teaching creativity and teaching for creativity

8/13/2019 Teaching Creativity and Teaching for Creativity

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Teaching Creativity and Teaching forCreativity


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What is Creativity?

The Definition of Creativity:

The application of knowledge andskills in new ways, to achieve values

outcomes (NCSL)

Imaginative activity fashioned so as

to produce outcomes that are both

original and of value, (NAACE)


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Features of Creativity:

Using Imagination

Pursuing Purposes Being Original

Judging Value


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Creative Teaching

We define creative teaching in two

ways:

1. Teaching creatively

2. Teachingforcreativity


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Tasks in teaching for creativity

Encouraging

Identifying

Fostering
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Encouraging

Highly creative people in any field

are often driven by strong self-belief

in their abilities in that field. Having

a positive self-image as a creative

person can be fundamental to

developing creative performance


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Identifying

Creative achievement is often

driven by a persons love of a

particular instrument, for the feel of

the material, for the excitement of

a style of work that catches the

imagination. Identifying young

peoples creative abilities include

helping them to find their creative

strengths.


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Fostering

Creativity draws from many

ordinary abilities and skills rather

than one special gift or talent. Thus

the development of many common

capacities and sensitivities can help

to foster creativity.


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Recognizing and becoming

knowledgeable about the creative

process can also help foster creative

development; teaching for creativityhelps young people in

understanding what is involved in

being creative and becoming moresensitive in their own creative

processes.


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Teaching for creativity aims at encouraging

1. autonomyon both sides: a feeling of

ownership and control over the ideas that

are being offered (Woods 1995:3);

2. authenticity in initiatives and responses,

deciding for oneself on the basis of ones

own judgment;


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3. openness to new and unusual ideas, and to

a variety of methods and approaches;

4. respect for each other and for the ideas

that emerge;

5. fulfillment: from each a feeling of

anticipation, satisfaction, involvement and

enjoyment of the creative relationship.


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Trust

Above all there has to be a relationship of trust.Teaching for creativity aims to encourage self-

confidence, independence of mind, and thecapacity to think for oneself. The aim is to enableyoung people to be more effective in handlingfuture problems and objectives; to deepen and

broaden awareness of the self as well as theworld; and to encourage openness and reflexivityas creative learners.


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Self-directed Learning

Teaching for creativity encourages a sense of

responsibility for learning. It aims at a growing

autonomy involving goal-setting and planning,

and the capacity for self-monitoring self-

assessment and self-management.


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Creativity itself is a mode of

learning. It is distinctive in

the combination of three

features:


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A. It involves a thoughtful

playfulnesslearning through

experimental play. It is serious play

conjuring up, exploring anddeveloping possibilities and then

critically evaluating and testing

them.


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B. It involves a special flexibility in

which there may be a conscious

attempt to challenge the

assumptions and preconceptions ofthe selfan unusual activity in

which there is an active effort to

unlearn in order to learn afresh.


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C. This process is driven by the

find, introduce, construct or

reconstruct something new. It seeks

actively to expand the possibilitiesof any situation. In this sense the

learning of creative thoughts is not

neutral; it has a bias towards theinnovative.


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Tips for building

creative learning


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Start simply, build progressively

Find easy ways in to creative learning. Start with the classroom environment.

Move on to how pupils and staff use speech and questions. Keep it

manageable, keep the focus tight. Show and share tangible changes. This

will develop confidence to go further.Be a creative advocate. Create a presentation or materials that you can

use both within your school to convince colleagues and out of school. This

will help to build a whole-school ethos around creativity.

Focus on one area at a time, for example, in developing more creative

learning in maths, and use this to raise awareness and encourage staff tothink about applications in other subject areas and spaces in the school.

Organise an Enquiring Minds-type project where pupils have an opportunity

to negotiate the aim of the project and are instrumental in designing

how it is carried out (see: www.enquiringminds.org.uk).

Set up an inventors club after school.

Transform one small area in the school as a space designed for creativity

and imagination. Make sure that the pupils have some ownership of the

project.
http://www.enquiringminds.org.uk/http://www.enquiringminds.org.uk/


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Critical Thinking and SelfAwareness
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Scriven and Paul (1996), define

critical thinking as "the intellectually

disciplined process of actively and

skillfully conceptualizing, applying,analyzing, synthesizing, and

evaluating information gathered

from, or generated by, observation,experience, reflection, reasoning, or

communication, as a guide to belief

and action."


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Through critical thinking and self-

awareness, one can understand the

relationship between thoughts and

emotions. Although it is assumedthat they are independent, the truth

is that feelings are based on some

level of thought, and thoughtsgenerate from some level of feeling.


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Highlighting Self-awareness

* Perceptions*Assumptions

* Prejudices* Values* Breaking Habits*A New Point of View* Evaluation
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Pupils need to be thoroughly

engaged with their own learning,

and provided with plenty of

opportunity to practise their skills,talk about their learning

experiences, reflect on their

strengths and weaknesses and to beactively involved in evaluating their

own development.


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Whether you decide to mediate the

skills, dispositions and attitudes

contained within the framework by

adopting a stand-alone skillsprogramme, an infusion approach,

or by introducing a mixed model,

here are seven classroom strategiesthat will underpin the success of

any approach:


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Seven Implications for Classroom Teaching

1) Set open-ended challenges2) Make thinking important

3) Make thinking explicit4)Ask rich questions5) Enable collaborative learning6) Promote self-management7) Make connections across contexts


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What it takes to be a creativeteacher is what it takes to be a

creative artist:

You need creativity and ability toexpress yourself and your emotions.

Some teachers have huge amount ofknowledge, but they can't express it

or create the spark in their studentsto learn.

Conclusion


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Thank You

teaching creativity and teaching for creativity

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