Creative Transformation: An Inquiry into the Creative Learning Experience of Master’s Students in Creative Arts
Set within the context of Taiwanese education, and based on the premise of individual mentality being a social consequence, this study poses individual creative learning as an approach to educational creativity. Based on Gunther Kress’s theory of literacy, the perspective of multimodality was employed to gain better understanding of how creative learners portray practical experience and recognize meaning in transformation.
The study recruited 20 master’s students studying creative arts. They were divided into discussion groups (media arts, performance arts and visual arts), in which they engaged in self-narratives related to creative learning. Then, the similarity principle was used in the paper to identify four dimensions: “preparatory experience,” “the brewing of ideas through time,” “group mentality,” and “creative association”.
The research results revealed that self-exploration was particularly important, as was enduring uncertainty in the creative process and making productive use of the positive waiting state. During this phase they were able to find ambiguities in their intent as well as freedom to associate ideas and explore creatively. Their intent is woven into their expression, which is transformed into creative materials during their self-analysis. It is proposed that education in the future should consider the creative act as a medium for cultivating innovation and social mentality, through which one can contemplate at a deeper level and become acquainted with one’s actions arising from one’s relationship with the world.
|關鍵詞||創造性轉化、多模態、創作學習、藝術創作、creative transformation、multimodality、creative learning、artistic creation|