DEVELOPING CREATIVITY THINKING

(Awareness Programme Field Work Report)

Submitted as a partial fulfillment of the course for the academic year 2025 - 2026

Submitted by
Name: P shyam ganapathi
Roll No.: 100324318032
M.A. Psychology
Semester - III

Under the Supervision of

Dr. A. Anupama

Submitted to
DEPARTMENT OF PSYCHOLOGY
UNIVERSITY COLLEGE OF ARTS & SOCIAL SCIENCES
OSMANIA UNIVERSITY
HYDERABAD
INDIA
 DEPARTMENT OF PSYCHOLOGY
OSMANIA UNIVERSITY, HYDERABAD

CERTIFICATE

This is to certify that the field work titled “Developing creativity thinking” is submitted by P.

Shyam ganapathi, Roll No.: 100324318032, as a part of the partial fulfillment of the course

during MA Semester – III, academic year 2025 – 2026. This is an original work carried out by

her under the guidance of Dr. A. Anupama, Department of Psychology, Osmania University,

Hyderabad. India.

Date:

Hyderabad, India

Signature of the supervisor Signature of the HOD

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 DECLARATION

I hereby declare that the field experiment entitled “Developing creativity thinking” is submitted

as part of the partial fulfillment of the course during MA Semester – III, academic year 2025 –

2026 is carried out by me under the guidance of Dr. A. Anupama, Department of Psychology,

Osmania University, Hyderabad, India.

I herewith solemnly declare that this work is original and genuine.

Signature

Name: P. Shyam ganapathi

Roll No.: 100324318032

Semester: III

Date:

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 ACKNOWLEDGEMENT

I would like to express my heartfelt gratitude to all those who have contributed to the successful

completion of this field work. First and foremost, I extend my deepest appreciation to my guide

Dr. A. Anupama for her invaluable guidance throughout this field work. Her expertise, support

and feedback were instrumental in shaping and ensuring the successful execution of this work.

I would like to extend my gratitude to Dr. P. Swathi, Head of the Department, Department of

Psychology, Osmania University for her immense support for this field work. Her support,

Motivation, guidance, structuring the format made this a successful field work.

I extend my sincere thanks to Prof. C. Kaseem, Principal, UCASS for this opportunity.

I extend my thanks to Mrs. Sangeetha, principal of SV model high school, Hyderabad and Mrs.

Pushpa, vice principal of SV model High School, Hyderabad for giving me this opportunity to

conduct this awareness programme in their school.

I would like to appreciate the efforts of the participants for giving their consent, patience,

valuable time to be a part of this field work. Without such support, this field work would not

have become a successful one.. I extend my appreciation to my other friends for their motivation.

Your friendship and encouragement have made this journey memorable and enjoyable.

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 TABLE OF CONTENTS

[Link] Topic Page no’s

From - to

1 Abstract

2 to 3

2 Introduction

3 Objectives

Program structure 5 to 10

11

5 Discussion

11

6 Conclusion

Appendices 12 to 14

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ABSTRACT
Creativity is an essential cognitive skill that supports problem-solving, innovation,

and adaptability in everyday life. However, traditional education systems often

emphasize rote learning, which may restrict students’ creative potential. This

report presents a Creative Thinking Development Program conducted for

students of classes IX and X, aimed at enhancing divergent thinking, imagination,

flexibility, and self-expression.

The program adopted experiential and learner-centered methods and included

activities such as role play, storytelling, creative drawing, mathematical puzzles,

imaginative problem-solving tasks, and group discussions. These activities were

designed to encourage original thinking, multiple perspectives, and active

participation in a non-judgmental environment. Emphasis was placed on learning

through experience, collaboration, and reflection.

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 INTRODUCTON

Creativity is a fundamental human capacity that enables individuals to think

independently, generate original ideas, and respond effectively to new and

complex situations. In the context of education, creative thinking plays a crucial

role in enhancing problem-solving ability, critical reasoning, emotional expression,

and lifelong learning skills. Despite its importance, many educational systems

continue to prioritize rote memorization and examination performance, leaving

limited space for imagination, exploration, and innovative thought.

