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Types of programs
and services
Educational
support programs and services
Hands
on creativity support programs and services
Collaborative
co-creation activities
The nature of creativity does not
always lead itself well to many of the traditional management
approaches. Nor does it readily lend itself to what we think what we
need to do to meet the mundane affairs and needs of life. As such,
the Releasing Your Unlimited Creativity programs and services are
structured to bridge the traditional business need yet meet the real
needs of the creative process. In this regard, there are three forms
to the program and services. The included, educational support
programs and services, Hands on creativity support programs and
services co-creation activities.
Educational
support programs and services
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The educational support programs
and services teach and instruct individuals and organizations on,
and/or in, creative principles.
There are two aspects to the education support programs and services
reflective of any science. There is classroom or academic aspect and
a laboratory or experiential aspect. Education programs and support
will be one, or the other, or combination of two aspects depending
on the creative needs. .
The academic aspects are reflective in the traditional approach to
education employing lectures, seminars, coaching, consultation,
reading and the like. The academic aspect then to be classroom
orientated and address the conceptual aspects of the creative
process. The academic/classroom aspect tends to address the more
generic aspects that can be readily given to a group of individuals.
Accelerated learning techniques are used to introduce and bring in
the experiential aspects of the learning process.
For individual, it has been found simple discussions, often with
related reading, are often more than adequate to address the
conceptual aspect of the creative process. In most cases, a phone
conversation is adequate to guide an individual in their creative
endeavor. Of course, in situations where more than one individual is
involved, the tradition classroom type setting such as workshops,
seminars and the like is much better suited to the effort that
conference calls.
However, there are many issues of creativity that are better
addressed in the laboratory or by experience. These can only be
addressed by becoming creative and engaging in a creative activity.
Here “field” assistance and/or exercises may be necessary. Also, one
may have to go and experience the conditions of the environment as
to what physical influences are affecting the creative effort.
Since creativity is unique to the individual and the organization,
the techniques used to access and release the necessary creativity
are tailored to the uniqueness of the individual and organization.
The objective of the laboratory/experiential aspect is to move in
the direction of creating the most creative state of being - a state
of spontaneous and innocent childlike play of discovery and
exploration at each and every level of being. As such, creativity
and the creative world of play in any and all its forms necessary to
create this space are utilized as appropriate. In addition to
discussion, dialogue, lectures and classroom teaching, the
techniques can include, but are not limited to, such things as: role
play, as in a meta-theater; sandbox play as a young child in a
sandbox; table top play such as table top games and cards; guided
imagery using and exploring one’s own imagination and imagery;
and/or rituals and ceremonies. Other than lecturing and classroom
teaching, the focus of the techniques is to uncover and reveal one’s
belief structure to see how and where one has raveled, entwined, or
otherwise entangled their creative life energy.
It is to be noted, the techniques used in Releasing Your Unlimited
Creativity are not therapy techniques as used in psychology,
psychoanalysis or other counseling programs and should not be
confused with them. Although there are therapies with similar names,
such as role play, psychodrama, play therapy, sand play, and the
like, the techniques and approach for Releasing Your Unlimited
Creativity are based on the individual’s unique body wisdom,
intuition, and symbolism used within the structure of an
energy-consciousness model that explains how one’s internal world is
a direct reflection of one’s external world and is unique to each
individual. The approach to Recreating Your Reality uses the
uniqueness of the individual and the flow of energy within their
being and, as such, what works for one will not necessarily work for
another or is not readily transferred to another. Yet, there are
similarities and common aspects to the journey that each undertakes.
Hands on
creativity support programs and services
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Hands on creativity support
programs and services are about creating with an individual and/or
organization to create something they desire. This support is
reflective of situations where an individual desire to become
knowledgeable in the Releasing Your Unlimited Creativity Technology.
Here the approach differs and is not as structured in the same way
as the academic and laboratory portions. It is more like one would
encounter in an apprentice type program tailored to the individual’s
needs. However there are nothing like certifications that go with
the Releasing Your Unlimited Creativity programs and services where
you are evaluated against a set of performance measures. You cannot
certify creativity. Creativity cannot be put in a box in the way
certifications work for professional organizations. To believe it is
possible is not to understand the creative process.
The ultimate intent of the Releasing Your Unlimited Creativity
technology is to get individuals to access and release their own
unique creative abilities. It is not to try and get one to copy the
techniques and approach of another. As such, although it is
possible, the Releasing Your Unlimited Creativity technology is not
to be learned as one would learn a profession with the intent of
becoming certified. Rather the approach is to have the individual
learn the material as if they were to become certified but digest
the material for their own unique use as in a certification process.
In digesting the material, the individual takes what serves their
needs and their unique creative ability and throws the rest away.
The space is then given to the individual for their own unique
creative abilities to be brought forward as in giving birth. Once
their creative abilities are brought forth, the next step is to
provide assistance to develop them as one would nanny a child until
the child was able to stand on its own two feet and go into the
world - a light unto oneself to light the way for others. The
Releasing Your Unlimited Creativity materials are only the
foundation the individual uses for the unfoldment of their own
creativity. In this regard, when the individual does access and
unfold their creativity ability in the world, the door is then open
to collaborative creative activities. Here one becomes a fully equal
creation partner.
In some ways hands on creativity support is like learning to fly an
airplane. One first enters the classroom followed by
laboratory/simulator training. This is the birthing process of one’s
creative ability. That education is then followed by flying an
airplane with an instructor. Here one becomes involved in creative
activity putting the knowledge into practice. This is analogous to
the nanny and helping the individual stand on their own two feet. At
some point the individual has their solo flight and steps into their
own creative endeavor without the instructor. Here the individual
pursues their own unique creative expression. When the individual
determines what they ultimately desire to create with their creative
abilities, the door is now open to create with another from a
position of being creatively self empowered.
Collaborative
co-creation activities
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Co-creative activities are
activities were the creative uniqueness of an individual or
organization is “married” or merged with the Releasing Your
Unlimited Creativity Technology to create a new or different
understanding, approach or product.
Using the “learning to fly” analogy above, collaborative co-creating
is about flying with another. Rather than flying alone, one flies
with another in someway. Here there are a variety of options. One is
to work within a joint creative effort where the two individuals
would work as pilot and copilot, or they fly together in their own
unique way within a larger creation as would two stunt or fighter
pilots fly together to meet some joint intention, or they support a
larger overall performance the way two pilots would work for an
airline where they have different air routes.
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