earticle

영어

investigate the conditions that enable creativity to flourish school art education by looking at the environmental conditions that support and sustain creative activity. In the process I critique the emphasis on creative individuals drawing in Vygotskian notion of learning as a social event as well as critiquing the benign profile of creativity as a primarily productive process. The latter is examined in relation to a transgressive event in which school students "attack" their teacher through the license afforded them by a drawing "game." This is theorized in relation to Klein and her insistence on the persistence of infantile phantasy and its signiticance for creative action. To bring these ideas together I draw on Winncott's notion of a "potential space" as one in which safe, materna environments allow children to take risks, a necessity for creativity.