Latest news with #creativeeducation
Fast Company
08-07-2025
- Business
- Fast Company
Why education isn't keeping up with the creative industry
Creativity's value to business success can't be overstated. Not only do 70% of employers say that creative thinking is the most in-demand skill, but studies show that companies prioritizing design outperform those that don't by two to one. And as the rise of AI, social media, and creators continues to quickly transform both business and culture, it will likely be the creative industry—and those working within it—that will help others navigate that change. Things are evolving quickly and creativity is essential to that evolution. So then, why is it that creative education—the backbone of creativity —is largely standing still while others are embracing change? For decades, the current creative education landscape in the U.S. is largely private, expensive, and increasingly out of sync with the industry's real needs. Most accredited creative programs follow a similar structure: multi-year degrees with high tuition costs, studio-based courses, and portfolio development as the primary measure of progress. While these programs can offer technical training and creative rigor, they often produce similar outcomes: predictable ideas in an industry that thrives on surprise. Also, creative tools and thinking are changing every day, necessitating constant learning not facilitated by current models. Of course, creativity can thrive outside of formal education. Especially now, creative tools are increasingly accessible, and that's a good thing. Also, platforms like TikTok, Canva, and AI-driven products have lowered the barrier to entry, and today's creators are proving that you don't need a degree to have a voice, or an audience. But access to creative tools isn't the same as understanding how to use them well—or how to achieve a level of craft in execution that not only produces results but is worthy of being celebrated. Structured education still matters. So, instead of abandoning creative education altogether, the answer may be in forcing it to evolve–embracing new models that acknowledge the real-world needs of business and culture. When education fails, everybody loses In my work with creative organization and educational nonprofit D&AD, I've seen the lack of innovation's impact in creative education in the U.S., especially as expensive tuitions and employers' reliance on traditional talent pipelines leads to creative homogeneity: Business growth suffers when companies pull from the same narrow talent pools. Diverse perspectives drive cultural relevance and resonance. And for Gen Z in particular— demanding cultural alignment from the brands they support—the cost of getting it wrong is higher than ever. Diversity of thought suffers when teams are filled with people who've had the same training, same references, and same industry touchpoints. Surprising ideas don't arise from predictable inputs. Across marketing, branding, and beyond, we're seeing the effects—ideas that feel increasingly familiar—created by teams that look increasingly alike. Entry-level, mid-level and even leadership demographics stagnate because if the pipeline into the creative industry is closed, the pipeline up stays closed too. Studies show that this kind of lack of leadership diversity hurts business innovation as well. The current U.S. traditional creative educational model only perpetuates these issues, excluding not only the same groups often left out of higher education—low-income students, first-generation college students, Black, brown, Indigenous, neurodivergent, and rural creatives—but also a growing cohort of social media creators as well as creatives with raw talent who never had access to training, mentorship, or even the vocabulary to describe what they're good at. Strengthen creative education Fortunately, there's been a major shift in how alternative creative programs are viewed, not just by talent, but by the industry itself. What once felt like a 'plan B' is now seen as a fast, relevant, and often more inclusive way to surface new voices and ideas. Alternative programs don't need to be a threat to traditional creative education. In fact, organizations like ours can provide insights into how to evolve to provide what talent needs. Commit to low cost or even free: More urgently, access remains a major barrier. If you can't afford tuition, unpaid internships, or the time it takes to build a portfolio, you're often locked out—not because you lack talent, but because you lack the means to invest or even awareness that this path even exists. That's why, at D&AD, our night school Shift is fully-funded with no cost to the student, while still delivering a 74% industry placement rate. Other educational institutions need to follow suit, offering ways to dramatically decrease the financial barrier to entry. With the right access, the right talent will show up. Stress real world skills: Most creative programs do a good job teaching skills, but rarely offer the context students need to thrive in the real world. Students learn how to ideate, design, and critique. But they are often not educated on the other important aspects essential to success: understanding the pace, context and nuance, mastering the soft skills essential to conversation and collaboration, as well as how to function productively as part of a team. We've found that by taking on live briefs from brands like Spotify, Adidas, Diageo, and Airbnb—presenting ideas, fielding feedback, and navigating ambiguity in real time—we've been able to nurture creatives to hit the ground running in a workplace. Nurture a learning mindset: The only constant is change, so it's critical to embrace an approach that prioritizes discovery and experimentation. The simple fact is that you can't expect relevant creative work from teams running on outdated approaches. Iterative training isn't just about tools. It's about staying connected to cultural shifts, industry changes, evolving platforms—and most importantly, changing audience expectations. The most impactful creative work comes from teams that are learning continuously, not just about craft, but about context. More traditional creative colleges and schools need to build iterative offerings that reflect this reality. The truth is that the best creative education doesn't just teach craft; it nurtures curiosity, builds confidence, provides context, and fosters community. These aren't immutable qualities but ones that evolve and change, especially now that social and technological factors have radically altered the creative industry and the businesses relying on it. We have to invest in creative people, not just the creativity. And it starts by giving creatives the right education.
