Abstract
Creativity may be involved in several domains such as art, literature, science, music or everyday life. The skills that are necessary in one creative domain may not be the same as those that are necessary in another. In this chapter, we will compare five domains of creativity: art, design, scriptwriting, music, and engineering. For each domain, we will describe a current model of the process and then present the results of observations of a class of students doing a project in a training context. 27 art students had 12 weeks to create freely a work of art; 27 design students had 7 weeks to create a graphic poster on a given topic; 6 students of scriptwriting and filmmaking studies had 8 weeks to create a script starting from a common theme; 5 music students had 6 weeks to create a piece of acoustic music; and 27 engineering science students had 8 weeks to propose six different layouts for a functional kitchen. We will discuss how these fields are similar or different.
This project was supported by the French National Research Agency (ANR), Study of the creative process in five domains (CREAPRO). Grant ANR-08-CREA-0038.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
The small size of the sample is linked to the limited number of students enrolled. Six is in an entire cohort.
References
Baer, J. (1993). Creativity and divergent thinking: A task-specific approach. Lawrence Erlbaum Associates Inc.
Baer, J. (1994). Divergent thinking is not a general trait: A multidomain training experiment. Creativity Research Journal, 7, 35–46. https://doi.org/10.1080/10400419409534507
Baer, J. (1996). The effects of task-specific divergent-thinking training. Journal of Creative Behavior, 30(3), 183–187. https://doi.org/10.1002/j.2162-6057.1996.tb00767.x
Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11(2), 173–177. https://doi.org/10.1207/s15326934crj1102_7
Baer, J. (1999). Domains of creativity. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 1, pp. 591–596). Academic Press.
Baer, J. (2010). Is creativity domain specific? In J. C. Kaufman, and R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 321–341). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.021
Baer, J. (2012). Domain specificity of creativity: Implications for early childhood education. In O. N. Saracho (Ed.), Contemporary perspectives on research in creativity and early childhood education (pp. 45–62). IAP-Information Age Publishing.
Barbot, B., & Lubart, T. (2012). Creative thinking in music: Its nature and assessment through musical exploratory behaviors. Psychology of Aesthetics, Creativity, and the Arts, 6(3), 231. https://doi.org/10.1037/a0027307
Berry, W. (2000). Life is a miracle. Communio-Spokane then Washington, 27(1), 83–97.
Bonnardel, N. (2000). Towards understanding and supporting creativity in design: Analogies in a constrained cognitive environment. Knowledge-Based Systems, 13, 505–513. https://doi.org/10.1016/S0950-7051(00)00067-8
Bonnardel, N. (2006). Créativité et conception. Approches cognitives et ergonomiques. Solal Editions.
Bonnardel, N., Lanzone, L., & Sumner, S. (2003). Designing web sites: Opportunistic actions and cognitive effort of lay-designers. Cognitive Science Quarterly, 3, 25–56.
Botella, M., & Lubart, T. (2015). Creative processes: Art, design and science. In S. Agnoli & G. E. Corazza (Eds.), Multidisciplinary contributions to the science of creative thinking (pp. 53–65). Springer.
Botella, M., Nelson, J., & Zenasni, F. (2017). It is time to observe the creative process: How to use a Creative process Report Diary (CRD). Journal of Creative Behavior. https://doi.org/10.1002/jocb.172
Botella, M., Zenasni, F., & Lubart, T. I. (2011). A dynamic and ecological approach to the artistic creative process in arts students: An empirical contribution. Empirical Studies of the Arts, 29(1), 17–38. https://doi.org/10.2190/EM.29.1.b
Bourgeois-Bougrine, S., Glăveanu, V., Botella, M., & Lubart, T. (2014). The creativity maze: Exploring creativity in screenplay writing. Psychology of Aesthetics, Creativity, and the Arts, 8(4), 384–399. https://doi.org/10.1037/a0037839
Campbell, P. S., & Teicher, J. (1997). Themes and variations on the creative process: Tales of three cultures. Research Studies in Music Education, 8, 29–41. https://doi.org/10.1177/1321103X9700800104
Carlin, J. (1997). Music preferences for compositions by selected students aged 9–15 years. Bulletin of the Council for Research in Music Education, 133, 9–13.
