International Journal of Art & Design Education

The Educational Value of Creativity

Volume 6.3   1987



Text of a paper read at a Crafts Conference for Teachers, organised by The Crafts Council and Society for Education through Art (SEA) in 1982. The first problem facing anyone writing on creativity is definition. All of its meanings are loaded with attitudes to approval or disapproval depending on whether people are for or against it. Creativity', however, is primarily a motivational word, in the view of the author. It is intent upon the special motivation and consequent attitude that pupils must have in order to achieve real success in certain subjects, the ‘creative' ones. Whereas in other secondary school subjects not much attention is paid to it and it is not regarded as indispensable, in the 'creative' subjects it must appear, if they are to have on the pupil the full educational impact of which they are capable. We may presume that, so far as other subjects are concerned, they can run well enough on other motivation, as well as a creative approach. But in some subjects, emphatically not in these, motivation of a creative kind, that is, getting the pupils into a frame of mind where they lay aside routine responses and open themselves to new understanding and new insight and a new relation to the medium in which they are working, is indispensable.