creativity
what is creativity?
identify problems and solving them. thinking of possible soultions and trialling them.
often reffered to as 'possibilty thinking' (Craft,2002)
involves keeping options open and engaging wtih ideas
creative learning
role of creative adult
good collaboration.
involvrs imaginative activity that leads to origionality, if only for the learner (craft, 2005; NACCCE, 1999; Creative Partnerships,2016)
adults can nurture same as in learning.
playing, co-learning, careful observations
relevant across different subject areas
Activity 9.2. Willow Garden
first hand experiences, playful and active
reconstruct knowledge so meaningful in own terms
emphasised learning through playful activiy
learning made real trhough first hand experience
creativity in the curriculum
environments for creative learning
research suggests possible to think of supporting learnring as either 'learner considerate' or 'learner inclusive' (Jeffrey and Craft,2003)
learner considerate
environemtnt relevant to leaner and one they can easily take ownership of
'home corner' in a nursery / giving choice of different activities they enjoy then asking to choose
provide a context in which creative work can take place
learner-inclusive approaches
passing back of control to learner. encouraged to come up woth own ideas and contributions
involved in planning and setting. and how engage with it / generating own ideas
more in control of learning
weaknesses
tension between adults priorities of meeting the curriculum and goals and balance of being able to give chidlren control
such as childrens safety
also important in creativity and that children should be involved in risk assessments
policy developments
variation in definition of creativity
shared aspects- need for crreativity in learners and that needed to be included in curriculum policys
changes come out because
overacademic curriculum demotivating
ensuring school leavers felixible and imaginitative to support economic competitiveness
informal approaches
England reverted back in 2010 to more restrictive core curriculum
scotland continue developing thinking and promoting creativity across all curriculums
Carole
observe what they are interest in exploring then procide expereinces that enable them to find out for themselve
encourage a 'can do' attitude that can do anything
supporting creative learning
what if ? instead of yes but...
thinking of creaticity as 'having ideas and following these through'
opportunities for creative learning
eileen
"fostering childrens creativity is giving them sufficetn time to think"
telling children in advance what they are going to learn to all them time to have ideas about them
'triangulating' to compare perspectives in order to foster creativity
observing practicioners in action and discussing on terms of creativity. "peer coaching" (NUT,2003
watching videos or listening to audios and generating discussion
working with individuals and small groups, needing to know them
establising link between school home
news paprers, home reading diary
to stimulate childrens creativity adults need sense of thei interests, what they know about and the important even in lives then schools able to provide access to experiences relevant
(Edwards and Springate, 1995; Fryer 1996 stratergies to stimulate childrens creativity
motivation to be creative
clear curriculum and time struture and creation of new routines
providing environment where can beyond expectations and rewarded
encouraging exploring alternative ways of being and doing celebrating where appropriate
allow time to foster own ideas
adults can provide opportunity for creative learning
making art materials avaliable
providing natural materials
well chosen digital activities
facilitatinf inclusive environment
teach teading, offers oppunities to foster creativity Diana Fox Wilson(2004)
facilitating
addition adult helps it run smoothly, such as preparing materials etc in advance
preventing
from a problem arising and enable activity to continue successfully
reparining
soring out arguments of those with competing views
creativity can be redifined as a 'lifewide' experience