Creative processes differ for each individual, involving multiple trials and errors
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Creativity is like a spark that ignites a universe of ideas. The deeper you dive into a creative field, the more you realise that the possibilities here are as vast and endless as the ocean. Each individual has such unique experiences that mould the way they perceive the world, infusing their creative work with this distinctiveness.
That’s what makes creative subjects so diverse, and yet so specific in terms of perspective. No single person can fully grasp the countless viewpoints that vary from one individual to another. This individuality creates a vivid, almost magical world of endless ideas. Yet, from a technical and academic perspective, this raises a critical question. How do you fairly grade or evaluate work in such subjective fields when everyone’s taste is as different as their Netflix watchlist?
No norms
In technical subjects, grading is simple: answers are right or wrong, and grades reflect that simplicity. But what happens when the subject isn’t quite so black-and-white? In arts, design, and architecture, where opinions vary and creativity rules, grading is a fuzzy business. There is no norm, no set rubric— only the professor’s perception of your work.
Imagine this: a mark on your report card can make or break your career. Your work could be dismissed with no more than a shrug and a “not good enough.” No reason, no appeal; just the teacher’s decision. A teacher may favour a pet student, punish an intractable one, or let personal preferences dictate outcomes.
This is the reality of institutions that teach subjective courses. They have no clearly defined, defendable standards. You might think this matter is petty. In a world full of problems, who cares about a couple of Bs or Cs? Students will survive and get over it! That’s not true. We are a numbers-based society. These grades — prove one’s worth and work ethic. A bad grade doesn’t just hurt; it can change a life.
Creative process
So the question is, in institutions where subjectivity reigns, who keeps instructors in line? A student — eager to learn and build a future — can be bruised by an unfair grade. Can we demand accountability? Is there a solution that ensures fairness, clarity, and support for students while still valuing the unique nature of creativity?
Each student goes through multiple chains of thought to arrive at the final result. Creative processes differ for each individual, involving multiple trials and errors. In many ways, this journey is full of unexpected twists, emotional highs and lows, dramatic breakthroughs. So, it’s time that the rules were tailored to fit the creative mind, not restrict it. A system that can’t recognise the journey behind the work needs a rewrite. The journey and the destination should be given equal priority, if not more. There should be clarity and transparency in terms of how the marks are distributed. The process of conceptualisation and ideation should get significant weightage, as it reflects originality of thought. This will also discourage plagiarism and push students to denounce the known and think outside the box.
Important evaluations should have a panel of jurors with at least two being external. Alumni could also be a part of the panel to expand and diversify the points of view. They bring in the unique advantage of having walked both sides of the corridor: as students and now as professionals. Their insight can bridge the gap between academic expectations and real-world relevance. A range of viewpoints can provide constructive feedback with no pre-conceived bias about the student.
In my opinion, the ideal solution would be to have third-party organisations for each type of institution. This body should be a reliable and neutral platform that focuses on improving the educational experience and provide a safe space for students to voice concerns and seek justice. The conversation about improving the system for creative subjects has only just begun. It’s time to rethink the rules and the way we approach education in these fields.
(Views are personal)
The writer is a final-year B.Arch. Student at the University of Mysore, Karnataka
Published – June 29, 2025 05:52 pm IST
