Creative personality and its qualities. Creative abilities: features and development. Creative thinking - what is it like?

The thinking of creative people constantly requires digging within themselves and generating new ideas, of which there are more and more every day. Thanks to these ideas, creative people can improve their lives in one way or another.

Desire to ask questions

Very creative mind. He actively tortures himself with a large number of questions and diligently seeks answers to them. In this it is similar to the mind of a child.

The ability to start thinking from scratch

This is the second quality that creative thinkers have, which means that they use “thinking from the ground up.” This means asking yourself the question: “I wonder if I would start doing this if I didn’t know what I know and didn’t do what I’m doing now?”

And if such a person answers this question in the negative, then he stops doing this task and takes up some other activity. It is simply amazing how many smart people continue to persistently do something for which they have no desire at all.

Readiness for change

The third quality of these people is that they are willing to accept change. They are well aware that in our lives, unwillingness or inability to change leads to sad consequences. And if you want to be responsible for your life, then you must not only adapt to life changes, but also make these changes yourself.

It is believed that 70% of the decisions we make along the path of life later turn out to be wrong, which you can read about at www.psyhodic.ru. Based on this statement, a person should be ready to change his mind at any moment and start doing something new.

Ability to recognize incorrect judgments

The fourth quality of creative individuals is the willingness to calmly admit that their judgments are wrong. People expend a lot of energy to protect themselves from the idea that they made the wrong decision. And creative people are flexible in this regard. They can change their minds and admit the fact that they were wrong.

Training without interruptions

Truly creative people freely admit that they may not know something. After all, it is impossible to know everything.

It doesn't matter what problem you have. Anyway, someone has most likely already solved it. And that means there is a solution to this problem. The easiest way to solve any problem is to find a ready-made solution and try to repeat it. That’s what you need to experience from other people’s mistakes so that you can apply it in your practice.

Focus

Creative people stubbornly follow their goal. They know well what exactly they want. They present their goal as if it is already real. And the more they visualize their goals, the more they come up with methods to achieve them. This means they get to what they want faster.

Controlling your ego

The seventh quality of a creative person is that his ego does not play a big role in his decision making. He is willing to accept a good idea from any source.

Creation - this is an activity that results in the creation of new material and spiritual values.

Qualities of a creative personality:

focusing on the goal

planning and implementation of interests

a large stock of impressions,

imagination.

fantasy,

emotionality,

passion,

ability to work for a long time.

strength of will.

your approach to the task,

don't be discouraged when you have bad luck,

mark the intermediate result.

High level of ability

High involvement in the task

determination

According to Maslow, it is the highest human need - self-actualization. In pedagogy priority goal of education becomes the creation of conditions for the development of a creative personality.

In modern educational institutions there are no conditions for creativity, no self-expression, only the transfer of the teacher’s experience.

Creative development of students

The main barrier to creativity is the deformation of the motivational structure of the individual. That is why we should talk about the task of forming a creative personality at school, and not just about the development of creative abilities, but in any case, a creative personality presupposes a high level of intellectual activity. Basic indicators of mental development- this is a rich stock of knowledge, the degree of systematic knowledge, mastery of rational techniques (methods) of mental activity. Understanding learning as the accumulation of knowledge and at the same time mastering ways of operating it removes the contradiction between the processes of learning and creative development.

Thus, the teacher must take care not only about the external control of students’ thought processes, but also about ensuring self-regulation of learning activities, taking into account the student’s already established attitude towards learning. It is important to remember that a high level of intellectual activity, at which creative problem solving is possible, is achieved by schoolchildren with a certain motivation and moral principles. Focus on self-affirmation, competition, and avoidance of failures become a barrier to creativity even with great intellectual potential. Therefore, the teacher is faced with the task of educating a creative personality as a whole, and not just the formation of individual qualities.

A person’s creativity is also revealed in his ability to create something new in all areas of his life, including in the pursuit of art and in sensitivity to it. It manifests itself every day in “the ability to freely and responsibly go beyond the boundaries of the pre-established” (from curiosity to social innovation). It manifests itself in the unpredictability of behavior not only of individual people, but also of social groups and entire nations.

Team - (from Latin collectivus - collective) - is considered as a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication.

