Torrance Incubation Model

of Creative Teaching and

Learning (TIM)

Academy of Digital Arts and Sciences

Media and Arts Sequence

© 2011 Matthew Worwood

Abstract

E. Paul Torrance, perhaps one of the most prominent scholars of creativity, conducted a variety of studies exploring the
teaching and learning of creativity. His studies identified specific skills associated with creativity, and demonstrated success
in the teaching of creativity through the Torrance Incubation Model of Creative Teaching and Learning (TIM)
(Download Password ʻskills21ʼ). Torrenceʼs work has laid the foundation to further studies in this topic, including a number
of projects at The International Center for Studies in Creativity, at the University of Buffalo, NY.

The Torrance Incubation Model of Creative Teaching and Learning can be applied to a lesson, unit or project. The
application of TIM and the identification of a specific creativity skill is an effective way to teach creativity, without impacting
the teaching of core objectives or curriculum content. TIM, has three stages:

Stage One, Heighten Anticipation, is designed to adequately and mentally prepare the student (or students) for the
project ahead. Torrance describes this as a ʻWarming Up Periodʼ with the following six functions, (1) Create the Desire to
Know, (2) Heighten Anticipation and Expectation, (3) Get Attention, (4) Arouse Curiosity, (5) Tickle the Imagination, and (6)
Give Purpose and Motivation.

Stage Two, Deepen Expectations, is where the problem is defined, applied, and the creativity is nurtured. A list of actions
or metaphors communicate the development process. For example ʻDigging Deeperʼ is an action that encourages students
to go beyond the surface of the problem (identify the unknown), discover things that were missed, synthesize the
information, and begin to come up with solutions and actions that can be applied to the project.

Stage Three, Extend the Learning, is another list of metaphors that encourages students to take the lead and apply the
project in a real context to extend their learning. For example, ʻBuilding Sand Castlesʼ is a metaphor that challenges
students to use their imagination and discover ways to extend the project to the real world.

© 2011 Matthew Worwood

Torrance Incubation Model of Creative Teaching and Learning (Download Poster - Password ‘skills21’)

© 2011 Matthew Worwood

The Torrance Incubation Model (TIM) ‘Modified Model’

Stage One: Heightening Anticipation

Create the Desire to Know
Heighten Anticipation and Expectation
Get Attention
Arouse Curiosity
Tickle the Imagination
Give Purpose and Motivation

Stage Two: Deepening Understanding

Digging Deeper
Looking Twice
Listening for Smells
Listening/Talking to a Cat of Crossing Out Mistakes
Cutting Holes to See Through
Cutting Corners
Getting in Deep Water

Stage Three: Extending the Learning

Having a Ball
Singing in Oneʼs Own
Building Sand Castles
Plugging in the Sun
Shaking Hands With Tomorrow

© 2011 Matthew Worwood

Applying the Creativity Skill Set to the Skills21 project

Through his studies Torrance identified specific behaviors associated with those that demonstrated creative
accomplishments. These behaviors were characterized into three elements, Ability, Skill, and Motivation, and
helped form the foundations of the Torrance Tests of Creative Thinking (TTCT). (A News Week article
highlighted the success of these tests in predicting creative behavior and future success).

Torranceʼs studies documented success in teaching creativity when these skills were taught. As part of the
Torrance Incubation Model of Creative Teaching and Learning, one creative skill must be identified and taught
during the implementation of the class, unit or project. While it may be possible to teach more then one skill,
Torrance believed that there was more value and success focusing exclusively on one, rather then a variety.

In a project-based learning environment, the teaching and application of creativity skills can be achieved through
the production process and evaluated through observation and reference to a rubric. An identified skill can be
purposely weaved into the three stages of the Torrance Incubation Model.

