Abstract
This chapter adopts the questioning stance of problematisation to encourage artistic creativity. This method enables a/r/tographers to expand understanding of the key problems surrounding artistic-creativity and apply it to systems of teaching and artmaking practices. The authors distinguish artistic-creativity in art education and artistic practice from other definitions of creativity, and argue that in order to effectively teach artistic-creativity, addressing restrictions of time, space and place is needed. They argue the need for students to critically view the systems that govern other modes of creativity over artistic-creativity such as cultural dynamics, and social, aesthetic and stylistic conventions. In doing so, students with the support of teachers, are encouraged to bring new understandings to their artmaking and open up new possibilities for creativity in education.
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