@impactEduk

@impacteduk is a community for educators to discuss and debate the innovations and practices in education and evaluate them against research for impact on children’s learning. It is a community interested in evidence and rigour. This is not the place for anecdotes and opinions, unless they are to stimulate discussion. This is a community where people are respected, and ideas are evaluated critically.

Creativity

So, what do we actually know?

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4 comments on “Creativity

  1. Andy Hind
    July 16, 2012

    I will make a start with this one !!! I believe there is a difference between creativity and creative thinking. I am not sure we can ‘teach’ creativity but we can develop the creative thinking of every young learner. Schools need to be sure that staff have shared values and a shared language around what they are trying to offer. I work with so many schools that are looking to develop the creative curriculum but surely it is not the curriculum that is creative but rather the professionals that are planning and offering the curriculum.

    • Oliver Quinlan
      July 16, 2012

      You make some interesting points Andy, but I am not sure that tells us what we actually know about creativity as the post suggests, more sets out your own personal beliefs about it.

      It is interesting to share these, but I think this forum has been designed to share evidence rather than beliefs.

  2. l4l1
    July 16, 2012

    I think this is in the philosophy of education dept. Maybe we should define and scope creativity according to the literature out there first and then come to a clearer definition and how it can/ might/ should be applied.

  3. Chris Quigley
    July 19, 2012

    I like to work with the definition of creativity (taken from Sir Ken Robinson) as being imaginative activity with value.

    The ‘value’ in the case of schools would therefore be educational value. How one would measure the value is more tricky. Perhaps it could be in terms of subject standards, which is relatively easy to assess, or in pupis’ personal development and thinking skills. There is also a good argument for value to be measured in terms of pupils cultural awareness.

    I think the most important point about this definition is that it may be applied to all fields or subjects. It does not apply solely to the arts, as some definitions of creativity do. Moreover, it gives something to debate within a school as to what creativity is and how it might be promoted.

    A creative curriculum may be seen as one that is imaginative with high value. How my work in this field has developed over many years is to focus on the value side of things. I have concentrated on identifying the key subject skills and key learning skills pupils should acquire in primary schools. This has helped many schools to be imaginative in subject delivery whilst planning for high educational value. I often ask of a creative curriculum, ‘ What does it create?’. I would like to think it creates high standards in all subjects and motivated learners with imagination.

    This take on a creative curriculum is, I think, more useful than defining it as topics or themes. They may lead to high value but not necessarily. Stand alone subject teaching may also offer high value, but not necessarily. Creativity in this definition goes beyond approaches and looks at approaches in relation to value.

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This entry was posted on July 15, 2012 by .
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