© 2011 Matthew Worwood

Creativity Skill Set

Get  Glimpses  of  the  future:   Produce  and   Elaborate-­But  Not   Be  Aware  of  Emotions:   Enjoy  and  Use  
predict,  imagine  and  explore   Consider  Many   Excessively:  adding   recognizing  verbal  and   Fantasy:  imagine,  
things  that  do  not  yet  exist;   Alternatives:  ;luency;   details  or  ideas-­‐ nonverbal  cues;  responding,   play  and  consider  
wonder  and  dream  about   amount;  generating   developing  them;;illing   trusting  and  using  feelings  to   things  that  are  not  
possibilities;  view  events  as   many  and  varied   in  the  easiest,  quickest   better  understand  people  and   concrete  or  do  not  yet  
open-­‐ended. ideas. way. situations. exist.

Let  Humor  Flow  and  Use   Visualize  the  Inside:   Be  Original:  moving  away  from   Visualize  it-­Richly  
It:  perceiving  incongruity;   paying  attention  to   the  obvious;  breaking  away  from   and  Colorfully:  
responding  to  a  surprise;   the  internal  dynamic   the  habit  bound  thinking;   using  vivid,  exciting  
recognizing  and  responding   workings  of  things;   statistically  infrequent  responses;   imagery;  creating  
to  perceptual  and   picturing  or   the  ability  to  create  novel,  different   colorful  and  exciting  
conceptual  discrepancies. describing  the  inside   or  unusual  perspectives. images  that  appeal  
of  things.
Be  Flexible:  creating  variety   Combine  and  Synthesize:  making  
in  content;  producing   new  connections  with  the  
different  categories;  changing   Highlight  the  Essence:  identifying  what  is  the  most   elements  within  our  perceptual  
one’s  mental  set  to  do   important  and  absolutely  essential;  discarding  erroneous   set;  combining  relatively.  
something  differently;   or  relevant  information;  re;ining  are  dealers,  abandoning   unrelated  elements;  hitchhiking;  
perceiving  a  problem  from   unpromising  information;  allowing  a  single  problem  or   making  the  familiar  strange  and  
different  perspectives. idea  to  become  dominant  and  synthesizing  all  of  this  at  the   the  strange  familiar.
same  time.

Put  Your  Ideas  in  Context:  putting   Breakthrough-­Expand   Make  It  Swing!  
Look  at  it  Another  Way:  being  
parts  of  experience  into  a  bigger   the  Boundaries:   Make  It  Ring!:  
able  to  see  things  from  a  different  
framework;  putting  experiences   thinking  outside   using  kinesthetic  
visual  perspective;  being  able  to  
together  in  a  meaningful  way;  making   prescribed  requirements;   and  auditory  
see  things  from  a  different  
connection  between  things;  giving   changing  the  paradigm  or   senses;  responding  
psychological  perspective  or  
situations  and  ideas  a  history,  and   system  within  which  a   to  sound  and  
mindset.
background,  a  story. problem  resides. movement.

© 2011 Matthew Worwood

 Applying the Torrance Incubation Model of
Creative Teaching and Learning (TIM)
to the Digital Media and Movie Making Project

© 2011 Matthew Worwood

Digital Media and Movie Making (DM3)

How can digital media and movie making be used to educate, entertain,
and communicate in a way comparable to, or better than, the traditional
media formats of the past? How can digital media and movie making be
used to develop and nurture creativity skills and specialized interests? The
Digital Media and Movie Making (DM3) course develops digital media
literacy, animation and storytelling skills that increase student knowledge
of digital media careers with a focus toward movie making. Students work
in small teams to complete film projects that will be entered into the
Connecticut Student Film Festival.

The Digital Media and Movie Making course has successfully tripled its content and significantly improved the
technical literacy of submissions during its first three years. Unfortunately, it has had less success in merging
technical literacy with creativity. While some submissions each year can be considered creative, the majority rarely
go above expectations, or engage students in the content being explored and communicated.