Dorst, K., & Cross, N. (2001). Creativity in the design process: Co-evolution of problem-solution. Design Studies, 22, 425–437. https://doi.org/10.1016/S0142-694X(01)00009-6
Eisenberg, J., & Thompson, W. F. (2003). A matter of taste: Evaluating improvised music. Creativity Research Journal, 15(2), 237–296. https://doi.org/10.1080/10400419.2003.9651421
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5
Furnham, A., Batey, M., Booth, T. W., Patel, V., & Lozinskaya, D. (2011). Individual difference predictors of creativity in Art and Science students. Thinking Skills and Creativity, 6, 114–121. https://doi.org/10.1016/j.tsc.2011.01.006
Gardner, H. (1971). Problem-solving in the arts and sciences. Journal of Aesthetic Education, 5(1), 93–113. https://doi.org/10.2307/3331579
Getzels, J. W., & Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. Wiley.
Glăveanu, V., Lubart, T., Bonnardel, N., Botella, M., de Biaisi, M.-P., Desainte-Catherine, M., Georgsdottir, A., Guillou, K., Kurtag, G., Mouchiroud, C., Storme, M., Wojtczuk, A., & Zenasni, F. (2013). Creativity as action: Findings from five creative domains. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00176
Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4, 123–143. https://doi.org/10.1080/10400419109534381
Goldschmidt, G. (1994). On visual design thinking: The vis kids of architecture. Design Studies, 19, 389–430. https://doi.org/10.1016/0142-694X(94)90022-1
Gould, S. J. (2003). The hedgehog, the fox, and the magister’s pox. Vintage.
Graf, M. (1947). From Beethoven to Shostakovich: The psychology of the composing process. Philosophical Library.
Gray, C. E. (1966). A measurement of creativity in Western civilization. American Anthropologist, 68, 1384–1417. https://doi.org/10.1525/aa.1966.68.6.02a00030
Gromko, J. E. (1996). In a child’s voice: An interpretive interaction with young composers. Bulletin of the Council for Research in Music Education, 128, 37–51.
Hayes-Roth, B., & Hayes-Roth, F. (1979). A cognitive model of planning. Cognitive Science, 3(4), 275–310. https://doi.org/10.1016/S0364-0213(79)80010-5
Kratus, J. (1989). A time analysis of the compositional processes used by children aged 7 to 11. Journal of Research in Music Education, 37(1), 5–20. https://doi.org/10.2307/3344949
Latour, B., & Woolgar, S. (1979). Laboratory life: The social construction of scientific facts. Sage.
Lubart, T. I. (1999). Componential models. In M. A. Runco, and S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 1, pp. 295–300). Academic Press.
Lubart, T. I. (2009). In search of the writer’s creative process. In S. B. Kaufman & J. C. Kaufman (Eds.), The psychology of creative writing (pp. 149–165). Cambridge University Press.
Lubart, T., & Guignard, J. (2004). The generality-specificity of creativity: A multivariate approach. In R. J. Stemberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: Front potential to realization (pp. 43–56). American Psychological Association.
Lubart, T. I., & Sternberg, R. J. (1995). An investment approach to creativity: Theory and data. In S. M. Smith, T. B. Ward, and R. A. Finke (Eds.), The creative cognition approach (pp. 271–302). MIT Press.
Mace, M.-A., & Ward, T. (2002). Modeling the creative process: A grounded theory analysis of creativity in the domain of art making. Creativity Research Journal, 14(2), 179–192. https://doi.org/10.1207/S15326934CRJ1402_5
Newton, D. P. (2013). Moods, emotions and creative thinking: A framework for teaching. Thinking Skills and Creativity, 8, 34–44. https://doi.org/10.1016/j.tsc.2012.05.006
Patrick, C. (1937). Creative thought in artists. Journal of Psychology, 4, 35–73. https://doi.org/10.1080/00223980.1937.9917525
Piechowski, M. M. (1999). Overexcitabilities. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity (Vol. 2, pp. 325–334). Academic Press.
Piirto, J. (1992). Understanding those who create. Ohio University Press.
