The concept of Creativity is complicated by competing theories and definitions. This complexity can cause problems when trying to develop creative outcomes for undergraduate students. The extent to which Creativity is a skill or a personal attribute, its context dependence and relationship to other disciplines must be understood and reconciled to create effective learning environments to support it. This paper proposes a model for teaching Creativity that embraces this complexity by exploring it through the lens of Metacognition. It is proposed that skills and knowledge can be developed through a reflective process of planning, monitoring and evaluation. Evidence for this approach is provided through example of an undergraduate core unit in Creativity taught at an Australian university.
Teaching Creativity: Developing Creativity as a Core Metacogntitive Skill for Undergraduate Students
Dr. Mark McMahon
2012 Conference