Book contents
- The Cambridge Handbook of Lifespan Development of Creativity
- The Cambridge Handbook of Lifespan Development of Creativity
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction
- Part I Core Concepts of Lifespan Creativity Development
- Part II The Development of Creativity
- Part III Modes of Enhancement
- Part IV Environments and Contexts
- 18 Creative Identity Development in Classrooms
- 19 Creativity in Children’s Museums
- 20 Makers and Makerspaces
- 21 Organizations and Creativity
- 22 Creativity Development and Culture
- Part V Special Populations
- Index
- References
22 - Creativity Development and Culture
from Part IV - Environments and Contexts
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Lifespan Development of Creativity
- The Cambridge Handbook of Lifespan Development of Creativity
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Acknowledgments
- Introduction
- Part I Core Concepts of Lifespan Creativity Development
- Part II The Development of Creativity
- Part III Modes of Enhancement
- Part IV Environments and Contexts
- 18 Creative Identity Development in Classrooms
- 19 Creativity in Children’s Museums
- 20 Makers and Makerspaces
- 21 Organizations and Creativity
- 22 Creativity Development and Culture
- Part V Special Populations
- Index
- References
Summary
In the present chapter, we outline some key assumptions about the development of creativity from a sociocultural perspective. This perspective emphasizes the dynamic and interdependent nature of the creativity–culture relationship, especially when considering the two developmentally. We unpack here the elements of the reciprocal relation between creativity and culture by using the 5 As framework. Within this framework, creative actors learn how creativity is defined and how to develop their creative abilities within their specific cultural context. They acquire those actions and activities that are crucial for participating creatively in their culture; appreciate why being familiar with a wide range of artifacts, created by previous generations, matters for their own creativity; consider the role of others in mediating both culture and creativity; and, last but not least, discover how material constraints foster creative expression. We end with a few reflections on why a life-course approach to creativity ultimately requires a sociocultural understanding of this phenomenon.
- Type
- Chapter
- Information
- The Cambridge Handbook of Lifespan Development of Creativity , pp. 480 - 494Publisher: Cambridge University PressPrint publication year: 2021
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