Rittel, H., & Webber, M. M. (1984). Planning problems are wicked problems. In N. Cross (Ed.), Developments in design methodology (pp. 135–144). John Wiley & Sons Inc.
Schön, D. A., & Wiggings, G. (1992). Kind of seeing and their functions in designing. Design Studies, 13(2), 135–156. https://doi.org/10.1016/0142-694X(92)90268-F
Shaw, M. P. (1989). The eureka process: A structure for the creative experience in science and engineering. Creativity Research Journal, 2(4), 286–298. https://doi.org/10.1080/10400418909534325
Shaw, M. P. (1994). Affective components of scientific creativity. In M. P. Shaw & M. A. Runco (Eds.), Creativity and affect (pp. 3–43). Ablex Publishing.
Silvia, P. J. (2005). Emotional responses to art: From collation and arousal to cognition and emotion. Review of General Psychology, 9(4), 342–357. https://doi.org/10.1037/1089-2680.9.4.342
Simon, H. A. (1973). The structure of ill structured problems. Artificial Intelligence, 4(3–4), 181–201. https://doi.org/10.1016/0004-3702(73)90011-8
Simon, H. A. (1995). Problem forming, problem finding and problem solving in design. In A. Collen & W. Gasparski (Eds.), Design & systems (pp. 245–257). Transaction Publishers.
Swanner, D. L. (1985). Relationships between musical creativity and selected factors, including personality, motivation, musical aptitude, and cognitive intelligence as measured in third grade children. Dissertation Abstracts International, 46(12), 3546A.
Tversky, B. (1999). What does drawing reveal about thinking? In J. S. Gero, and B. Tversky (Eds.), Visual and spatial reasoning in design (pp. 93–101). Key Center of Design Computing and Cognition.
Van Ernst, B. (1993). A study of the learning and teaching processes of non-naive music students engaged in composition. Research Studies in Music Education, 1(1), 22–39. https://doi.org/10.1177/1321103X9300100104
Visser, W. (1990). More or less following a plan during design: Opportunistic deviations in specification. International Journal of Man-Machine Studies, 33(3), 247–278. https://doi.org/10.1016/S0020-7373(05)80119-1
Wallas, G. (1926). The art of thought. Harcourt, Brace and Company.
Ward, T. B., & Sifonis, C. (1997). Task demands and generative thinking: What changes and what remains the same? Journal of Creative Behavior, 31(4), 245–259. https://doi.org/10.1002/j.2162-6057.1997.tb00797.x
Ward, T. B., Smith, S. M., & Vaid, J. (1997). Conceptual structures and processes in creative thought. In T. B. Ward, S. M. Smith, & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 1–27). American Psychological Association.
Ward, T. B., Smith, S. M., & Finke, R. A. (1999). Creative cognition. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 189–212). Cambridge University Press.
Webster, P. (1990). Creativity as creative thinking. Music Educators Journal, 76(9), 22–28. https://doi.org/10.2307/3401073
Williamson, P. (2011). The creative problem solving skills of arts and science students. The two cultures debate revisited. Thinking Skills and Creativity, 6(1), 31–43. https://doi.org/10.1016/j.tsc.2010.08.001
Wilson, E. O. (1998). Consilience. Little, Brown and Company.
Yokochi, S., & Okada, T. (2005). Creative cognitive process of art making: A field study of a traditional Chinese ink painter. Creative Research Journal, 17(2&3), 241–255. https://doi.org/10.1080/10400419.2005.9651482
Zdzinski, S. F. (1992). Relationships among parental involvement, music aptitude, and musical achievement of instrumental music students. Journal of Research in Music Education, 40(2), 114–125. https://doi.org/10.1080/10400419.2005.9651482
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Botella, M., Zenasni, F., Nelson, J., Lubart, T. (2022). Creative Processes in Five Domains: Art, Design, Scriptwriting, Music and Engineering. In: Lubart, T., et al. Homo Creativus. Creativity in the Twenty First Century. Springer, Cham. https://doi.org/10.1007/978-3-030-99674-1_5
Download citation
DOI: https://doi.org/10.1007/978-3-030-99674-1_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-99672-7
Online ISBN: 978-3-030-99674-1
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)