Teaching Creativity: Multi-mode Transitional Practices

212 Pages·2009·2.785 MB·English

by  Derek Pigrum

Teaching Creativity
Also available in the Continuum Studies in
Educational Research Series:
Education in Hegel – Nigel Tubbs
Childhood and the Philosophy of Education – Andrew Stables
Rethinking Citizenship Education – Trista McCowan
Citizenship Education in Japan – Norio Ikeno
Lifelong Learning and Development – Julia Preece
Learning Communities and Imagined Social Capital – Jocey Quinn
Children’s Lives, Children’s Futures – Paul Croll
Teaching Creativity
Multi-mode Transitional Practices
Derek Pigrum
Continuum International Publishing Group
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© Derek Pigrum 2009
All rights reserved. No part of this publication may be reproduced or transmitted
in any form or by any means, electronic or mechanical, including photocopying,
recording, or any information storage or retrieval system, without prior permission
in writing from the publishers.
Derek Pigrum has asserted his right under the Copyright, Designs and Patents Act, 1988,
to be identifi ed as Author of this work.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library.
ISBN: 978-1-8470-6038-9 (hardcover)
Library of Congress Cataloging-in-Publication Data
A catalog record for this book is available from the Library of Congress.
Typeset by Newgen Imaging Systems Pvt Ltd, Chennai, India
Printed and bound in Great Britain by
For my wife Lore whose patience and
support made this book possible
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Contents
List of Figures ix
Acknowledgements x
Introduction, Method and the Model of
‘Multi-mode’ Transitional Practices 1
1. The Sign Modes 12
1.1 The Mode of Non-fi nito Sign Use 13
1.2 T he Mode of the ‘Ready-to-hand’
Dispensable Surface of Inscription 21
1.3 The ‘Multi-mode Object’ 30
1.4 The Mode of the ‘Charged’ Object 44
2. The Operative Modes 56
2.1 The Transferential Mode 57
2.2 The Transformational Mode 68
2.3 The Transpositional Mode 76
2.4 The Transgressional Mode 82
3. The Modes of Place 91
3.1 The Ontopology of the Workplace 92
3.2 The Place of the Page 104
3.3 The ‘Place’ of the Story 119
3.4 The Mode of Virtual Space 127
4. Teaching ‘Multi-mode’ Transitional Practices 135
4.1 But Can We Teach it? 135
4.2 Between Stasis and Movement:
A Cross Curricula Perspective 144
4.3 Das Gegenwerk and the ‘Delay’ of the Finished Work 154
4.4 Transitional Practices: Emergence, Origination and
the Acquisition and Exercise of Virtues 161
viii Contents
Conclusion 168
References 172
Index 183
List of Figures
1. Draft diagram of the model of
‘Multi-mode’ Transitional Practices 9
2. Model of ‘Multi-mode’ Transitional Practices 10
3. Notebook drawing on an exhibition brochure 22
4. Notebook drawing 33
5. Notebook drawing by Oswald Stimm 36
6. Manuscript by Pushkin 38
7. Semiotic or Structuralist Square 40
8. A view of Oswald Stimm’s studio 47
9. Notebook drawings by Michael Ornauer 52
10. Notebook drawings by Oswald Stimm 64
11. Doodle 71
12. Notebook page of former student 75
13. Plan of a novel by Nikolay Dezhnev 78
14. Oswald Stimm at the table in his studio 98
15. Pages from Oswald Stimm’s notebooks 108
16. A page from the notebooks of Evguenya Jokhova 117
17. A page from the notebooks of Evguenya Jokhova 118
18. A page from the author’s notebooks 136
19. Letter from Leibniz to Mariotte Signatur LBr. 608 Bl. 57–58 147