Building a Model of “Front- Runner Creativity” in Art Education

—Based on Jiro Kawakita’s Theory of Creativity—

Abstract

This study aimed to build a model of the development of “front-runner creativity” in art education. This kind of creativity opens up an unexplored field without models to follow, allowing for the ability to add to the “Catch-up creativity”. Thus, this study first considered the nature of creativity based on previous studies, and then examined the structure of creativity as fostered in conventional art education. Moreover, the additional elements needed to foster front-runner creativity were considered. As a result, it was found that the term creativity in traditional art education is different from that of front-runner-type creativity. In addition, there was a lack of consideration, particularly of the issues of problem discovery and working with others to redress the absence of models. Therefore, the author created a diagram in which a process of reflection and discovery that takes place in the inner world was added to the circular structure of traditional art education’s “expression” and “acquisition of skills and knowledge.” Finally, an attempt was made to include front-runner creativity in art education by adding the cycle of “creation” and “molting transformation” to Jiro Kawakita’s theory of creativity.