This term can be considered in two senses:

This is a small group with a high level of development, the goals of which are subordinated to the goals of the given society

It is a formally organized group whose purposes serve the public good.

Today the term collective is interpreted as:

A means of suppressing a person, unifying him, educating a “cog man”

As a relic of socialism (the tradition of pioneer-Komsomol education, which was ideological in nature)

Today is the time to work with individuality, the individual, and not with the masses.

The team is an ideal environment for personal development. It is a means of personal development, in which a person develops as a thinker and a responsible person. People do not live in isolation; man is a social being. A person belongs to various social groups (family, class, clubs, friends).

In small groups, according to objective natural laws, generally accepted norms and unity are formed, a leader is identified, a certain microclimate develops, and everyone is adjusted to accepted norms of behavior.

All this is set by genetic programs. If you don’t work with a group, then all these processes will go by themselves - a hierarchy will be built. Without education, a person becomes an animal, and the child’s dominance program is activated. The task of education: to be able to interact so as not to offend each other, people accept the rules.

Team– this is the highest level of development of a small group, which is characterized by:

Having a socially significant goal

High level of cohesion and organization

Relationship of mutual responsibility and mutual care

Nali h ie joint ownership.

Stages of development of group activity as the basis for team unity:

Simultaneous participation in activities

Same interest, but different motives.

The emergence of joint activities

Joint result

General activities

A common goal emerges

Collective activities

Socially significant goal

Relationship:

adults pass on their life experiences, traditions, and values.

humanism, constant readiness to come to the aid of a comrade, to take on a share of his worries

Control:

Self management

Participation of everyone in solving common problems

Equal rights, no privileges

Rotating participation in team management

The community lives according to its own rules, law or charter (a code of honor is created)

Wednesday- the community collective has its own living space and common property

Community team principles:

Humanism

Continuity

Self-development

Support

Individualities

Methods of working with children's groups:

Collective creative work (CTD) - a fundamental element of Makarenkov’s communard methodology, which was adapted to working conditions in regular schools and out-of-school institutions by teacher from St. Petersburg I.P. Ivanov.

It is organized in such a way that the idea proposed by the teacher is perceived by the children's team as their own; so that children’s activities have a practical focus for the benefit of their own or other groups, other people - have a humanistic and altruistic goal; so that all members of the team, on a voluntary basis, are involved in the implementation of the project with interest and desire, and can reveal their creative abilities.

The structure of each CTD is determined by six stages of collective creativity:

First stage - preliminary work of the team. At this stage, the leader and staff of the team determine the specific educational tasks of this CTD, outline their initial guiding actions necessary to complete these tasks and begin such actions, conducting “targeting” educational sessions with students, preparing them for collective planning, telling them what to do can be carried out, for whom, with whom together.

Second stage - collective planning. It begins in micro-collectives, permanent or temporary associations. Here everyone expresses their opinion, it is discussed, and as a result, the opinion of the micro-collective is developed. Representatives of micro-collectives speak at the gathering. The leader of the meeting compares the options put forward by representatives of micro-collectives, asks leading, clarifying questions, offers to justify proposals or their criticism, poses additional “tasks for reflection”, which are solved first in micro-collectives, and then together.

Third stage - collective preparation of technical technical documentation. To prepare and conduct the selected CTD, either a free detachment of volunteers or a special body - a business council, which includes representatives from each micro-collective, are created. At its meetings, the combined detachment of volunteers elects a commander, and the council of affairs elects a chairman. Both of these associations operate only during the preparation and conduct of this CTD. For the next case, similar bodies will be created with a new composition.

The KTD project is clarified and specified first by the work council, with the participation of the team leader, then in microgroups that plan and begin work to implement the general plan. At the same time, students use not only the experience gained during collective planning, but also the knowledge, abilities, skills that were acquired either in the educational process, or accumulated earlier during extracurricular time.

Fourth stage - carrying out technical testing. At this stage, educators use guiding actions that are no longer of such a long, systematic nature as at the stage of collective preparation, but quite quickly, as unnoticed as possible by the other participants of the CTD. The actions of pupils at this stage are predominantly characteristic, “indicative”, in them both the positive qualities of the pupils and their weaknesses are especially clearly manifested.