Submissions to the Connecticut Student Film Festival explore ʻThemesʼ that challenge students to identify and
investigate 21st Century problems, and how these problems relate to their local community. These themes are
explored and communicated during movie making projects, and have often been signified by students and teachers
as the reasoning for a lack of creativity. Themes such as ʻEnvironmentalʼ or ʻSustainabilityʼ have been considered
boring, not engaging, and too restrictive in approach to story development.

Its challenging to understand why topics so broad and diverse as ʻEnvironmentalʼ and ʻSustainabilityʼ are the reason
for a lack of creativity, especially when each year there is some projects that are extremely engaging and creative.
Why is this? It is more likely that the reason for a lack of creativity is associated with how students and teachers
approach the theme.

© 2011 Matthew Worwood

Digital Media and Movie Making (DM3)

The Digital Media and Movie Making course is delivered in a

project-based, student-centered, blended-learning
environment. Students focus on developing digital literacy skills
and identifying individual interests during the first semester, that
are then applied to group projects in the second.

While it is possible to apply TIM and teach creativity during the

first semester, this proposal focuses on its application in the
group project that takes place in the second semester.

This proposal makes the following assumptions at the

conclusion of the first semester.

That the teacher has conducted formative assessments

during the first semester and has a record of the skills and
interests of each student.

That the students have been involved in the assessment

process and have conducted a self-evaluation to identify a
role for the second semester that they find engaging and
appropriately challenging.

That the students are literate and confident in the

technology associated with their role and responsibility.

That a student-centered, project-based learning

environment has been established.

© 2011 Matthew Worwood

Digital Media and Movie Making Assignment

The following is an example of a DM3 assignment.

Dear Movie Maker,

In this assignment you will produce a Documentary Short targeted

toward your local community. Your project should identify a
question that is explored through a documentary project and
relates to the theme ʻSustainabilityʼ.

Below is an example question.

How can young Americans demand real solutions towards a

sustainable future? Can active participation in the
democratic process, both locally and nationally, make a
difference?

Your film should demonstrate an in-depth understanding of your

identified topic, and a proposed solution to the question explored.

In addition students are provided technical criteria related to

length, b-roll, musical score and submission deadline.

Example Submissions 2010

Education for Change
Green Challenge

© 2011 Matthew Worwood

Creativity Skill Rubric Applied to Digital Media and Movie Making

This document has identified two creativity skills to be developed during the second semester of the Digital Media and Movie Making
course. Skills will be nurtured during each stage of the Torrance Incubation Model for Teaching and Learning.

Produce and Consider Many Alternatives, will be assessed during the production process. Teachers will conduct evaluations
during brainstorming sessions, and discussions. Where this skill can be applied in each stage of TIM is indicated in Orange.

Highlight the Essence, will be assessed through the production process and completed final projects. Where this skill can be
applied in each stage of TIM is indicated in Purple.

Skill Exemplary Competent Emerging Notes

Produce  and  Consider  Many   Student  generated  a   Student  generated   Student  failed  to   Generated  ideas  in  discussion.
Alternatives:  ;luency;  amount;   variety  of  ideas  with   ideas.  Ideas  were   generated  and  ideas.  
generating  many  and  varied   ease  and  con;idence.   relevant,  but  not   Ideas  of  value  to  the  
Generated  ideas  during  in  
ideas. Ideas  were  relevant,   always  original  or   project.  Few  were  
production.
original  and  of  value   with  added  value   relevant  or  original.      
to  the  project. to  the  project.    
Generated  ideas  during  
discussion  and  in  production.

Highlight  the  Essence:   Student  was  able  to   Student  identi;ied,   Student  was  able  to   Demonstrated  in  discussion
identifying  what  is  the  most   quickly  discard   developed  and   apply  existing  ideas,  
important  and  absolutely   unworthy,  or   integrated  ideas   but  was  unable  to  
essential;  discarding  erroneous   unrealistic  ideas,   that  added  value   differentiate  
or  relevant  information;   while  also   to  the  project,  but   between  those  of  
re;ining  are  dealers,   identifying,   sometimes  was   value,  and  those  not   Demonstrated  in  application  
abandoning  unpromising   integrating  and   unable  to  let  go  or   of  value,  to  the   of  product
information;  allowing  a  single   developing  ideas   recognize  ideas   project.
problem  or  idea  to  become   that  added  value  to   that  were  not  of  
dominant  and  synthesizing  all   the  project. value.
of  this  at  the  same  time.

