Mapping the Creative Process in Arts Education: From Task to Theory

ACARA. (February, 2024). Critical and Creative thinking. Australian Curriculum, Assessment and Reporting Authority. https://v9.australiancurriculum.edu.au/teacher-resources/understand-this-general-capability/critical-and-creative-thinking Search in Google Scholar

Allsup, R.E. (2003). Mutual learning and democratic action in instrumental music education. Journal of research in music education, 51(1), 24–37. https://doi.org/10.2307/3345646 Search in Google Scholar

Amabile, T.M., & Pratt, M.G. (2016). The dynamic componential model of creativity and innovation in organisations: Making progress, making meaning. Research in organisational behaviour, 36, 157–183. https://doi.org/10.1016/j.riob.2016.10.001 Search in Google Scholar

ARTS:LIVE. (February, 2024). Australian Government Department of Education. https://www.ARTS:LIVE.com/ Search in Google Scholar

Barrett, M.S., Creech, A., & Zhukov, K. (2021). Creative collaboration and collaborative creativity: A systematic literature review. Frontiers in Psychology, 12, 713445. https://doi.org/10.3389/fpsyg.2021.713445 Search in Google Scholar

Birsa, E. (2018). Teaching strategies and the holistic acquisition of knowledge of the visual arts. Centre for Educational Policy Studies Journal, 8(3), 187–206. https://doi.org/10.26529/cepsj.39 Search in Google Scholar

Botella, M., Glaveanu, V., Zenasni, F., Storme, M., Myszkowski, N., Wolff, M., & Lubart, T. (2013). How artists create: Creative process and multivariate factors. Learning and Individual Differences, 26, 161–170. https://doi.org/10.1016/j.lindif.2013.02.008 Search in Google Scholar

Botella, M., Zenasni, F., & Lubart, T. (2018). What are the stages of the creative process? What visual art students are saying. Frontiers in psychology, 9, 389647. https://doi.org/10.3389/fpsyg.2018.02266 Search in Google Scholar

Brandt, A. (2021). Defining creativity: A view from the arts. Creativity Research Journal, 33(2), 81–95. https://doi.org/10.1080/10400419.2020.1855905 Search in Google Scholar

Burnard, P. (2006). Understanding children’s meaning-making as composers. In I. Deliège & G. Wiggins (Eds.), Musical creativity: Multidisciplinary research in theory and practice (pp. 127–149). Psychology Press. https://doi.org/10.4324/9780203088111 Search in Google Scholar

Carey, K., Moran, A., & Rooney, B. (2019). Learning choreography: An investigation of motor imagery, attentional effort, and expertise in modern dance. Frontiers in Psychology, 10, 378397. https://doi.org/10.3389/fpsyg.2019.00422 Search in Google Scholar

Carson, L. (2012). The role of drama in task-based learning: Agency, identity and autonomy. Scenario: A Journal of Performative Teaching, Learning, Research, 6(2), 47–60. https://doi.org/10.33178/scenario.6.2.6 Search in Google Scholar

Collins, D. (2012). ‘Getting there’: Do we need to study how people compose music? Journal of Music, Technology and Education, 4(2–3), 173–179. https://doi.org/10.1386/jmte.4.2-3.173_1 Search in Google Scholar

Collins, D., & Dunn, M. (2011). Problem-solving strategies and processes in musical composition: Observations in real time. Journal of Music, Technology & Education, 4(1), 47–76. https://doi.org/10.1386/jmte.4.1.47_1 Search in Google Scholar

Chrysostomou, S., & Triantafyllaki, A. (2024). Attending to Creative Music Making and Composing in Greek School Music Curricula: Preliminary findings from a document analysis. In K. Devaney, M. Fautley, J. Grow, & A. Ziegenmeyer (Eds.), The Routledge Companion to Teaching Music Composition in Schools (pp. 155–171). Routledge. https://doi.org/10.4324/9781003184317 Search in Google Scholar

Csikszentmihalyi, M., & Getzels, J.W. (2014). Discovery-oriented behavior and the originality of creative products: A study with artists. In M. Csikszentmihalyi, The systems model of creativity: The collected works of Mihaly Csikszentmihalyi (pp. 1–10). Springer. https://doi.org/10.1007/978-94-017-9085-7_1 Search in Google Scholar