Fifth stage - collective summing up of the results of the CTD. Summing up takes place at a general gathering, which may be preceded by a written survey containing primary questions - tasks for reflection: what did we do well and why? What failed to be accomplished and why? What do we envision for the future? Questions in this case act as the initial guiding actions of educators, and the opinions and proposals put forward on these issues are the initial actions of the students themselves.

The derivative guiding actions of the team leader and other educators - comparison of opinions, clarifying questions, development and generalization of assumptions expressed by the pupils - represent a comradely educational concern to ensure that each pupil actually participates in thinking about the experience of his comrades and his own, in his comparative analysis and evaluation, in drawing lessons for the future.

Sixth stage - stage of the immediate aftereffect of CTD. At this stage, the initial guiding actions of educators directly implement the conclusions and proposals put forward when summing up the results of the work done. These are the internal connections of each CTD, which can be called the deployment connections of the CTD - the deployment of the necessary developmental actions.

The successful use of the KTD system, and therefore the implementation of their educational capabilities, is ensured by compliance three main conditions:first condition- comprehensive development of relations between the creative community of educators and students; second condition- comprehensive development of creative community relations between students of older and younger generations; third condition- comprehensive development of creative community relations between the educators themselves.

Typological characteristics of the “Ivanov technique”(“methods of collective creative activity”) as a methodological system, due to its integrity and development, can be expressed quite succinctly and at the same time quite fully in the following formula:

A strategy for overall concern for improving life around us + Tactics of the Commonwealth of seniors and juniors + Technology of collective organizational activity.

A gifted person is like a bright star in the sky, requiring special attention. It is necessary to take care of him so that he turns into a beautiful, full of energy star. Creating conditions that stimulate the development of creative thinking is one of the most important goals when working with gifted children.

It remains for us, teachers, to discern, distinguish, and reveal the deep meaning of children's insight. And, illuminated by their light, consciously return this meaning to children in order to encourage and push them to further creative insights...

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Orlova Lilia Fedorovna,

senior teacher

MBDOU TsRR – kindergarten “Malysh”

village Cheryomushki, Republic of Khakassia

Formation of the qualities of a creative personality

Human talent is

a small sprout, barely pro-

pecked from the ground and three-

attracting enormous attention

mania. It is necessary to groom and cherish, look after him, make

everything necessary for him to

grew and bore abundant fruit.

V.A. Sukhomlinsky

A gifted person is like a bright star in the sky, requiring special attention. It is necessary to take care of it so that it turns into a beautiful, full of energy star.

In most scientific concepts, giftedness and the prerequisites for its development are associated with the creative capabilities and abilities of the child, defined as creativity Creativity (from the English create - create, create) are the creative abilities of an individual, characterized by a readiness to accept and create fundamentally new ideas that deviate from traditional or accepted patterns of thinking and are included in the structure of giftedness as an independent factor, as well as the ability to solve problems. According to American psychologist Abraham Maslow, this is a creative orientation,innately characteristic of everyone,but lost by the majority under the influence of the existing system of upbringing, education and social practice.

At the household level creativity manifests itself as savvy - the ability to achieve goals, find a way out of various situations, using the environment, objects and circumstances in an unusual way. In a broad sense, it is an unconventional and ingenious solution to a problem. And, as a rule, with ordinary tools or resources, if the need is material.

Creativity can manifest itself in thinking, communication, and in certain types of activities.

One of the important directions in the development of creativity in preschool children is the formation of the qualities of a creative personality.This involves solving the following problems:

1. Formation of independence of thinking, i.e. the ability to find your own solution, original answers, openly express bold ideas and hypotheses, defending your own opinion.

2. Development of determination and perseverance when searching for problems, the desire to complete the work started.

3. Formation of accepting criticism without offense, from a positive position, expressing criticism of other people with a desire to help.

4. Development of the desire to sympathize and worry about people, animals, and plants.

5. Encouraging initiative, independence, and ingenuity in the child.

6. Developing the ability to maintain confidence in one’s abilities, despite temporary difficulties and failures.

Giftedness – a combination of three characteristics: above-average intellectual abilities, creativity and perseverance.

Thus, the necessary signs of giftedness necessarily includethe child’s intellectual development is above the average age level, since only this level provides the basis for creative productivity.

