Abstract
With the impact of the development of the Creative Industries in the UK and other countries, China adopted the term Cultural and Creative Industry in a national strategy to initiate a structural refinement of the industrial sectors. The animation industry in China has long served as a major original equipment manufacturer (that is, producers of contract work for an external brand) to foreign investors. It then started to develop into a center of original design manufacturers (self-originated work sold to others) and original brand manufacturers (self-originated, self-branded work). This led to a rapid demand for creative talent from higher education institutes. Creativity is a relatively complex concept, and successfully fostering creativity in education demands a clear conception of what creativity and creativity education are. The objective of this chapter is to explore how teachers and students perceive the meaning of the term creativity and identify factors that contribute to teachers and students' conception of creativity in education.
Published Version
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