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This first person practice-led research mode of action research within creative practice and intellectual thought, reviewed strategies of enhancing creative excellence in undergraduate visual arts pedagogy through the application of practice based and first person modes of action research. This case study was carried out at Great Zimbabwe University (GZU) in the Department of Teacher Development. How can pedagogy of excellence be organised to enhance visual art student teachers’ creativity? Was the main research question in this review. This review was guided and inspired by a formulated tripartite creativity model in 2.0 throughout the case study. The three processes namely production, knowledge and reflections are tools proposed to enhance creative excellence in visual arts pedagogy at GZU. The study employed a qualitative design. Data was collected through triangulation of six instruments which includes first person reflective journal, interview schedule and focus group interviews for visual arts student teachers’, domain project presentation and write-up tasks, and evaluative interviews for tutors. Population for the study comprised GZU community.
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