Kreativitet: Mål eller medel i gymnasieskolans designämnen
Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Creativity - Objective or Means within upper-secondary design courses (English)
This degree project deals with the concept of creativity and the creative output based on howSwedish upper-secondary design teachers within the Technical Engineering Programexperience this from a student's perspective. The project discusses how the concept creativityis interpreted and how the creative output is regarded by educationalists and professionaldesigners and how this then can be related to literature on the subject and in the steeringdocuments. The purpose of this degree project is to visualize the interviewees' viewpoint oncreativity and the significance of experience, skills, and environment for the creative outputand within the field of design. This in order to, in the pedagogic and didactic situation, enablethe improvement of teaching so that creativity and its output come to show. Moreover, theproject aims to create a ground for discussion of the view of the importance of these skills inthe pedagogic/didactic situation.In order to reach this aim, I have read literature on creativity from several perspectives andcarried out eight qualitative structured interviews: both with three educationalists withoutexperience within the design profession, and with two educationalists who are or have beenactive within the design profession, as well as with three professional designers. Therespondents work in different parts of the country, have different backgrounds, as well aswork experience within their respective fields. What they all have in common is that they usethe same concepts, methods, and creative processes in their daily work. My principalquestions have been:– What do the respondents read into the concept “creativity”?– In what ways does creativity express itself according to the respondents?– What significance do the respondents believe knowledge, skills, and experience oftools and methods have for “creativity”?– What significance do respondents believe that the environment (physical as well aspsychosocial) has for “creativity”?The outcome of my project is confined to the views by the respondents and illustrates the factthat the creativity concept is superficially interpreted, and is often confined to creativeactivity. Additionally, some kind of an output is needed in order to enable creativity to beinterpreted as creative. The degree project also shows that this output demands experienceand skills of how tools and methods are used, but also the need for a well functioning andsuitable, albeit adaptable, both physically and psycho-socially, as well as creativeenvironment.
Place, publisher, year, edition, pages
2011. , 43 p.
creativity, experience, skills, tacit knowledge and environment
kreativitet, erfarenheter, färdigheter, förtrogenhet och miljö.
Pedagogical Work Design
IdentifiersURN: urn:nbn:se:kau:diva-8279Local ID: LP-156OAI: oai:DiVA.org:kau-8279DiVA: diva2:442658
Subject / course
Teacher Education - Vocational Teacher
UppsokSocial and Behavioural Science, Law