A creative industries perspective on creativity and culture

The chapter considers changing definitions of creativity in relation to UK cultural policy and practice in the creative industries. Three perspectives are introduced, beginning with the notion of creativity as a product of individual creativity and talent, popularised by the UK government’s 1998 Creative Industries Mapping Document. This perspective is contrasted with an older model of creativity as a collective expression of shared values, as emphasised in earlier cultural industries policies of the 1970s and 1980s. Finally, the chapter considers contemporary views of creativity in the creative industries as participatory, user-generated, remixed and ‘democratized’. The chapter concludes that there is value in all three perspectives—the challenge for policy makers, managers and practitioners in the creative industries is connecting together individual self-expression with collective cultural values

The Use of Activity Theory as a Methodology for Developing Creativity within the Art and Design Classroom

This article discusses the use of an activity theory system as an analytical tool within the school art and design classroom. It highlights reasons for its use and makes explicit its importance for investigations into teaching and learning. It proposes that through an activity theory system, teachers and researchers are enabled to reflect on the formation of thought and develop an understanding of pedagogy, where classroom roles, rules and participation are made visible.The article draws on primary research which explores the development of creativity within the English Key Stage Three (11-14) art and design classroom. Illustrations are provided to show how through the use of an activity theory system a multi-layered analysis took place. This generated reflection on relationships and structures within and surrounding the classroom, impinging creative activity. Through using the activity theory system teachers and researchers were enabled to observe the complexity of the classroom and question socio-cultural-political structures which empowered change

Fostering creativity with wisdom

This is a postprint of an article whose final and definitive form has been published in the Cambridge Journal of Education© 2006 Copyright University of Cambridge, Faculty of Education; Cambridge Journal of Education is available online at http://www.informaworld.comOver the past five years, creativity has become a focus of attention for policy-makers in education. However, the increased interest in creativity has occurred as if without reference to any value framework. This article suggests that in fact an invisible underpinning value framework has been provided by western individualism, in turn both supporting and driven by the globalized capitalist marketplace. What could this mean for nurturing creativity with wisdom in schools? Working from the stance that wisdom involves making thoughtful, well-informed and appropriate judgments leading to sound courses of action with regard to the consequences, this paper discusses some significant objections to a market-driven model of creativity in education, discusses a possible framework for understanding creativity in a way which emphasizes responsibility as well as rights to expression and proposes wisdom as a necessary element of pedagogy

Creative cities: The cultural industries and the creative class

The aim of this article is to critically examine the notion that the creative class may or may not play as a causal mechanism of urban regeneration. I begin with a review of Florida's argument focusing on the conceptual and theoretical underpinnings. The second section develops a critique of the relationship between the creative class and growth. This is followed by an attempt to clarify the relationship between the concepts of creativity, culture and the creative industries. Finally, I suggest that policy-makers may achieve more successful regeneration outcomes if they attend to the cultural industries as an object that links production and consumption, manufacturing and service. Such a notion is more useful in interpreting and understanding the significant role of cultural production in contemporary cities, and what relation it has to growth

Creativity through a rhetorical lens: implications for schooling, literacy and media education

This article, which is speculative in outlook and emerges from an extended literature review on this subject, takes as its basic premise the notion that the idea of 'creativity'– whether in relation to literacy, schooling or the economy, is constructed as a series of rhetorical claims. These rhetorics of creativity emerge from the contexts of research, theory, policy and practice. Initially, we distinguish 10 rhetorics, which are described in relation to the philosophical or political traditions from which they spring. The discussion then focuses on four rhetorics – play, technology, politics/democracy and the creative classroom – which have most relevance for understandings of literacies and the way in which these are nurtured, encouraged and expressed in different social settings. This article aims to summarise the rhetorics and their major concerns, while considering how selected ones might apply to an instance of media literacy. Key questions addressed in this article ask whether creativity is more usefully understood as an internal cognitive function or an external cultural phenomenon; whether it is a ubiquitous human activity or a special faculty; whether it is necessarily 'pro-social' or should be dissident; and what the implications of a culturalist social psychological approach to creativity might be for analyses of the media literacy of children and young people