Yahoo
31-05-2025
- Business
- Yahoo
Students' fears over 'endangered' arts faculty
Nearly 2,000 people have signed a petition launched by students in response to a review proposing cuts to courses and redundancies at the University of Plymouth. Focussing on proposals for the Arts, Humanities and Business department, it warns the cuts could "endanger the future of creative education at Plymouth". Proposals, which are under consultation until July, are also understood to place the university's cinema and art gallery "under review" in what one student described as "disproportionate targeting" of the arts. The University of Plymouth said avoiding compulsory redundancies, whilst protecting the quality of student experience, was its "number one priority". It comes after the university said about 200 jobs may be affected by budget cuts. The Faculty of Arts, Humanities and Business, which includes the School of Art, Design and Architecture, has been asked to make £4.6m in savings, according to a document seen by the BBC. The student petition appeals for the university to "halt" the proposed redundancies and course closures and engage in "transparent consultation" with students and staff. It requests the "financial rationale" be published in a bid to find "fairer alternative solutions that do not disproportionately target the arts". The unnamed student behind the petition said: "These cuts endanger the future of creative education at Plymouth and represent a clear departure from the university's stated values of inclusivity, innovation, and interdisciplinary collaboration." They said staff redundancies could result in students being "left without suitable academic supervision", while international students may seek education elsewhere. Students have also been creating posters protesting at the proposed cuts and displaying them around the university. The University and College Union (UCU) has written an open letter to three of the region's MPs outlining the impact of the cuts. The letter says: "The Schools of Art, Design and Architecture may see the loss of undergraduate programmes in Fine Art, Acting, Drama, Musical Theatre and Music, as well as postgraduate programmes across the School. The Arts & Culture programme, including the public-facing gallery and cinema, which recently hosted events for British Arts Show 9 is also proposed for closure." The BBC has asked MPs Luke Pollard, Rebecca Smith and Fred Thomas - to whom the letter was addressed - for comment. The university, which employs more than 2,500 staff and serves more than 19,000 students across its two main campuses said it had to "make savings and difficult decisions" along with the majority of UK universities. The BBC has asked the university detailed questions about the proposals and their impact, but it declined to answer them. But, in a statement, it said it was doing everything possible to "look after our staff and avoid compulsory redundancies, whilst protecting the quality of our student experience, which is our number one priority". It added: "We are reviewing a number of the university's operations during a process of consultation with colleagues that is scheduled for completion in July. "It would be inappropriate to comment further regarding specific departments until that process has concluded, but we have been in touch with our current students to reassure them and ensure they are aware of support available to them. "Any changes to our provision will be aimed at making the University of Plymouth more resilient and better able to meet the demands of students, now and into the future." More news stories for Devon Listen to the latest news for Devon Follow BBC Devon on X, Facebook and Instagram. Send your story ideas to spotlight@ University faces £22m budget shortfall University announces potential loss of 200 jobs Arts firms 'in middle of perfect storm'
BBC News
31-05-2025
- Business
- BBC News
Petition launched over 'endangered' Arts faculty
Nearly 2,000 people have signed a petition launched by students in response to a review proposing cuts to courses and redundancies at the University of on proposals for the Arts, Humanities and Business department, it warns the cuts could "endanger the future of creative education at Plymouth". Proposals, which are under consultation until July, are also understood to place the university's cinema and art gallery "under review" in what one student described as "disproportionate targeting" of the arts. The University of Plymouth said avoiding compulsory redundancies, whilst protecting the quality of student experience, was its "number one priority". It comes after the university said about 200 jobs may be affected by budget Faculty of Arts, Humanities and Business, which includes the School of Art, Design and Architecture, has been asked to make £4.6m in savings, according to a document seen by the