Teaching Creativity in Higher Education

Abstract

Individual creativity is ubiquitous. New technologies both enable and urge fresh approaches to creativity in the context of education. University-level education offers a natural place to adjust pedagogical structures in favor of a more individual approach to learning that organizes the intellectual community into new patters of interaction and time allocation. This direction is made possible by the vast improvements in access to information, data, knowledge, and opinion. College students live in this world of access, in an ever-expanding sea of material. Networking second-by-second is central to their zeitgeist. The result is far more than social. Interaction and collaboration are now important in most workplaces, and are expected to be even more important in the future. Higher education needs to use its natural resources in ways that develop content knowledge and skills in a culture infused at new levels by investigation, cooperation, connection, integration, and synthesis. Creativity is necessary to accomplish this goal. When central and culturally pervasive, creativity becomes exemplified and enhanced for every student. Problem solving becomes the driving pedagogy. Problem solving is a technique that can be advanced through practice, but practice takes time. Universities must meet the challenge of reapportioning time if suggested changes are to occur. These matters are important to P–12 arts education, because colleges prepare teachers and citizens who then provide leadership. Possibilities abound for changing paradigms that now hold arts education back in many policy situations. It is important to take advantage of opportunities inherent in the coincidence of present conditions, youthful energy, technological capabilities, and interest in creativity.

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