Dowling, W.J. (2014). Procedural and declarative knowledge in music cognition and education. In W.J. Dowling & T.J. Tighe (Eds.), Psychology and music (pp. 5–18). Psychology Press. https://doi.org/10.4324/9781315808116 Search in Google Scholar

Giguere, M. (2011). Dancing thoughts: an examination of children’s cognition and creative process in dance. Research in Dance Education, 12(1), 5–28. https://doi.org/10.1080/14647893.2011.554975 Search in Google Scholar

Giguere, M. (2021). The social nature of cognition in dance: The impact of group interaction on dance education practices. Journal of Dance Education, 21(3), 132–139. https://doi.org/10.1080/15290824.2021.1928676 Search in Google Scholar

Glaveanu, V., Lubart, T., Bonnardel, N., Botella, M., Biaisi, P.M.D., Desainte-Catherine, M., Georgsdottir, A., Guillou, K., Kurtag, G., Mouchiroud, C., Storme, M., Wojtczuk, A., & Zenasni, F. (2013). Creativity as action: Findings from five creative domains. Frontiers in psychology, 4, 176. https://doi.org/10.3389/fpsyg.2013.00176 Search in Google Scholar

Harris, A.M. (2016). Creativity and Education. Creativity, Education and the Arts. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-57224-0 Search in Google Scholar

Haseman, B. (1993). Adaptation in the Arts—to Beg, Steal or Borrow? In E.P. Errington (Eds), Arts Education: Beliefs, Practices and Possibilities (pp. 147–55). https://doi.org/10.1177/02557614940230011 Search in Google Scholar

Hattie, J., & Clarke, S. (2018). Visible learning: feedback. Routledge. https://doi.org/10.4324/9780429485480 Search in Google Scholar

Hernández-Torrano, D., & Ibrayeva, L. (2020). Creativity and education: A bibliometric mapping of the research literature (1975–2019). Thinking Skills and Creativity, 35, 100625. https://doi.org/10.1016/j.tsc.2019.100625 Search in Google Scholar

Hood, E.-J., & Kraehe, A. (2017). Creative Matter: New Materialism in Art Education Research. Teaching, and Learning, Art Education, 70(2), 32–38. https://doi.org/10.1080/00043125.2017.1274196 Search in Google Scholar

Kang, S., & Yoo, H. (2021). Elementary Students’ Music Compositions with Notation-Based Software and Handwritten Notation Assisted by Classroom Instruments. Bulletin of the Council for Research in Music Education, (227), 29–44. https://doi.org/10.5406/bulcouresmusedu.227.0029 Search in Google Scholar

Kupers, E., Lehmann-Wermser, A., McPherson, G., & Van Geert, P. (2019). Children’s creativity: A theoretical framework and systematic review. Review of Educational Research, 89(1), 93–124. https://doi.org/10.3102/0034654318815707 Search in Google Scholar

Lavender, L. (2006). Creative process mentoring: Teaching the “making” in dance-making. Journal of Dance Education, 6(1), 6–13. https://doi.org/10.1080/15290824.2006.10387306 Search in Google Scholar

Lee, L.E., Meyer, M.S., & Crutchfield, K. (2021). Gifted classroom environments and the creative process: A systematic review. Journal for the Education of the Gifted, 44(2), 107–148. https://doi.org/10.1177/01623532211001450 Search in Google Scholar

Łucznik, K. (2015). Between minds and bodies: Some insights about creativity from dance improvisation. Technoetic Arts, 13(3), 301–308. https://doi.org/10.1386/tear.13.3.301_1 Search in Google Scholar

Mace, M.A., & Ward, T. (2002.) Modelling the creative process: A grounded theory analysis of creativity in the domain of art making. Creativity Research Journal, 14(2), 179–192. https://doi.org/10.1207/S15326934CRJ1402_5 Search in Google Scholar

