1 Look at one or more of the…

1. Look at one or more of the items from the Creativity topic folder in the CLTAD APP Blackboard site (Reading Lists > Resources by Topic > Creativity)

2. Post up a response to what you have read/seen. You might want to do one of the following:
▪ Define what ‘creativity’ means to you in the discipline you teach
▪ Explain or map out what you do to teach and assess creativity in your context
▪ Share your ideas (existing and/or in response to your reading) about teaching and/or assessing creativity.

Three examples:
Explain or map out what you do to teach and assess creativity in your context..

I should start by saying that as a technician I mainly deal with formative assessment in teaching rather than summative but I do design my own sessions and for some, collaborate with the academic staff – we all make our project plans around the learning outcomes and the units as stipulated in the course handbook. So that’s the context, how does the creativity come in?
We have a motto that governs all our dealings with students on the BA Graphic Design Communications pathway at Chelsea which enshrines our approach to creativity. ‘Big ideas, that go beyond the brief and are beautifully made’. For us this sets up the expectation in every outcome and planning meeting that these qualities need to be engendered in the students work. They are a boiling down of..

A. Big Idea – or in Lindstom’s terminology (5) inventiveness (the student sets up problems, tries new solutions, is willing to take risks).

B. Ideas that go beyond the brief – (7) capacity for self-assessment (the student describes and reflects on different qualities in his or her work). In our sense this means a combination of measuring up and appraising your own outcomes as a student to the best of the design industry and seeing if this can be tested well against it, which includes – (6) the ability to use models (the student actively searches out models to emulate) and (1) the visibility of the intention behind the picture or pictures (the student’s visual work communicates what he or she intended)

C.’Beautifully made’ is about the level of craft we expect in physical form or digital, web etc,
(3) craftsmanship (the student masters materials and techniques) and (2) colour, form and composition (the student achieves desired effects with the aid of visual elements and principles).

By constantly readressing these issues the students reach further each time and later after repeating the process should start to speed up their design output. At GDC we don’t want to compare our students ambition and standard of work to other students but instead to the best the industry is producing. This produces high levels of expectation but means for example, when designing an exhibition, the same rigour, budget, level of design, concept and finish will be comparable to that of a modern exhibition.

There is a freedom in redesigning the projects each year as well, an sense of creativity amongst the staff to experiment with teaching methods and are willing to make mistakes sometimes and make constant changes to improve the course. We use new media, portable studios and lighting, mutable spaces that can be quickly changed in a few minutes from classroom to film shoot and back.

There are creative skills that are very hard to teach though, take page layout of any kind – it takes a designers eye from youth to place objects in the space well and almost pre-conciously.