The paper presents the initial findings of a research project
investigating the concept of creativity in design and
technology in the lower secondary phase of secondary
schooling in the UK. The research is based on the
hypothesis that creativity in design and technology is not a
spontaneous, sustained process for many pupils in the early
years of secondary schooling and that teachers can play a
major role in enhancing creativity in their children’s
classroom activities. The key research question is ‘to what
extent is it possible to teach creativity in design and
technology classrooms?’.
The paper explores briefly the concept of creativity and
identifies a three-feature model of creativity to be used in
the study. It presents an analysis of the findings of
interviews with four professional designers against this
model to explore how their practice might inform and
contribute to the development of pupils’ creativity in
classroom practice
