Kaufman and Beghetto (2009) divide creativity into the Four C model; Big-C creativity, Pro-C creativity, little-c creativity, and mini-c creativity. This model is advantageous as it provides distinctions between everyday creativity versus seminal works, which in turn may help teachers notice student’s potential.
Kaufman and Beghetto (2009) note that the Four C Model can be a developmental trajectory for a creative individual. Creative/productive gifted behaviours in students may emerge as either mini-c or little-c creatives who may eventually become professionals within the Pro-C level. Moving through each level will involve time, hard work, and dedication, but Kaufman and Beghetto (2009) note that these particular individuals at any level often have an intrinsic motivation to move forward.
Big C Creativity
Big-C creativity focuses on ground -breaking discoveries and creative geniuses. It is hard to identify when an individual has reached Big-C level as often these individuals arrive there posthumously. A famous example is Pablo PIcasso who only sold one painting while alive but has since become a Big -C creative (Rimm et al., 2017). An important consideration for Big-C creativity if their contributions stand the test of time and have a lasting effect on society (Kaufman & Beghetto, 2009).
Little-C Creativity
Little-c creativity (Kaufman & Beghetto, 2009) celebrates regular people’s everyday creative actions and contributions. This level of creativity is the level at which students with creative/productive gifted behaviors may be identified within their specific domain or based on how they approach problems and ideas both inside and outside the classroom. For example, a student talented in creative writing may win a poetry competition with a piece of written work, or a student may present and win a provincial science fair with a creative and innovative project.
It is important to remember while working with students with creative/productive gifted behaviors, to not overlook the importance of teaching the fundamentals within their area of interest. It is essential to understand the importance of parameters before breaking them. For example, learning the parameters behind a math equation is necessary before brainstorming creative ways to find a solution.
Mini-C Creativity
Mini-c creativity encompasses “the creativity inherent in the learning process” (Kaufman & Beghetto, 2009, p.3). This level focuses on the creative potential and nurtures young minds to gain knowledge or experiences to fully express their ideas (Kaufman & Beghetto, 2009). Mini-c creativity includes students making interpersonal connections between concepts. For example, a student making unique and personal connections to the philosophy of the book Charlotte’s Web, based on past experiences or events, is considered mini-c creativity.
Educators should be cognisant that creativity requires time and nurturing. Students with creative/productive gifted behaviours may be easily discouraged or overlooked if too hard a judgment is used or when they are compared to other students with more experience and knowledge (Kaufman & Beghetto 2009).
Pro-C Creativity
Pro-C creativity is on the opposite side of mini-c creativity, where one is a professional within their domain but has yet to achieve Big-C status. This level can include professionals within a chosen domain and individuals who have spent a significant amount of time honing their creative skills. The Pro-C category acknowledges professional creative contributions (Kaufman & Beghetto 2009). An example of Pro-C creativity could be a local chef working towards achieving a Michelin Star rating or an Opera singer performing and supporting themselves within in their community.