Press
"Entrepreneurship 101: Not Just for Business School Anymore", The Chronicle for Higher Education, June 20, 2008
"Creative principles, practices, and processes can be taught like anything else can be taught," says Lynn Book, director of the university's Program for Creativity and Innovation. Her course, "Foundations in Creativity and Innovation," a requirement for any student minoring in entrepreneurship and social enterprise, teaches undergraduates to tap into their creative sides through "curiosity and adventure training," she says.
Students study the neuroscience of creativity, experiment with mapping their thoughts, and learn about artistic and scientific creation from sculptors and choreographers, biologists and physicists. Ms. Book engages her students in "transformative practices" like taking a new route to class, writing backward, or upending their morning routine to break out of a cognitive rut. "Creativity is the bridge between entrepreneurship and the liberal arts," says Ms. Book.
http://chronicle.com/weekly/v54/i41/41a00801.htm
“Wake Forest Forum to Focus on Art Entrepreneurship”, Winston-Salem Journal, Mar. 2008
"Wake Forest University will sponsor a two-part forum this week and next on "Cook It UP! Arts Entrepreneurship Summit." Presenters successful in the creative arts will discuss their work and the importance of creativity and innovation. Each session will last about three hours. The summit will begin at 5 p.m. Wednesday at Scales Fine Arts Center with a visit from Maggie Orth and Lou Mallozzi. Orth is the founder and chief executive of International Fashion Machines in Seattle. Mallozzi is the founder and director of Experimental Sound Studio in Chicago."
http://www2.journalnow.com
Arts Entrepreneurship Educator’s Network interview, Lynn Book, Dec. 2006
On teaching creativity to liberal arts students:
"The focus is explicitly on process more than product, proposals instead of programmatic ventures. However, alongside the emphasis on the experiential, I foster an environment for a 'critical creativity' to unfold that sharpens critical thinking and adapts it to larger, embodied imagination processes, and depending on the student - their orientation, their particular interests - concrete projects or programs inevitably come into existence. Ultimately, I'm committed to helping the students create new ways in which to view the world and innovate ways through which to transform it; whether subtly or directly, communally or in individual strokes – there is room for every voice."
http://www.ae2n.net/page5/page16/page16.htm
Cornell University eClips interview, Lynn Book, Oct. 2007
On creative process and the entrepreneurial person:
"And I'd like to speak to the critical, very definitive self organizing principles that are inside of creative process which, for the most part, people think of as very open-ended, free for all, catch-as-catch-can, discovery, aha! wonderful! hey, gee I arrive at something some time over here on the other side! The important thing, back to your question, is this notion of the toleration of difference or the toleration of indeterminate time or the notion of direction without necessary destination. So direction may be also translated as intention, or commitment to a process because there's evaluation in that process and an understanding that what comes from the process - whether immediately used, incorporated or not, applied or not - will in fact be incredibly fruitful in terms of the overall development of the entrepreneurial person."
http://eclips.cornell.edu
