Creative Deviation

Assessing Originality in Learner-Centered Learning through Contemporary Art Evaluation Perspectives

Authors

  • Haruna Nakayama Kyoto University of the Arts
  • Kazutoyo Takata Panasonic Holdings Corporation https://orcid.org/0009-0004-8167-9656
  • Daiya Aida Yamaguchi Center for Arts and Media

DOI:

https://doi.org/10.21240/constr/2025/68.X

Keywords:

Assessment, STEAM, Contemporary Art, Creativity, Baking, Cooking, Chemistry, Deviation

Abstract

This study examines “creative deviation” as a new assessment method to promote learners’ interests, engagement, and creativity within STEAM education. Mock lessons centered on food were conducted, during which deviations from standard classroom progression were carefully observed. These behaviors were evaluated using originality criteria from contemporary art. The study hypothesizes that creative deviations can initiate creativity that drives innovation in a diverse society. This research explores the application and potential of creative deviation as an effective tool for assessing and fostering student creativity.

References

Topping, K. J. (2009). Peer Assessment. Theory Into Practice, 48(1), 20–27.

Boud, D. (2013). Enhancing learning through self-assessment. Routledge.

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Additional Files

Published

24-06-2025

Conference Proceedings Volume

Vol. 8 (2025): Building Communities, Bridging Ideas

Section

Poster

License

Copyright (c) 2025 Haruna Nakayama, Kazutoyo Takata, Daiya Aida

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Creative Deviation: Assessing Originality in Learner-Centered Learning through Contemporary Art Evaluation Perspectives. (2025). Constructionism Conference Proceedings, 8, 519-521. https://doi.org/10.21240/constr/2025/68.X