Abstract :
This article arises out of a research project which
looks at the promotion of creativity in pre-degree
and undergraduate learners in art and design.
The project considers ‘conceptual’ definitions of
creativity and its promotion which have been
evidenced by research, and ‘operational’ definitions
and delivery methods used by lecturers and
students in the art & design sector. The theoretical
understandings and empirical evidence thus
gained reveal the continuing existence of a radical
and potentially effective pedagogic idealism
within art & design education. However, a
comparison between theory, experience and
current realities, leads us to the conclusion that
the existence of this educational desideratum is
threatened by the commodification of education
and the over-elaborate monitoring which accompanies
it. This is a personal and somewhat
polemical view but, we believe, one that is also
widely held in the sector. We suggest that a reaffirmation
of experiential evidence is essential
to counter the impact of an increasingly auditdriven
approach to education which focuses on
outcomes rather than process and on systems
rather than individuals.
Abstract
