The Brain: Creativity

The video explores how understanding brain function can inform strategies to foster creativity. Dr. Howard-Jones conducted an experiment using FMRI to study a strategy involving random stimuli, which showed increased brain activity in areas linked to conscious control. This strategy was tested in workshops with trainee drama teachers, who used unrelated words to create narratives. The study highlighted the need for careful planning and time allocation when using randomness to enhance creativity.

What method did Dr. Howard-Jones use to study the link between brain function and creativity?

• Electroencephalography (EEG)

• Functional Magnetic Resonance Imaging (FMRI)

• Positron Emission Tomography (PET)

• Computed Tomography (CT)

What was the main finding of the brain imaging study regarding the random stimuli strategy?

• It decreased brain activity in all areas.

• It increased activity in areas associated with high-level conscious control.

• It had no effect on brain activity.

• It only affected the visual cortex.

In the real-life learning environment, what task were the trainee drama teachers asked to perform?

• Write a poem using unrelated words.

• Create a non-verbal narrative linking unrelated postures.

• Compose a song with unrelated melodies.

• Paint a picture using random colors.

Why is extra time needed when using the random stimuli strategy in the classroom?

• To enable students to relax before starting.

• To allow students to memorize the stimuli.

• To ensure students can discuss their ideas with peers.

• To accommodate the additional conscious control required.

What should teachers consider when planning exercises with elements of randomness?

• The amount of randomness and the time needed for quality outcomes.

• The weather conditions on the day of the exercise.

• The number of students in the class.

• The availability of classroom resources.