It’s always interesting to hear how others think about the design process from the outside. Eli Woolery and Aaron Walter interview creativity researcher and author Keith Sawyer to learn about what he’s found to be true after interviewing hundreds of art and design professors and students over a decade for his new book:

The creativity doesn’t come at the beginning. You don’t start by having a brilliant insight. You just dive into the process. And then as you’re engaging in the process, the ideas emerge.

Sawyer emphasizes that art and design schools are not just teaching students how to create, but how to “see.” He found that many professors believe students already possess creativity, but the role of art and design school is to help them realize and develop that potential by teaching them to observe, critique, and reflect more deeply on their own work.

When I interviewed these artists and designers, I would say, how are you teaching students how to create? And everyone was quite uncomfortable with that question. A lot of them would say, we’re not teaching students how to create. Or they’ll say something like, the students are already creative. We’re teaching them how to realize the potential they have as creatives.

Sawyer notes that the hardest thing for students to learn is how to see their own work—that is, to understand what they have actually made rather than sticking rigidly to their original idea.

When we talk about learning to see, you’re talking about learning to see yourself. The hardest thing to teach a student is how to see their own work, to see something that they’ve just generated. Because these studio classes, students have opportunities to share their work in interim stages along the way. You don’t go off and work for two weeks or four weeks and then bring back in the finished product. You bring in your interim and you get a lot of feedback and comments on it.

And what the professors tell me is these 18, 19, and 20-year-olds, they don’t realize what they put on the canvas. Or if they’re a graphic designer, they don’t realize what it is that they’ve generated. A lot of times, they’ll think they’ve done a certain thing. So they have this kind of linear approach—model of the creative process where I’m going to have an idea and I’m going to execute it so they’ll start with their idea and they’ll execute it. They’ll think that what they put on the canvas is their original idea, but in a lot of cases, it’s not. They can’t see what they’ve done themselves, so that’s kind of powerful how do you teach someone that what you put on the canvas isn’t what you say you’re doing.

You can’t just tell them, “Hey, you’re wrong. Let me tell you what you’ve done.” You have to lead someone through that. You have to walk them through it.

One way you do it is you put students in the classroom together and then have them comment on other students’ work so they will be on the other side. And they’ll see another student. talking about what they’ve done and not really describing what’s really on the canvas.

So I think that’s the hardest thing about learning to see is learning to see yourself, learning to see your own work.

I think that’s the power of art and design school, this studio learning environment. I’m biased, of course, because that’s how I learned. Those who are self-taught or have gone through bootcamps miss out on a lot of this experience. The other thing the design school environment teaches is how to give and take critiques. It’s about the work, not you.