Supercreative : unleashing creative potential.

• Main Author: Chee, Edison.
• Other Authors: Sven J Norris
• Format: Final Year Project
• Language: English
• Published: 2013
• Subjects: DRNTU::Visual arts and music
• Online Access: http://hdl.handle.net/10356/52410
• Institution: Nanyang Technological University

“Supercreative” is a project that seeks to unlock the creative potential of individuals through bridging gaps in misinformed perceptions of creativity. The project was sparked off by the video Games We Play (Bennett, 2012) posted on YouTube. The video described and illustrated how the human mind wanders into a virtual reality where gameplay is facilitated through imagination. Following the interest that was generated by the video, a quick Google search turned up a deluge of information on cognitive processes. Where imagination, gameplay and fun are mentioned, Creativity is usually referenced as well. This led to deeper research into what creativity really is, and my interest in having a consistent and reliable methodology to produce creative ideas unearthed recent research breakthroughs in the theory of Creativity. In the process of researching academic journals and articles, I came to the conclusion that there were still a divide between camps on what Creativity is. Although the definition of creativity had gone through many changes in the academic world throughout the century, it has more or less been narrowed down to a group of words which encompass the essence, such as “unconventional thinking”, “ingenuity”, “autonomy” and etc. The fact that there is no single definition reveals that creativity in itself is an extremely complex thing which the world is still trying to grasp and understand. In 2012, Adobe’s State of Create study surveyed 5,000 adults across the United States, United Kingdom, Germany, France and Japan. 80% of respondents said that unlocking creativity is critical to economic growth, and two-thirds feel that creativity is valuable to society. Yet, 75% of respondents said that they are pressured to be productive rather than creative at work; 59% felt that their creativity was stifled by their education system, and only 39% described themselves as being creative.