Learning domains and the process of creativity

Anna Reid*, Peter Petocz

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    41 Citations (Scopus)

    Abstract

    Creativity is viewed in different ways in different disciplines: in education it is called 'innovation', in business it is 'entrepreneurship', in mathematics it is often equated with 'problem solving', and in music it is 'performance' or 'composition'. A creative product in different domains is measured against the norms of that domain, with its own rules, approaches and conceptions of creativity. However, learning in any discipline area consists of both product and process. While the product may be quite different in different domains, there are general principles of pedagogy that encourage creativity of process. 'Creative teaching' could be said to consist of setting up a learning environment that encourages students to see the essence as well as the detail of the subject, to formulate and solve problems, to see the connectedness between diverse areas, to take in and react to new ideas, and to include the element of surprise in their work. Such a learning environment involves not only appropriate materials and assessment techniques, but also methods of learning that address the important affective dimensions of creativity.

    Original languageEnglish
    Pages (from-to)45-62
    Number of pages18
    JournalAustralian Educational Researcher
    Volume31
    Issue number2
    Publication statusPublished - 2004

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