I. INTRODUCTION AND AIMS
Since more than twenty years, researchers on creativity have defined it as the ability to produce new and adapted ideas (Lubart, Mouchiroud, Tordjman & Zenasni, 2015; Runco & Jaeger, 2012). But recently, Corazza (2016) proposed to add the term “potential” in the definition: “creativity requires potential originality and effectiveness” (p.262) indicating that it is a dynamic concept. A production can be not creative at time
but be creative after. The “dynamic perspectives on creativity” offers a new way to study creativity (Beghetto & Corazza, 2019). The
consequences of this new definition is to rethink all the concepts in the creativity field, as the creative process. What isa dynamic creative process? Based on a literature review of dynamic processes outside and inside the creativity research field, Botella and Lubart (2019) defined the dynamics of the creative process “by its components itself, their organization, their combination, the successive interactions it maintains with the environment, the unfolding nature of a phenomenon over time and its cyclical nature.” (p. 272). But researchers on creativity have still to face two difficulties: (a) how to observe it; and (b) how these observations could help pupils during their process? The aim of the present paper is to propose a tool to observe the dynamic creative process in pupils’ class and to discuss the impact of such tool on learners. For that purpose; we will take an example with pupils realizing a project consisting of invention of character from space with modeling clay.