This is a preview of subscription content, access via your institution.
Buy single article
Instant access to the full article PDF.
Tax calculation will be finalised during checkout.
Adams, J., & Owens, A. (2016). Theories of creativity and democratic education: Practices and politics of learning through the arts. New York, NY: Routledge.
Aris, N. & Orcos, L. (2019). ‘Educational Robotics in the Stage of Secondary Education: Empirical Study on Motivation and STEM Skills,’ in Education Sciences. v9 Article 73.
Babayants, A., & Frey, H. F. (Eds.). (2015). Theatre and learning. London: Cambridge Scholars Publishing.
Baldacchino, J. (2013). What creative industries? Instrumentalism, autonomy and the education of artists. International Journal of Education through Art, 9(3), 343–356.
Beghetto, R. A. (2010). Creativity in the classroom. In J. C. Kaufman & R. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 447–463). New York: Cambridge University Press.
Botella, M; Zenasni, F; Lubart, T. (2018). ‘What are the stages of the creative process? What visual art students are saying’ in Frontiers in Psychology, Vol. 9, 2018.
Bouchie, S. (2019). ‘Teaching creative thinking in schools - PISA 2021 will offer some clues.’ Available at: https://www.legofoundation.com/en/learn-how/blog/teaching-creative-thinking-in-schools-pisa-2021-will-offer-some-clues/
Carter, M., Wiebe, S., Gouzouasis, P., Shuman, L., McLarnon, M., Ricketts, K., Howard, P., Fischer, B. (in press). ‘Reconceptualizing teacher identity through design thinking: A Montreal case study.’ Canadian Art Teacher.
Carter, M. (2019). Enseignement du theatre et de l’art dramatique au Canada: Un portrait. McGill Journal of Education.
Carter, M., Prendergast, M., & Belliveau, G. (Eds.). (2015). Drama and theatre education in Canada: Classroom and community contexts. Canadian Association for Teacher Education/Canadian Society for the Study of Education.
Carter, M. (2014). The teacher monologues: Exploring the experiences and identities of artist-teachers. Rotterdam, The Netherlands: Sense Publications.
Conradty, C., & Bogner, F. X. (2018). From STEM to STEAM: How to monitor creativity. Creativity Research Journal, v30(n3), 233–240.
Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990). New York: Harper & Row.
Deresiewicz, W. (2015). The death of the artist—And the birth of the creative entrepreneur. The Atlantic. http://www.theatlantic.com/magazine/archive/2015/01/the-death-of-the-artist-andthe-birth-of-thecreative-entrepreneur/383497/.
Dunn, J., & Stinson, M. (2011). Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning. Research in Drama Education: the journal of applied theatre and performance, 16(4), 617–633.
Eisner, E. (2005). Instructional and expressive educational objectives: Their formulation and use in curriculum. In E. Eisner (Ed.), Reimagining schools: The selected works of Eisner. New York and London: Routledge.
Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.
Ewing, R., & Gibson, R. (2015). Creative teaching or teaching creatively? Using creative arts strategies in preservice teacher education., Waikato Journal of Education, 2382–0373.
Ewing, R. (2011). The arts and Australian education: Realising potential. Melbourne, VIC: Australian Council for Educational Research (ACER).
Fasko, D. (2011). Education and creativity. Creativity Research Journal, 13(3–4), 317–327. https://doi.org/10.1207/S15326934CRJ1334_09.
Gallagher, K., & Booth, D. (2003). How theatre educates: Convergences and counterpoints with artists, scholars and advocates. Toronto: University of Toronto Press.
Gajda, A., Beghetto, R. A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250–267.
Gielen, P. (2013). Creativity and other fundamentalism. Amsterdam, The Netherlands: Mondrian Fund.
Greene, M. (2012). In A. E. Ginsberg (Ed.), Embracing risk in urban education: Curiosity, creativity, and courage in the era of “no excuses” and relay race reform (p. 131). Rowman & Littlefield.
Gube, M., & Lajoie, S. (2020). Adaptive expertise and creative thinking: A synthetic review and implications for practice. Thinking Skills and Creativity, 35, 1–14.
Harris, A. (2018). Creative agency / creative ecologies. In K. Snepvangers, P. Thomson, & A. Harris (Eds.), Creativity Policy, Partnerships and Practice in Education. London: Palgrave Macmillan.
Harris, A. (2016). Creativity and education. London/ NY: Palgrave Macmillan.
Harris, A. (2014). The creative turn: Toward a new aesthetic imaginary. Rotterdam: Sense Publishers.
Harris, A., & de Bruin, L. R. (2018). Secondary school creativity, teacher practice and STEAM education: An international study. Journal of Educational Change, 19(2), 153–179. https://doi.org/10.1007/s10833-017-9311-2.
