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Evolution of the creative process
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The artistic process is fluid, moving smoothly from one stage to another without the constraints of standard procedure. For some the process of creating is regimented and structured, for others it is free-form and spontaneous. For example, when writing a book one author may start at the beginning and write scene after scene in order until finished. Another author may begin at the end or with the climax, while still another will jump around in their writing. No two processes are the same, as no two creators are the same. Still, every author, artist, musician or even dancer will share a common stage of the creative process, the one stage that is often interrupted by the creator themselves: the end of creation and beginning of recreation by the audience.
Ending creation is suspiciously left out of popular theories on the creative process. Psychologists, Anthropologists, Sociologist and Artists have been debating the merits and possibilities of a creative model since the early twentieth century (Plsek). Most theorists focus on creative thinking and problem solving, melding the traits of creative thinking and creativity into one. It was not until Robert Fritz’s book The Path of Least Resistance that the two modes of the creative mind diverged within the theoretical world.
Fritz purposed that creativity, or the process of creating, and creative thinking, or problem solving, are in fact two separate and unique processes. For the first time the creative process not only went past revision to completion, but one step further to the artist living with the creation. Fritz asserted that “You accept into your life what you have created” (247). Within Fritz’s theory of creativity the work becomes part of the creative process. The author a...
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...s, they regain control when the new works become inspiration. It is a never ending cycle, a mobious of constant creation and consumption. While copyright and intellectual property laws may impede the process, creation is never fully stopped. Fans will still transform their favorite art works, audiences will still interpret art in their own way, and authors will never fully regain the control they lost by publishing their work.
Works Cited
Plsek, Paul E. “Models for the Creative Process” Directed Creativity Cycle. Paul E. Plsek & Associates, Inc. 1996. Web. Nov. 14, 2011
Fritz, Robert. The Path of Least Resistance: Learning to Become the Creative Force in Your Own Life. New York: Fawcett Columbine, 1989. Print.
OTW.org. The Organization for Transformative Works, n.d. Web. Nov. 14, 2011
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press. Van Hoose, W.H. (1980).
A human being begins from one of the smallest cells in the body. We then, grow and evolve into extremely complex mechanisms made up of individual parts, such as the brain, the bones, and the heart. However, no matter how complex, a human is only one work, with individual parts working together to make it functional. Similarly, a work of art is composed of individual elements collaborating to create the overall work. Beginning with the colors chosen, to the way the artist swipes their brush in specific directions creating distinct textures, the work would not be complete without its most minute component. The same concept can be applied to musical pieces. A great musical work would not be complete without the original combinations of musical instruments, voices, lyrics, and meaning. Two examples of this idea are “Classical Gas” by California Guitar Trio and “Cat’s in the Cradle” by Harry Chapin.
She allows her readers to ponder about the message she is displaying as she says, “…that the self can interrupt the self-and does- is a darker and more curious matter” (3). She then leads into a thought provoking statement, where she explains that there people that “…that make the world go around,” and those that don’t just make it go around “…but forward.” (4). With this statement, Oliver leads her readers into really thinking about the world and the fact that there are two kinds of the work, but also that they work simultaneously to have the world both “go around” and forward (4). To conclude her paper, Oliver beautifully adds a point saying, “ The most regretful people on the earth are those who felt the call to creative work… and gave to it neither power nor time,” which leaves her readers to truly rethink the way they should go at their creative work (7). Oliver uses strong points exquisitely throughout her paper, and in such a way that forces her readers to think more than they would do for other papers. With such strong points, Oliver displays her creative work message in such a way that causes her audience of hopeful and creative workers to take her words to heart if they want to be
In this notable Ted Talk video "Do schools kill creativity?", Sir Ken Robinson discusses how public education systems demolish creativity because they believe it is essential to the academic growth and success of students. Robinson created a broad arrange of arguments to persuade the viewers to take action on this highly ignored issue, and he primarily focuses on how important creativity is. There are classes within schools that help utilize creativity, but they are not taken seriously by adults in society. Therefore, the value of creative knowledge decreases. Robinson uses an unusual combination of pathos and ethos to make an enjoyable dispute for implementing an education system that nurtures rather than eats away at creativity.
