Skip to main content
SpringerLink
Log in

Work

  • Chapter
  • First Online:
Communicating Creativity

Part of the book series: Communicating in Professions and Organizations ((PSPOD))

  • 298 Accesses

Abstract

This chapter of Communicating Creativity: The Discursive Facilitation of Creative Activity in Arts examines how the discourse of work constitutes what the tutors perceive as successful creative behaviour in the university art and design studio. The chapter argues that the discourse of work is the result of emergent twentieth-century social and economic structures, and suggests that it has superseded the previously dominant Western discourse of creativity as involving individual creative genius and an emphasis on traditional artistic skill.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    This chapter is based on Hocking, D. (2011), ‘The discursive construction of creativity as work in a tertiary art and design environment’. Journal of Applied Linguistics and Professional Practice, 7(2): 235–255. © Equinox Publishing Ltd 2011.

  2. 2.

    Systemic functional linguistics views different verbs as representing different types of processes. The tendency of an individual or a group to use certain verb processes over others in a particular communicative context can often provide an analyst with information about how that individual or group construes the reality of that context.

  3. 3.

    This presupposition also provides insights into the tutors’ conceptualisation of the students’ motivation, and their own role as ‘student motivators’, which will be discussed further in Chap. 5.

References

  • Baker, P. (2006). Using corpora in discourse analysis. London, UK: Continuum.

    Google Scholar 

  • Banaji, S., & Burn, A. (2007). Creativity through a rhetorical lens: Implications for schooling, literacy and media education. Literacy, 41(2), 62–70.

    Article  Google Scholar 

  • Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Copland, F., & Creese, A. (Eds.). (2015). Linguistic ethnography: Collecting, analysing and presenting data. London, UK: Sage.

    Google Scholar 

  • Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rd ed.). London, UK: Arnold.

    Google Scholar 

  • Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice (3rd ed.). London, UK: Routledge.

    Google Scholar 

  • Jeanes, E. L. (2006). ‘Resisting creativity, creating the new’: A Deleuzian perspective on creativity. Creativity and Innovation Management, 15(2), 127–134.

    Article  Google Scholar 

  • Kant, I. (1790). The critique of judgement. (J. C. Meredith, Trans.). Oxford, UK: Clarendon Press.

    Google Scholar 

  • Linell, P. (1998). Approaching dialogue: Talk, interaction and contexts in dialogical perspectives. Philadelphia, PA: John Benjamins.

    Book  Google Scholar 

  • Macherey, P. (1966). A theory of literary production. London, UK: Routledge and Kegan Paul.

    Google Scholar 

  • Molesworth, H. (2003). Work ethic. In H. Molesworth (Ed.), Work ethic (pp. 25–51). University Park, PA: Pennsylvania State University Press.

    Google Scholar 

  • Pope, R. (2005). Creativity: Theory, history, practice. New York, NY: Routledge.

    Google Scholar 

  • Rampton, B. (2007). Neo-Hymesian linguistic ethnography in the United Kingdom. Journal of Sociolinguistics, 11(5), 584–607.

    Article  Google Scholar 

  • Reisigl, M., & Wodak, R. (2009). The discourse-historical approach. In R. Wodak & M. Meyer (Eds.), Methods for critical discourse analysis (2nd ed., pp. 87–121). London, UK: Sage.

    Google Scholar 

  • Rosenberg, H. (1983). Art on the edge. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Scott, M., & Tribble, C. (2006). Textual patterns: Key words and corpus analysis in language education. Amsterdam, Netherlands: John Benjamins.

    Book  Google Scholar 

  • Steinberg, L. (1972). Other criteria: Confrontations with twentieth-century art. Oxford, UK: Oxford University Press.

    Google Scholar 

  • Wodak, R. (2001). The discourse-historical approach. In R. Wodak & M. Meyer (Eds.), Methods of critical discourse analysis (pp. 63–94). London, UK: Sage.

    Chapter  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. AUT University, Auckland, New Zealand

    Darryl Hocking

Authors
  1. Darryl Hocking
    View author publications

    You can also search for this author in PubMed Google Scholar

Copyright information

© 2018 The Author(s)

About this chapter

Cite this chapter

Hocking, D. (2018). Work. In: Communicating Creativity. Communicating in Professions and Organizations. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-55804-6_3

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-55804-6_3

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-55803-9

  • Online ISBN: 978-1-137-55804-6

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation