From Static to Dynamic: Toward a Socio-dynamic Perspective on Creativity in Classrooms

Abstract

Classroom settings serve as promising sites for studying the social aspects of creative expression. Conducting creativity research in classrooms, however, is challenging. This challenge stems from the recognition that classrooms are complex social settings. One way researches have responded to this challenge is to reduce the complexity of classrooms by relying on static conceptions and approaches to studying creativity. Such approaches are typically aimed at isolating and measuring specific traits and behaviors thought to be associated with creativity. Creativity researchers’ reliance on more static, snap-shot methods has started to change in recent years. In this reflection, I discuss how I (and others) are attempting to move from more static to more dynamic conceptions of creative expression in classrooms. Consideration for future developments in this area are also discussed.