what is a emergent creative process?

Creativity and emergence are fundamental to the teaching at the bodyLITERATE. Creativity is the practice of exploring interests through expression and emergence is the outcome of a process over time. An emergent creative process is a powerful tool for students to develop themselves, find engagement and learn technical skills in any type of expressive modality. The bodyLITERATE supports student learning by helping them engage and design an emergent creative process so that they can both track and learn from their interests over time. Students learn to utilize process objectively so that they can become adaptive and flexible in their work. Students learn to identify their interests and patterns and to build on success and delineate information to advance in their creative field. The principles of a creative process are as follows: interests, bridging interests, create to learn/learn to create, and emergence.

Creative emergent practice
Connect body to creative process—use as a gauge to understand connection. Mapping their own interests and learning to curate their inspirations from the outside environment (internet, experts, books, movies etc.). Develop confidence to create and track and learn technique from their own experience.

The major achievements of a creative emergent practice are that it teaches young people to both track and curate the vast amounts of information created and gathered during a creative process. In this way, students learn an adaptive process of tackling any interest within every field. The body and the environment, are brought together to learn technique and create from the inside out.

emergent creative feedback loop


Elements of a emergent creative practice

Awareness through movement practice, including the Alexander Technique or another embodied practice that is helpful to the student.

Identifying one’s unique interests. This is done through imagery (still or moving), sonic and kinesthetic experience, students gather the inspirations that move them.

Once interests are gathered, one is guided through a process of breaking down a system into its unique elements. Elements are both technical and abstract—no hierarchy favored. Students then map the composing elements of their interests, identify patterns and understand how elements are connected (ie. bridging).

Create to learn / learn to create
Utilizing their unique map—students jumps right into creating. The map acts as their outline as they track their creation, the process, the structure of these intricate connections. The process restarts back to embodiment and awareness— and the student identifies what has changed, what has been learned, do they have more information to get closer to their core?



the process:


principles of the process: