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2. to recognise the mutual dependence of freedom and control at the heart of the creative process.

Creativity and Culture 52.

There is a further point which has important implications for teaching methods, and for the curriculum. Creativity is sometimes seen as an entirely individual process. The popular image of creative genius is of the lone individual producing unique insights out of the air. Some individuals do work alone, and the course of history has been changed by the extraordinary creative insights of particularly gifted people. But for everyone, creative achievement always draws from the ideas and achievements of other people: from the books, theories, poems, music, architecture, design and the rest that mark the trails of other peopleテ不 creative journeys. Just as different modes of thinking interact in a single mind, individual creativity is affected by dialogue with others. In these ways, creative development is intimately related to cultural development.

Conclusion 53.

In this section we have defined what we mean by creativity and said what we see as its main features. In our view, creativity is possible in all fields of human intelligence; and this is diverse and multifaceted. Genuine creative achievement involves knowledge, control and discipline combined with the freedom and confidence to experiment. In the next chapter we relate these arguments to our conception of cultural education.

Creative Education

NACCCE report

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ken robinson et al 1999_all our futures  

All Our Futures: Creativity, Culture and Education Report to the Secretary of State for Education and Employment the Secretary of State for...

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