Only whenhigh creativity is combined with a high level of intelligence, there is good adaptation to the social environment, emotional balance, independence, high and prolonged creative activity.

As a rule, gifted children are interested in any field of science. They have many ideas and desires. The teacher’s task is to support them and help them realize themselves.

Creating conditions that stimulate the development of creative thinking is one of the most important goals when working with gifted children. According to the results of many studies, the development of children's creativity occurs when direct educational activities are organized in conditions favorable to creativity: the creation of situations of success, the incompleteness of the problems under consideration (what happened, what needs to be thought about, to get to the truth, to approach heuristic finds), the emergence of more and more new and more complex questions, a great desire in search activities (to find answers!), creating an atmosphere of understanding. In addition, it is necessary to constantly emphasize responsibility and independence, and to focus parents’ attention on the interests of their children. At the same time, it is advisable to pay attention to special training in various aspects of creative thinking: searching for problems, putting forward hypotheses of alternativeness and originality.

When working with gifted children, you need to use the following:conceptual provisions:stimulation of individual research interest, group creativity, involvement in productive creative activity.

How to teach? – learn to find unusual, non-standard solutions.

The range of creative tasks is unusually wide in complexity - from solving a puzzle to inventing a new machine. To solve these problems, you need observation, the ability to analyze, combine, etc. - all that together constitutes creative abilities. It is easier for a person with a creative mind to find a creative twist in a business and achieve high results. But nature is not generous with talents, they, like diamonds, are rare, but the same nature has endowed every child with the opportunity to develop. And such development should begin not when a person has become a specialist, but much earlier. Training an inventor, just like an athlete, is a long process.How? Introduce TRIZ (separate elements of the theory and methodology for solving inventive problems).

Currently, technical TRIZ techniques and methods are successfully used in kindergartens to develop inventive ingenuity, creative imagination, and dialectical thinking in preschoolers.

The purpose of TRIZ is not just to develop children’s imagination, but to teach them to think systematically, with an understanding of the processes taking place.

Tool for working with children- pedagogical search.

If the child does not ask a question, then the teacher asks it himself: “What would happen if...”

Class - not a form, but a search for truth.

Stages:

I. Search for the essence.

Children are presented with a problem (question) that needs to be solved. And everyone is looking for different solutions, for what is true.

P. “The Mystery of the Double” - identifying contradictions: good - bad (for example: the sun is good and bad. Good - it warms, bad - it can burn). The beginning of thought and intelligence is where the child looks for contradictions.

III. Resolving contradictions (with the help of games and fairy tales).For example: you need a large umbrella to hide under it from the rain, but you also need a small one to carry it in your bag. The solution to this contradiction is a folding umbrella.

Techniques for resolving contradictions:

1. Change in the state of aggregation of a substance (water in a sieve - freeze and transfer in a sieve).

2. Change in time (speed up time and grow). Solving fairytale problems and inventing new fairy tales. How to save Kolobok from the Fox?

historical: how was the wheel, airplane, fork, pencil, etc. invented?
on walks: who is the mother of the wind, who are his friends, what does the wind whisper about, what does the wind argue with the sun?
empathy technique: what does this bush feel, is the tree in pain?

There are techniques for resolving contradictions in kindergarten.

Crusher - fragmentation and unification (union of kids in a fairy tale to cope with the wolf).

Matryoshka - matryoshka principle (one in one).

Toropyzhka - the principle of preliminary action and anti-action (Masha climbed into the basket to get to her grandparents).

Parrot - principle of copying.

Good Wizard- turn harm into benefit, evil into good.

Fidget - the principle of dynamism.

I don't want to - the “vice versa” principle.

Simulation methodlittle people, which is used in classes to familiarize themselves with surrounding objects and their properties.

An important point in the process of organizing developmental activities is the creation in children motivation, which is based on the basic needs of preschool children. Psychologists note that a child develops very earlythe need for awareness of one’s importance, recognition, self-affirmation,which a child can realize in a play situation.

It is in the game that the preschooler’s need to act independently, actively, like an adult is realized. Sometimes to solve problems they needturn into wizards, artists, tailors, designers and so on.