© 2011 Matthew Worwood

Applying the Torrance Incubation Model (TIM) to Digital Media and Movie Making

Stage One: Heightening Anticipation

Create the Desire to Know

Students review and discuss documentary films related to the presented theme. Students visit theme related venues and
conduct interviews with industry professionals via SKYPE.

Arouse Curiosity
Students conduct exploratory research related to the theme and fill large pieces of paper with questions that they found
engaging or worthy of further exploration.

Heighten Anticipation and Expectation

Students review films from the previous year, and using rubrics, discuss and evaluate each film determining their successes
and failures. Students then review assignments and rubrics for the current year, and engage in an early brainstorming
session that is recorded on large pieces of paper. Teachers determine if assignments have been clearly understood.

Get Attention
Students develop a class calendar with reference to submission deadlines and the Connecticut Student Film Festival.
Students write a list of objectives for the second semester that can be achieved through the final project.

Tickle the Imagination

Students establish a fun and free environment as they brainstorm ʻCrazyʼ ideas that can be applied to the second semester.

Give Purpose and Motivation

Students work with teachers to Identify roles and responsibilities that meet identified skills and interests. A production
company is established and positions are assigned.

© 2011 Matthew Worwood

Applying the Torrance Incubation Model (TIM) to Skills21 project

Stage Two: Deepening Understanding

Digging Deeper
Students conduct further research and are challenged to discover a new topic related to the theme. Students engage in a
discussion and identify possible questions that could be developed into an engaging story.

Looking Twice and Listening for Smells

Students work in partners to conduct in-depth research of identified questions. Students evaluate information gathered
during in-depth research of identified questions and begin to brainstorm ideas for a story.

Listening/Talking to a Cat or Crossing Out Mistakes

Students develop an outline for an identified story and deliver a two-minute presentation with ideas on how it would be
filmed and communicated to the audience. Students are also challenged to pitch a ʻCrazyʼ addition to the project. This
idea does not have to be part of the film, but must relate to the project and theme.

Cutting Holes to See Through and Cutting Corners

Students must define the story and make a decision. Discarding any unneeded elements that have been determined are
unattainable or little value to the story.

Getting in Deep Water

Identify people of interest that can add value for the story. Develop interview questions in order to establish a deeper
understanding for your viewer and story.

Getting Out of Locked Doors

Develop a ʻShot Listʼ for B-roll and brainstorm everything and anything that could appear in your film, discussing ʻOriginalʼ
ideas of how it could be filmed and communicated to the viewer.

© 2011 Matthew Worwood

Applying the Torrance Incubation Model (TIM) to Skills21 project

Stage Three: Extending the Learning

Having a Ball
Students should make an attempt to save time during filming slots to implement ʻCrazyʼ and ʻSpontaneousʼ ideas capturing B-
roll. For example, how many different ways can you film that wind turbine? During editing students can determine which one is
creative and adds the best value to the project.

Building Sand Castles

Students should begin to think about promoting and communicating their film project to the local community. What can be
implemented in the local community that relates to the problem/solution explored in the film? For example, if the film explores a
local business that has made the switch to alternative energy - what can the student company do in the local community to
encourage other business to do the same? What campaign materials can be develop to educate the local community about the
problem/solution explored in the film? In other words, how can students apply an understanding of the content explored in the
film, to their local community.

Plugging in the Sun

Students should develop a marketing campaign for the film. Students should consider hosting a premier ahead of the
Connecticut Student Film Festival, and distributing marketing materials to the local community.

