Show Less
Restricted access

Behind the Scenes of Artistic Creativity

Processes of Learning, Creating and Organising

Tatiana Chemi, Julie Borup Jensen and Lone Hersted

Throughout the literature of creative learning, many assumptions and even stereotypes about the artists’ creativity are nurtured, often according to myths going back to the Romanticism. The authors have been investigating and describing outstanding artists’ creativity and learning/working processes, asking the question: how do artists create, learn, and organise their work? This book explores these questions by means of original empirical data (interviews with 22 artists) and theoretical research in the field of the arts and creativity from a learning perspective. Findings shed an original light on how artists learn and create, and how their creative learning and change processes come about, for instance when facilitating and leading creative processes.
Show Summary Details
Restricted access

Chapter 5: Creativity and elements of learning and change


Creativity, learning and the arts

In the previous part of the book, creativity as a phenomenon within the interviews and as a theoretical concept has been unfolded and elaborated. This part of the book will expand upon empirical and theoretical relations between artistic processes, creativity and learning. The learning perspective is developed with a focus on ways in which learning can be understood in relation to creativity and in relation to artistic work processes.

This means that we will not offer an exhaustive review of learning theories. Instead, we will concentrate on theories relevant to our investigation of creativity and to the empirical findings in the interviews. This will allow us over the next four chapters to present and elaborate special understandings of learning that the artists, through their narratives, remarks and observations, describe as part of their creative processes. Subsequently, the combination of learning and creativity concepts will suggest elements of interest to educational learning settings, which will be the subject of chapter 8. The selected theories are classical in the sense that they are widely known in educational research and educational pedagogy, which is expected to raise both recognisability and relevance for the field of education and pedagogy.

The role of the artists’ interviews will differ slightly in the next four chapters. In chapter 5, fundamental and classical theories of learning will be presented as an overview. In this presentation, the interviews will have an illustrative function in order to...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.