Social Psychology Quarterly

Scholars in sociology and social psychology typically represent creativity as an imaginative and deliberate mental activity. Such a perspective has led to a view of creativity as disconnected from the body and the senses as well as from nonanalytic cognition. In this article, we demonstrate that creativity is more grounded in bodily and sensory experience and more reliant on a combination of cognitive processes than has been typically recognized. We use literature on social cognition and embodiment to build our arguments, specifically, the embodied simulation perspective and tripartite process models. We draw from data on elite chefs to show how actors rely on embodied simulations, continually switch between heuristic and analytical thinking, and monitor and control their cognitive processing during the creative process. We outline the implications of this study for the understanding of creativity and extant models of cognition and action more generally.

Because of economically induced changes in record label contracts, recording artists are now required to cowrite their songs. Despite this obligation, many recording artists are unskilled as writers. For their professional songwriter teammates, using face-work to save the recording artist from the embarrassment of being an unskilled songwriter can be at odds with status maintenance in the larger social community if the collaboration results in a bad song. Interviews with 39 country songwriters revealed two key strategies for orienting the songwriting process toward writing a song that will allow for status maintenance among peers while still attending to group cohesion. Of the two strategies for achieving this goal, most common was a process of commercially oriented “bespoke facilitation” to match songs’ lyrical content to artists’ personal branding goals. In a second strategy, referred to as a “manipulation dance,” songwriters prewrite songs or portions of songs to guide the creative process toward content that will contribute to their status among industry peers. Both strategies rely on songwriters using face-work to be perceived as a “good hang” to keep the recording artist happy while still ensuring that the song is well crafted and will help to build and maintain their status. This study contributes to understanding how an individual working in a collaborative group might orient efforts toward maintaining status in a wider community while attending to group cohesion when the group has mismatched goals, skills, or tastes.

The sociological literature on creativity would suggest that collaboration between newcomers and more experienced members of an art world results in the fruitful combination of novelty and usefulness, though not without some conflict. Drawing on fieldwork and interviews with workers from the popular recording industry (rock/pop) in New York City, this article extends the literature on creativity as collective action by showing how three types of intergenerational tensions (aesthetic, technological, and career) are embedded in the ways newcomers and experienced workers see themselves and each other as agents of change and stasis. I propose a new variable—leveraging age—a mechanism intergenerational collaborators use to resolve or override these tensions to ultimately maximize creativity in group contexts. Leveraging age, as a form of knowledge extraction, occurs in creative bureaucratic organizations and describes how newcomers and experienced workers dualistically draw on each other’s respective strengths (novelty and tradition). I primarily examine the bottom-up part of this process—how experienced workers draw on the insights of newcomers—by analyzing five leveraging-youth practices, which vary by level of formality and intentionality, but mostly limit the interactional challenges between the two groups.

In this article, I study role enactment and status relationships in university design studio classrooms. I analyze conversations that take place during discussions of student creative work, and I interpret them in the context of previous studies of learning, classroom discourse, and creativity. I found that professors and students jointly establish and maintain a complex and hybrid participation structure in which they enact dialogic status: they simultaneously perform both an authority relationship and a peer relationship. I analyzed the interactional mechanisms that dialogically perform these two status relationships, drawing on prior studies of role and status in conversation. I show that the dialogic blend of authority and peer relationships continuously and frequently varies throughout reviews of student work. Drawing on past studies of creativity in education, I argue that the joint enactment of dialogic status is an effective pedagogy for teaching and learning for creativity.

Who gets to define what counts as art when a genre is in flux? In the present analysis, I find that legitimated artists may also be able to act as intermediaries, such as critics and gatekeepers. In doing so, these artists-as-intermediaries, under certain conditions, can shift the meaning of the genre as it transitions. Using the current transition of drag performance from scene-based to industry-based genre as a case, I present a multistage qualitative analysis of televised and digital drag performance. I report three key findings from this analysis: (1) some legitimated artists can become intermediaries when their genre is in transition, (2) these legitimated artists-as-intermediaries can influence genre expectations, and (3) legitimated artists-as-intermediaries’ influence on genre expectations can, in turn, influence the creative expression of other artists. Each of the three findings, however, has the effect of limiting creativity of the artist-as-intermediary and future artists within the industry-based genre.

This article reviews conceptualizations from three academic areas: the sociology of art, the psychology of creativity, and research on the cultural and creative industries. These are compared with findings from a critical discursive study with UK practitioners. The meanings and associations these maker artists attach to creativity are discussed as a practitioner concept. For the practitioners, the association of creativity with art carries a promise of transcendence and escape from ordinary life but also a potential challenge to their own entitlement and claims to a creative status. These findings demonstrate that the academic areas utilize different and conflicting conceptualizations and, second, that the practitioner concept is not consistent with any one of these. In conclusion, the contemporary celebration of creativity is based on different meanings and unacknowledged conflicts. Future social psychological research on creativity requires a more critical approach to the concept.