The ‘wicked’ problem of developing critical understanding in Creative Writing students

Abstract

ABSTRACTThe UK subject benchmark statement states that ‘Creative Writing [C.W.] is a diverse and still developing subject […] underpinned by a growing body of research and pedagogical thinking’ (QAA 2016, http://www.qaa.ac.uk/en/Publications/Documents/SBS-Creative-Writing-16.pdf) and as such writers who teach, and teachers who write, are actively engaging in reflective practice to try to bridge the gap between what has previously been viewed as a solitary and perhaps ‘mysterious’ practice, and what is now demanded in terms of theoretical and critical knowledge of that practice by students. As a writer and teacher of writing, I have become aware of similarities between Problem Based Learning (P.B.L.) and the praxis approach I use. Seeking out literature on this connection, however, has revealed that while many other disciplines (English/History/Sociology) are using C.W. as a P.B.L. tool, it is little discussed within the subject itself. This study is the first tentative stage in a wider consideration of whether openly exploring creative writing acts and actions as a series of problem-solving exercises can help students further understand their own creative practice, and develop not only their creative work but also their ability to reflect and analyse their practice through academic research.