Session Information
27 SES 02 B, Creative Pedagogical Practices
Paper Session
Contribution
Internationally, the first decade of the 21st century was characterised by growth in creativity research and creative classroom practice (e.g. Beghetto, 2007; Mirzaie, Hamidi and Anaraki, 2009; Chappell, 2007; Sawyer, 2010). While some researchers have focused upon conceptual challenges (e.g. Beghetto and Kaufman, 2007; Lin, 2011) classroom practices have also been examined; those of teachers (e.g. Jeffrey and Woods, 2009; Craft, Cremin, Hay and Clack, 2014) and also of visiting subject specialists (e.g. Galton, 2010). Such empirical studies tend to pay attention to both teacher and learner orientations, to ‘creative teaching’ and ‘teaching for creativity’, thus encompassing Dezuanni and Jetnikoff‘s (2011:265) assertion that creative pedagogies involve ‘imaginative and innovative arrangement of curricula and teaching strategies in school classrooms’ to develop the creativity of the young.
However, whilst creative approaches to learning appear to have international salience (Harris and Lemon (2012:426), there is little consensual agreement about terms. The underpinning concept of creativity remains complex, elusive and differently understood and instantiated. Banaji, Burn and Buckingham (2010) question whether creativity in education is a globalised or culturally specific phenomenon, where the balance between individual and collaborative creativity lies, and whether it should be conceptualised as cognitive, play-based, ubiquitous, or democratic; and policy differences exist. Difficulties as well as potential can be identified in both theorising and defining creative pedagogies too. In the UK several thematic reviews of aspects of creativity have been undertaken, for example of creativity and leadership (Thomson, 2010) of creative learning environments (Davies et al., 2012), and of progression in creativity (Spencer, Lucas and Claxton, 2012). Yet none have directly addressed creative pedagogical practice and all have been thematic in nature, encompassing conceptual as well as empirical studies.
Accordingly, in order to ensure that policy and practice are informed by the most rigorous available evidence, and that such evidence is subject to close critical scrutiny, a systematic review was undertaken to interrogate the empirical research base on creative pedagogies. In recognising previous critiques of the field, and seeking to synthesize the evidence, the review also aims to contribute to the shaping of future research. It asks two questions:
- What is known about /what are the key features of teachers’ creative pedagogical practice in the years of formal schooling?
- Is there evidence of any documented impact on student creativity?
Method
Expected Outcomes
References
Banaji, S., Burn, A. and Buckingham, D. (2010) The Rhetorics of Creativity: A Review of the Literature, London, Arts Council England. Beghetto, R. A. (2007) Does creativity have a place in the classroom? Prospective teachers’ response preferences Thinking Skills and Creativity 2, 1-9. Beghetto, R. A. and Kaufman, J. C. (2007) Toward a broader conception of creativity. Psychology of Aesthetics, Creativity, and the Arts, 12: 73-79. Chappell, K. (2007). The Dilemmas of Teaching for Creativity: Insights from Expert Specialist Dance Teachers. Thinking Skills and Creativity, 2 pp39-56. Craft, A. Cremin, T. Hay, P. Clack, J. (2014) Creative Primary Schools: developing and maintaining pedagogy for creativity Ethnography and Education 9(1):16-34. Davies, D., D. Jindal-Snape, C. Collier, R. Digby, P. Hay and A. Howe. 2012. Creative environments for learning in schools. Thinking Skills and Creativity. http://dx.doi.org/10.1016/j.tsc.2012.07.004. Dezuanni, M.and Jetnikoff, A. (2011) Creative pedagogies and the contemporary school classroom in J. Sefton Green, P. Thomson, K. Jones, and L. Bresler The Routledge International Handbook of Creative Learning. London: Routledge. pp 264-272. Galton, M. (2010)The impact of creative practitioners in schools and classrooms Research Papers in Education 25(4): 355-375. Ferrari, A., Cachia, R., Punie, Y. (2009) Innovation and Creativity in Education and Training in the EU Member States: Literature review Luxembourg: OOPEC. Harris, A. and Lemon, A. (2012) Bodies that shatter: creativity, culture and the new pedagogical imaginary, Pedagogy, Culture & Society, 20:3, 413-433. Jeffrey, B. and Woods, P. (2009) Creative Learning in the Primary School, London: Routledge. Lin, Y-S. (2011) Fostering Creativity through Education: A Conceptual Framework of Creative Pedagogy. Creative Education 2(3):149-155. Mirzaie, R. A., Hamidi, F., and Anaraki, A. (2009). A study on the effect of science activities on fostering creativity in preschool children. Journal of Turkish Science Education, 6(3):81-90 Pope, R. (2012) ‘Creativity’ and others, in J. Sefton Green, P. Thomson, K. Jones, and L. Bresler. The Routledge International Handbook of Creative Learning. (pp.107-117), London: Routledge. Sawyer, K. (2010) Learning for Creativity in. R. A. Beghetto, and J.C. Kaufman Nurturing Creativity in the Classroom (pp. 394-414) Cambridge, Cambridge. Spencer, E., Lucas, B. & Claxton, G. (2012), Progression in Creativity: developing new forms of assessment – Final Research Report, Newcastle: CCE. Thomson, P. (2010). Whole school change: a literature review 2nd ed. Newcastle, CCE. Torgerson, C. J. 2007. The quality of systematic reviews of effectiveness of literacy learning in English. Journal of Research in Reading 30(3): 287-315.
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