Abstract
Understanding students’ creative process in order to identify meaningful ways to nurture, support and develop creative practice students and enhance teaching and learning is a major challenge within Higher Education (HE). This paper evaluates a research project that studied creative writing and visual practice students’ experiences of creativity at the University of Brighton. By providing opportunities for students to identify the things within their experiences, memories and even within themselves that inspire their creativity, the study found that it was possible to effectively support their creative processes. By developing workshops that helped to improve students’ confidence and ownership of ideas, and create spaces in which to discuss their creativity away from their assessed work, this project aimed to provide a model of best practice that would enhance students’ creativity and their personal, vocational and academic development. The paper argues that students’ creativity is best supported by embedding workshops into the curriculum that provide opportunities for students to gather the confidence and motivation to discuss their creativity and the factors that inspire it. The authors use their own experiences with creative practice and academic work to suggest that these workshops should also be embedded in HE as staff development.
| Original language | English |
|---|---|
| Pages (from-to) | 848-859 |
| Number of pages | 12 |
| Journal | Literacy Information and Computer Education Journal |
| Volume | 1 |
| Issue number | 2 |
| Publication status | Published - 20 Dec 2012 |