67 research outputs found
A Five-Dimensional Model of Creativity and its Assessment in Schools.
Creativity is increasingly valued as an important outcome of schooling,\ud
frequently as part of so-called â21st century skills.â This article offers a\ud
model of creativity based on five Creative Habits of Mind (CHoM) and\ud
trialed with teachers in England by the Centre for Real-World Learning\ud
(CRL) at the University of Winchester. It explores the defining and tracking\ud
of creativityâs development in school students from a perspective of formative\ud
assessment. Two benefits are identified: (a) When teachers understand\ud
creativity they are, consequently, more effective in cultivating it in\ud
learners; (b) When students have a better understanding of what creativity\ud
is, they are better able to develop and to track the development of their\ud
own CHoM. Consequently, the Organisation for Economic Co-operation and\ud
Development has initiated a multicountry study stimulated by CRLâs\ud
approach. In Australia work to apply CRLâs thinking on the educational\ud
assessment of creative and critical thinking is underway
Assessing the creativity of scientific explanations in elementary science: an insiderâoutsider view of intuitive assessment in the hypothesis space
Creative learning environments in education-A systematic literature review
This paper reports on a systematic review of 210 pieces of educational research, policy and professional literature relating to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS). Despite the volume of academic literature in this field, the team of six reviewers found comparatively few empirical studies published in the period 2005â2011 providing findings addressing the review objectives. There was, however a reasonable weight of research evidence to support the importance of the following factors in supporting creative skills development in children and young people: flexible use of space and time; availability of appropriate materials; working outside the classroom/school; âplayfulâ or âgames-basesâ approaches with a degree of learner autonomy; respectful relationships between teachers and learners; opportunities for peer collaboration; partnerships with outside agencies; awareness of learnersâ needs; and non-prescriptive planning. The review also found evidence for impact of creative environments on pupil attainment and the development of teacher professionalism. LTS intend to use the review as a basis for recommendations to Scottish schools in promoting creativity within Curriculum for Excellence. However, the findings of the review and methodological gaps in the reviewed studies have implications for policy, practice and research internationally
Creative learning conversations: producing living dialogic spaces
publication-status: Publishedtypes: ArticleBackground âCreative learning conversationsâ, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England. Sources of evidence Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity (Chappell, 2008; Craft, 2008). Purpose This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the âbottom upâ, participation, debate and difference, openness to action, and embodied and verbalised idea exchange. Main argument This re-analysis theoretically adapts Bronfenbrennerâs (1979) ecological model to situate layered engagement. Utilising Lefebvreâs (1991) conceptualisation of Lived space and Bakhtinâs (1984) work on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces. Conclusions Creative learning conversations are a way of contributing to change which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective a creative learning conversation is the ongoing process without forced closure of those in the roles of University academic, teachers, artists, students co-participatively researching and developing knowledge of their âlived spaceâ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning
All our futures Creativity, culture and education
Available from British Library Document Supply Centre-DSC:99/32316 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
The antecedents and outcomes of creative cognition
This chapter summarises the antecedents and outcomes that are associated with creative potential and creative achievement, as well as the outcomes of creative practice and engagement with the arts. It provides a concise overview of the relationships between creativity and individual or dispositional factors such as intelligence, personality and executive functions, while also exploring the effects of environmental or situational factors, such as reward and evaluation, on creativity and motivation with an especial focus on two important outcomes of creative cognition, academic achievement and wellbeing. The consequences associated with engagement in creative practice and arts-integrated teaching are also discussed
- âŠ