Creativity and Art Education: Gaps Between Theories and Practices

Theories of creativity from different disciplines map onto teaching strategies within the fine art field. In particular, the outcomes of historical studies by psychologists and experimental studies within cognitive science have significant resonance with some long-standing methods of teaching artists. Through a series of interviews with experienced teachers of studio art in the UK university context, and analysis of written material to support teaching, this paper recognizes the need for a more systematic exploration of how creative thinking may have been embedded in the teaching of artists. We identify the presence of practical strategies, field knowledge, artistic identity, and the importance of ‘space’ within the accounts of teaching and the documents considered. We note that notions of identity and space are not clearly present within existing models of creativity, but aspects of them reflect tolerance for ambiguity. We conclude by reflecting that this space within conceptions of fine art education is a gap that needs attention and that the field that generates the creative practitioners of the future should understand creativity

Review of practice-led research in art, design & architecture

This review report sets out the outcomes of a 10 month investigation to describe the landscape of practice-led research in Art, Design and Architecture (ADA) in the UK and beyond. We were asked for a qualitative review but of course it has been important to gather some numbers to check and illustrate our observations. We have consulted widely, both face to face and in the virtual world, with experts and novices in the UK and around the world. We have tried to strike a balance between the natural desire of our colleagues to debate the more contentious aspects of this territory (they were never going to forgo that opportunity) and the equally strong wish of the AHRC that we should provide a clear description of what is happening. We have collected some diverse examples of research and subjected them to various examinations. We have also examined a selection of research projects funded by AHRC and other projects by creative practitioners, funded by a non-research organisation. From all this we have been able to describe the landscape in a straightforward sense: We have measures of the proportions of ADA academics involved in practice-led research. We have clarified differences in the ways that the different ADA disciplines engage with practice-led research and identified some problems that indicate possible future support strategies. We have discussed some problems with general definitions of research and identified issues that should be addressed to ensure that the AHRC definition can be applied to the full range of practice-led research. We have picked out some specific case examples that illustrate the range of contexts, methods and contributions made by practice-led researchers, and more are described in detail in Appendix F. We have also sought to assess how this research relates to the wider international picture in which the UK appears to have a strong position in both volume and development of research. We have also set out some issues that affect this community of researchers: What strengths and weaknesses have we observed and where is there a need to support development? Do the AHRC definition of research and guidance on practice-led research provide an effective framework? We have illustrated the state of development of research in ADA, and some reasons why it is less robust than might be expected from such long established disciplines. We recommend that the career path of researchers in ADA needs some attention and make some suggestions about how that could be achieved. We have also indicated some areas of inquiry that might be supported to advance the theory and methods of practice-led research. In particular we have come to the conclusion that conventional ideas of contribution to knowledge or understanding may not be serving us well. This is significant to fine artists but we believe that it relevant across ADA and a shared effort to develop appropriate new models would be a constructive development. The full set of recommendations can be found in chapter 5

Identifying colour knowledge in design practice

The multiple disciplinary fields with an interest in colour studies presents an environment where there may be both agreements and misconceptions about how different domains understand colour. In response to a discussion with a psychologist about the curriculum for students undertaking practical degrees in the visual arts, this paper aims to explore the different foci of expert knowledge within creative disciplines. While the ‘teaching’ about practical and perceptual elements of artistic practice and reception has, at least in the UK, become downplayed in relation to the emphasis given to process, strategy and criticality, colour theory and practice still constitutes a part of many textile design undergraduate programmes. This project explores current knowledge and understanding about colour by a respondent group (n=40) of Textiles Masters students at the Royal College of Art, London. The postgraduate student community is drawn from many nationalities, including American, Chinese, Russian, Turkish and Thai, giving a range of prior experience and cultural specificity. The intention is to provide a platform for further studies on nomenclature, systems of visualisation or specification, and preference. These are topics which have been addressed from linguistics, technology and psychology, but there is little systematic work from within creative disciplines. The premise is that by looking more closely at contemporary disciplines in which the application of colour is part of creative practice, we might usefully gain insights that could inform the orientation of future work in adjacent fields

Contemporary artists and colour: meaning, organisation and understanding

What implications do the ranges of traditional and non-traditional media used by contemporary artists have for understanding the selection and specification of coloured materials? Interviews with prominent artists explore their use of colour and their views on the role of colour in their work. The paper establishes that the interview respondents operate successfully within a professional and permeable frame of reference, with different approaches to determination of colour meaning. The colour propositions of neuroscience, psychophysics and anthropological linguistics appear to have little impact on the respondents’ practice, and the paper concludes by suggesting the need to explore boundaries between disciplines