student petition appeals for the university to "halt" the proposed redundancies and course closures and engage in "transparent consultation" with students and staff. It requests the "financial rationale" be published in a bid to find "fairer alternative solutions that do not disproportionately target the arts". The unnamed student behind the petition said: "These cuts endanger the future of creative education at Plymouth and represent a clear departure from the university's stated values of inclusivity, innovation, and interdisciplinary collaboration."They said staff redundancies could result in students being "left without suitable academic supervision", while international students may seek education have also been creating posters protesting at the proposed cuts and displaying them around the university. The University and College Union (UCU) has written an open letter to three of the region's MPs outlining the impact of the letter says: "The Schools of Art, Design and Architecture may see the loss of undergraduate programmes in Fine Art, Acting, Drama, Musical Theatre and Music, as well as postgraduate programmes across the School. The Arts & Culture programme, including the public-facing gallery and cinema, which recently hosted events for British Arts Show 9 is also proposed for closure."The BBC has asked MPs Luke Pollard, Rebecca Smith and Fred Thomas - to whom the letter was addressed - for comment. The university, which employs more than 2,500 staff and serves more than 19,000 students across its two main campuses said it had to "make savings and difficult decisions" along with the majority of UK BBC has asked the university detailed questions about the proposals and their impact, but it declined to answer in a statement, it said it was doing everything possible to "look after our staff and avoid compulsory redundancies, whilst protecting the quality of our student experience, which is our number one priority".It added: "We are reviewing a number of the university's operations during a process of consultation with colleagues that is scheduled for completion in July."It would be inappropriate to comment further regarding specific departments until that process has concluded, but we have been in touch with our current students to reassure them and ensure they are aware of support available to them."Any changes to our provision will be aimed at making the University of Plymouth more resilient and better able to meet the demands of students, now and into the future."
South China Morning Post
27-05-2025
- General
- South China Morning Post
Hong Kong students must embrace creativity to complete globally
Feel strongly about these letters, or any other aspects of the news? Share your views by emailing us your Letter to the Editor at letters@ or filling in this Google form . Submissions should not exceed 400 words, and must include your full name and address, plus a phone number for verification Hong Kong's education system stands at a critical crossroads. While our students consistently achieve impressive academic outcomes, our exam-focused framework is insufficient for preparing them to navigate a rapidly evolving world. Technological disruption , global uncertainties and complex societal shifts demand far more from students than rote memorisation and standardised responses – they require creative thinking. Creativity in education is often misunderstood as merely artistic talent or extracurricular enrichment. Fundamentally, creative learning involves cultivating essential skills: critical thinking, problem-solving and adaptability. This point was brought home at last week's Knowledge Exchange Festival in Hong Kong, organised by the non-profit organisation Aftec with funding from the Hong Kong Jockey Club Charities Trust. There, Professor Anne Bamford, who's known for her research in creativity and lifelong learning, emphasised the urgent need for creative education. She said, 'To cope with all these challenges – globalisation, rapid technological changes, AI – you need an immense amount of creativity.' Hong Kong's schools, however, typically discourage creative expression through an emphasis on standardised testing and rigid curriculums. This approach promotes conformity. The consequences are evident: while Hong Kong students excel at examinations, their below-average ranking in creative thinking in a recent global assessment suggests they may struggle to cope with real-world challenges – a significant disadvantage in today's innovation-driven landscape. By contrast, Singapore scored first in the global assessment. At last week's event, May Tan, a director at Singapore's National Arts Council, explained how Singapore intentionally integrates creativity into education from early childhood, noting that sustained creative education significantly improves students' adaptability and lifelong engagement.
