Leading Change: The Art Administrator’s Role in Promoting Creativity

Veon, Raymond E.

doi:10.1080/00043125.2014.11519254

Cited by 6 publications

(7 citation statements)

References 10 publications

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“…This also points to the value of instructor intervention at key points in the process, which echoes the understanding that creativity needs to be taught and practiced (Baer, 2016;Veon, 2014). Reflecting on the results here resulted in providing more support and clearer incentives for experimentation to a subsequent group of students.…”

Section: Resultssupporting

confidence: 59%

“…Observations and assessment showed that, as students grew comfortable using the Design Thinking framework, they were able to generate ideas more freely and also develop better approaches for evaluating their efforts. This upholds the understanding that we not only need to teach students that they can be creative, but also teach them the tools they need to develop that creativity (Veon, 2014).…”

Section: Discussionmentioning

confidence: 60%

“…Encouraging students to believe that internalizing a process will actually increase their creativity contradicts commonly held misconceptions about creative inspiration. Students need to learn that creativity typically arises after extended effort and disciplined inquiry (Brinkman, 2010;Gardner & Weinstein, 2018;Levenson & Hicks, 2015;Renzulli, 2018;Veon, 2014, Zimmerman, 2009. As students learn to approach art and design challenges by employing the Design Thinking framework, they develop useful tools to further their creative idea generation.…”

Section: Teaching Creativitymentioning

confidence: 99%

“…Although, the statement was written eleven years ago, there is still room for building our understanding of creativity as it relates to art education. There is agreement that creativity has a place in art education (Katz-Buonincontro, 2018;Sawyer, 2017;Ulger, 2019;Zimmerman, 2009) and that creativity is important (Kinsella, 2018;Stone, 2015;Veon, 2014;Zimmerman, 2009Zimmerman, , 2015. At the same time, commonly accepted creativity myths can hamper efforts to develop student creativity in art still exist (Cropley, 2018;Stone, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Art Education and Design Thinking: Reflections on Students Engaging With Community Using Design

Wiebe

Seaton

2021

CRAE

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The creative process has long been interwoven with art education practice. Design thinking has numerous parallels to the creative process and may be viewed as an appropriate method to encourage creative thinking in both art and design students. This observational case study reflects on two disparate challenges in which 47 students tackled aesthetic and community provocations by applying the design thinking process. Reflective consideration of the results of each ‘project’ provides insight into the application and value of a proposed Design Thinking framework in art and design education. Keywords: Creativity; Design thinking; Innovation; Community. Résumé : Il existe depuis toujours une sorte d’interaction entre le processus créatif et la pratique de l’enseignement des arts. Il y a de nombreux parallèles entre le processus créatif et la réflexion conceptuelle, cette dernière pouvant être perçue comme une méthode appropriée pour encourager la pensée créatrice chez les étudiant.e.s, aussi bien en art qu’en design. Cette étude de cas par observation s’articule autour de deux défis distincts dans le cadre desquels 47 étudiant.e.s ont dû gérer des impératifs esthétiques et communautaires en recourant à un processus de réflexion conceptuelle. L’analyse réflexive des résultats de chacun des « projets » offre un aperçu de la mise en œuvre et de la valeur d’un cadre potentiel de réflexion conceptuelle au regard des études artistiques et de design. Mots-clés : créativité, réflexion conceptuelle, innovation, communauté.

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Section: Resultssupporting

confidence: 59%

Section: Discussionmentioning

confidence: 60%

Section: Teaching Creativitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Art Education and Design Thinking: Reflections on Students Engaging With Community Using Design

Wiebe

Seaton

2021

CRAE

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“…Another creativity myth that has held sway since it was first promulgated by the Greeks, is that creativity arises from divine inspiration (Burkus, 2014). Creativity research demonstrates that the belief in inspiration is faulty and that creativity requires learning, practicing and developing (Amabile, 2018;Baer, 2016;Cropley, 2016;Cropley, 2018;Kim, 2019;Levenson & Hicks, 2015;Plucker, 2018;Ulger, 2016;Veon, 2014;Zimmerman, 2009). Creativity involves sophisticated thinking that can be taught and that not only needs to be taught but also needs to be valued, and practiced (Baer, 2016;Veon, 2014).…”

Section: Busting the Mythsmentioning

confidence: 99%

Walking the Creativity Tightrope: Teaching students to be appropriately radical

Wiebe

2022

Tercio Creciente

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Creativity has a significant place in visual arts education (Bastos & Zimmerman, 2015; Katz-Buonincontro, 2018; Kinsella, 2018; Sawyer, 2017; Stone, 2015; Ulger, 2019; Veon, 2014) but an understanding of creativity leads to the recognition that for something to be deemed creative, it must be both novel and appropriate in context (Amabile, 2018; Cropley, 2016; Goetz Zwirn & Vande Zande, 2015; Kaufman & Baer, 2012; Plucker, 2018). While the ‘in context’ addition to the concept of appropriate, creates more space for visual artists, the constraints of appropriateness remain. For a visual arts and design instructor, this creates tension. How do I encourage students to be creative and push boundaries, yet also teach them to be mindful of the constraints? This paper discusses observations in undergraduate design education studio classes wherein students learn to use process and thumbnail sketches to push their concepts beyond predictable and into the radical or novel realm. A modified design thinking process provides the structure that allows students to feel confident about exploring ideas. Ongoing feedback from peers and instructor serves to both push and reign in ideas when revisions are valuable. The process requires diligence and practice. It also requires that students work to break free from either/or thinking and view their work on a continuum. Reflecting on relevant methods for encouraging students to accept the value of novel ideas that also acknowledge the viewer is worthwhile. Encouraging students to recognize that creativity is enhanced through process while also engendering an understanding of the nature of creativity is valuable and can lead to the generation of radical ideas that have merit due not only to their novelty but also to their ‘appropriateness.’

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Early childhood student-teachers’ perspectives on creativity

Michaelidou

Pitri²

2022

Front. Educ.

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The changes taking place during the pandemic regarding the interchange between online and face-to-face teaching in the Department of Education of an Eastern Mediterranean private university, led to the need of instructors not only to revisit knowledge on creativity but to examine the views and perceptions of early childhood student-teachers about creativity. More specifically, through informal interviews, we examined 15 junior early childhood student-teachers’ beliefs concerning creativity in general and the traits of a creative individual, whether creativity can be developed in education, and how it could contribute to early childhood teachers’ professional development. In this article, we summarize a qualitative descriptive study that took place in the context of the course Designing Activities in Kindergarten and describe the results from the semi-structured interviews that aimed to find out early childhood student-teachers’ views on creativity providing evidence for the participants’ need for a framework and strategy to guide their creative instructional design and teaching.

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Leading Change: The Art Administrator’s Role in Promoting Creativity

Cited by 6 publications

References 10 publications

Art Education and Design Thinking: Reflections on Students Engaging With Community Using Design

Art Education and Design Thinking: Reflections on Students Engaging With Community Using Design

Walking the Creativity Tightrope: Teaching students to be appropriately radical

Early childhood student-teachers’ perspectives on creativity

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