“They’ve done it before and they did it tonight and they’ll do it again and when they do it-seems that only the children weep.” (Lee-285) Ideas have not been engraved in children’s heads which allows them to see the world as a bright, confusing place. I chose Scout as the character for my memory box because she tells “To kill A Mockingbird” with a sweet child’s view. She does not understand why there are prejudices and why some people are treated different than others. School, Atticus, and the courtroom taught Scout many lessons that she will never forget. The memory box itself is Mrs.Dubose’s candy box that she had given to Jem. For readers to see the book in an innocent, childish way during the 1930’s must have changed the way many people felt about how the country treated African Americans. Harper Lee made a very wise decision to tell this amazing story through the eyes of a child.
As a student of Creative Media Practice, I have come to appreciate the concept of practice as research, people set about research for a diversity of reasons, but the major goals for academics is to address a problem, find things out or establish new heights. According to Robin Nelson in his book, Practice as Research in the Arts: “The term ‘Arts Practice as Research’ would probably not have been coined had artists not gotten involved with modern higher education systems in respect to programmes of learning” (2013: 3). Creative writing has been a source of exploration for me but during this project, I struggled with what constituted as knowledge in creative writing research. Nelson also writes: “Artists engaging in inquiry
In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
Sporre, Dennis J. The Creative Impulse: An Introduction to the Arts. 4th ed. Upper Saddle River, NJ: Prentice Hall, 1996. 310-378.
5. Creativity Online Church Sites for a New Era of Evolution. 18 Apr. 2000. World Church of the Creator. 20 at http://www.wcotc.com
...from high school with high hopes that college would add the finishing touches to my writing skills – I knew I still had flaws in my style, and I didn’t know how to fix them. And now here I am, aiming to become a successful novelist or screenwriter of some sort (as long as it allows my imagination to run wild).
Shaddock, David. “My Terrible Muse: Cohesion and Fragmentation in the Creative Self.” Psychoanalytic Inquiry 26.3 (2006): 421-441. Academic Search Premier. Web. 20 Mar. 2014.
Howard Gardner has studied many creative masters within the context of his theory of the three core elements of creativity. These include the relation between the child and the adult creator, the relation between the creator and others, and the relation between the creator and his or her work. Karen Horney’s childhood and adult life have been reflected in much of her work. She was born in 1885, the end of the Victorian era. Horney’s father was a “God-fearing fundamentalist who strongly believed that women were inferior to men and were the source of all evil in the world” (Hergenhahn & Olson...
Creativity is a hard phenomenon to be measured, for it is a complex concept that encompasses a lot of domains; it is not specific to a certain field, rather it is manifested in different ways. Throughout the years, researches have tried to come up with a variety of methods to assess the occurrence and the development of the creative abilities individuals possess, each depending on a different perspective. As mentioned in the previous sections, creativity was considered an exceptional gift only certain people are endowed with, the reason why, at that time, there was no need for assessment, for it was recognized through the exceptional achievement of those “exceptional individuals”; their outcome is sufficient to tell how creative they are. Barboot,
Lowenfeld, V. and Brittain, W. L. (1987). Creative and Mental Growth. (eighth edition). New York: Macmillan Publishing Co., Inc.
There is an overwhelming amount of evidence of the human race realtion to, creativity and that we all have an interest in education. Education is so important to us because it is the only thing we can use for this unpredicted future. All children have talents, but the education system crushes our creativity because we are taught to think a certain way. Due to the fear of being wrong has led children to no longer be creative which is why many adults lose that “capacity” to be able to be creative. The very few children who are allowed to continue using their creativity tend to not to be as dissatisfied their lives as much as other adults who were not able to pursue passions they truly enjoyed.