Zawya
24-05-2025
- Entertainment
- Zawya
Breaking Boundaries with the AFTEC Jockey Club Creative Futures Project
Leading Educational Experts Convene at Knowledge Exchange Festival 2025 Navigating Collective Creative Futures through Arts Education HONG KONG SAR - Media OutReach Newswire - 24 May 2025 - To foster greater understanding and facilitate dialogue on creative teaching and learning among stakeholders in education and the arts, AFTEC, with funding from The Hong Kong Jockey Club Charities Trust, presents the Knowledge Exchange Festival on 23 – 24 May 2025 at the Hong Kong Maritime Museum. This two-day festival, themed Navigating Collective Creative Futures, is a flagship annual festival of the AFTEC Jockey Club Creative Futures Project. It has attracted over 500 representatives from educational and arts communities to explore the pivotal role of creativity and creative thinking in talent development and industry innovation. The Festival features distinguished guest speakers from overseas and Hong Kong, including Professor Anne Bamford OBE, Director of the International Research Agency and globally celebrated arts education researcher; Ms May Tan, Director (Education & Development), National Arts Council, Singapore; and Mr Irgel Enkhsaikhan and Mr Louis Schulz from Assemble Studio, the renowned London-based architecture and design collective and winner of the 2015 Turner Prize. These experts shared insights from the UK and Singapore, exploring how creative thinking shapes career development in the arts and beyond, and fuels cross-sector collaboration and innovation. Two key panel discussions delved into pertinent topics. The first discussion, Beyond Teaching: Artists' Creative Index, assessed the current professional landscape and future career pathways for arts educators in Hong Kong. The second panel, Nurturing Creative Talent: Creative Industries+, will provide insights into how different creative industries and medical sector utilise creative thinking to nurture talent and drive industry growth. Additionally, two interactive sessions will be held. Participants engaged in a children's book illustration workshop, Into the Uncut Grass: The Role of Illustrations in Children's Books, facilitated by illustrators, educators, and publishers. Another session, Fascinating!, a playful hat-making workshop led by Assemble Studio, offered attendees hands-on experiences in cross-sector creative practices. Remarkable Project Impact, Pioneering Educational Frontiers Ms Lynn Yau, Chief Executive Officer of AFTEC and Project Director of the AFTEC Jockey Club Creative Futures Project, said, "The value of the arts is often diminished by the pursuit of standardised answers. AFTEC is dedicated to promoting asset-based learning to eliminate the fear of being wrong. When teachers overly emphasise rigid curriculum frameworks and suppress creativity, students become reluctant to voice their thoughts, trapping classrooms in a cycle that focuses on deficits rather than potential. The key to transformation lies in education shifting from 'compensating for weaknesses' to 'developing strengths.' We do not need to hide weaknesses — instead, we empower everyone to leverage their unique qualities." Building on the success of an earlier pilot initiative, the AFTEC Jockey Club Creative Futures Project is a multi-level creative learning programme designed to build a robust community of arts educators. Participants employ interdisciplinary practical teaching strategies based on the 5Cs—Creativity, Critical Thinking, Communication, Collaboration, and Contribution—to co-design curriculum content. Through interactive, arts-based cross-disciplinary learning methods, creative practitioners collaborate with teachers to bridge traditional and creative classroom teaching, enhancing students' creativity and learning autonomy. On the second day of the Festival, the Project will announce the 12 schools selected as Creative Schools, which will implement arts-based interdisciplinary creative learning from 2025 to 2028. Sports and Culture is one of the priority funding areas for the Club's Charities Trust. Ms Winnie Yip, Head of Charities (Culture, Sports and Community Engagement), The Hong Kong Jockey Club, highlighted in her opening speech that, "AFTEC truly prioritises students' needs. The innovative launch of the AFTEC Jockey Club Creative Futures Project brings fresh energy to Hong Kong's traditional education model." For further information about the AFTEC Jockey Club Creative Futures Project, please visit Fostering Cross-border Exchange, Accelerating Creative Arts Education To enhance cross-border collaboration in arts education, two other special sessions were held during the same week. The Hong Kong-Mainland Creative Learning Cultural Exchange 2025 brought together 34 distinguished educational professionals and arts educators from various provinces and cities in the Mainland alongside Hong Kong school representatives from the AFTEC Jockey Club Creative Futures Project. Under the theme "Integrating Arts and Education," participants engaged in meaningful discussions, sharing experiences and exploring the transformative power of arts education. Another session, Capturing Asian Conceptions of Creative Thinking, chaired by Professor Anne Bamford OBE, aimed to investigate how creative thinking is defined, prioritised, and nurtured in various Asian cities, highlighting cultural similarities and differences. Hong Kong served as the starting point for this research initiative, which will subsequently expand to other Asian cities. The session was attended by experts from the AFTEC Jockey Club Creative Futures bringing together stakeholders from the business sectors, creative industries, cultural and educational institutions, arts and creative practitioners, as well as stakeholders from medicine, social innovation, and entrepreneurship, the project seeks to comprehensively examine diverse interpretations and practices of creative thinking across cultures. Research findings will be shared with UNESCO and the OECD. Hashtag: #AFTEC The issuer is solely responsible for the content of this announcement. About AFTEC Advancing creative learning and arts education in Hong Kong Creativity allows us to recognise potential within ourselves and the world around us. It promotes problem-solving, nurtures relationships, cultivates resilience, and can transform lives in countless ways. At AFTEC, we work with students, educators, and creative practitioners to plant the seeds of creativity in our community. As a proudly homegrown Hong Kong organisation, we nurture the city's greatest natural resource — its people. Through co-designed, collaborative, and inclusive bilingual education programmes, we create supportive environments where young minds are free to explore, express, and flourish. We spark imagination, build confidence, and foster a sense of growth and belonging together. The Absolutely Fabulous Theatre Connection
