The book under review offers wisdom from an experienced arts administrator and creator. This reader anticipated finding out when "making to know" is most effective in the creative process, and how that answer might vary based on the maker's level of experience and the domain of the work. The author approaches this question best in discussion of the work of designers and in reconceptualizing arts education. Primarily, however, Buchman (ArtCenter College of Design) argues for make to know as the primary force in the creative process. When projecting applications to the K-12 education arena, he understandably promotes learning by doing. There could certainly be much more use of this strategy. However, discovery learning has not been shown to be as effectively applied to learning basic skills and content, especially within the constraints of the school day and the needs of diverse students. Making to know is most certainly an essential component of the creative process, but this reviewer believes its centrality is overstated, and wishes that a book that focuses on creativity in the arts would have provided a figural depiction of the process of making to know. Putting thatpicture together might have surfaced—and addressed—some of the gaps identified here. Summing Up: Optional. Upper-division undergraduates. Graduate students. General readers.

--R. F. Subotnik, American Psychological Association

Rena F. Subotnik

American Psychological Association