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Assisting students in developing creative thinking skills is an important educational goal. This week's interdisciplinary section will introduce several of the 13 tools for thinking – characteristics that cross disciplines, and are present in our greatest artists and scientists. Movement activities, lessons and websites will provide examples of experiences designed to encourage the development of these tools in students of all ages. Contents Introduction to the 13 tools for thinking Observing, imaging abstracting, recognizing patterns, forming patterns, analogizing and empathizing Lesson Plans Websites Lynnette Young Overby Interdisciplinary Section Editor

Imaginative Thinking Tools

“…to reach the widest range of minds, the ideas in every discipline should be presented in many forms. Robert and Michele Root Bernstein  The thirteen tools presented in the book Sparks of Genius represent a means of developing critical and creative thinking skills in all students. Through Physical Education and Dance, students can develop tools utilized by creative people in the arts, and sciences. The thirteen tools provide for the creation of transdisciplinary lessons of disciplinary learning. They may be taught as separate skills, and integrated into the teaching of various disciplinary content. Several of the tools will be presented on this web page, with a movement/ dance example. The 13 tools are, observing, imaging, abstracting, recognizing patterns, forming patterns, analogizing, body thinking, empath izing, dimensional thinking, modeling, playing, transforming, and synthesizing. Body Thinking – Using Muscle Memory, Gut Feelings and Emotions, involves the most direct connection to dance and physical education, however, the other tools are just as relevant. Root-Bernstein, R. & Root-Bernstein M. (1999). Sparks of Genius. Boston, Massachusetts:Houghton Mifflin Company Observing: Honing All of The Senses to Perceive Acutely Observation Activities Blindfold Walk Partners, one blindfolded, walk around the building and or outside for 10 minutes. They must focus on touching, hearing, and smelling. Exchange roles. Students then record in their journals, their experiences. Students write a poem based on their experiences. Poetry Example: Cinquain Leaves Smooth, colorful Swirling, floating, drifting Forming many piles Leaves Students create a dance to the poem One partner reads poem, while the other partner performs. Three Changes Partners observe one another, noting dress, hair, accessories, and so on. Partners turn their backs on each other and each makes three changes in personal appearance: they part their hair, untie a shoelace, switch watch to another arm, etc. When ready partners again face each other and each tries to identify what changes the other has made. Imaging: Creating Mental Images Using Any Or All Senses Imagery for Relaxation   Relaxation Exercise Instruct all kids to lie on the floor on their backs. They should first relax the feet, then the ankles, cal ves, knees and thigh muscles. Tell them, “Now everything from your waist down should be totally relaxed.” Go on to the rest of the body-the last think to relax is the jaw muscle, where most facial tension is felt.  Tell students to imagine they are lying on a disc-like object, where they can feel gravity holding them to the floor – just gravity. Tell them, “the disc begins to rise slowly into the air. Then it tilts slightly and rotates slowly, but you don’t slide off.” Mention any movement that won’t rush them through the exercise. “The disc falls but just before hitting the ground it slows and softly touches down.”(Peterson, & O’Connor, 1997, p.16) Peterson, L., & O’Connor, D., (1997). Kids Take The Stage. New York, New York: Back Stage Books.

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Contribute YOUR Ideas

If you have ideas, comments, letters to share, or questions about particular topics, please email one of the following Interdisciplinary Section Editors:

	David Kahan
	Cindy Kuhrasch
	Shaunna McGhie
	Lynette Overby