Creativity Policy Partnerships And Practice In Education

This book examines the gaps in creativity education across the education lifespan and the resulting implications for creative education and economic policy. Building on cutting-edge international research, the editors and contributors explore innovations in interdisciplinary creativities, including STEM agendas and definitions, science and creativity and organisational creativity amongst other subjects. Central to the volume is the idea that good creative educational practice and policy advancement needs to reimagine individual contribution and possibilities, whilst resisting standardization: it is inherently risky, not risk-averse. Prioritising creative partnerships, zones of contact, practice encounters and creative ecologies signal new modes of participatory engagement. Unfortunately, while primary schools continue to construct environments conducive to this kind of ‘slow education’, secondary schools and education policy persistently do not. This book argues, from diverse viewpoints and methodological perspectives, that 21st-century creativity education must find a way to advance in a more integrated and less siloed manner in order to respond to pedagogical innovation, economic imperatives and creative possibilities, and adequately prepare students for creative practice, workplaces and publics. This innovative volume will appeal to students and scholars of creative practice as well as policy makers and practitioners.

The concept of creative learning extends far beyond Arts-based learning or the development of individual creativity. It covers a range of processes and initiatives throughout the world that share common values, systems and practices aimed at making learning more creative. This applies at individual, classroom, or whole school level, always with the aim of fully realising young people’s potential. Until now there has been no single text bringing together the significant literature that explores the dimensions of creative learning, despite the work of artists in schools and the development of a cadre of creative teaching and learning specialists. Containing a mixture of newly commissioned chapters, reprints and updated versions of previous publications, this book brings together major theorists and current research. Comprising of key readings in creative education, it will stand as a uniquely authoritative text that will appeal to those involved in initial and continuing teacher education, as well as research academics and policy specialists. Sections include: a general introduction to the field of creative learning arts learning traditions, with sub sections on discrete art forms such as drama and visual art accounts of practice from artist-teacher partnerships whole school change and reforms curriculum change assessment evaluative case studies of impact and effect global studies of policy change around creative learning.

The authoritative guide to embedding creative learning in schools, written by a Director at Creativity, Culture and Education (CCE).

Set against a background of targets, tests and restrictive curriculum content, this book argues the case for creativity in education.

Creative Partnerships (CP) commissioned the National Foundation for Educational Research to research the sharing of practice generated through CP within and between schools locally. Based on 93 interviews with teachers and CP staff, the research explored the relationship between the dissemination of the work of CP and the more informal means by which teachers learn directly from each other, including how teachers share their learning and practice from creative experiences with colleagues in their own schools and between schools; factors that enable, hinder and sustain such sharing; and how teachers plan for and carry out effective sharing. Reported findings include: (1) Teachers learn from attending conferences and events about creativity, but they also engage very directly with each other (e.g. in the classroom and in staff meetings), sharing their enthusiasm and their techniques; (2) Informal approaches are a fundamental stepping stone for teachers' initial engagement with creative practice, as well as for their continued reflection and learning. The study formulates a four-step plan for appropriate sharing, and sets out a model to help ascertain when sharing is successful. This report is directed toward those involved in building capacity for creative teaching and learning within schools, as well as in widening the reach of creative teaching and learning between schools. (Contains 3 figures and 5 tables.) [This research was conducted by the National Foundation for Educational Research (Northern Office) for Creative Partnerships.].

Whilst recognition of the role and nature of creativity and interest in creative pedagogical practice has grown, tensions persist at several levels, particularly in accountability cultures, where international comparisons of literacy, numeracy and science frame, shape and often limit policy, practice and curricula. Responding to this context, the book draws together the work of a number of eminent scholars of creativity and creative pedagogies. It offers diverse perspectives from Colombia, Denmark, England, France, Poland, Hong Kong, and the USA and highlights differences as well as similarities across cultural contexts. Individually and collectively, the authors reveal both the complexities and the possibilities of creative pedagogies. While some focus more upon conceptual challenges, others examine classroom practice, both that of teachers and visiting artists, and identify difficulties as well as potential possibilities. In offering hope as well as challenge, creative approaches to learning are of interest to all educators. This book was originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

It is a common ambition in society and government to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and to ensure that young people are able and fit to leave education and contribute to the creative economy that will underpin growth in the twenty-first century. Transforming these common aspirations into informed practice is not easy. It can mean making many changes: turning classrooms into more exciting experiences; introducing more thoughtful challenges into the curriculum; making teachers into different kinds of instructors; finding more authentic assessment processes; putting young people’s voices at the heart of learning. There are programmes, projects and initiatives that have consistently attempted to offer such change and transformation. The UK programme Creative Partnerships is the largest of these, but there are significant initiatives in many other parts of the world today, including France, Norway, Canada and the United States. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. Creative teaching and learning is often used as a site for research and action research, and this volume is intended to act as a textbook for this range of courses and initiatives. The book will be a key text for research in creative teaching and learning and is specifically directed at ITE, CPD, Masters and doctoral students.

Bringing creativity into mainstream educational practice has become a mantra among educators. But what does creative practice in education really look like? Take a journey with educator and artist Robert Kelly to the most innovative schools on the planet to witness creative practice in action, with examples from early childhood to post-secondary levels. Through stories and real-life examples, discover the techniques of global leaders in creativity and design thinking, including India's Riverside School, Denmark's Kaospilots, and San Francisco's Brightworks. Educating for Creativity provides a theoretical framework for creative practice and creative development alongside a practical exploration of how to make creativity in education work from pioneers in the field.