Over the last few years I have come to realise that personal creativity is a matter of connection and integration: of connecting and integrating perception, imagination and reasoning to connect and integrate existing ideas to produce new thoughts, and of connecting and integrating thinking and action, mind and body.
The questions posed in the #creativeHE on-line discussion on the role of the body in creative processes and practices, encouraged me to consider something that I had previously often taken for granted - the role of my own body in my own processes for learning that also enable me to use my creativity to create new 'things'.
As the conversation unfolded I surprised myself by focusing on the early part of my career when I trained and then practised as a geologist. Being a field geologist involves quite a lot of physical effort and labour as the body is used to physically interact with the landscape and the rocks in it, or in the case of a mining geologist, interacting with the rocks and structures deep underground so perhaps this made it easier for me to visualise how a body might be involved in a creative process in a disciplinary context. In the attached article I examine the role of the body in a creative learning process using the example of a field geologist.
The next issue of Creative Academic Magazine (early June) will explore the role of the body in creative processes and practices. We welcome further contributions to the issue particularly if they show how someone in a particular disciplinary field uses their body. If you would like to write an article please get in touch.
Norman Jackson Commissioning Editor
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The questions posed in the #creativeHE on-line discussion on the role of the body in creative processes and practices, encouraged me to consider something that I had previously often taken for granted - the role of my own body in my own processes for learning that also enable me to use my creativity to create new 'things'.
As the conversation unfolded I surprised myself by focusing on the early part of my career when I trained and then practised as a geologist. Being a field geologist involves quite a lot of physical effort and labour as the body is used to physically interact with the landscape and the rocks in it, or in the case of a mining geologist, interacting with the rocks and structures deep underground so perhaps this made it easier for me to visualise how a body might be involved in a creative process in a disciplinary context. In the attached article I examine the role of the body in a creative learning process using the example of a field geologist.
The next issue of Creative Academic Magazine (early June) will explore the role of the body in creative processes and practices. We welcome further contributions to the issue particularly if they show how someone in a particular disciplinary field uses their body. If you would like to write an article please get in touch.
Norman Jackson Commissioning Editor
READ MORE
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