Abstract

The purpose of this essay is to investigate the value of the creative process in itself. I want to study the creative process, with emphasis on the process instead of the result, in order to clarify and create awareness of how it can be understood as valuable. As a starting point I have chosen two self-perceived situations, in which preschool children aged two and a half are painting. One question is how and if, considering the background of my painting situations, it is possible to assess that the creative process is valuable and that it is possible to argue its case. Another question is why the creative process is valuable in itself. The background is, based on my observations, that the children in the painting sessions show concentration despite a noisy environment. Many of them sit and paint for a long time. It seems to me that this is an activity that is good for them, but the question is why. They also paint in different ways and do not seem to try to do the same picture as the person next to them. With the help of modern literature about aesthetic learning processes and flow, as well as older literature by Friedrich von Schiller (1995) on the subject, my aim is to investigate and discuss these questions. Reflecting on the children’s painting activities and the theoretical material, I have acquired a deeper understanding on the subject and knowledge of the importance of creative activities.