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Top 10 Creative Yet Simple Projects for Kids' Rooms

Go Ahead, Draw on the (Chalkboard) Walls;
Encourage creativity by adding a wide chalkboard stripe around the walls of your kid's bedroom. With painter's tape mark off the width to be painted, then paint a layer of primer followed by a layer of chalkboard paint. With so many new colors of chalkboard paint now available, this project can work with the color palette of nearly any kid's bedroom.
Please Leave a Message;
Create an adorable message board using an inexpensive framed cork board. Select a fabric and coordinating paint color to add a fun pop of color and pattern to the bedroom. Cover the cork surface with fabric, turning under the edges for a finished look. Attach the fabric by pushing nail-head trim through the fabric into the cork around the edges of the frame. Hang the message board and start pinning on messages, invitations and your child's special little drawings.
Redesign a Pendant Fixture;
On a tight design budget but want a designer look? Head off to Ikea and pick up a fun light fixture. Customize the shade by creating a large band of color using chalkboard paint. Once the surface is dry, write a favorite word or saying which reflects the design theme of the room. Get your child in on the fun by handing them a piece of chalk to draw on the shade. Kids just love being able to personalize their room and this is a fun way to get them involved in the design.
Oh-So-Pretty Chair;
Update a chair with paint and fabric to bring in a dose of sweet style. Sand the frame and paint with a layer of primer. Once this has dried, paint the chair with a beautiful color found in the fabric you'll be using to re-cover the seat cushion. To give the frame some extra interest, rub on a bit of Rub 'n Buff, available in several metallic finishes. To finish the project, add a new layer of foam to the seat cushion frame, wrap the new fabric around its edges and staple into place.
Goodnight Message;
Leave sweet messages for your child by writing on chalkboard lamps placed in their bedroom. Start with a pair of lamps that have a wide writing surface, such as a square or round base. Apply a layer of primer followed by a layer of chalkboard paint. If a dark color won't work in your child's bedroom, paint the bases using any of the other wonderful chalkboard paint colors now available.
Paint It Pretty Crown Molding;
If a bedroom doesn't have crown molding, don't worry — you can create the look of molding with paint. Simply run the ceiling color down onto the walls a few inches. Using painter's tape will make this job fast and easy. Once this step is complete, stencil a pretty decorative detail along the walls under the new "molding." To further customize this project, try designing your own stencil. This project adds instant character and charm to a kid's bedroom.
A Room for a Young Explorer;
Introduce your child to the wonders of travel by painting maps on their bedroom walls. Project a map onto the wall or simply draw freehand; it doesn't have to be perfect to be wonderful. Trace the map and paint over the lines with dark paint using a small tapered paintbrush. Once the lines dry, fill in the land areas with paint colors that coordinate with the bedroom. The names of cities, countries and special places you and your children have visited or plan to go can also be painted onto the map. These maps are educational and bring a strong graphic element into the room.
Fun Little Footstool;
Colorful paint and fun fabric can quickly update a small stool or ottoman. Start by lightly sanding the frame, then paint on a layer of primer followed by paint. Re-cover the cushion by cutting the fabric the size of the cushion plus four to five inches on all sides. This gives you enough fabric to pull under the back side of the cushion frame and attach with a staple gun. Reattach the cushion to the frame. This fun accent piece will certainly get a lot of creative use during play.
Lampshade Makeover;
Every room needs a fun pattern included in the design, and what better place to introduce the pattern than on a lampshade? Start with a drum, oval or square-shaped shade. Measure the height of the shade between the top and bottom bands and the circumference of the shade plus two inches. Cut the fabric to those dimensions. Attach the fabric by applying fabric glue along the top and bottom edges, wrapping the fabric around the shade and turning under the end of the fabric for a finished seam. This project costs nearly nothing and brings a customized touch to a bedroom.
Headboard Charm;
Nothing brings a more finished look to a bedroom than an upholstered headboard, and it's easier than you think to make your own. Cut a sheet of plywood to desired size and shape or select a pre-made frame and cover with a thick foam using a spray adhesive. Then wrap the frame with batting followed by the fabric, using a staple gun to attach the layers to the back side of the frame. This headboard with its solid fabric blends beautifully into the room. Using a boldly patterned and colorful fabric as an alternative creates a headboard that becomes the focal point of the bedroom.

Ira Glass on the Secret of Success in Creative Work, Animated in Kinetic Typography

Creativity is the Most Crucial Factor for Future Success

IBM’s 2010 Global CEO Study stated:

“The effects of rising complexity calls for CEO's and their teams to lead with bold creativity, connect with customers in imaginative ways and design their operations for speed and flexibility to position their organizations for twenty-first century success.”

Creativity and Economic Development

We are living in the age of creativity.

Daniel Pink in his book,  A Whole New Mind (2005) defines Economic Development as:
1. Agriculture Age (farmers)
2. Industrial Age (factory workers)
3. Information Age (knowledge workers)
4. Conceptual Age (creators and empathizes)

Pink argues that left-brain linear, analytically computer-like thinking are being replaced by right-brain empathy, inventiveness, and understanding as skills most needed by business. In other words, creativity gives you a competitive advantage by adding value to your service or product, and differentiating your business from the competition. Without creativity, you are doomed to compete in commodity hell!

