Edging closer to the creative core

Donald WELCH
2008 Conference

This paper considers some of the implications in expanding the teaching of creativity to art and design students from one class, taught by one person, to numerous classes taught by a team. In the process, a range of issues have to be addressed. These involve defining what sort of creativity is being taught, how content may be adapted to a more formal presentation, how the subject might be taught and by whom. In particular, the problem of assessment is examined and especially attempts to make it more objective. Using Best’s contention that the process is identified by the product, the emphasis is placed on assessing evidence of creativity in terms of product outcome. However, given the importance of the creative concept, the assessment process has to be capable of detecting the level of intellectual content. It is suggested that the Novelty-Creativity Taxonomy of Kaufmann and the Hierarchy of Creativity proposed by Cowdroy and Williams offer a means to resolve this conundrum while providing the foundations for objective assessment.

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About the author

Donald has worked as a designer in both the UK and Australia, specialising in visual communication design, with an emphasis on typography. He has worked on major wayfinding projects such as airports and other public/private sites, branding for government and private institutions, publication design, etc. His research interests include developing a methodology for divergent creative problem solving applied to visual communication. He convenes the Master of Design program, and the Master of Design Futures at QCA and is a Fellow of the Design Institute of Australia.