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Jarvis, Christine; Williamson, Sarah (2013)
Publisher: Manchester University Press
Languages: English
Types: Part of book or chapter of book
Subjects: L1
Genesis\ud Johnson (2010, p.26) argues that most ideas ‘do not happen in a flash’ but rather form as a result of the ‘adjacent possible’, a term coined to describe the notion that ideas are only ‘built out of a collection of existing parts’ at a certain time. The Pop-Up Art Schools (PUAS) at the University of Huddersfield, the focus of this chapter, resulted from an eclectic collection of temporary and alternative cultural, social and retail events at a particular time. Pop-up shops began opening in unexpected places; pop-up restaurants and bars offered new experiences in unusual locations and art galleries inhabited disused shops. These pop-ups seemed fresh and exciting, and were portrayed by the media as creative ‘go now or miss it’ opportunities. There seemed to be a zeitgeist, something ‘in the air’. There was clearly an attraction to the fleeting and ephemeral, combined with a desire to experience something unusual and memorable. Many of the pop-ups seemed to offer the chance to form an instant community through shared ‘real-life’ experiences and connection with others. They seemed to provide an antidote to the impersonal, the corporate and the slick. They seemed to have more soul.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Stokes, P. (2006) Creativity from constraints: the Psychology of Breakthrough, New York: Springer Publishing Company.
    • Tett, L., Anderson, K., Colvin, S., McNiell, F., Overy, K., & Sparks, R. (2011) 'Literacy, Education Policies, Arts and Prisons', in A. Houghton (ed.) Creating and Sustaining International Connections: Proceedings of the 41st Annual SCUTREA Conference, University of Lancaster, Lancaster, UK, 5-7 July.
    • Williamson, B. (1998) Lifeworlds and Learning, Leicester: NIACE.
    • Wix, L. and John-Steiner, V. (2008) 'Peer inquiry: Discovering what you know through dialogue', Thinking Skills and Creativity, vol 3, pp. 217-225.
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