Creativity and Art Education: Gaps Between Theories and Practices

Jill Journeaux, Judith Mottram

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

Theories of creativity from different disciplines map onto teaching strategies within the fine art field. In particular, the outcomes of historical studies by psychologists and experimental studies within cognitive science have significant resonance with some long-standing methods of teaching artists. Through a series of interviews with experienced teachers of studio art in the UK university context, and analysis of written material to support teaching, this chapter recognizes the need for a more systematic exploration of how creative thinking may have been embedded in the teaching of artists. We identify the presence of practical strategies, field knowledge, artistic identity, and the importance of ‘space’ within the accounts of teaching and the documents considered. We note that notions of identity and space are not clearly present within existing models of creativity, but aspects of them reflect tolerance for ambiguity. We conclude by reflecting that this space within conceptions of fine art education is a gap that needs attention and that the field that generates the creative practitioners of the future should understand creativity.
Original languageEnglish
Title of host publicationMultidisciplinary Contributions to the Science of Creative Thinking
EditorsGiovanni Corazza, Sergio Agnoli
Place of PublicationNetherlands
PublisherSpringer
Chapterpart 4
Pages281-299
Number of pages19
ISBN (Print)978-981-287-618-8
DOIs
Publication statusPublished - 2016

Publication series

NameCreativity in the Twenty First Century
PublisherSpringer

Fingerprint

art education
creativity
artist
fine arts education
Teaching
fine arts
method of teaching
teaching strategy
psychologist
tolerance
art
university
present
teacher
interview
science

Cite this

Journeaux, J., & Mottram, J. (2016). Creativity and Art Education: Gaps Between Theories and Practices. In G. Corazza, & S. Agnoli (Eds.), Multidisciplinary Contributions to the Science of Creative Thinking (pp. 281-299). (Creativity in the Twenty First Century). Netherlands: Springer. https://doi.org/10.1007/978-981-287-618-8_16

Creativity and Art Education: Gaps Between Theories and Practices. / Journeaux, Jill; Mottram, Judith.

Multidisciplinary Contributions to the Science of Creative Thinking. ed. / Giovanni Corazza; Sergio Agnoli. Netherlands : Springer, 2016. p. 281-299 (Creativity in the Twenty First Century).

Research output: Chapter in Book/Report/Conference proceedingChapter

Journeaux, J & Mottram, J 2016, Creativity and Art Education: Gaps Between Theories and Practices. in G Corazza & S Agnoli (eds), Multidisciplinary Contributions to the Science of Creative Thinking. Creativity in the Twenty First Century, Springer, Netherlands, pp. 281-299. https://doi.org/10.1007/978-981-287-618-8_16
Journeaux J, Mottram J. Creativity and Art Education: Gaps Between Theories and Practices. In Corazza G, Agnoli S, editors, Multidisciplinary Contributions to the Science of Creative Thinking. Netherlands: Springer. 2016. p. 281-299. (Creativity in the Twenty First Century). https://doi.org/10.1007/978-981-287-618-8_16
Journeaux, Jill ; Mottram, Judith. / Creativity and Art Education: Gaps Between Theories and Practices. Multidisciplinary Contributions to the Science of Creative Thinking. editor / Giovanni Corazza ; Sergio Agnoli. Netherlands : Springer, 2016. pp. 281-299 (Creativity in the Twenty First Century).
@inbook{d5da9735d724435aa89985262bcd4b9d,
title = "Creativity and Art Education: Gaps Between Theories and Practices",
abstract = "Theories of creativity from different disciplines map onto teaching strategies within the fine art field. In particular, the outcomes of historical studies by psychologists and experimental studies within cognitive science have significant resonance with some long-standing methods of teaching artists. Through a series of interviews with experienced teachers of studio art in the UK university context, and analysis of written material to support teaching, this chapter recognizes the need for a more systematic exploration of how creative thinking may have been embedded in the teaching of artists. We identify the presence of practical strategies, field knowledge, artistic identity, and the importance of ‘space’ within the accounts of teaching and the documents considered. We note that notions of identity and space are not clearly present within existing models of creativity, but aspects of them reflect tolerance for ambiguity. We conclude by reflecting that this space within conceptions of fine art education is a gap that needs attention and that the field that generates the creative practitioners of the future should understand creativity.",
author = "Jill Journeaux and Judith Mottram",
year = "2016",
doi = "10.1007/978-981-287-618-8_16",
language = "English",
isbn = "978-981-287-618-8",
series = "Creativity in the Twenty First Century",
publisher = "Springer",
pages = "281--299",
editor = "Giovanni Corazza and Sergio Agnoli",
booktitle = "Multidisciplinary Contributions to the Science of Creative Thinking",

}

TY - CHAP

T1 - Creativity and Art Education: Gaps Between Theories and Practices

AU - Journeaux, Jill

AU - Mottram, Judith

PY - 2016

Y1 - 2016

N2 - Theories of creativity from different disciplines map onto teaching strategies within the fine art field. In particular, the outcomes of historical studies by psychologists and experimental studies within cognitive science have significant resonance with some long-standing methods of teaching artists. Through a series of interviews with experienced teachers of studio art in the UK university context, and analysis of written material to support teaching, this chapter recognizes the need for a more systematic exploration of how creative thinking may have been embedded in the teaching of artists. We identify the presence of practical strategies, field knowledge, artistic identity, and the importance of ‘space’ within the accounts of teaching and the documents considered. We note that notions of identity and space are not clearly present within existing models of creativity, but aspects of them reflect tolerance for ambiguity. We conclude by reflecting that this space within conceptions of fine art education is a gap that needs attention and that the field that generates the creative practitioners of the future should understand creativity.

AB - Theories of creativity from different disciplines map onto teaching strategies within the fine art field. In particular, the outcomes of historical studies by psychologists and experimental studies within cognitive science have significant resonance with some long-standing methods of teaching artists. Through a series of interviews with experienced teachers of studio art in the UK university context, and analysis of written material to support teaching, this chapter recognizes the need for a more systematic exploration of how creative thinking may have been embedded in the teaching of artists. We identify the presence of practical strategies, field knowledge, artistic identity, and the importance of ‘space’ within the accounts of teaching and the documents considered. We note that notions of identity and space are not clearly present within existing models of creativity, but aspects of them reflect tolerance for ambiguity. We conclude by reflecting that this space within conceptions of fine art education is a gap that needs attention and that the field that generates the creative practitioners of the future should understand creativity.

U2 - 10.1007/978-981-287-618-8_16

DO - 10.1007/978-981-287-618-8_16

M3 - Chapter

SN - 978-981-287-618-8

T3 - Creativity in the Twenty First Century

SP - 281

EP - 299

BT - Multidisciplinary Contributions to the Science of Creative Thinking

A2 - Corazza, Giovanni

A2 - Agnoli, Sergio

PB - Springer

CY - Netherlands

ER -