Mawang, L.L., Kigen, E.M., & Mutweleli, S.M. (2019). The relationship between musical self-concept and musical creativity among secondary school music students. International Journal of Music Education, 37(1), 78–90. https://doi.org/10.1177/0255761418798402 Search in Google Scholar

Medaille, A. (2010). Creativity and craft: The information-seeking behavior of theatre artists. Journal of Documentation, 66(3), 327–347. https://doi.org/10.1108/00220411011038430 Search in Google Scholar

Patston, T.J., Kaufman, J.C., Cropley, A.J., & Marrone, R. (2021). What is creativity in education? A qualitative study of international curricula. Journal of Advanced Academics, 32(2), 207–230. https://doi.org/10.1177/1932202X20978356 Search in Google Scholar

Paynter, J. (2000). Making progress with composing. British Journal of Music Education, 17(1), 5–31. https://doi.org/10.1017/S0265051700000115 Search in Google Scholar

Sadler-Smith, E. (2015). Wallas’ four-stage model of the creative process: More than meets the eye? Creativity Research Journal, 27(4), 342–352. https://doi.org/10.1080/10400419.2015.1087277 Search in Google Scholar

Sawyer, R.K., & DeZutter, S. (2009). Distributed creativity: How collective creations emerge from collaboration. Psychology of Aesthetics, Creativity, and the Arts, 3(2), 81. https://doi.org/10.1037/a0013282 Search in Google Scholar

Sawyer, R.K. (2021). The iterative and improvisational nature of the creative process. Journal of Creativity, 31. https://doi.org/10.1016/j.yjoc.2021.100002 Search in Google Scholar

Scheppele, K.L. (2004). Constitutional ethnography: An introduction. Law & Society Review, 38, 389–406. https://doi.org/10.1111/j.0023-9216.2004.00051.x Search in Google Scholar

Silvia, P.J. (2018). Creativity is undefinable, controllable, and everywhere. In R.J. Sternberg & J.C. Kaufman (Eds.), The nature of human creativity (pp. 291–301). Cambridge University Press. https://doi.org/10.1017/9781108185936 Search in Google Scholar

Simonton, D.K. (2007). The Creative Process in Picasso’s Guernica Sketches: Monotonic Improvements versus Nonmonotonic Variants. Creativity Research Journal, 19(4), 329–344. https://doi.org/10.1080/10400410701753291 Search in Google Scholar

Simonton, D.K. (2023). The blind-variation and selective-retention theory of creativity: Recent developments and current status of BVSR. Creativity Research Journal, 35(3), 304–323. https://doi.org/10.1080/10400419.2022.2059919 Search in Google Scholar

Sun, G., & Yao, S. (2012). Investigating the relation between cognitive load and creativity in the conceptual design process. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, Los Angeles, CA, 56(1), 308–312. https://doi.org/10.1177/1071181312561072 Search in Google Scholar

Swanzy-Impraim, E., Morris, J.E., Lummis, G.W., & Jones, A. (2022). Promoting creativity: Secondary visual art teachers’ perceptions and understanding of creativity in Ghana. Thinking Skills and Creativity, 45. https://doi.org/10.1016/j.tsc.2022.101057 Search in Google Scholar

Swindali, T. (2020). Music Elements: Music Theory, Songwriting, Lyrics & Creativity Explained. Tommy Swindali. Vincent-Lancrin, S., et al. (2019). Fostering students’ creativity and critical thinking: What it means in school. Educational Research and Innovation, 27. https://doi.org/10.1787/62212c37-en Search in Google Scholar

Webster, P., & Hickey, M. (2021). Rating scales and their use in assessing children’s music compositions. Visions of Research in Music Education, 16(6), 26. http://www-usr.rider.edu/~vrme/ Search in Google Scholar

Webster, P.R. (2002). Creative thinking in music: Advancing a model. In T. Sullivan & T. Willingham (Eds.), Creativity and music education (pp. 1–16). Canadian Music Educators’ Association Search in Google Scholar

Wiggins, J. (2007). Compositional process in music. In L. Bresler (Ed.), The International handbook of research in arts education (pp. 453–476). Springer International Handbook of Research in Arts Education, 16. https://doi.org/10.1007/978-1-4020-3052-9_29 Search in Google Scholar