The pedagogy of creativity: Early thoughts on teaching and learning the creative process

The teaching of creativity frequently employs models of the creative process that are cyclical and iterative. these tend to be based on models such as Kolb’s learning cycle. These models imply that we move through the creative process as we engage with  it.
Kolb's learning cycle
Kolb’s learning cycle
Dubberly's model of the creative process
Dubberly’s model of the creative process

This conception of creativity has led to intrumental implementations of the creative process in business such as ‘design thinking‘. I asked the following questions:

What if it is not the practitioner who moves or progresses through a creative process?

What if we move concepts and ideas through the nodes of our own creative network?

We could think of a node an operation that a practitioner has successfully performed with idea, concept or image before. For example:
  • invert/negate
  • scale
  • repeat
  • break apart
  • metaphorical shift
  • exaggerate
  • connect
  • superimpose/layer
  • degrade
So another way of thinking about learning the creative process is that through practice and education we gain a library of nodes or operators that we may connect together in different ways to obtain different results. Images, concepts, ideas, sounds, text are passed through a network of operations and a creative outcome can be produced as a result of this configuration.
This is similar to the visual metaphor used in the graphical user interface of compositing software such as Nuke
I would be grateful if readers of PRISM gave feedback on whether this idea is interesting and worth further development.
William Card

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