Cremin & Chappell (2019) in an international systematic review of creative pedagogies call for more methodically appropriate studies that address ‘how pedagogies shape and influence creativity’ (p.27). This paper describes a study (Hosack Janes, 2019) that explores why and how 25 UK primary school teachers undertook an arts education project linked to a scheme run by the National Gallery, London, called Take One Picture. Analysis of the data, from teacher-collated log journals, teacher interviews and a questionnaire, revealed that when paintings were used as objects of curiosity teachers employed strategies that were experiential in nature, as characterised by Dewey (1938). There were also strong signs that the experiential pedagogical practice provided high levels of cognitive challenge and creative agency for pupils.

Cremin & Chappell (2019) 在对创造性教学法的国际系统评价中呼吁进行更有条理的研究，以解决“教学法如何塑造和影响创造力”（第 27 页）。本文描述了一项研究（Hosack Janes，2019 年），该研究探讨了 25 名英国小学教师为何以及如何开展与伦敦国家美术馆运营的名为“拍一张照片”的计划相关的艺术教育项目。对来自教师整理的日志日志、教师访谈和问卷调查的数据分析表明，当绘画被用作好奇的对象时，教师采用的策略本质上是经验性的，正如杜威 (1938) 所描述的那样。也有强烈的迹象表明，体验式教学实践为学生提供了高水平的认知挑战和创造力。