A strong incentive that motivates preschoolers to activity is the motive of personal benefit, which cannot be ignored when conducting creative activities. It is also significant for preschoolersneed to communicate with adults.The communication process should be accompanied only by positive emotions: the joy of new knowledge, the joy of discovery, the joy of creativity, satisfaction with praise. It is important for teachers to give up the habit of “telling children”; they need to learntalk to them.

Gradually, it becomes most significant for older preschoolerscognitive need.

Along with cognitive, in older age,the need for creation.Its role is especially great in the development of the child’s creative potential.

Bibliography:

“Working with gifted children: searches and finds/according to Art. L. Golovanova/ Magazine “Public Education” – 2004. - No. 7.
“Learn together” / according to Art. M. Nefedova / Magazine for parents “Family and School” - 1992. – No. 1-3.
“A gifted teacher required”/according to Art. Veronica Sorokina / Magazine of caring parents “Schoolchildren’s Health” - 2006. - No. 10.
Prokhorova L.N. Traveling around Fantalia. Practical materials on the development of creative activity of preschool children. – St. Petersburg: “Childhood-Press”, 2000.

1. A worthy goal - new (not yet achieved), significant, socially useful. Fifteen-year-old schoolboy Nurbey Gulia decided to create a high-capacity battery. He worked in this direction for more than a quarter of a century. I came to the conclusion that the required battery is the flywheel; I started making flywheels – on my own, at home. Year after year he improved the flywheel and solved many inventive problems. He persistently walked towards the goal (one stroke: Gulia received AS 1048196 in 1983 - according to an application made back in 1964; 19 years of struggle for recognition of the invention!). In the end, Gulia created super flywheels that surpass all other types of batteries in terms of specific stored power.

2. A set of real work plans for achieving the goal and regular monitoring of the implementation of these plans. The goal remains a vague dream unless a package of plans is developed - for 10 years, for 5 years, for a year. And if there is no control over the implementation of these plans - every day, every month.

Ideally, you need a system (described by D. Granin in the book “This Strange Life”), which was followed by the biologist A.A. Lyubishchev. This is a regular accounting of hours worked, a systematic fight against time loss.

In most cases, plans include acquiring the knowledge necessary to achieve a goal. Often this knowledge turns out to be beyond the scope of the existing specialty - you have to start from scratch. M.K. Čiurlionis, having conceived a synthesis of music and painting, went to elementary art school (and by this time he was a highly qualified professional musician): together with teenagers he learned the basics of painting.

3. High efficiency in implementing planned plans. There must be a solid daily “output” - in hours or units of production. Only auxiliary work - compiling a personal file - requires about three hours a day. Card index V.A. Obrucheva contained 30 pounds (!) of neatly written sheets of notebook format. After J. Verne, I remind you, there was a card index of 20,000 notebooks left.

4. Good problem solving technique. On the way to a goal, it is usually necessary to solve dozens, sometimes hundreds of inventive problems. You need to be able to solve them. Biographers of Auguste Piccard write: “The invention of the bathyscaphe is fundamentally different from many other inventions, often accidental and, in any case, intuitive. Piccard came to his discovery only thanks to a systematic, thoughtful search for a solution”... Of course, in Piccard’s time there was no TRIZ, but the creator of the stratospheric balloon and bathyscaphe knew how to see technical contradictions and had a good - even by modern standards - set of techniques. It is no coincidence that many of the problems solved at one time by Piccard became firmly established in TRIZ tasks - as training exercises.

5. The ability to defend your ideas - “the ability to take a blow.” Forty years passed from the dream of going underwater to the actual launching of the first submersible. Over the years, Auguste Piccard had to experience a lot: lack of funds, mockery of journalists, resistance from specialists. When, finally, it was possible to prepare the bathyscaphe for the “Great Dive” (descent to the maximum depth of the ocean), Piccard was almost 70 years old, he was forced to refuse personal participation in the dive: the bathyscaphe was led by his son Jacques. Piccard, however, did not give up. He began work on a new invention - the mesoscape, an apparatus for exploring medium depths.

6. Effectiveness. If there are the five qualities listed above, there should be partial positive results no longer on the way to the goal. The absence of such results is an alarming symptom. It is necessary to check whether the goal has been chosen correctly and whether there are any serious miscalculations in planning.

