This paper begins by briefly looking at two of the dominant
perspectives on computational creativity; focusing
on the creative artefacts and the creative processes respectively.
We briefly describe two projects; one focused
on (artistic) creative artefacts the other on a (scientific)
creative process, to highlight some similarities
and differences in approach. We then look at a 2-
dimensional model of Learning Objectives that uses independent
axes of knowledge and (cognitive) processes.
This educational framework is then used to cast artefact
and process perspectives into a common framework,
opening up new possibilities for discussing and comparing
creativity between them. Finally, arising from
our model of creative processes, we propose a new and
broad 4-level hierarchy of computational creativity,
which asserts that the highest level of computational
creativity involves processes whose creativity is comparable
to that of the originating process itself
