Edinburgh Napier University

  This chapter discusses the thought processes behind learning, teaching, and assessment (LTA) of creativity as a set of skills and processes. I utilize the work I have done in designing and delivering a module (course) that specifically tackles creativity as a
practicable skill as the framework for this chapter. The contents of the module stem from research instigated by frustrations I experienced as a lecturer in performance based music studies. The research, tools, and techniques with which I have explored and experimented have permeated my teaching and personal development across my
interests and specialisms as a lecturer on a popular music program, voice coach, and performer in popular music idioms. I make use of them in teaching, learning, reflecting, creating, and communicating. Although I sought out and developed these ideas for the benefit of LTA, they have increased my awareness of my own processes in a way that has benefited speed and efficiency when solving problems. They have provided me with a framework for teaching that encourages me to consistently explore a range of options in how I present and interact with theoretical and practical concepts and ideas.
Most rewardingly, they have given me the courage to take greater risks in my teaching and to explore, question, and experience frustration, unapologetically, as a catalyst for development.