David Reid Anderson, on the creative industries and learning and teaching

In the ever-evolving landscape of education and professional development, the role of creativity has emerged as a pivotal force in shaping innovative thinkers and problem solvers. To delve into the depths of this intriguing subject, we had the privilege of sitting down with VILNIUS TECH Faculty of Creative Industries lecturer David Reid Anderson, an esteemed expert in the field of creative advertising. David specialized in teaching students how to learn creative thinking, strategy, and copywriting, supported by theory. With a wealth of knowledge and experience, David shares invaluable insights into the nature of creativity, its importance in various domains, and strategies to nurture and harness it for personal and professional growth.

You have a lot of experience in the creative industries, why do you believe it's important for young individuals to explore and engage with creative industries?

My experience working as a designer, an advertising creative, a writer and an academic has always been driven by learning. Not be being taught how to be, but by learning. For me, real education is about students learning and my role as an academic is to facilitate their learning. The future is in the hands of young people. We have a responsibility to engage them, inspire them and encourage them to make the world a better place. The creative industries are central to our progression as a species. We need to be creative thinkers, to create new and better ways for living, and young people have the capacity to take us all forward into a better future. 

In your opinion, what role does creativity play in the learning process, and how do you encourage it among your students?

Creativity is at the apex of Bloom’s taxonomy. It is the most important asset known to human beings. Without being creative humanity will stagnate. It is central to academic life, as students need to be creative when learning, to ask questions, to research, to explore, to comprehend, to challenge existing norms. In all my time working with students, I have encouraged them, to ‘think by questioning, then question their thinking’. I have encouraged them to embrace failure, as it is how we learn. I believe students should become ‘creative problem causers’ as the creative questions they ask, will become the new problems they solve in the search for something new.

How do you encourage students to think critically and creatively, especially when faced with complex or ambiguous problems?

As aforementioned, by encouraging the students to think by questioning then question their thinking they are thinking creatively then questioning critically. They treat each with parity. This balance ensures the students discuss what they know, and not merely what they think. 

What strategies do you employ to create an inclusive and supportive environment that allows all students, regardless of their background, to express their creativity?

I view all students as fellow researchers and creative colleagues. This creates a mutual respect with the full cohort. By providing students with a number of ‘creative thinking models’ they all have the opportunity to exploit them, or not, which in turn becomes their creative thinking ‘tool box’. I assess their work with the student, as the etymology of assessment is to ‘sit with’. Again, this becomes an important learning opportunity for the student. 

Furthermore, given that I am a native English speaker (Scottish) adds to the equality and inclusiveness of my curriculum design and delivery.

Finally, students are asked to write a reflective account of what they have learned, or not, which again is a learning opportunity.

Regarding the role of creativity in the learning process, the lecturer places it at the pinnacle of cognitive processes, emphasizing its centrality to academic life. Encouraging students to 'think by questioning and question their thinking' forms a foundational approach, fostering creative problem-solving and a willingness to embrace failure as an essential part of the learning journey.


Do you have creative tendencies? Do you think differently from others? Do you like film, art, theatre, writing, performing, being around creative people, doing stuff that only makes sense to you? If you answer yes to some of these, we would like to work with you to discover your potential and fulfill it – all of it.

Here in the Faculty for the Creative Industries we pride ourselves for being creative as well as having aspirations for both our students and our highly qualified staff, to lead in the search for new thinking, new creative works that challenges the norm, whilst serving the community at both local and international level. Now, isn’t that exciting. We don’t want likeminded students we want them all to think differently. So, if you feel that you would fit in with us, we would love to hear from you.

As for the faculty, we are based in the Old Town of Vilnius, which – architecturally - is as beautiful as it is inspirational, and it comes alive at night catering for everyone’s taste! In recent years, Vilnius has become increasingly cosmopolitan, promoting itself as the creative partner for Europe. Indeed, it is fast becoming known for the next generation of creative entrepeneurs.