The creativity hunt brings to the surface creative features of something that we would otherwise miss. It raises students awareness of these creative features. The process is self-documenting through the target diagram.
You can ask students to do the routine by themselves in small groups. When the class is large and students have many ideas, small groups may work better. To save time you can have each student write an idea on a post-It and stick it up on the chart, and then discuss some of them. Along with the especially creative features marked with “*”, you can ask students to identify limitations or shortfalls of the thing with a “?”
Before even starting the routine, you can ask the students to help pick something to focus on -- for instance, "What are creative objects around the room? Let's pick one to think about -- what could we pick?" Or, to connect to a subject area, "We have been studying what early civilization was like. What were some important tools we read about that helped people to survive? Let's look at a couple for their creativity."
You can continue on after a Creativity Hunt by picking another similar object and doing a comparison and contrast. For instance, you could ask students to compare different kinds of telescopes, or a telescope and a microscope.
If you have asked students to identify limitations as well as creative features, you can go on to have the students generate inventive ideas about how to solve the problems that they have identified, using another creativity routine.
Even if you have not ask for limitations in the first place, you can still ask, "OK, this is good, but how could it be even better?" And pursue this using another creativity routine.
Once students are familiar with it, you can use the creativity hunt as an assignment, asking students to pick something, think it through, and make a target diagram to hand in. Part of the assignment could be to suggest creative improvements.