I was inspired to do a post on this topic after reading my group partner Greg Reese’s blogpost and podcast titled Creativity… Can It Be Taught? From the podcast, video, and Marvin Bartel’s work shared by Greg, I gathered some opinions that others have about creativity:
1) Greg Reese*: Creativity can’t be taught explicitly; teachers need to create conditions where students can blossom; a teacher needs to know when to get out of the way.
2) Kirby Ferguson: Copy, Transform, Combine “These are the basic elements of all creativity, I think everything is a remix, and I think this is a better way to conceive of creativity.”
3) Marvin Bartel: People are naturally imitators, but this does not promote innovation or critical thinking. Limitations and restrictions can promote creativity in students in a way that leaving them to do what they please cannot.
Many people immediately think about painting, drawing, and other visual arts when they hear the word creativity. Some may even think about other art forms like music, drama, dance or even language arts, writing and poetry. Creativity is sometimes just a buzz-word to me. Therefore, I’ll start with an exploration of what creativity means.
Wikipedia states that “creativity refers to the phenomenon whereby something new is created which has some kind of subjective value (such as a joke, a literary work, a painting or musical composition, a solution, an invention etc). It is also the impetus and motivational force behind any given act of creation, and it is generally perceived as being associated with intelligence and cognition.”
The article goes on to note the many definitions of creativity from different disciplines including education, science and psychology with only a brief mention of creativity in the arts.
Creativity is also linked to words such as imagination, progressive, original.
For several assignments that I have completed to Education course requirements the class was instructed to complete assignments ‘creatively’, meaning through artistic representation or “something other than an essay.” While this is great for me personally, I feel like some students become trapped in this unrestricted assignment, similar to Bartel’s points above. Many students bring very creative ideas in essay format. It can be very restrictive to say to someone, especially with an over excited and bubbly disposition, “Be creative!”
After a 3-year B.A. in Studio Art, 2 years in the College of Education and repeatedly having others refer to me as ‘creative,’ my understanding of creativity is to relate it to problem solving. For me, true creativity is using what you have to accomplish what you need/want to do. This might involve putting two or more things/ideas that have already been used together, or it might be entirely unique. Creativity in the arts refers to solving the problems that come with creating something (a product). For example, a painter needs to discover how to mix paints to get a particular colour, or how to represent a specific texture on a two dimensional surface (process).
The more I look into how I think about creativity, the more I discover that these things have already be thought of or said or researched and I realize I’m thinking in circles, and that this post is getting very long. Thank you to Wikipedia (look under “Aspects of Creativity”) for summing some of them for me.
In reading more on his website I discovered that Bartel also compares artistic behaviour to the scientific method very well. He explores “the relationship between art and learning to think.” This is akin to my thinking on the topic.