Can Creativity Be Learned?

Prevailing theories on creativity focus on methodology, or amount of practice. But new studies suggest artistic talent may be more hard-wired than we thought.
Dr. Frankenstein at work in his laboratory (Wikimedia Commons)

At 2 a.m. on June 16, 1816, Mary Wollstonecraft Godwin awoke with a fright.

Mary was 18 years old and spending her summer at the Villa Diodati at Lake Geneva with her stepsister Claire Clairmont and the writers Lord Byron and John William Polidori. Her future husband, Percy Shelley, was staying nearby. They had intended to spend the summer swimming and sunbathing, but a year earlier, Mount Tambora, a massive volcano in Indonesia, had erupted, dispersing nearly 1.5 million metric tons of dust into the atmosphere, blocking the sun, and sharply decreasing temperatures worldwide. It had such devastating effects on global weather patterns that 1816 came to be known as “The Year Without a Summer.”
Although the inclement weather foiled the group’s outdoor plans, the four of them contented themselves with indoor activities and took to reading scary stories, most notably from Fantasmagoriana, a French anthology of German ghost stories.

“It proved a wet, ungenial summer, and incessant rain often confined us for days to the house,” Mary Shelley wrote, in her introduction to the 1831 edition of Frankenstein; Or the Modern Prometheus. “But,” she added, “Some volumes of ghost stories, translated from the German into French, fell into our hands.” On the suggestion of Lord Byron a few days later, the four of them decided to try their hand at writing their own scary stories.

Throughout the summer, while trying to write her tale, Shelley spent many evenings listening to Lord Byron and Percy Shelley discussing the spine-tingling findings of Erasmus Darwin (Charles’ grandfather). The elder Darwin had been experimenting with galvanism, and had shown that with the right use of electrical currents, a frog’s legs could be contracted at will. Rumors spread that electricity, which was widely not understood in 1816 (it wouldn’t be until 1882 that Thomas Edison harnessed electricity to create the first light bulb), could even be used to control and potentially reanimate humans.

With all the ghost stories and discussions of electrical reanimation swirling in her mind, Mary awoke on the 16th of June having had a nightmare, later writing, “I saw—with shut eyes, but acute mental vision—I saw the pale student of unhallowed arts kneeling beside the thing he had put together.”

It was a perfect storm of events: Shelley had lots of time to write due to the bad weather, she had inspiration from Fantasmagoriana and the talk of Erasmus Darwin’s electrical experiments, and she had great writers—Lord Byron and Percy (who she married in 1816)—by her side to bounce ideas off of. Two years later, Shelley published Frankenstein, launching the genre of science fiction. She was 20. As far as how to best access one’s creativity, Shelley appears to be a case study.

Shelley didn’t have much practice writing before that. So the fact that her masterpiece came so early in her life would imply that her skill was not something learned but an attribute she had always possessed. By this example, it would seem that you’re either creative or you’re not.

As Nobel-prize-winning author Doris Lessing noted on creativity when she was 89, “Don't imagine you'll have it forever. Use it while you've got it because it'll go; it's sliding away like water down a plug hole.”

But Paul Cézanne, who didn’t complete his famous “Les Grandes Baigneuses” until age 66, would beg to differ. So too would Raymond Chandler, who didn’t begin writing seriously until 44. Not to mention Toyo Shibata, who had her first poetry collection published (to best-selling results) at the age of 99.

In Old Masters and Young Geniuses, David Galenson, a professor of economics at the University of Chicago, proposed one of the most compelling theories on creativity of the modern age, a theory that explains the age discrepancy in successful creatives. He found that an artist’s success and how old she is when she attains it is a function not of the artist’s skill but of methodology.

There are, according to Galenson, two types of artists. There are “experimental artists,” who create their masterpieces at much older ages. Epitomized by Cézanne, the experimentalists “have ambitious but imprecise aesthetic goals, for they aim to present accurate accounts of the world as they see and experience it.” They “often see their work as unfinished” and thus tend not to create their masterpieces until much older.

Then there are the “conceptual artists.” Pablo Picasso, who launched the Cubism movement with “Les Demoiselles d'Avignon” as a 25-year-old, is the archetype. The purpose of these conceptual artists “can usually be stated precisely in advance of its production.” They tend to make many drafts of a single work—a painting, a novel—in their youth with a singular vision in mind. Because of this specific vision early on, successful conceptual artists are able to execute their chef d’oeuvres when they are so young that the rest of us are usually finishing up school or getting our first jobs.

But another widespread theory of creativity seems to push up against Galenson’s research, claiming that age or method doesn’t matter as much as the amount of time one practices a creative task (e.g. musicianship, writing). Popularly outlined in Malcolm Gladwell’s Outliers, the idea is that the most notable creative individuals practice for at least 10,000 hours before becoming experts. That’s to say, creativity can be learned, but unless you are exclusively practicing your artistic skill full-time, eight hours a day, five days a week, for at least five years, you won’t become a successful artist.

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Cody C. Delistraty is a writer and historian based in Paris. He has worked for the Council on Foreign Relations, UNESCO, and NBC News.

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