The structure of the technology for developing the creative potential of an individual includes the following main components:

1. Preliminary diagnosis of the level of creative development;

2. Motivation (represents one of the leading areas of work);

3. Organization of creative activities. Certain conditions must be created to promote the development of the creative potential of the individual and its realization.

4. Quality control of creative activities. Considerable attention must be paid to the control process. When using the methodology, the main attention should be focused on the process of organizing creative activity and creating certain conditions conducive to its effective implementation.

5. Determining whether the results obtained correspond to those planned. Objective and reflective analyzes of the effectiveness of the work performed. Identification of difficulties and problems in re. The process of development of creative potential and the transition from reproductive to productive activity is clearly visible when considering the three types of creativity identified by G.S. Altshuller and I.M. Vertkin. The authors consider the application of a known solution to a known problem to be creativity of the first type (the simplest). Creativity of the second type is a new application of a known solution or a new solution to an old problem, that is, a solution by means that are not accepted, not familiar in this area. With creativity of the third type, a fundamentally new solution is found for a fundamentally new problem. For the development of society, as the authors note, any type of creativity is important. But its first type directly implements progress, and the second and third types solve the problems of the distant future, making the necessary adjustments.

There are those who believe that creative people have special secret powers and innate talents. But that's not true. There is creativity in everyone. We have made a selection of 30 commandments, following which you can awaken your creative power and make your life brighter.

1. Creativity begins in the heart

By listening to our deepest desires, and carefully, we get the opportunity not only to engage in the creativity that we dream of, but also to dream that this creativity will reach significant proportions.

2. Creativity needs to be fed constantly.

Talent or interest is a living part of you, like a hand, or an ear, or an eye. All this needs to be used, it needs to be nourished, otherwise it will atrophy and you will not be who you should be.

A way to train your creativity every day is the “1 Page a Day” creative notebook. Source - creative Instagram of MYTH @miftvorchestvo

3. Vision has magical properties

Magic is the ability to see results without seeing the process leading to them. It is vision, inner vision, that allows you to notice what is missing in a work, and also helps you see what no one has seen before. This is an incredible human gift - to see beyond the present and the past and from that distant, unknown, to extract something that did not exist until now.

The great 20th century composer Karlheinz Stockhausen wrote: “We just need to close our eyes and listen for a while. Around us, in the air, there is always something never heard before.”

4. The best place to start the creative process is at the end.

Let each new creation appear in your mind as if out of nothing. The form, structure of a creation, the impressions and sensations it leaves, its very life - all this immediately appears, even in the simplest picture. Imagine the result. Add elements. Take the risk of removing some of the old ones. Examine the imaginary creature from the inside, the outside. You will learn a lot about your concept.

The ability to visualize your creation in a complete form makes it possible to work with knowledge, rather than build work on assumptions. This knowledge is the reason why many professional creators are so confident in themselves.

5. Creativity is not a problem, problem solving is not creativity.

Some people make the same decisions all their lives, others acquire new ones. The main motivating force for them is the severity of the problem. Once the worst is smoothed out, the motivation to act weakens. Fighting problems as a lifestyle is obviously a losing option, because it leads to the attenuation of activity, moreover, aimed at solving problems!

When you get a big and tasty problem in your hands, you no longer need to think - you already have an obsession. What if you suddenly had no problems? What would you be thinking about then? What did you do?

6. The stubbornness of artists makes the world a better place.

Luckily for us, artists are stubborn people. The bestselling author was advised by her therapist to aim for a career as a secretary, but she continued writing (that's me). The famous director was removed from the documentary project, but he continued to make films (Martin Scorsese). The talented actress was expelled from the Boston University acting program (Oscar winner Geena Davis). The lawyer who “should” have spent time on “business” has proven that he should have been writing too (John Grisham). These artists listened to their inner voice, and several external voices whispered - or shouted that they also know who we really are. These people strengthened our confidence and changed our destinies.

7. There is a place for creativity always and everywhere

The text doesn't care where you create it. Important, that . You do it. The same is true for drawing. One artist lost a whole year because he “couldn’t work without a studio.” When the studio appeared and he returned to work, he created several rather large paintings, but much more - beautiful miniatures in charcoal and pencil, which he could even paint on a TV stand if he so desired. But he didn’t work - and not because there was no workshop, but because he simply didn’t work. There is a place for creativity in any life, no matter how eventful and people-filled or, conversely, boring and empty.

