There is an infinity of realized and potential creative things, creative ideas, and creative performances, and yet there is no such thing as creativity, at least not in the two ways most of us think about creativity. (1) There is no general essence of creativity, no indispensable factor or shared quality that is an intrinsic part of all creative…

The goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the…

How does creativity develop from a nearly ubiquitous and domain-general capacity associated with playfulness and openness to experience to a highly rarified and domain-specific ability associated with invention and innovation? In this short report, I describe creativity along two dimensions: self- and socially referenced creativity. In…

Integrating research from cognitive, social, organizational, and developmental psychology, the present article builds on the idea that constraints play a key role in creativity. The Mr. Plumbean approach, which refers to the willing integration of focusing constraints for creative purposes, emphasizes the role of attitude toward constraints in…

In this article, the author discusses and reviews the relevant needed aspects of intelligence relative to creativity, the creative process and the creative product. Further, there are elements of personality which also need to be examined. Some suggestions for future research are described.

The focus of this paper is ageing creativity: in community participation settings, in the street and parks, in homes, in residential care, living into medical and allied health functional health maintenance and rehabilitation teaching. Creativity, inherited and absorbed from culture/s, emerges during babyhood for whole of life. We enquire about…

Gayle T. Dow and Katie Kozlowski, researchers at Creativity Research Lab at Christopher Newport University in Virginia, discuss how the brain makes us creative and what teachers can do to encourage creative learning in the classroom.

After years of development in the background, Artificial Intelligence (AI) has burst onto the global stage thanks to open tools for generating textual, visual, auditory, and audiovisual content. In this emerging context, AI is not only emerging as a technological phenomenon but also as a catalyst for innovation in the artistic and educational…

"Everyday Muse" is an online professional learning community for artists and creative entrepreneurs working in the Creative Industries, specifically targeted at people working in the visual arts, creative writing, film and media. Underpinned by a holistic approach to creative and business development, the program focuses on supporting…

We propose a working definition of creative experience that involves principled engagement with the unfamiliar and a willingness to approach the familiar in unfamiliar ways. In other words, a creative experience can be defined as novel person world encounters grounded in meaningful actions and interactions, which are marked by the principles of:…

Over several decades, novel-and-appropriate has become established as the standard definition of creativity; while allowing for variations in the exact wording, the requirement that creativity requires external validation of value, utility, etc. is largely unchallenged. This functions well in high consensus fields in which value can be empirically…

The main concern of this article is to introduce the concept of the authentic gesture as a vital, largely self-determined expression of the child and to make it fruitful for art education. Because of the assumed educational importance of the concept, some hints to other learning areas will also be given. This should be done from a historical and…

This paper describes the "Virtual Borders" project developed in response to the dramatic changes in dance teaching and learning globally, arising from the COVID-19 pandemic. Drawing from action research, "Virtual Borders" presents an innovative adoption of Peirce's sign theory to tertiary dance choreographic pedagogy, that…

House of Imagination works with educators, artists and creative professionals to develop a creative approach to learning and researching experimental sites for pedagogical innovation. In our partnership work, our creative methodology, with everyone an artist, drives the ambition for artistic excellence. House of Imagination's signature project…

Few traits are as desirable as creativity. In fact, according to chief executives around the world, creativity is the most sought-after trait in leaders. This article is an attempt to share with educators what researchers have found regarding the hallmarks of creativity. It also provides a sampling of proven techniques and approaches instructors…