What is Creativity?

"Creativity is the act of turning new and imaginative ideas into reality. Creativity is characterized by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions. Creativity involves two processes: thinking, then producing. If you have ideas, but don’t act on them, you are imaginative but not creative."

                                                                  OR

"Creativity is the process of bringing something new into being. Creativity requires passion and commitment. It brings to our awareness what was previously hidden and points to new life. The experience is one of heightened consciousness: ecstasy"

                                                                   OR

“A product is creative when it is (a) novel and (b) appropriate. A novel product is original not predictable. The bigger the concept, and the more the product stimulates further work and ideas, the more the product is creative.”

Ionic Classification

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Ionic Structure

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Sodium Chloride

Reaction Between Iodine And Zinc

Creative Process

                        There has been much empirical study in psychology and cognitive science of the processes through which creativity occurs.

Incubation;

Incubation is a temporary break from creative problem solving that can result in insight.  There has been some empirical research looking at whether, as the concept of "incubation" in Wallas' model implies, a period of interruption or rest from a problem may aid creative problem-solving. Ward lists various hypotheses that have been advanced to explain why incubation may aid creative problem-solving, and notes how some empirical evidence is consistent with the hypothesis that incubation aids creative problem-solving in that it enables "forgetting" of misleading clues. Absence of incubation may lead the problem solver to become fixated on inappropriate strategies of solving the problem. This work disputes the earlier hypothesis that creative solutions to problems arise mysteriously from the unconscious mind while the conscious mind is occupied on other tasks.

Convergent and divergent thinking;

J. P. Guilford drew a distinction between convergent and divergent production (commonly renamed convergent and divergent thinking). Convergent thinking involves aiming for a single, correct solution to a problem, whereas divergent thinking involves creative generation of multiple answers to a set problem. Divergent thinking is sometimes used as a synonym for creativity in psychology literature. Other researchers have occasionally used the terms flexible thinking or fluid intelligence, which are roughly similar to (but not synonymous with) creativity

Creative cognition approach;

In 1992, Finke et al. proposed the "Geneplore" model, in which creativity takes place in two phases: a generative phase, where an individual constructs mental representations called preinventive structures, and an exploratory phase where those structures are used to come up with creative ideas. Some evidence shows that when people use their imagination to develop new ideas, those ideas are heavily structured in predictable ways by the properties of existing categories and concepts. Weisberg argued, by contrast, that creativity only involves ordinary cognitive processes yielding extraordinary results.

The Explicit-Implicit Interaction (EII) theory;

Helie and Sun recently proposed a unified framework for understanding creativity in problem solving, namely the Explicit-Implicit Interaction (EII) theory of creativity. This new theory constitutes an attempt at providing a more unified explanation of relevant phenomena (in part by reinterpreting/integrating various fragmentary existing theories of incubation and insight). The EII theory relies mainly on five basic principles, namely

1) The co-existence of and the difference between explicit and implicit knowledge;

2) The simultaneous involvement of implicit and explicit processes in most tasks;

3) The redundant representation of explicit and implicit knowledge;

4) The integration of the results of explicit and implicit processing; and

5) The iterative (and possibly bidirectional) processing.

A computational implementation of the theory was developed based on the CLARION cognitive architecture and used to simulate relevant human data. This work represents an initial step in the development of process-based theories of creativity encompassing incubation, insight, and various other related phenomena.

Conceptual blending;

In The Act of Creation, Arthur Koestler introduced the concept of bisociation—that creativity arises as a result of the intersection of two quite different frames of reference. This idea was later developed into conceptual blending. In the '90s, various approaches in cognitive science that dealt with metaphor, analogy and structure mapping have been converging, and a new integrative approach to the study of creativity in science, art and humor has emerged under the label conceptual blending.

Honing theory;

Honing theory posits that creativity arises due to the self-organizing, self-mending nature of a worldview, and that it is by way of the creative process the individual hones (and re-hones) an integrated worldview. Honing theory places equal emphasis on the externally visible creative outcome and the internal cognitive restructuring brought about by the creative process. Indeed one factor that distinguishes it from other theories of creativity is that it focuses on not just restructuring as it pertains to the conception of the task, but as it pertains to the worldview as a whole. When faced with a creatively demanding task, there is an interaction between the conception of the task and the worldview. The conception of the task changes through interaction with the worldview, and the worldview changes through interaction with the task. This interaction is reiterated until the task is complete, at which point not only is the task conceived of differently, but the worldview is subtly or drastically transformed. Thus another distinguishing feature of honing theory is that the creative process reflects the natural tendency of a worldview to attempt to resolve dissonance and seek internal consistency amongst its components, whether they be ideas, attitudes, or bits of knowledge; it mends itself as does a body when it has been injured.

