Creativity in Schools: Tensions and DilemmasCreativity in schools is changing, with greater emphasis being placed on creative skills across the curriculum than ever before. This shift has thrown up some challenging questions which this book tackles head-on in order to better understand the implications of this change and the effects on pedagogy and policy. The questions raised include:
Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils' creative development in a new and more thoughtful way. |
Contents
policy practice and constraints | 5 |
A language for creativity | 17 |
Creativity knowledge and the curriculum | 27 |
Pedagogy | 41 |
Learning and creativity | 51 |
Tensions between practice and policy | 71 |
Introduction to Part II | 87 |
Creativity and the environment | 103 |
Introduction to Part III | 113 |
Pedagogical challenges | 123 |
What is left? Creative coconstruction | 133 |
Postscript Onward research and development | 151 |
| 165 | |
| 183 | |
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Common terms and phrases
approach appropriate areas argued artist arts Arts Council England aspects behaviour challenge classroom collaboration concept conceptualising constructivist Creative Class creative learning Creative Partnerships creative teaching creativity in education creativity in schools DfES dilemmas disciplinary documented domain economic emphasis encourage England environment ethical evaluation example focused fostering creativity fostering of creativity Foundation Stage framework Gardner global ideas imagination implications individual innovation interaction involves Jeffery Jeffrey and Craft Key Stage knowledge learner creativity Lubart means NACCCE National Curriculum notion of creativity offer opportunities organisation outcomes pedagogy perhaps personalised learning perspective on creativity possible potential practice practitioners procedural knowledge Project Zero promoting creativity proposed propositional knowledge pupil creativity questions recognising relationship relevant response role seen significant skills social suggests teachers and schools teaching creatively teaching for creativity tensions Tim Smit understanding universalised values Woods and Jeffrey young