Making the CASE for shadow creativity.

Abstract

In this article we focus on systematically overlooked forms of creative expression and propose the CASE model to account for them and the reasons why they often go unrecognized. This model points us to four main reasons why creative outcomes can easily remain in the shadows or go unrecognized even if they demonstrate novelty and usefulness to different degrees. These are: lack of capital (C); lack of awareness of being creative or doing creative work (A); lack of spark or of having the original creative idea (S); and lack of exceptionality or the property of visibly standing out from other productions (E). Each one of these is discussed and exemplified given that lacking one or more of the above dimensions significantly decreases the chances of the contributions being considered creative, or even potentially creative, by the outside world or even the creator. We conclude with some reflections on why appreciating shadow creativities can foster personal development as well as increase social justice for the benefit of all.

Meaning-Making Through Creativity During COVID-19

“…It is important to note that these needs can be met through production or activities that might not be seen as creative by other people. The concept of mini-c highlights how personal inspiration can be quite meaningful (Beghetto and Kaufman, 2007), and it is possible for people to be creative in ways that they themselves may not recognize (Kaufman and Glãveanu, 2020) or even be consciously aware (Cropley and Cropley, 2009).…”

Positive Creativity in a Negative World

“…and (2) What can be accomplished to enhance the visibility and frequency of positive creativity? Following a brief discussion of positive (and negative) creativity in education, we build on a recent model of hidden creativities [21] to unpack some of the reasons why transformational creativity is often ignored in classroom settings. Using this framework as an 'intervention tool' allows us, conversely, to identify those elements that can be enhanced to make positive creativity-in the case of students and teachers-more visible and, overall, more present in education as well as beyond educational settings.…”

“…We have previously posed the CASE model of creativity in an attempt to bring forward 'hidden' or shadow creativities [21]. This framework considers those times when a creative process or outcome fails to be acknowledged as actually creative, despite having some degree of novelty and usefulness.…”

Co-Creating the Real: A Transdisciplinary Dialogue

“…Instead of Cartesian-like separations between mind and matter, brain and body, self and other, person and culture, the human and the non-human, it seeks to reconstruct continuities between them (Glăveanu & Clapp, 2018). Instead of focusing on celebrated creators and creations, it “democratizes” one’s participation in the discourse and practice of creativity (Kaufman & Glăveanu, in press). Instead of intra-psychological processes, socioculturalists focus on creative action and numerous ways of being in the world (or within what Harris, 2016, calls “creative ecologies”).…”