Shaking Hands With Tomorrow and Singing in Oneʼs Own

Students conduct a self-reflection at the end of the second semester, evaluating skills and any new interests developed.
Students explore current job openings and then develop a job descriptions for their perfect job referencing what they have learnt
during the project. Students set new objectives for the 3D Modeling and Animation course and begin to brainstorm ideas for
possible projects.

© 2011 Matthew Worwood

Creativity Skill Rubric Applied to Skills21

The creativity column below will be used to evaluate student creativity in the final product.

Skill Exemplary Competent Emerging

Creativity The  students  documented  a  unique   The  students  documented  a  problem   The  students  documented  a  problem,  
problem  and  solution  that  was  original  in   and  solution  that  was  original  in   but  did  not  include  a  clear  solution.    The  
comparison  to  previous  submissions,   comparison  to  other  submissions  of   ;ilm  was  not  original  in  comparison  to  
and  went  beyond  the  ‘known’  surface  of   that  year,  and  avoided  obvious  stories   ;ilms  that  year,  and  the  story  was  an  
the  presented  theme. related  to  the  theme.   obvious  choice  in  relation  to  the  theme.  

The  students  clearly  conducted  ‘in-­‐depth’   The  students  demonstrated  research   The  students  demonstrated  little  
research  into  a  speci;ic  topic,  that  was   that  was  applied  to  the  story.  The  ;ilm   research  and  the  ;ilm  did  not  
successfully  applied  to  a  well  de;ined   contained  ‘some’  new  information   communicate  any  new  information  that  
story,  communicating  information  that   that  was  relevant  to  the  local   was  of  value  or  relevant  to  the  local  
was  new  and  of  value  to  the  local   community,  but  not  always  of  value.   community.    
community.
The  ;ilm  contained  one  or  two   The  ;ilm  did  not  contain  any  visually  
The  ;ilm  contained  a  variety  of  creative   creative  camera  shots  that   engaging  images,  and  demonstrated  
camera  shots  that  demonstrated  an   demonstrated  some  understanding  of   little  understanding  of  cinematography.  
advanced  understanding  of   cinematography.  B-­‐roll  was  of  value   B-­‐roll  was  not  relevant  to  the  
cinematography.  B-­‐roll  was  visually   to  the  information  being   information  being  communicated  and  
engaging,  original,  and  of  value  to  the   communicated.   was  an  obvious  choice  in  how  it  was  
information  being  communicated.   presented.
The  ;ilm  was  under  ;ive-­‐minute  in  
The  ;ilm  was  under  ;ive-­‐minute  in  length   length  and  engaged,  entertained  and   The  ;ilm  was  over  ;ive-­‐minutes  in  length  
and  engaged,  entertained  and  informed   informed  the  audience,  though  not  at   and  did  not  entertain  or  engage  the  
the  audience  throughout. all  times. audience.  

The creativity column will make up one, of three columns in a rubric that evaluates each film project. Additional columns will assess
content, and technical literacy.

© 2011 Matthew Worwood

Integrating Creativity to Digital Media and Movie Making

TIM does not specify how long students should engage in each
stage of the TIM process. Instead it is the decision of the teacher
to determine how much time is spent on each stage, depending
on the individual needs of the class or student. Activities in the
TIM process can vary, and it is the decision of each program
manger to identify which creativity skill will be nurtured during the
project. It is a challenge to specifically ʻteachʼ a creativity skill in a
project-based learning environment. It is hoped, that with an
identified skill, supported with a rubric, the teacher will be
encouraged to facilitate opportunities where the skill can flourish,
and be nurtured through formative feedback.

Students in the Digital Media and Movie Making course will also
complete a lesson with an outcome of a class definition of
creativity. The development of this definition should prompt a
discussion about creativity and innovation. The definition should
also be displayed in the class and under constant review. Visit
TeachDigital.org to access an example lesson plan.

Please complete the survey

© 2011 Matthew Worwood