Session Information
29 SES 01 A, Parallel Paper Session
Paper Session
Contribution
How can the teacher meet the challenge of a more creative and art based teaching and learning?
The "creative wave" in educational documents from 1970th fainted away during the end of last century caused to the incresing of international measuring and ranging in international tests. UNESCO noted in 2001 that schools should meet the young people’s needs through enhancing creativity and teaching “artistic values and subjects”, concluding “Creativity is our hope” (UNESCO 2001). Creativity in education has recently been identified in public policy as a factor necessary for economic growth, innovative business, democratic societies, individual capacities and not at least the improvement of quality in education (e.g., Craft 2005, Craft et.al., 2001; Fiske 1999; Robinson 2011; Stevenson & Desey, 2005; NACCCE,1999). This view occupies UNESCO and many arts educators around the world as illustrated by the Seoul Agenda, goals for the development of arts education (UNESCO, 2010). This aims to apply arts education to enhance the creative and innovative capacity of society by applying arts education throughout schools and communities to foster the creative and innovative capacity of individuals and to cultivate a new generation of creative citizens. Sir Ken Robinson, a leading critic of schools and an advocate for arts education argues that systemic change is required before our education systems are to be equal to the challenge of providing for this newly found need for creativity (Robinson, 2011).
For the last eight years, the authors of this paper have researched art based approuches and creative achievement through drama/theatre teaching and learning in international contexts. Our research explored trough case studies and surveys if and how the arts promote creative achievement in young people, and further on how it can be enhanced especially through drama/theatre teaching and learning, and what learning benefits there are for the participants—teachers and students alike (McCammon, O'Farrell, Sæbø & Heap 2008,2010,2011; O'Farrell, Sæbø, McCammon &Heap, 2009; Sæbø, McCammon, O'Farrell & Heap, 2008; Sæbø, McCammon & O'Farrell, 2007, 2008; Sæbø 2009, 2011,2013).
The autors of this paper have looked at the characteristics of creative and art based appouches to teaching and learning through a variety of case studies. Sæbø and O'Brian has particularly worked together with classroom teachers doing case studies and art based intervention in primary and lower secondary schools. McCammon and O'Farrell have mostly worked together with art teachers and researched art education in upper secondary schools.
For this paper we focus the question:
What are the caractheristika of a creative and art-based teaching and learning process?
In this paper, we describe what needs to be included in a creative art based teaching and learning process to have success and further on what the carachteristics/ signs of quality in art based/ drama teaching for creative learning are.
Our theory basis is that a socio-cultural perspective of knowledge and learning is needed to foster creativity and creative learning. This we expand with theory that emphesises the aesthetic experience and theory on creativity(Vygotsky, 2005; Dewey 1934/1958; Shustermann, 2000, Ziehe, 2004; Csikszentmihalyi, 1990 ).
Method
Expected Outcomes
References
Craft, Anna, Bob Jeffrey, and Mike Leibling. 2001. Creativity in Education. London: Continuum. Creswell, James. 2003. Research design: Qualitative, quantitative, and mixed methods approaches. 2nd ed. Thousand Oaks, CA: Sage. Csikszentmihalyi. Mihaly. (1990). Flow: The psychology of optimal experience. New York: Harper and Row. Fiske, Edward B. (Ed.). 1999. Champions of change. The impact of the arts on learning. Washington: Arts Education Partnership. McCammon, Laura, Larry O’Farrell, Aud Bergraff Sæbø & Brian Heap. 2008. Teaching and learning for creative achievement. Arts and Learning Journal, 23(1). McCammon, L., O’Farrell, L., Sæbø, A. B. and Heap, B. (2010). “Connecting with Their Inner Being: An International Survey of Drama/Theatre Teachers’ Perceptions of Creative Teaching and Teaching for Creative Achievement”. I: Youth Theatre Journal – YTJ, 24 (02). McCammon, L., O’Farrell, L., Sæbø, A. B. og Heap, B. (2011). “Creativity Really Comes by What’s Inside of You. Drama/Theatre Teaching and Learning and Creative Achievement” in Shonmann, S. (red): Key Concept in Drama/Theatre Education.Rotterdam: Sense Publication. National Advisory Committee on Creative and Cultural Education. 1999. All our futures: Creativity, culture and education. London: DFEE. Robinson, Ken. 2010. Out of our minds: Learning to be creative. 4th ed. Oxford, England: Capstone Publishing Limited.. Sæbø, A., McCammon, L.A., og O’Farrell, L (2008). “What is Creativity and How Can We Teach It? A Preliminary Reflection from an International Study”. Stage of the Art, 18 (3). Sæbø, A.B., McCammon, L.A., O’Farrell, L. og Heap, B. (2008). “Teaching and Learning for Creative Achievement: What Do Drama/Theatre Teachers Perceive?” I: Arts & Learning Research Journal, 24, (1). UNESCO (2001). Cultural heritage, creativity and education for all in Africa. Division of the Arts and cultural Enterprises, Sector of Culture, UNESCO, Paris. UNESCO (2010) Final Report: Second World Conference on Arts Education. Retrieved on-line, November 26, 2010.
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