本研究以臺灣教育脈絡為始、個人心智乃社會產物的前提下，將個人創 作學習視為教育創新的途徑。研究者以G. Kress的素養論為基礎，運用多模 態溝通觀點，進一步理解，創作者學習者如何描繪實務經驗與意義的轉化。 本研究招募20位藝術創作碩士生，以分組團體（媒體藝術、表演藝術、 視覺藝術）進行創作學習的自我敘說，以相似性原則分別從「前備經驗」、 「時間醞釀」、「團體心智」與「創造連結」四個面向做討論。研究發現， 自我探索特別重要，故能為作品忍受未知的境遇，並善用積極等待的狀態， 在意圖中找到作品中的歧義性、聯想與探索的自由度，意圖則交織在表現 中，在自我分析中轉化為創作材料。建議未來教育能將創作視為培養獨創性 與社會心智的媒介，深度認識自我與世界關係的行動。

Set within the context of Taiwanese education, and based on the premise of individual mentality being a social consequence, this study poses individual creative learning as an approach to educational creativity. Based on Gunther Kress’s theory of literacy, the perspective of multimodality was employed to gain better understanding of how creative learners portray practical experience and recognize meaning in transformation. The study recruited 20 master’s students studying creative arts. They were divided into discussion groups (media arts, performance arts and visual arts), in which they engaged in self-narratives related to creative learning. Then, the similarity principle was used in the paper to identify four dimensions: “preparatory experience,” “the brewing of ideas through time,” “group mentality,” and “creative association”. The research results revealed that self-exploration was particularly important, as was enduring uncertainty in the creative process and making productive use of the positive waiting state. During this phase they were able to find ambiguities in their intent as well as freedom to associate ideas and explore creatively. Their intent is woven into their expression, which is transformed into creative materials during their self-analysis. It is proposed that education in the future should consider the creative act as a medium for cultivating innovation and social mentality, through which one can contemplate at a deeper level and become acquainted with one’s actions arising from one’s relationship with the world.