73387 - Creativity and Innovation M

Academic Year 2021/2022

  • Teaching Mode: Traditional lectures

Learning outcomes

At the end of the course the student will gain knowledge of the following topics. Learnings from the history of science. Theoretical foundations of creative thinking. Cognitive modelling. The DIMAI model. Strategies and processes for specific thinking stages. Innovation: hurdles and strategies for success. Application to study cases.

Course contents

1) The necessity for creativity and its definition

2) Creativity in the history of art and science.

3) Theoretical foundations of creative thinking. Cognitive modelling.

4) The Da Vinci thinking model. Strategies and processes for specific thinking stages.

5) Application of creative thinking to study cases.


Lecture notes.

Video lecture: https://www.youtube.com/watch?v=bEusrD8g-dM

Corazza G.E. (2016). Potential originality and effectiveness: The dynamic definition of creativity, Creativity Research Journal.

Corazza G.E. (2017). Organic creativity for well-being in the post-information society. Europe's Journal Of Psychology, 13, 599-605.

Corazza, G. E. (2018). The Dynamic Universal Creativity Process. In R. Beghetto, & G. E. Corazza (Eds.), Dynamic Perspectives on Creativity: New Directions for Theory, Research, and Practice in Education. Springer.(forthcoming)

Corazza, G. E. (2018). Life in the Cyber-Physical Society: the Need for Organic Creativity. In I. Lebuda & V.P. Glaveanu (Eds.), The Palgrave Handbook of Social Creativity Research. Palgrave Macmillan (forthcoming)

Agnoli, S., Runco, M. A., Kirsch, C., & Corazza, G. E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment. Thinking Skills and Creativity, 28, 167-176.

Agnoli, S., Franchin, L., Rubaltelli, E., & Corazza, G. E. (2018). The emotionally intelligent use of attention and affective arousal under creative frustration and creative success. Personality and Individual Differences.

Agnoli, S., Zanon, M., Mastria, S., Avenanti, A., & Corazza, G. E. (2018). Enhancing creative cognition with a rapid right-parietal neurofeedback procedure. Neuropsychologia.

Agnoli, S., Vannucci, M., Pelagatti, C. & Corazza, G.E. (2018). Exploring the Link Between Mind Wandering, Mindfulness, and Creativity: A Multidimensional Approach. Creativity Research Journal, 30(1), 41-53.

von Thienen, J., Meinel, C, & Corazza G.E. (2017). A short theory of failure [http://ecdtr.hpi-web.de/report/2017/001/] . Electronic Colloquium on Design Thinking Research, 17, 1-5.

Agnoli S., Corazza G.E., & Runco M. (2016). Estimating Creativity with a Multiple-Measurement Approach Within Scientific and Artistic Domains, Creativity Research Journal, 28(2), 171-176.

Agnoli S., Franchin L., Rubaltelli E., & Corazza G.E. (2015). An Eye-Tracking Analysis of Irrelevance Processing as Moderator of Openness and Creative Performance, Creativity Research Journal, 27, 125-132.

Corazza G.E., Agnoli S., & Martello S. (2014). Counterpoint as a principle of creativity: Extracting divergent modifiers from 'The Art of Fugue' by Johann Sebastian Bach, Musica Docta, 4, 93-105.

Corazza G.E., & Agnoli S. (2015). On the impact of ICT over the creative process in humans, MCCSIS Conference 2015 Proceedings, Las Palmas De Gran Canaria.

Agnoli S., & Corazza G.E. (2015). TRIZ as seen through the DIMAI creative thinking model, Procedia Engineering, 131, 807-815, Paris.

Corazza G.E., & Agnoli S., Eds. (2015). Multidisciplinary Contributions to the Science of Creative Thinking [http://www.springer.com/us/book/9789812876171] . Singapore: Springer.

Corazza G.E., Agnoli S., & Martello S. (2016). A Creativity and Innovation Course for Engineers. In C. Zhou (Ed.), Handbook of Research on Creative Problem-Solving Skill development in Higher Education. Hershey, GA: IGI Global.

Corazza G.E., & Agnoli S. (2015). On the Path Towards the Science of Creative Thinking. In G.E. Corazza and S. Agnoli (Eds.), Multidisciplinary Contributions to the Science of Creative Thinking(pp. 3-19). Singapore: Springer.

Corazza G.E., Agnoli S., & Martello S. (2015). Introducing Irrelevant Information in the Creative Process: the DIMAI model for Fashion Design. In Cultures, Fashion, and Society Notebooks 2015. Pearson - Bruno Mondadori. DOI: 10.17464/9788867741236

Corazza G.E. (2016). La scienza del pensiero creativo come acceleratore per l'innovazione industriale. In Culture del progetto e Industrie Culturali e Creative.

Teaching methods

The course is offered in a blended modality, with the possibility for the students to follow online or in presence. In case the requests for in presence attendance exceed the class capacity, shifts may be organised. The course includes frontal lectures and individual/group hands-on sessions. In terms of security, all students must attend Modules 1 and 2 on Health and Safety procedures [https://www.unibo.it/en/services-and-opportunities/health-and-assistance/health-and-safety/online-course-on-health-and-safety-in-study-and-internship-areas].

Assessment methods

Given that assessment is distributed throughout the course, attendance of at least 70% of classes is mandatory.

Assessment includes ideation exercises adopting the Da Vinci model for creative thinking, as well as online questionnaires.

The exam is completed through the final presentation of the generated ideas to an external jury, with mandatory presence by all students.

Teaching tools

IOL Platform, EoL Platform, MS TEAMS, Zoom, PollEverywhere

Links to further information


Office hours

See the website of Giovanni Emanuele Corazza


Quality education Decent work and economic growth Industry, innovation and infrastructure Partnerships for the goals

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.