This chapter discusses the creativity and academic learning are sometimes viewed as incompatible goals. It aims to illustrate how creativity serves as an act of learning and how learning can become a creative act. The chapter provides the insights might be used to guide the design of creative learning experiences and highlight implications for research. Teachers who value creativity and subject matter learning may feel caught between two seemingly incompatible curricular goals. Prospective teachers’ rationale for separating creativity and academic learning represented two types of beliefs: a memorization-as-foundation belief and a memorization-as-time-to-get-serious. Importantly, however, Marland referred to creative expression as separate from academic learning. The acquisition-reproduction view of learning is at odds with contemporary views of learning. Fortunately, contemporary learning theorists recognize that students enter the classroom with robust conceptions about subject matter, which are largely influenced by their unique sociocultural experiences.
ASJC Scopus subject areas
- Social Sciences(all)