Kreativitet i folkeskolen

Sebastian Sylvester Rosenberg, Camilla Holm Sørensen, Sofia Tolstrup Mogensen, Melanie Juul Asmussen & Malina Thordahl Fredmark

Studenteropgave: Semesterprojekt


In this paper, we will discuss the concept of creativity, and how it is implemented in Danish public schools. Furthermore, the historical and social foundation and present reasoning behind these conceptions of creativity will be elaborated on. The main focus of this paper is to discuss if it is possible to include creativity in education, as the reformation of the Danish public school of 2014 requires. Our research will be performed through participant observations and interviews. In our account we learned that creativity and innovation are often used synonymously. Therefore, we separated the two terms and noticed that creativity is a more individual concept than innovation. This is due to the transition from welfare- to competition state, where creativity has become an economical version of itself to create economic growth through the school system. We used two theories, when we observed the classroom, to show the institutional settings that students are surrounded by. We used the theory of the Hidden Curriculum by Philip W. Jackson to examine the unofficial learning in our observation, as well as in the institution of public schools more generally. This showed us how that the students are taught to adapt to institutional expectations. We also used a theory of Eva Gulløv, which revolves around institutional logics. The theory is also useful in a discussion of whether creativity can be achieved simultaneously with the maintenance of the school’s institutional order through institutional logics or not. The creative process could possibly be impaired by the institutional order, if these orders in the school are too strict. Through use of the two theories we discussed how creativity could occur in the public school. Based on two theories of Lene Tanggaard’s Kreativitet skal læres and Lars Hammershøj’s Kreativitet - et spørgsmål om dannelse, this study will assess whether humans can learn creativity, or if it is a question of formation. In conclusion, it may be argued that the progress in society has changed the conception of creativity and is no longer seen as an innate skill, but is seen as a competence, which can be taught and therefore implemented in the educational system.

UddannelserBasis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis
Udgivelsesdato22 maj 2016
VejledereLasse Horne Kjældgaard


  • skolereform
  • den skjulte læreplan
  • kreativitet
  • folkeskole
  • institutionslogikker
  • creativity