Adolescence, particularly during the secondary school years (classes IX and X), is

a critical developmental stage marked by rapid cognitive, emotional, and social

changes. At this stage, students benefit greatly from opportunities that encourage

divergent thinking, curiosity, and self-expression. Without systematic support,

however, students may become passive learners, fearful of making mistakes, and

reluctant to express original ideas.

The present program is theoretically grounded in Guilford’s Structure of

Intellect Model, which emphasizes divergent thinking as a core component of

creativity, including fluency, flexibility, originality, and elaboration. It is further

supported by Torrance’s theory of creativity, which highlights creativity as a

learnable and measurable ability that can be enhanced through appropriate training

and environmental stimulation. Additionally, Vygotsky’s sociocultural theory

provides a foundation for the use of interactive and collaborative activities,

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emphasizing the role of social interaction and language in cognitive development.

Developing creative thinking through structured intervention programs allows

students to explore multiple perspectives, engage actively in learning, and apply

knowledge to real-life situations. Activity-based methods such as role play,

storytelling, creative art, and problem-solving tasks stimulate imagination and

foster flexibility in thinking. Therefore, this report focuses on the planning,

implementation, and outcomes of a Creative Thinking Development Program

designed to promote holistic development among secondary school students.

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 OBJECTIVES OF THE PROGRAM

The objectives of the Creative Thinking Development Program were as follows:

1. To enhance divergent thinking abilities such as fluency, flexibility, and

originality among students.
2. To encourage imaginative thinking and creative self-expression through
experiential activities.
3. To develop problem-solving skills by promoting multiple perspectives and
innovative solutions.
4. To improve students’ confidence in expressing ideas without fear of
criticism or failure.

Duration: 60 minutes.

Participants Details:

Students of 9th and 10th Grade

Age: 13 – 15 years of age

Locality: Hyderabad

Venue: SV model high school, Dilkushnagar,Hyderabad – 500008.

Materials Required:

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Activity 1 – piece of papers

Activity 2 – paper sheets

Program Structure:

In the present generation, developing creative thinking has become more important

than ever before. Today’s students are growing up in a world marked by rapid

technological changes, digital transformation, and complex global challenges that

demand new ways of thinking. Traditional academic skills alone are no longer

enough for success; instead, students must learn to think independently, approach

problems from multiple angles, and create innovative solutions. The modern

workplace values creativity as a core skill, as many future jobs will require

adaptability, originality, and the ability to handle situations that do not have fixed

answers. Additionally, students today are surrounded by information, but what

truly empowers them is the ability to use that information creatively and

meaningfully. Creative thinking also helps young learners develop confidence,

emotional resilience, and curiosity—qualities that enhance both academic

performance and personal growth. Therefore, implementing a program focused on

developing creativity is essential to prepare this generation for the demands and

opportunities of the future, ensuring they become innovative thinkers and

responsible problem-solvers.

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The students of 9th and 10th Grade in the age range of 13 – 15 years of SV model

High School, Hyderabad were gathered to engage in the awareness programme

with the title – “Developing creativity thinking”. Firstly introduced my self with

name and I dive into the topic with icebreaking asking about ”if they have chance

to get any doaremon gadget what they choose and why ?” most of them answered

that they want “anywhere where door gadget” because they want to come to school

by time and they want to go anywhere

Icebreaker Activity

Now we started an activity where I distributed small paper sheets to all the students

and asking What if earth will collapse in one year they have all superpowers what

they do and students write Their opinions and we collected the paper sheets after 8

mins .

Introduction to Creativity(Small Talk)

After the activity we moved on the details of what is creativity –“Coming up with
new ideas by using imagination in unique” and give explain about showing the
bahubali 2 video clip where the mahendra bahubali want to enter into the

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mahashmathi kingdom it shows the how to use the ideas to enter (they used
coconut trees to enter into kingdom) and students think that if a problem
arrives to solve it u have different approach and giving different examples like in
cricket giving example of cricketer ABD who uses different creative shots and like
in kabaddi Pardeep narwal who uses dupki to escape it shows how creativity used.

ROLE PLAYING ACTIVITY

Students to play roles opposite to their usual personality
Giving a scenario (parent teacher meeting)
Where 4 students acted where two of them acted as parents one as teacher and one
as a failed student the act is upto 5 minutes.
And Asking what they first get in their mind like which teacher they come to the
mind and now Explaining about how prior knowledge influences to get creative
ideas it shows that having Knowledge about something gives different view

GROUP ACTIVITY
Giving paper sheet to all the students and they have to draw something unique
which is Combining of three items ( phone,pen,shoe) giving five minutes to draw
and now having a discussion about how did they get idea and asking some
students to draw on the board and telling about using of daily things which u are
familiar and u have drawn which is about using ur creativity.

STORY TELLING
One student start the story and other students continue the story and in this seesion

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one student Start with there was a king and other student continues like the king
was going towards lake and the story continued upto 5 minutes and they kept a title
of “Brave King”And i explained how u freely allowing the thoughts and freedom
to express it and this shows the How creativity plays.
Explanation about developing the creativity- “ don’t afraid to answer, engage in
different Activities, thinking the impossible.

Maths puzzle
Asking maths puzzle to the students which requires different approach to solve and
all the Students failed to solve and this shows divergent thinking and how it helps ,
this helped the Students to understand the concept clearly about creativity.

And asking same related to icebreak activity where students have to write about if
earth is collapsing in one year u donot have any super powers what u will do (
reality creativity ) And I conclude about freely allowing our thoughts and freedom
to express it.

And lastly said the concept about

OFF explains about
O stands for originality
F stands for fluency
F stands for flexibility

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And telling about to imagine big dreams

Breaking ur limitations in thinking and imagining impossible and reaching ur

creative goals
Every invention u see today is about creativity

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Feedback Summary

The feedback form consisted for 4 questions based on the objectives of the session;

which summarized whether they had understood the topic of creativity, whether

the activities done were helpful for them to understand and learn and whether they

would apply the aspect of creativity strategies in their daily lives.

Feedback forms showed that:

- A majority of students understood the concept of creativity clearly.

- Activities were helpful and engaging.

- Many students expressed willingness to apply creativity strategies in daily life.

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Discussion
The Developing Creative Thinking program showed that students became more

confident, expressive, and imaginative through a variety of engaging activities.

Role-playing helped them think quickly and collaborate creatively, while

storytelling encouraged them to create original ideas and speak confidently. The

drawing-the-unique activity allowed students to express visual imagination

beyond routine patterns, and the maths puzzles strengthened their logical creativity

and problem-solving flexibility. The superpower activity, both with and without

powers, pushed students to explore fantasy-based and realistic solutions for saving

the Earth, showing their ability to think innovatively in different situations.

Overall, these activities demonstrated that when students are given opportunities to

explore freely, they naturally develop creativity, confidence, and flexible thinking.

Conclusion

By engaging adolescents in experiential activities such as role play, storytelling,

problem-solving tasks, and imaginative exercises, the program successfully

enhanced divergent thinking, flexibility, originality, and self-expression.

students learned that creativity is not limited to art alone but is a way of dreaming

big, thinking differently, and finding new possibilities in everyday life.

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 APPENDICES

FEEDBACK FORM -

Name (optional): ________________________

Class: ________ Date: ________

Please answer the following questions honestly:

1) Did you understand the concept of “Creativity”?

⬜ Yes, very clearly
⬜ Somewhat
⬜ Not really
2) Were the activities helpful to understand the topic?
⬜ Yes, very helpful
⬜ A little
⬜ No
3) Would you implement the topics of today’s session in your daily life?
⬜ Definitely
⬜ Maybe
⬜ Not sure
4) Do you want to suggest any changes or other feedback?
(Write your response below)

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