8. The art of small steps

If you are a beginner musician and want to learn how to play the piano, then sit down and touch the keys. Great. Tomorrow you can sit down at the piano again and touch the keys. Five minutes a day is better than zero. Five minutes can turn into ten, just like a light hug can turn into something more passionate.

@miftvorchestvo

I can’t write a whole book today, but I can write one page. I won’t be able to immediately become an accomplished pianist, but I can devote 15 minutes to music lessons. You may not be able to count on a solo exhibition in Soho today, but you are quite capable of drawing your cocker spaniel, imposingly sitting in an old leather chair, or sketching the hand of a loved one. You can begin.

9. Magic in action

Goethe said, “Whenever you think or believe that you can do something, do it, because there is magic, grace and power in action.”

10. There is always an opportunity to do something positive.

The inconvenient truth is that there is always an opportunity to do something positive - yes, hell, always, even if we are not in the mood for it. Optimism towards yourself and your capabilities is already a conscious choice. We can make this choice, believe in the best and not the worst, but to do this we need to hear the negative soundtrack playing in our heads and decide to replace it.

11. Use constructive and practical thinking

Constructive thinking is the generation of raw ideas, without any evaluations or judgments. The strategy is to come up with as many obvious ideas as possible, as well as the craziest ones, and criticism at this time is inappropriate. Once you've come up with more ideas, change your approach to include practical thinking. It is necessary to identify which ones have the greatest value. Edison once claimed to have come up with 3,000 different theories of electric lighting. Each of them looked reasonable, but he settled on the most practical and profitable. His first goal was to create as many opportunities as possible, and then he began to evaluate - identifying the healthiest and most viable idea.

Constructive thinking and practical thinking are two separate mental operations, and there is no compromise, middle position between them. - Illustration from the book “Hacking Creativity”

12. Nonjudgmental thinking is dynamic and flexible.

A creative person is able to think freely and flexibly. It allows for the unlimited deployment of ideas, their organization in ranks, a kind of hitchhiking of options, any combination of them for the invention of new ones, until it comes to the final breakthrough result that makes you exclaim “Eureka!” Ideas replace each other, giving rise to additional ideas and their combinations, which multiplies possibilities.

13. Test creativity with emotions

Measuring your success is very important. A great way to measure success is to determine how you want to feel. Take some time and jot down a list of the emotions you want to experience from your business. Perhaps it will be something similar to this one.

Liberty
Happiness
Completeness
Cheerfulness
Self confidence
Security
Creation
Completeness

Check your feelings against this list regularly. Does business give you the feelings you dream of? For example, do you feel protected? If yes, then you have succeeded in your definition. Congratulations! And if not, try to understand why. What can you do to change how you feel?

14. Headphones help muffle the noise in the world around you.

Headphones, with or without music, create a kind of buffer around you. This is especially useful if you are a woman and trying to work on a novel in a cafe. For a certain type of sociable people (meaning men), the sight of a lady with furrowed eyebrows furiously typing something on a laptop in a public place evokes the only association: you need to come up and meet someone. Headphones are a great way to keep these well-meaning but very annoying citizens at bay.

“I always write novels with headphones on. Sometimes I even remember that it wouldn’t be a bad idea to connect them to something. Headphones help muffle the noise from the outside world. And when they are connected to the player, they drive music at terrible speed directly into my brain, clearly outlining the shapes of my thoughts and giving power to the sentences appearing on the page.”

15. You are your job

You change and your work becomes different. When you develop, so does your creativity. Your work lives and breathes because you live and breathe. By living life to the fullest, you enhance the collective human experience. As William Blake wrote, “Everything that lives lives not alone, not for itself.” There is no longer any difference between you and others, between what you give and what you receive. It is all the same, an ever-changing dance, a constant conversation in which it is impossible to say more where one thing begins and another ends.

16. Each artist - an art book

Your art book is a ticket to free creative sailing. This is your “sandbox” in which you can try new artistic means and techniques, new colors and their effects, try your hand at different formats, without limiting yourself. If you have inspiration, write poetry. Let thoughts find verbal expression as well as graphic expression.