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Enabling Creativity: Using Garden Exploration as a Vehicle for Creative Expression and Analysis
Abstract
This chapter uses current developments in cognitive neuroscience to explore the notion that educational activities should involve the whole person. To that end, the author explains in depth an undergraduate college assignment that allows for learning through the coupling of creativity (divergent) and analysis (convergent) thinking in an integrative learning task. First, students explore the concept of metaphor which provides both mental association and ambiguity. With this underpinning, students experience three very different types of gardens and try to uncover the metaphors of nature lying within their design. Students record a journal and take images of the gardens and later create a photographic montage of each garden which reflects the metaphor that the students saw emerging in the garden itself. Accompanying the visual image is a written reflection which discusses the metaphor they experienced sensually in the garden and how it is represented in their images.
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