Caminando por la cuerda floja de la creatividad: enseñar a los estudiantes a ser apropiadamente radicales

Autores/as

  • Michelle Wiebe University of Victoria

DOI:

https://doi.org/10.17561/rtc.extra6.6526

Palabras clave:

creatividad., educación artística, procesos de enseñanza de diseño, originalidad, innovación

Resumen

La creatividad tiene un lugar importante en la educación de las artes visuales (Bastos & Zimmerman, 2015; Katz-Buonincontro, 2018; Kinsella, 2018; Sawyer, 2017; Stone, 2015; Ulger, 2019; Veon, 2014), pero la comprensión de la creatividad conduce al reconocimiento de que para que algo se considere creativo, debe ser novedoso y apropiado en contexto (Amabile, 2018; Cropley, 2016; Goetz Zwirn & Vande Zande, 2015; Kaufman & Baer, 2012; Plucker, 2018). Si bien la adición “en contexto” al concepto de apropiado crea más espacio para los artistas visuales, las restricciones de la adecuación permanecen. Para un instructor de artes visuales y diseño, esto crea tensión. ¿Cómo animo a los estudiantes a ser creativos y superar los límites, pero también les enseño a ser conscientes de las limitaciones?

Este documento analiza las observaciones en las clases de diseño de pregrado en las que los estudiantes aprenden a usar bocetos de procesos y miniaturas para llevar sus conceptos más allá de lo predecible y hacia el ámbito radical o novedoso. Un proceso de pensamiento de diseño modificado proporciona la estructura que permite a los estudiantes sentirse seguros al explorar ideas. La retroalimentación continua de los compañeros y el instructor sirve tanto para impulsar como para dominar las ideas cuando las revisiones son valiosas. El proceso requiere diligencia y práctica. También requiere que los estudiantes trabajen para liberarse de uno u otro pensamiento y vean su trabajo en un continuo.

Vale la pena reflexionar sobre métodos relevantes para animar a los estudiantes a aceptar el valor de las ideas novedosas que también reconozcan al espectador. Alentar a los estudiantes a reconocer que la creatividad se mejora a través del proceso y al mismo tiempo generar una comprensión de la naturaleza de la creatividad es valioso y puede conducir a la generación de ideas radicales que tienen mérito no solo por su novedad sino también por su ‘adecuación’.

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Citas

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Publicado

2022-04-01

Cómo citar

Wiebe, M. (2022) «Caminando por la cuerda floja de la creatividad: enseñar a los estudiantes a ser apropiadamente radicales», Tercio Creciente, (extra6), pp. 267–279. doi: 10.17561/rtc.extra6.6526.