important than genetics and that creativity is often nurtured or discouraged by practices in the home and/or school settings (Gale, 1998). Amabile (1992) cites research found both high and low levels of creativity with children of high and average intelligence.

 

A traditional definition of creativity is that which is both novel and useful. (Haier & Jung, 2008) Amabile (1989) described creativity in children as behavior that is novel and appropriate. Cameron (1992) believes that creativity is a spiritual process and is our true nature, our life energy. The Mirriam-Webster Online Dictionary (2009) defines creativity as the ability to create or the quality of being creative. Gale (1998) describes creativity as the ability to innovate, make art or problem-solve using a novel, unconventional or original approach.
 

 

There are many books and articles on how to enhance one’s creativity with common themes emerging.