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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.
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Chapter 8: Perspectives for learning in educational settings


Over the previous chapters, we have examined the narratives of the interviewed artists in a learning perspective and we have found individual aspects of linking between learning and creativity, as well as social and cultural dimensions of the artists’ possibilities of learning in ways that relate to creativity. Our special findings were that learning and creativity seem connected by their explorative, unpredictable, problem-inventing and serendipitous aspects and that the interviewed artists develop intentional learning strategies to create opportunities for explorative, curiosity-driven, challenging and skill-building learning processes within their art forms. Finally, we found that social and cultural dynamics are of crucial importance for the possibilities of the artists to learn in ways that support development of their own unique thoughts, ideas and actions and contributions to their fields, as well as development of creative approaches to the world around them. Therefore, this chapter will explore the question: can we frame the insights from the interviewed artists in educational settings and if so, then how? And more broadly, what can education learn from the arts?

What is at stake in formal learning settings?

Before we can answer the question above, it is necessary to recapitulate and describe briefly the cultural and discursive context in which educational systems are embedded and why creativity is an issue at all in education. Over the past decade, huge changes in the public sectors in Western culture have been explained and legitimised by the term globalisation. In the political discourse,...

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