Learning as a Creative Practice
After completing my Fine Arts degree at Emily Carr University, I spent seven years as a studio technician, working with over 10,000 students in various creative spaces. What began as technical facilitation evolved into a profound understanding: learning itself is fundamentally a creative act.
In the studios, I observed a pattern that challenged traditional educational approaches. Students who treated learning as a linear process—following instructions without experimentation—often struggled to develop deep understanding. But those who embraced learning as they would approach an art project—with curiosity, willingness to make mistakes, and openness to unexpected discoveries—demonstrated remarkable growth.
This wasn't limited to art disciplines. Whether students were mastering metal working techniques, exploring digital tools, or learning basic studio safety, the principle held true. Learning, like any creative practice, requires active engagement with both success and failure. It demands that we move beyond passive reception of information to active participation in knowledge creation.
Consider how an artist approaches a blank canvas. They begin with an idea, but remain open to discovery. They layer, erase, adjust, and sometimes start over entirely. This same process applies to learning any new skill or concept. We build understanding through iterations, through testing boundaries, through moments of frustration that lead to breakthrough insights.
Over time, I developed an integrated learning approach based on this observation. Instead of presenting information as fixed and absolute, I encouraged students to explore, question, and even challenge established methods. This wasn't about dismissing fundamental principles—rather, it was about engaging with them more deeply through personal discovery.
The results were transformative. Students became more confident, more resilient in the face of challenges, and more capable of independent problem-solving. They stopped seeing mistakes as failures and began recognizing them as essential steps in their learning journey.
This project explores how we can systematically apply these insights across different learning environments. By understanding learning as a creative practice, we open new possibilities for both educators and learners. We move beyond the traditional transmission model of education toward something more dynamic and engaging—a model where knowledge isn't just acquired, but actively created through experience and reflection.
What follows is a practical framework for implementing this approach, based on years of observation and refinement in the studio environment. Whether you're an educator, facilitator, or learner, these principles can transform how you approach the learning process.
Working hypothesis
Integrating creative practices into learning cultivates critical thinking, problem-solving skills, and personal growth in learners, leading to accelerated complex knowledge construction and emergent understanding.
This project explores:
- What are the most effective strategies for integrating creativity into diverse disciplines and industries?
- How can technology be leveraged to enhance creative learning experiences?
- What are the best practices to equip educators and learning professionals with the skills and knowledge needed to create and manage creative learning environments?
- How can we address the misconceptions about creativity in learning and advocate for its importance across all disciplines?
Through integrated learning labs, you'll access:
- Real-world case studies from diverse learning environments, from art studios to STEM research labs to workplace learning environments
- Practical techniques that translate creative learning principles into any discipline
- Strategies for overcoming common barriers to implementing experiential learning
- A community of practice dedicated to expanding how we think about knowledge building
Join our growing community and receive monthly insights, practical guides, and early access to online learning.
