This article uses data generated through qualitative methods and discourse analysis to explore how ‘creative learning’ is articulated in the current educational context in Wales. The research focused on the Arts and Well-Being in Education professional learning programme for primary and secondary schools, delivered by Arts Champions through one of the Regional Arts and Education Networks. The Networks were created to support the Welsh Government and Arts Council of Wales’ Creative learning through the arts action plan. The analysis applies a post-structural framework, influenced by the work of Foucault, to examine the circulating discourses around the ‘benefits’ and ‘value’ of creative learning and the arts. The discussion reveals the underlying structures and ideological project that (in)form the policy context and the resultant practice. The findings show how the Welsh Government’s rhetoric describes a broadly democratic, economic value of the arts, while the Network D case study emphasises the benefit of the arts as a ‘social good’. Within this context, the Arts and Well-Being in Education professional learning programme functions as a local revolution, extending, enhancing and personalising the ‘social good’ so that the benefits centre on well-being through mindful approaches to creativity, the value of which is decided by the individual.

中文翻译：

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通过艺术进行创造性学习的力量：经济需要还是社会需要？

本文使用通过定性方法和话语分析生成的数据来探索在威尔士当前的教育环境中如何表达“创造性学习”。该研究的重点是由“艺术冠军”通过地区艺术和教育网络之一提供的针对中小学的“艺术与健康教育”专业学习计划。建立网络是为了通过艺术行动计划支持威尔士政府和威尔士艺术委员会的创造性学习。该分析采用了受福柯工作影响的后结构框架，以检验围绕创造性学习和艺术的“利益”和“价值”的流言。讨论揭示了构成政策环境和由此产生的实践的潜在结构和意识形态项目。调查结果表明，威尔士政府的言论是如何描述艺术的广泛民主，经济价值的，而Network D案例研究则强调了艺术作为“社会商品”的益处。在这种背景下，“艺术与幸福教育”专业学习计划是一场本地革命，它扩展，增强和个性化了“社会福利”，从而使收益集中于通过认真思考创造力而获得的福祉，其价值由个人决定。