一般來說，人們總認為「創意」一定要從「新」的東西產生，但是在這篇文章中，將藉由發掘「舊」方法來破除這個在許多人想要進行創意教學時所具有的偏見。筆者從自身在亞利桑那大學所選修的研究所課程「Theoretical andHistorical Foundations of Art and Visual Culture Education」中，選擇了其中兩位同學所發想的活動來介紹一個重新詮釋舊教學理論的創意過程。第一個同學的活動是有關19 世紀晚期Walter Smith’s 的工業繪圖法。課堂活動雖然是照著Smith 的教學法進行，但是透過提供較多樣的媒材選擇以及不同的教室氛圍，就使得參與同學的視覺作品產生了較為多元的呈現。第二個同學的活動則是擷取Anna Billing Gallup 和Louise Connolly 兩位進步主義教育學者的兩個概念：「整個城市就是一個社會的實驗室」，以及「打造孩童博物館」而設計。這位設計者希望能夠藉由日常生活的物件如河中的石頭，協助學生發展、創造自己對事物的看法，並明白任何生活的物件都有可能成就一個博物館。文中將會揭示三個新的觀點：第一，創意教學可以從舊的方法發掘；第二，思考如何調整其他教學法為現在所用的過程也是變得有創意的過程；第三，一個改變會產生許多的可能性。如果藝術教育者們願意開發歷史方法中可以使用的素材，他們會發現「老狗也變得出新把戲」，並且在「重新詮釋」的冒險中，開發另一個不同的創意天地。

Typically people believe that creativity must be generated from something new. However, in this paper, I will argue that an art teacher who wants to teach creatively in his/her class can do so by discovering something ‘old.’ I have selected two art activities that were used to introduce the creative process of interpreting historical documents of art educational history in a graduate course, ‘Theoretical and Historical Foundations of Art and Visual Culture Education’ at the University of Arizona. The first activity presented the late 19th century industrial drawing methods of Walter Smith. The class was modeled upon Smith’s teaching methods, but offered a wider expression of media options resulting in a dynamic classroom atmosphere, which generated a wide range of visual responses from class members. The second activity captures the concepts of ‘the city as a social laboratory’ and ‘making a child’s museum’ from the progressive educators Anna Billing Gallup and Louise Connolly. The activity designer selected an everyday object, river stones, to facilitate students’ abilities to generate and construct meaning. He wanted to demonstrate that ordinary objects could be used to build a museum in the classroom. By analyzing these activities, three new perspectives will be seen from the research. First, creative pedagogy can be developed from old methods; second, thinking about how to adapt other’s methods is part of the creative process; and third, one change can lead to many possibilities. My objective is to offer a new view for art educators seeking to implement new methods for creative teaching. In discovering the adventure of ‘renewing’ their knowledge, art educators come to explore other creative worlds.