UA Little Rock Graduate Student Honored Nationally for Creativity in Gifted Education
Charlotte Bomar, a graduate student at the University of Arkansas at Little Rock and an educator at Watson Elementary School, has received national recognition for her work advancing creativity in gifted education, earning the E. Paul Torrance Creativity Award from the National Association for Gifted Children.
The award honors individuals whose work significantly contributes to the development and support of creativity, particularly within gifted education. Named for Dr. E. Paul Torrance — widely regarded as the “Father of Creativity” — the recognition celebrates research, leadership, educational practice, and innovative programming that advance creative thinking and expand opportunities for creative expression.
“Receiving this award reflects a commitment to nurturing creative potential and carrying forward Dr. Torrance’s legacy of valuing creativity as an essential component of learning and human potential,” she said.
Bomar is pursuing a master’s degree in gifted, creative, and talented education, and said she chose to nominate herself after recognizing how closely the award’s criteria aligned with her professional philosophy and classroom practice.
“I chose to self-nominate not out of self-promotion, but out of self-advocacy,” she said. “Educators — especially those who value creativity — are often encouraged to elevate the work and impact they bring to students. The nomination process gave me space to reflect on my experiences and intentionally document that work.”
She invited colleagues familiar with her work to submit letters of support, describing the experience as empowering and reaffirming.
“Charlotte exemplifies creativity — in her work and in her approach to life,” said Dr. Ann Robinson, director of the Jodie Mahony Center for Gifted Education at UA Little Rock. “Dr. E. Paul Torrance, in whose honor this prestigious national award was created, would have loved meeting Charlotte and would have been excited to see her innovative curriculum work and creative approach to students in the classroom.
“He was magic in the classroom, and that characterizes Charlotte, too,” Robinson said. “She is an inspiring teacher whose understanding of creativity in children informs her practice every day. It is a pleasure to be Charlotte’s adviser, and UA Little Rock is fortunate to have her in our graduate program.”
Robinson added that Bomar teaches in the Little Rock School District and can also be found on the UA Little Rock campus during the Summer Laureate program.
Bomar said creativity should be embedded into teaching and learning — not treated as an add-on. Her instructional approach emphasizes originality, curiosity, and divergent thinking through intentionally designed, interdisciplinary learning experiences.
One example is Thrills and Chills: The Art and Science of Amusement Parks, a curriculum she developed that blends engineering, physics, design, and the arts. The unit was field-tested through UA Little Rock’s SLUFY summer program and at her own Watson Elementary, where it led to high levels of student engagement and original creative work. As a result, the school’s gifted and talented students earned multiple awards at the Arkansas State Fair.
Bomar also models creativity through her own practice, including art journaling and the design of immersive classroom spaces such as the Young Astronaut room and the Imagination Station — environments she says help students see creativity as both a mindset and a way of life.
“I intentionally encourage creativity by designing learning environments that invite curiosity, exploration, and risk-taking,” she said. “I use open-ended tasks and inquiry-based projects that allow multiple pathways to understanding, and I emphasize problem-finding just as much as problem-solving.”
Bomar believes creativity is essential in gifted education today, particularly as students prepare for an increasingly complex and uncertain world.
“Advanced ability alone isn’t enough,” she said. “Gifted students need opportunities to think divergently, generate original ideas, and engage in authentic, meaningful learning. Creativity supports not only academic growth, but also social and emotional development.”
Bomar credits her graduate studies at UA Little Rock with helping ground her creativity-centered approach in research while encouraging innovation in instructional design.
“The program challenged me to reflect on my teaching choices, integrate theory with real-world application, and intentionally design meaningful learning experiences,” she said. “It helped me become a more reflective, research-informed educator.”
Looking ahead, Bomar hopes to help shift gifted education in Arkansas toward a more creativity-centered, student-driven model — one that values innovation alongside academic rigor.
“By expanding access to creativity-focused curriculum and professional learning, we can better nurture the diverse talents and potential of gifted students across the state,” she said.
She also encourages educators and graduate students to view creativity as a process and a mindset, not just a finished product.
“When educators embrace creativity in their own practice — by allowing choice, modeling curiosity, and creating safe spaces for risk-taking — it naturally extends to the students and communities they serve,” she said.