Abstract
Abstract This article outlines a variety of definitions for creativity within the context of an art education, specifically exploring a range of different teaching approaches to create an awareness of creativity as process, and a skill that can be learnt alongside traditional art teaching. It investigates the systems and environments by which creativity is best enhanced, whilst acknowledging the current parameters or restrictions within the traditional secondary art classroom. Consideration has been given to the future international assessments on creativity, a positive move that appears to be at odds with the United Kingdom’s latest academic measures of secondary school success. This research has been motivated by the belief that an arts education should be at the forefront of teaching creativity, recognizing its importance for students now and for their futures whilst re-establishing the value of an arts education for all students.
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