Do We Need Limits to Teach Creativity?

There is an argument in art ed that goes something like this: to teach creative thinking we have to give students problems to solve. We, the teachers, spend quite a bit of time devising problems for our students.

Examples: 
- Fill this pre cut shape with different types of lines.
- Design and draw a themed color wheel.
- Repeat an object, with overlapping, to fill the picture plane. 
- Make an artwork using only recycled objects. 

The problems we pose have a range; some are so narrow in scope that little room is left for interpretation, other are big and wide open with space for individuality. I have mixed feelings about these sorts of tasks. My primary issue is that they make a big assumption - that kids need that sort of hand holding to make art. Children are born creators. In preschool, in kindergarten, everything is a toy to be explored and creativity is unbridled. When we catch children at this age they need no limitations from us, just a safe space to make and help with understanding new processes and procedures. 

Any need for limitation is for the ones we miss, the ones who learn that making art is about following a  teacher's plan. Limitations can have a role in helping them unlearn the bad habit of needing an assignment, of needing decisions made for them, until they can make their own plans again.

BUT

The limitation, no matter how interesting or open-ended it may be, is not the end goal. That has to be for our kids not to need us to make art.

Anyone who tells you otherwise is missing the point.