Yet another central, distinguishing feature of honing theory is the notion of a potentiality state. Honing theory posits that creative thought proceeds not by searching through and randomly ‘mutating’ predefined possibilities, but by drawing upon associations that exist due to overlap in the distributed neural cell assemblies that participate in the encoding of experiences in memory. Midway through the creative process one may have made associations between the current task and previous experiences, but not yet disambiguated which aspects of those previous experiences are relevant to the current task. Thus the creative idea may feel ‘half-baked’. It is at that point that it can be said to be in a potentiality state, because how it will actualize depends on the different internally or externally generated contexts it interacts with.

Honing theory can account for many phenomena that are not readily explained by other theories of creativity. For example, creativity was commonly thought to be fostered by a supportive, nurturing, trustworthy environment conducive to self-actualization. However, research shows that creativity is actually associated with childhood adversity, which would stimulate honing. Honing theory also makes several predictions that differ from what would be predicted by other theories. For example, empirical support has been obtained using analogy problem solving experiments for the proposal that midway through the creative process one's mind is in a potentiality state. Other experiments show that different works by the same creator exhibit a recognizable style or 'voice', and that this same recognizable quality even comes through in different creative outlets. This is not predicted by theories of creativity that emphasize chance processes or the accumulation of expertise, but it is predicted by honing theory, according to which personal style reflects the creator's uniquely structured worldview. This theory has been developed by Liane Gabora.

Everyday imaginative thought;

In everyday thought, people often spontaneously imagine alternatives to reality when they think "if only...” Their counterfactual thinking is viewed as an example of everyday creative processes. It has been proposed that the creation of counterfactual alternatives to reality depends on similar cognitive processes to rational thought. 

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Ancient views

Most ancient cultures, including thinkers of Ancient Greece, Ancient China, and Ancient India, lacked the concept of creativity, seeing art as a form of discovery and not creation. The ancient Greeks had no terms corresponding to "to create" or "creator" except for the expression "poiein" ("to make"), which only applied to poiesis (poetry) and to the poietes (poet, or "maker") who made it. Plato did not believe in art as a form of creation. Asked in The Republic, "Will we say, of a painter, that he makes something?", he answers, "Certainly not, he merely imitates." It is commonly argued that the notion of "creativity" originated in Western culture through Christianity, as a matter of divine inspiration. According to the historian Daniel J. Boorstin, "the early Western conception of creativity was the Biblical story of creation given in the Genesis." However, this is not creativity in the modern sense, which did not arise until the Renaissance. In the Judaeo-Christian tradition, creativity was the sole province of God; humans were not considered to have the ability to create something new except as an expression of God's work. A concept similar to that of Christianity existed in Greek culture, for instance, Muses were seen as mediating inspiration from the Gods. Romans and Greeks invoked the concept of an external creative "daemon" (Greek) or "genius" (Latin), linked to the sacred or the divine. However, none of these views are similar to the modern concept of creativity, and the individual was not seen as the cause of creation until the Renaissance. It was during the Renaissance that creativity was first seen, not as a conduit for the divine, but from the abilities of "great men"

Aspect of creativity

Theories of creativity (particularly investigation of why some people are more creative than others) have focused on a variety of aspects. The dominant factors are usually identified as "the four Ps" - process, product, person and place. A focus on process is shown in cognitive approaches that try to describe thought mechanisms and techniques for creative thinking. Theories invoking divergent rather than convergent thinking (such as Guilford), or those describing the staging of the creative process (such as Walla’s) are primarily theories of creative process. A focus on creative product usually appears in attempts to measure creativity (psychometrics, see below) and in creative ideas framed as successful memes. The psychometric approach to creativity reveals that it also involves the ability to produce more. A focus on the nature of the creative person considers more general intellectual habits, such as openness, levels of ideation, autonomy, expertise, exploratory behavior and so on. A focus on place considers the circumstances in which creativity flourishes, such as degrees of autonomy, access to resources and the nature of gatekeepers. Creative lifestyles are characterized by nonconforming attitudes and behaviors as well as flexibility.

Definition of Creativity

“Over the course of the last decade, however, we seem to have reached a general agreement that creativity involves the production of novel, useful products.” OR “The process of producing something that is both original and worthwhile” OR “Characterized by originality and expressiveness and imaginative”

Overview of Creativity

Creativity is a phenomenon whereby something new and valuable is created (such as an idea, a joke, an artistic or literary work, a painting or musical composition, a solution, an invention etc.). The ideas and concepts so conceived can then manifest themselves in any number of ways, but most often, they become something we can see, hear, smell, touch, or taste. The range of scholarly interest in creativity includes a multitude of definitions and approaches involving several disciplines; psychology, cognitive science, education, philosophy (particularly philosophy of science), technology, theology, sociology, linguistics, business studies, song writing and economics, taking in the relationship between creativity and general intelligence, mental and neurological processes associated with creativity, the relationships between personality type and creative ability and between creativity and mental health, the potential for fostering creativity through education and training, especially as augmented by technology, and the application of creative resources to improve the effectiveness of learning and teaching processes.

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