Abstract The processes and pedagogies for promoting creativity and creative thinking are often described as problem-based and inquiry learning. ‘Generic’ design processes such as ‘design thinking’ are also proposed as being somehow common to creative process. However, most of these models arose from graphic design and visual arts traditions, so do these models actually take account of the specific strengths and opportunities for cultivating creativity through drama? What does it mean to engage in a creative process as a dramatist or a dramatic pedagogue? How does a consideration of dramatic form and process shape experience and impact on the visioning and imagining processes? This paper investigates the concerns and considerations of the creative thinking/doing process in drama with reference to examples of relevance from the situating of our conference in the nation’s capital and on a year of great significance for our First Nations people.

中文翻译：

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戏剧性思考：确定并拥有我们的创作过程

摘要促进创造力和创造性思维的过程和方法通常被称为基于问题的学习和探究性学习。还提出了诸如“设计思维”之类的“通用”设计过程，这在创意过程中是很常见的。但是，这些模型大部分源自平面设计和视觉艺术传统，那么这些模型实际上是否考虑了通过戏剧培养创造力的特定优势和机会？作为戏剧家或戏剧教育家参与创作过程意味着什么？考虑戏剧性的形式和过程会如何影响体验以及对视觉和想象过程的影响？本文以在首都举行的会议的召开以及对我们的原住民具有重要意义的一年为例，对相关的事例进行了调查，探讨了戏剧中创造性思维/行动过程的担忧和考虑。