Approaches to Creativity

We were asked to discuss and find definitions of 'creativity' in light of a task where we were asked to act 'creatively'. These are our definitions which might be produced from how we expressed creativity in our works.

Mary's response: Breaking of limits, overcoming limitations in expression of freedom

Luke's response: The process of transformation to add value to raw materials and ideas.

Then, to produce a more rounded definition, I thought of this:

The power to change established frameworks

or

Creativity is the challenge to conformity

To gain these definitions, I first thought of a world without creativity, then I thought of what adding 'creativity' to this world might look like.

We were asked to reflect on whether this definition should change in regards to the classroom.

I realised that perhaps it should as it could also describe Anarchy. And so I find that even this definition is insufficient. While creativity is a characteristic I would encourage in a classroom, anarchy certainly is not.

Further reading: Ashton and Ashton - Educational apartheid. [First few pages which

contextualises how dire the situation of art education is.]

In 2010, Ofsted defined creativity as such:

- Questioning and Challenging

- Making connections + seeing relationships

- Envisioning what might be

- Exploring ideas, keeping options open

- reflecting critically on ideas, actions and outcomes.

We should investigate creativity in teaching further, what, for example, can teachers learn from artists?

Wales' creative learning through the arts had to say this about creativity:

"Creativity, or being open to the acquisition of new knowledge or innovative skills will shape

our world like no force immaginable".

There is a localisation of langauge around creativitty and this language problematises implicit

individualism.

We should also problematises the tying of art to economy, capitalism and profit

- Why does art have to be tied to the industry at all?

- What about joy? togetherness? expression?

In 2019, England opted out of the PISA creativity test.

This is an international 'test' to order the most and least creative countries.

However, the test enforces unhelpful definitions of creativity and unhelpful criteria for creative success. It is also funded by the world bank, which problematises it as again it insinuates a tie to industry and capital gain,

I also find it useful to differentiate between transcendent and imminent creativity:

Transcendent creativity can also be differentiated as - Drive because of an absence within ourselves

vs

Imminent creativity - Bubbles from within ourselves

Banji et al (2006) identify 9 'rhetorics' of creativity' that map an understanding of creativity:

1. Creative genius

2. Democratic and political creativity

3. Ubiquitous creativity

4. Creativity for social good

5. Creativity as economic imperative

6. Play and creativity

7. Creativity and cognition

8. The creative affordances of technology

9. The creative classroom

Writer Ken Robinson defines creativity as 'the process of having original ideas that have value'.

He also writes that "Schools are killing creativity."

In conclusion, creativity is an ill defined term that may best be avoided in academic discussion. As it cannot be clearly defined, it encourages the mind to think and analyse more deeply in the search for an adequate replacement.

As I work as a teacher, I will try to never use the word 'Creative' and instead look to use a more specific and clearly defined dialect.

I have learned that I should acknowledge the problems of using the word 'Creativity'.

Instead, I will celebrate with more specificity the "creative" values of a child's artistic expression.

[*Art is always orange in the national curriculum, and so for significant points that are immediately applicable to my work as an art teacher I will highlight in orange.]

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#Lecture