I am a practising jewellery designer and artist who lectures at a university of technology in South Africa. The aim of this study was to deepen my understanding of my own creative design process so that I can better facilitate my students’ creative development. I used the little-c (everyday creativity) definition of creativity as a framework for analysing work that I exhibited in a self-study research exhibition. By analysing the space in which I worked and the objects I produced, I looked to see how aspects of self manifested within the process of producing creative artefacts. This was a qualitative study in a transformative paradigm, using autoethnography as methodology. The analysis was done by conducting an autoethnographic interview with myself, and then analysing the responses. To ensure trustworthiness, I show several images of my creative work in situ. I also use a convention of nested text boxes to show the relationship between my reflections and meta-reflections. The study produced several key realisations that could leverage pedagogical implications: the creative process is not linear, serendipity can be harnessed, play should be encouraged, and personal experience can be incorporated in the creative design process. Autoethnographic research into my own creative design process made visible the richness of personal histories and local contexts as resources for learning and teaching about creativity and, more broadly, as resources for social change.

中文翻译：

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在创意设计过程中检验自我的方面：对教学的启示

我是一位执业的珠宝设计师和艺术家，他在南非的一所科技大学演讲。这项研究的目的是加深我对自己的创意设计过程的理解，以便我可以更好地促进学生的创意发展。我将创造力的little-c（每天创造力）定义用作分析我在自学研究展览中展出的作品的框架。通过分析我工作的空间和生产的物品，我看了看自我的各个方面如何在产生创造力的人工制品的过程中体现出来。这是对变革范式的定性研究，使用人种志作为方法。通过与我本人进行人种志访谈，然后分析回答来完成分析。为了确保信誉，我现场展示了我的创意作品的几幅图像。我还使用嵌套文本框的约定来显示反射和元反射之间的关系。这项研究产生了一些可以实现教学意义的关键认识：创造过程不是线性的，可以利用偶然性，应该鼓励玩耍，可以将个人经验纳入创造设计过程。对我自己的创意设计过程进行的人种志研究表明，个人历史和当地背景的丰富性可以作为学习和教导创意的资源，更广泛地作为社会变革的资源。这项研究产生了一些可以实现教学意义的关键认识：创造过程不是线性的，可以利用偶然性，应该鼓励玩耍，可以将个人经验纳入创造设计过程。对我自己的创意设计过程进行的人种志研究表明，个人历史和当地背景的丰富性可以作为学习和教导创意的资源，更广泛地作为社会变革的资源。这项研究产生了一些可以实现教学意义的关键认识：创造过程不是线性的，可以利用偶然性，应该鼓励玩耍，可以将个人经验纳入创造设计过程。对我自己的创意设计过程进行的人种志研究表明，个人历史和当地背景的丰富性可以作为学习和教导创意的资源，更广泛地作为社会变革的资源。