Abstract

More than any other time in history, creativity is a necessary outcome for education. A global and networked society requires creative people to innovate within a variety of economic, political, and social realities. The need for creativity highlights a crucial role for art education in contemporary education. Yet, a lack of understanding about creativity in art education inhibits actionable activities from policies to classrooms. In order to forward creativity as an educational outcome, a clear understanding of the definition of creativity in U.S. education policy and practice is necessary. Therefore, the focus of this research is to gain knowledge on the representation of creativity in the art education policies of U.S. states. This study also examines the definitions of creativity held by middle level art educators in order to identify relationships between the contexts of policy and practice. Other factors explored as possible mediating factors on definitions of creativity include the life experiences, education level, and work contexts of middle level art educators. Additionally significant, this study provides and tests for problem-based, practical categorizations of creativity, a new and meaningful way to frame creativity within and across domains.

Keywords: Creativity, Policy, Middle Level Education

How to Cite:

Grodoski, C., (2015) “Creativity, Policy, and Practice in Three States: An Exploration of Definitions of Creativity among State Art Education Policies, the Life Contexts, and Professional Practice of Middle Level Art Educators”, Marilyn Zurmuehlen Working Papers in Art Education 2015(1), 1-13. doi: https://doi.org/10.17077/2326-7070.1488

Rights: Copyright © 2015 Chris Grodoski