부산대학교 도서관

Many art educators believe that creativity is fundamental to artistic practice and, therefore, the art classroom is one of the best places for its cultivation. Indeed, there is a renewed and growing interest in creativity in art education today. Learning that takes place in art practice also is receiving significant attention. The concurrent emphases on creativity and learning in art education challenge teachers to foster the two together. With this in mind, the author examines ways creative thinking fits into and propels artistic inquiry. Specifically, the author describes Wallas' theory of creative stages, identify types of creative thinking that occur in those stages, and show how these theories play out in practice. The author's goal is to demonstrate how artmaking and teaching are illuminated and enhanced when guided by understandings that theory imparts. The author presents an art project from Lincoln High School in San Francisco which provides a case study of how creativity theory can be implemented in practice. A high school art class explores creative problem solving by imagining, researching, designing, and creating new inventions (tools) for helping with everyday tasks. (Contains 7 figures and 1 table.)