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18 - Creative Identity Development in Classrooms

from Part IV - Environments and Contexts

Published online by Cambridge University Press:  19 November 2021

By
Ronald A. Beghetto
Edited by
Sandra W. Russ ,
Jessica D. Hoffmann  and
James C. Kaufman
Sandra W. Russ
Affiliation:
Case Western Reserve University, Ohio
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
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Summary

Outside of the home environment, classrooms represent one of the most persistent and frequented settings where young people spend their time. Classrooms thereby hold much potential for creative identity development. “Creative identity development” refers here to the crystallization of creative interests (“I like writing short stories”) and aspiration (“I want to be short story writer”) into more stable beliefs about one’s broader identity (“I am a creative short story writer”) and sense of self (Beghetto, 2013; Beghetto & Dilley, 2016). Given that some young people also go on to become teachers, classrooms represent a site where adults can continue to develop and express their creativity in the domain of teaching (Beghetto, 2017). How then might school and classroom experiences support students’ and teachers’ creative identity development? The purpose of this chapter is to provide an overview of factors involved in creative identity development.

Keywords

creativitycreative identity developmentclassroomseducationteachingcreative learningearly childhoodK12 schoolhigher education
Type
Chapter
Information
The Cambridge Handbook of Lifespan Development of Creativity , pp. 395 - 414
Publisher: Cambridge University Press
Print publication year: 2021

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