Creativity is currently a 'Hurrah word' used in the UK education, which we naturally embrace with an uncritical approach. It can be argued that creativity is determined by an economic base that is part of a superstructure. Caution and skepticism is the best response to a sentence that begins with 'Creativity is...' The word 'Creativity' is big in today's technological society. It has become scientised and taxonomical, congealed as a set of principals, whereas we should find it. Promote it. Rather than express it like an abstract idea. The arts converse a 'Glamourous' association of creativity which is then disavowed. It's not juts about art, it's about science, maths and problem solving.
(Gottfried Wagner 2009) presents an antagonist stance to creativity...
"Creativity is a beloved non-word, an almost messianic formulation: One of those public screens onto which everyone can project almost everything. It is a term coined offer hope and positive expectation: a catchword to employers and a must have in job application letters."
The Pragmatic Response
(Anthony Storr)
"Creativity has been defined as the ability to bring something new into existence: and this definition will serve our present purpose well enough."
(David Gautlett)
"This particular understanding of creativity involves the physical making of something leading to some form of communication, expression or revelation."
(Norman Jackson)
"We favour a more inclusive motion of creativity that embraces personal creativity used in problem working, but the outcome would not change the domain."
Defining Creativity
Defining a process that covers such a wide range of activities and personal styles is inherently difficult. Ours is a 'stipulative definition', almost like a proposal. It is also an indecisive definition, we therefore define creativity as...
"Imaginative activity fashioned so as to produce outcomes that are both original and of value"
(NACCCE 1999 All our futures)
(Paul Roberts - 2006 Nurturing Creativity in young people)
"The review draws on the qualification and curriculum authority work on creativity. This in turn, takes a stalling point of creativity as defined by the report of the National Advisory Committee on creative and cultural education that there are four characteristics of creative process...
1) Creativity involves thinking and behaving imaginatively.
2) This imaginative activity is purposeful: that is, it is directed to achieving an object.
3) There processes must generate something original.
4) The outcome must be a value in relation to the object.
The Tensions which result from this instrumentation and operationalisation.
"Arts curricular and arts education projects emphasise positive social benefits and a collbarative ideal. But what of expressions of creativity that do not fit in with current social definitions of acceptable collective social endeavour that are perhaps individualists, anti-social, troubling or even dangerous?"
(Banaji et al 2006 The Rhetorics of Creativity)
Tension between: Freedom and Control
"Creativity is not simply a matter of 'letting go' it is sometimes assumed that creativity only emerges from 'free expression' and lack of inhibitions or constraints."
(Mark Readman)
"Creativity, like violence, like love, might be best explained through its discursive formations."
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