Hennessey, B., Amabile T. (2010). Creativity. Annual Review of Psychology, 61, 569–598
Ijdens, T., Bolden, B., & Wagner, E. (Eds.). (2018). International yearbook for research in arts education, volume 5 (2017). New York, NY: Waxmann.
Jagodzinski, J. (2015). The challenges of art education in designer capitalism: collaborative practices in the (new media) arts. International Journal of Art & Design Education, 34(3), 282–295.
Kalin, N. (2016). We’re all creatives now: Democratized creativity and education. Journal of the Canadian Association of Curriculum Studies, 13(2), 32–44.
Leong, S., & Qiu, X. L. (2013). Designing a ‘creativity and assessment scale’for arts education. Educational Psychology, 33(5), 596–615.
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.
Ministère de Éducation et Enseignement Supérieur [Le MEES]. (2001). Preschool education elementary education: Chapter 8. Arts education. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/education/jeunes/pfeq/PFEQ_art-dramatique-primaire_EN.pdf
Mortimer, T. (2019). Grounding theory into practice : A response to Ewing’s key paper. Literacy Learning : the Middle Years, v.27(n.1), 18–21.
OECD (2010). The OECD innovation strategy: Getting a head Start on tomorrow, OECD.
OECD (2019). ‘PISA 2021 Creative Thinking Framework (3rd draft), April 2019.’ Available at: https://www.oecd.org/pisa/publications/PISA-2021-creative-thinking-framework.pdf
Ortiz, J. (2020). Culture, creativity and the arts: building resilience in Northern Ontario (doctoral dissertation).
Osborn, A.F. (1953/1963). Applied imagination: Principles and procedures of creative thinking. New York, NY: Scribner.
Patrick, C. (1937). Creative thought in artists. The Journal of Psychology, 4(1), 35–73
Plucker, J. A., Kaufman, J. C., & Beghetto, R. A. (2015). What we know about creativity. P21 Research Series, Washington DC: Partnership for 21st Century Learning. http://www.p21.org/our-work/4cs-research-series/creativity
Runco, M. A., & Dow, G. (1999). Problem finding. Encyclopedia of Creativity, 2, 433–435.
Sanabria, J. C., & Aramburo-Lizarraga, J. (2017). Enhancing 21st Century Skills with AR: Using the Gradual Immersion Method to Develop Collaborative Creativity. EURASIA Journal of Mathematics, Science and Technology Education, v13(n2), 487–501 Feb 2017.
Selkrig, M., & Bottrell, C. (2016). Considering a methodology to provoke respectful conversations about creativity with arts educators. Australian Art Education, v.37(n.1), 57–73.
Shatunova, O., Anisimova, T., Sabirova, F., & Kalimullina, O. (2019). STEAM as an innovative educational technology. Journal of Social Studies Education Research, v10(n2), 131–144.
Sinclair, C., Jeanneret, N., O’Toole, J., & Hunter, M. (2017). Education in the arts (3rd ed.). London: Oxford Univ Press.
Stafford, T. (2019). A personal journey embedding arts-based pedagogy: A response to the key paper. Literacy Learning : the Middle Years, 27(1), 26–29.
Sternberg, R. J. (2020). What’s wrong with creativity testing? The Journal of Creative Behavior, 54(1), 20–36.
Torrance, E. (1959). Current research on the nature of creative talent. Journal of Counseling Psychology, 6/4, 309–316. https://doi.org/10.1037/h0042285.
Ulger, K. (2019). Comparing the effects of art education and science education on creative thinking in high school students. Arts Education Policy Review, v120(n2), 57–79.
Wallas, G. (1926). The art of thought. J. Cape: London.
Walsh, C., Chappell, K., & Craft, A. (2017). ‘A co-creativity theoretical framework to foster and evaluate the presence of wise humanising creativity in virtual learning environments’ (VLEs). Thinking Skills and Creativity, 24, 228–241.
Yokochi, S., & Okada, T. (2005). Creative cognitive process of art making: A field study of a traditional Chinese ink painter. Creativity Research Journal, 17(2–3), 241–255.
The authors would like to thank Dr. Linden Wilkinson for her literature review contributions that informed this essay. A/Prof Anne Harris is currently funded by the Australian Government through the Australian Research Council’s Future Fellowship funding scheme (project ID# FT170100022). The views expressed herein are those of the authors and are not necessarily those of the Australian Government or Australian Research Council.
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
About this article
Cite this article
Harris, A., Carter, M.R. Applied creativity and the arts. Curric Perspect 41, 107–112 (2021). https://doi.org/10.1007/s41297-020-00127-z
- Arts curriculum